DRAFT #2R January 2011

Carrollton-Farmers Branch ISD

GRADING PROCEDURES
The primary purpose of awarding grades is to communicate student achievement in relation to the state standards, the Texas Essential Knowledge and Skills (TEKS), and the district curriculum. The Carrollton-Farmers Branch ISD is committed to creating an environment where quality instruction, assessment, and evaluation occur to improve student achievement. The academic grade represents this achievement. Also, effort and conduct are important to achievement; therefore, effort grades and conduct grades are included in the districts reporting system.

Academic Grades
Formative grades represent 25% of the nine weeks grade. Summative grades represent 75% of the nine weeks grade. Formative Assessment Multiple formative and summative assessment tools are used to provide feedback and accurately assess students mastery of the TEKS and district curriculum. Formative assessment directs the teachers instructional decisions regarding adjustments or reteaching needed to ensure student success on the curriculum/learning goal(s). It also communicates to the student any learning adjustment needed prior to the summative assessment. Formative assessment is assessment FOR learning. Formative assessment provides ongoing feedback and will be recorded a minimum of two times per summative assessment. The formative assessments recorded must align to the standards of the summative they precede and are to provide guidance to the student and teacher on progress towards learning goals. Formative grades should reflect progress on standards only, not compliance, i.e. returning a progress report for a grade or bringing a box of tissues at the beginning of the school year. Formative assessment is practice that takes place both formally and informally. Formal assessment occurs when regular instruction is stopped to assess student understanding. Informal assessment happens during the course of instruction. Examples of informal formative assessments include, but are not limited to the following: Class discussions Daily practice Teacher observation Questioning Checking for understanding Examples of formal formative assessments include, but are not limited to the following: Classroom assignments/assessments District assessments Performance assessments Quizzes Homework

All homework should be completed, reviewed in a timely manner, and used as a method to provide students with specific feedback on their performance of the assigned tasks. The research on homework indicates that providing feedback is critical, but assigning a grade to every homework assignment is not necessary. Homework should result in a higher performance level on summative assessments. Student effort is critical to student success. Therefore, formative assessment work not submitted on time will be recorded as an Incomplete (INC) and will receive a penalty of one letter grade (-10 points) when submitted. If work is not submitted within the summative reassessment window, the INC will be changed to a zero. Summative Assessment Summative assessments are designed to provide information about a students mastery of the curriculum/learning goal(s). Summative assessment occurs after providing frequent feedback to students

DRAFT #2R January 2011

through formative assessments. Summative assessment is assessment OF learning that occurs at the end of a sequence of instruction. A minimum of three summative assessments is required each nine weeks. The district supports a balanced assessment approach and recommends using multiple assessment formats that require students to write, to create, and to perform to document learning. Extenuating circumstances* for individual students may alter the time frame in which a summative is administered. Grades should be based on mastery of the curriculum. In secondary, semester exams shall be comprehensive in nature and measure the mastery of the Texas Essential Knowledge and Skills. The semester exam will represent 20% of a students final semester grade. Examples of summative assessments include, but are not limited to the following: Tests Performance assessments Projects Papers Presentations Reports Portfolios District assessments Summative assessments not submitted by the due date will be recorded as Incomplete (INC) and will receive a penalty of one letter grade (-10 points) when submitted. If the work is not submitted within five school days of the due date, the incomplete will be changed to a zero. The teacher will examine the preponderance of assessment evidence over the course of the grading period and when appropriate, will use the most recent achievement data when determining the final grade. Tutorials should be used to assist students with concepts/knowledge/skills with which they are struggling. The teacher will assign tutorials based on evidence from formative or summative assessments. If tutorials are assigned, then attendance is mandatory. *Extenuating circumstances will be determined by the teacher and the principal. Reassessment Procedures for Summative Assessments 1. Reassessment provides students the opportunity to demonstrate they have increased their knowledge, skills, and/or concepts from the first assessment. Therefore, students who have already demonstrated advanced learning or mastery will not be reassessed. Advanced level or mastery is defined as a student receiving an A or a high B on an assessment. 2. Students who fail a summative assessment shall be reassessed. Students who receive a 70 84 shall have the opportunity to be reassessed. 3. On a summative reassessment, the teacher shall record the higher of the two grades up to an 85. 4. Reassessment occurs under the following conditions: The student completes formative assessments/assignments related to the summative (as determined by the teacher) prior to the reassessment opportunity. The student engages in additional learning opportunities/assignments. The teacher selects the time for reassessment, which may include before/after school. Time frame: o o Normally within one week of the student receiving the grade on the original assessment unless extenuating circumstances* exist No later than seven calendar days into the next grading period if the summative was given the last week of the grading period

DRAFT #2R January 2011

5. Students who meet the aforementioned reassessment criteria may be reassessed one time. Any reassessment beyond the stated procedures would be determined by the teacher and campus administrator. 6. The same assessment shall not be given to determine mastery. However, the assessment format is subject to the teachers discretion. 7. The semester exam is not subject for reassessment. Academic dishonesty includes cheating or copying the work of another student, plagiarism and unauthorized communication between students during an examination. Evidence may come from written materials, observation, and/or information from students. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee and the principal. Students found to have engaged in academic dishonesty shall receive a zero on the assignment/assessment involved in the incident. An Incomplete or INC will be issued based on a students non-attendance in class and/or missing summative assessment(s) due to extenuating circumstances*. If a student enrolls in the last 15 days of the grading period without grades from the previous school, an NG for No Grade will be issued. Students entering C-FB with grades from a previous school will receive the grades awarded from the previous school/district. *Extenuating circumstances will be determined by the teacher and the principal.

Effort Grades
In addition to reporting a students academic mastery of standards, the report card shall also denote the students efforts toward achievement. A quality work ethic is defined as: Timeliness turns in work by stated due date; arrives in class on time; Persistence strives to achieve personal best even when faced with challenges; Focused participation remains on topic; demonstrates commitment to class activities or discussions and group/team projects; and Preparedness arrives at class having completed prerequisite work and bringing necessary supplies and resources. Letter Grade A B Definition Student exemplifies every aspect of a quality work ethic on a daily basis. Commitment to excellence and to produce work which represents a personal best is always evident. Student consistently exhibits the majority of quality work ethic attributes. The student generally produces work which represents a personal best. The student is inconsistent in meeting the majority of quality work ethic attributes. While work is normally turned in on time, the student rarely goes beyond minimal expectations and seldom strives for personal best. The student rarely meets the majority of quality work ethic attributes. The student needs frequent extensions to turn in work, and work very seldom meets personal best.

C F

DRAFT #2R January 2011

Conduct Grades
In addition to reporting a students mastery of standards, the report card shall also denote the students conduct. Conduct includes: Citizenship follows school and class rules; Service gives of self to others; Responsibility makes appropriate choices; accepts responsibility for choices; Integrity demonstrates honesty and fairness to others; Cooperation works well with others; and Respect appreciates others diversity and demonstrates consideration.

Letter Grade

Definition The student exemplifies all aspects of conduct on a daily basis and serves as a positive role model for others. Occasional lapses are minor and always followed by the students acceptance of responsibility. The student consistently exhibits the majority of the conduct attributes. Occasional lapses are minor and are generally followed by the students acceptance of responsibility. The student is inconsistent in meeting the majority of the conduct attributes. Lapses result in a distraction to the learning environment and the students reluctance to accept personal responsibility. The student rarely meets the majority of the conduct attributes. Frequent lapses result in a distraction to the learning environment and the students denial of responsibility for actions.

Grading Scales
PreKindergarten and Kindergarten The indicators on the report card are marked using the codes below: M = Mastered P = Making progress N = Needs more time and assistance NA = Not assessed The language arts grade at the elementary level will be computed based on the following percentages: reading 50%, writing 40%, spelling 10%. 1st Grade 12th Grade The grading scale for all other courses and grade levels is as follows. A (100-90) = Exceptional performance exceeding standard expectations B (89-80) = Successful performance of standard expectations C (79-70) = Inconsistent performance with progress towards standard expectations F (68*-0) = Unsatisfactory performance with little progress towards standard expectations If students are functioning below grade level, the grade will reflect the progress/performance of their functioning level. However, it will be noted on the report card that the student is not performing on grade level. For special education students who have a modified or alternative curriculum, evaluation of successful achievement will be based on the Individual Education Plan (IEP) goals and mastery expectations.

DRAFT #2R January 2011

The awarding of grade points for high school credit courses is as follows: 100 90 89 80 79 70 68* 0 4 grade points 3 grade points 2 grade points 0 grade points

*A grade of 69 shall not be recorded on the report card. Middle School & High School: Semester Grades 1st/3rd nine weeks grade (40%) + 2nd/4th nine weeks grade (40%) + exam grade (20%) Final Grade 1st semester (50%) + 2nd semester (50%) Course Final Grade (for courses that require EOC) 1st semester (42.5%) + 2nd semester (42.5%) + EOC (15%)

January 2011

Grading Procedures, DRAFT #2

Frequently Asked Questions (FAQs)
1. Why was a Superintendents Grading Procedures Task Force formed? A Superintendents Task Force was formed during the 2009-2010 school year. The purpose of the task force was twofold: (1) to examine the districts grading procedures to determine if they represent the current thinking in the field of grading and assessing, which is an activity the district engages in every few years, and (2) to determine if the districts grading procedures are aligned with the requirements of Senate Bill 2033, which was passed during the summer of 2009. This twofold purpose led the task force to examine the following questions: What is the purpose of grading? Who are the experts in the field of grading and assessing? What are considered the best practices in the field of grading and assessment? Are our current procedures aligned with Senate Bill 2033? The membership of the task force includes 14 elementary teachers, 14 secondary teachers, and seven administrators. 2. What is the purpose of grades? Grades communicate what students have learned or mastered. The state of Texas requires all school children to learn the state standards or the Texas Essential Knowledge and Skills (TEKS). Districts often localize the standards by adding to them and/or clarifying their meaning in curriculum documents. The DRAFT Updated Grading Procedures document identifies the purpose of grades in C-FB as follows: to communicate what students have mastered in relation to the state standards and the district curriculum. 3. There was a DRAFT #1 of the Updated Grading Procedures shared with teachers in October. Changes were made to DRAFT #1 based on the October teacher feedback. DRAFT #2 of the Updated Grading Procedures was shared with district staff during the week of January 3-7. What kind of feedback was solicited from district staff on DRAFT # 1 and DRAFT #2? All staff members (teachers, teaching assistants, counselors, librarians, administrators) were given the opportunity to fill out a card that asked the following on DRAFT #1 and DRAFT #2: 1. Their level of agreement with the ideas in the DRAFT Updated Grading Procedures with 1 being little agreement to 10 being complete agreement; 2. Comments about the procedures; and 3. Suggestions for next steps. Each principal was asked to submit a form that indicated the mean, median, and mode for his/her campus. The mean campus summary data is listed below. 1

January 2011

Mean (average) Mean October Draft 1 23 12 4 Mean January Draft 2 34 3 2

Ranking 7 or above 5.0 6.9 Below 4.9

4. What are the main changes between DRAFT #1 and DRAFT #2 of the Updated Grading Procedures? Main Modifications made from DRAFT #1 to DRAFT #2 based on staff feedback DRAFT #1 The report card grade determined by summative assessment evidence only One mandatory reassessment opportunity for students who fail a summative assessment and one optional reassessment opportunity for students who receive a B or C on a summative assessment; reassessment grade no higher than a 90 Penalty for late assessments was not noted Discipline consequence for academic dishonesty (cheating), different assessment given DRAFT #2 The report card grade determined by both formative and summative assessment evidence One mandatory reassessment opportunity for students who fail a summative assessment and one optional reassessment opportunity for students who receive a low B or C on a summative assessment; reassessment grade no higher than an 85 Penalty for late assessments noted Zero for academic dishonesty (cheating)

Added more specific language to more clearly communicate expectations

5. Will the District pilot the Updated Grading Procedures before implementing districtwide? Yes, the district plans to pilot the new Grading Procedures at the elementary, middle, and high school levels during the 2011-2012 school year. Data and feedback will be gathered for further study and potential revision before district-wide implementation in the 2012-2013 school year. 6. Is the second draft of the new Grading Procedures the last draft? The second draft probably will not be the last draft. Obtaining a final document will continue to be a work in progress. After the piloting campuses are confirmed, additional dialogue will occur that may result in further revisions to the grading procedures. 2

January 2011

7. Will the parents at the piloting campuses have an opportunity to meet, discuss, and give feedback on the new grading procedures? Yes, the campus administration of each piloting campus will hold parent meetings to discuss and receive feedback on the proposed grading procedures. 8. What is the purpose of formative grades and summative grades? What is the difference between the two? The purpose of formative assignments/assessments is to give students opportunities to learn new information/skills/concepts. It is practice. Its main purpose is to engage students in learning experiences that ensure they have learned and can demonstrate evidence of that learning on summative assessments. It is assessment FOR learning. The purpose of summative assessments is to determine if students have learned or mastered the information/skills/concepts taught. Summative assessment is made up of major tests, projects, presentations, or performances. It is assessment OF learning. Using summative assessment evidence as either all of the grade or the largest percentage of the grade communicates precisely what students have learned. Including formative assessment evidence in the grade communicates not only what students have learned, but how they performed while they were learning. Including only summative assessment evidence in a final grade is the most rigorous reporting system. To address the complexity of how a grade is determined, the DRAFT report card recommends listing not only the final report card grade, but would also report the formative average, homework average (homework is a formative assignment), and the summative average. This will provide additional information to students and parents regarding student learning and progress. 9. DRAFT #2 proposes using 75% of summative assessment evidence and 25% of formative assessment evidence to compute report card grades. Has the district ever used these percentages for computing grades in the past? Yes, the district used 75% summative assessment and 25% formative assessment evidence to determine grades prior to the current 60% summative assessment and 40% formative assessment. 10. What is the districts philosophy on homework and what is its role in the Updated Grading Procedures DRAFT #2? Homework is an important part of the total formative assessment process that helps students learn new information/skills/concepts. There has been a great deal of research done on homework. The Educational Research Service, an organization dedicated to using research to improve student achievement, dedicated a Focus On issue on homework in 2010. In that publication, it was noted that researchers seem to agree that grades on most homework assignments should not be averaged into a students course grade (Cooper, 2007). If 3

January 2011 homework grades are included, they should represent a small percentage of the report card grade. Homework is practice; its purpose is to let the student and the teacher know what information/skills/concepts are understood or what needs additional work to be understood. It is important to learning and has been identified as one of the key strategies related to student learning and achievement. The effectiveness of homework is directly related to the specificity of feedback received by students. 11. Is all school work completed at home considered homework? No, homework is daily/weekly practice. Teachers often give an assignment that is formative in nature, but requires a longer period of time to complete or represents work with concepts in a more complex context. The teacher determines if an assignment/assessment is homework (part of formative assessment), formative assessment, or summative assessment. The DRAFT report card that would accompany the new Grading Procedures would report the averages for formative assessment and summative assessment. 12. Why is the district changing current reassessment procedures? Senate Bill 2033 states the following: the teacher may allow a student a reasonable opportunity to make up or redo a class assignment or examination for which the student received a failing grade. This statement applies to an individual student, not a percentage of students as our current procedures require. The current reassessment procedures state that a class must be reassessed if 30% of the students at the elementary level fail a summative assessment. The percentage increases to 40% of the students at the secondary level. We believe the current procedures do not meet the spirit of the law. Good educational practice provides students who have not demonstrated mastery of the content on the first try another opportunity. If a student has not mastered required knowledge, we must provide additional opportunities for that student to acquire basic understanding in order to move on to more complex learning. Obviously a student who has failed a summative assessment has not mastered the material. The district also believes the student who receives a low B or C deserves and would benefit from the opportunity to improve her/his knowledge/skills and grade if s/he is willing to complete additional work in the area of the deficiency.