Grading Policy
Grading Policy
Grading Policy School Year 2024-2025
Updated: October 7th, 2024
Mission
We are committed to building a community of lifelong learners. Our scholars will be endowed with the knowledge, skills, attitudes and quality of character necessary to be successful contributing members of this changing global society. We will work together to build a culture and community that fosters student mastery by educating the whole child. Scholars will receive standards-based instruction that maximize the development of their abilities, skills and talents.
Vision
The Cambria Heights School’s vision is to provide students with a supportive environment that emphasizes collaboration and student agency. The Cambria Heights School Community works to build personal character, academic achievement, and opportunities to innovate. We encourage students and families to develop confidence to be inquisitive explorers and strategic thinkers. We believe in educating all learners in a safe and respectful environment while encouraging student voice and choice. We strive to foster a collaborative relationship with our families while respecting each family's cultural identities and perspectives.
Rationale for a Grading Policy
Grading policies play a vital role in establishing a common understanding among students, families, and educators regarding the timing and method of delivering feedback on academic proficiency and skill enhancement. It is crucial to acknowledge that grades serve as indicators of a student's understanding and proficiency in a specific subject and standards, their advancement over the duration of a course, and their capability to acquire new skills. Throughout the academic year, grades are routinely communicated via report cards and progress reports to assist students and families in monitoring their educational advancement. Upon completion of a term or course, a final grade is awarded.
New York City Schools Account (NYSCA)
The New York City Schools Account for Parents is an invaluable tool designed to foster a strong partnership between families and schools. This online platform provides parents and guardians with easy access to a wealth of information about their child's education. Through a secure and user-friendly interface, parents can track their child's academic progress, including grades, test scores, and attendance records. Additionally, the account offers resources to support student learning, such as curriculum guides, homework help, and important updates from the school district.
For more information, please visit:: https://www.schools.nyc.gov/learning/student-journey/nyc-schools-account
Parent Teacher Conferences (PTCs)
A Parent-Teacher Conference (PTC) serves as a brief session where you engage with your child's educator to discuss their academic performance and overall school experience. These meetings offer insight into your child's educational curriculum, progress both academically and socio-emotionally, and provide guidance on how best to support their development. In cases where your child encounters specific challenges, these conferences afford the opportunity for collaborative planning between you and the teacher to determine the most effective support strategies.
For the upcoming 2024-2025 school year, all parent-teacher conferences will be conducted virtually. Nevertheless, upon request, in-person meetings with parents or caregivers can be arranged at a mutually convenient time.
Parent Teacher Conference Dates
- Progress Report #1: Thursday, November 7th, 2024
- Progress Report #2: Thursday, March 6th, 2025
Marking Periods
Marking periods are designated segments of the academic year used to evaluate and report student progress. The school year is divided into three marking periods. During these intervals, teachers track and record students' academic achievements, providing a clear and structured timeline for both students and parents to understand progress and areas needing improvement. At the end of each marking period, report cards are issued, summarizing the student’s performance in each subject.
Marking Periods Dates
- Marking Period 1: September 5th - November 27th, 2024
- Marking Period 2: December 2nd - February 14th, 2025
- Marking Period 3: February 24th - June 6th, 2025
Report Cards
Report cards are comprehensive documents that provide detailed insights into a student's academic performance over a specific period, typically a semester or school year. They reflect the school's grading policy, which may include numerical scores (1,2,3,4). Each subject or course is listed on the report card along with the corresponding grade for the marking period.
Additionally, report cards may feature comments from teachers, which highlight a student's strengths, areas for improvement, and overall progress. These comments can offer personalized insights and constructive feedback, providing a broader understanding of the student's learning journey.
Report cards may also include information on attendance, behavior, and participation, offering a holistic view of the student's school experience. By incorporating various aspects of student performance, report cards serve as a valuable tool for parents, students, and educators to track academic development, celebrate achievements, and identify opportunities for growth.
Report Card Dates:
- Week of December 9th - Teachers submit grades on December 5th, 2024
- Week of March 3rd - Teachers submit grades on February 28th, 2025
- Week of June 23rd - Teachers submit grades on June 20th, 2025
Grading System
Grading is an essential aspect of education, but its significance goes beyond assigning scores. When done in a fair and transparent way, grades can serve various functions, such as:
- Demonstrating a student's level of comprehension and proficiency in a subject, indicating their progress at a particular point in time.
- Identifying the areas where a student needs improvements and additional support.
- Guiding teachers in their curricular, instructional, and organizational decisions.
- Helping identify which students require more assistance or personalized learning.
- Indicating whether a student has passed or failed a particular course or subject at the end of a term.
- Influencing decisions regarding promotion and the admissions process for middle school, high school, and college.
Student Academic Achievement
The evaluation of student academic progress will be founded on the mastery of the Next Generation Standards and instructional objectives, as articulated in the curriculum guides for each subject. These objectives align with the Next Generation Standards and encompass the skills and concepts necessary for College and Career Readiness.
At PS 176, the curriculum is designed to provide a well-rounded education to all students. The school focuses on not only academic achievements but also on the overall development of each student. In addition to the core subjects such as Language Arts, Mathematics, Science, and Social Studies, the school also offers Computer Science, Civics, Dance, Art, and Physical Education classes.
The school ensures that grading is appropriate and transparent, with teachers documenting how grades are determined. PS 176 is committed to providing a supportive and nurturing learning environment that prepares students for future success.
Grading Elements
The grades eligible for use on report cards are 1, 2, 3, or 4, with no plus or minus signs. Interpretation of grades is as follows:
Grades K-5
4 = Above Average/Excellent progress at the level of instruction indicated (90-100%)
3 = Average progress at the level of instruction indicated (75-89%)
2 = Below Average progress at the level of instruction indicated (65-74%)
1 = Unsatisfactory progress (failure) at the level of instruction indicated (0-64%).
A grade of zero (0) can only be used in the event that a student does not attempt to complete an assignment.
NL (Late/New/Recent Admit or Other)
Factors used to determine K-5 student grades include the following:
- Assessments
- Projects
- Classwork/Work Habits
PS 176Q provides foundational instruction in English Language Arts (Reading and Writing), Mathematics, Science, and Social Studies. Additionally, students have the opportunity to explore cluster subjects such as Civics, Computer Science, Art, Dance, and Physical Education. All students receive instruction in Physical Education. The availability of scheduling determines access to other cluster subjects.
Schools must base students’ grades on academic progress and performance, considering a student’s entire body of work in each subject area.
- All students will receive comments on their report cards. Comments will include the following:
- ELA Overall: Teacher specific comment about student’s progress
- Math: Teacher specific comment about student’s progress
- Social Studies: 1 Comment
-
- Science : 1 Comment
- All Cluster Teachers must enter one comment for each child in their specific content area.
See attached rubric below for an outline of factors in further detail.
Grading Rubric for Marking Period Grades K-5
Subject Areas: All Subject Areas
Reading, Writing, Mathematics, Science, Social Studies, Civics, Computer Science, Art, Dance, Physical Education
(This rubric details how student marking period and final grades will be determined.)
|
Factors |
Brief Description |
Grade Percentage |
|
Class Work/Work Habits |
This includes work completed in the classroom setting. Class work can include, but is not limited to:
|
40% |
|
Projects |
This category includes a variety of creative and engaging activities that cater to different learning styles and abilities. Projects can include, but is not limited to:
Suggested criteria for grading presentations, projects, portfolios:
|
20% |
|
Assessments |
This category encompasses both the traditional (exams and quizzes) and alternative methods of assessing students' learning with the goal of mastery.
|
40% |
To determine a student's final grade for the class, teachers will use the percentage provided above. It's essential that all teachers have evidence supporting the final grade assigned to each student.
Progress Reports
Progress reports function as a comprehensive instrument to monitor and convey students' academic progress and areas necessitating improvement. Issued biannually, each report encompasses grades for assignments, assessments, and class engagement, complemented by individualized feedback from instructors. This feedback offers valuable insights, often proposing tailored strategies or resources to augment students' comprehension and proficiency.
Progress Reports
- Progress Report #1: November 6th
- Teachers Submit by October 31st, 2024
- Progress Report #2: May 19th, 2025
- Teachers Submit by May 12th, 2025
Progress Reports Sample
There are a variety of methods that can be used to measure student progress on a scale of 0 to 10 towards standards mastery. One common approach is to use formative assessments, which are ongoing assessments used to monitor student learning and provide feedback for improvement. These assessments can take many forms, such as quizzes, exit tickets, or classroom discussions. Another option is to use summative assessments, which are typically given at the end of a unit or course and are used to evaluate overall student learning. These assessments can include tests, projects, or essays.
In addition to assessments, it's important to consider other factors that can impact student progress, such as engagement, effort, and participation. Teachers can also provide individualized support and feedback to help students improve their understanding of the material and achieve mastery of the standards. By using a combination of assessments and targeted support, teachers can effectively measure and support student progress towards standards mastery.
Assessing Student Progress on Mastery Standards
To measure student progress in meeting mastery standards, a scale of 0 to 10 is used. The scale ranges from 0 to 10, with 0 indicating no progress and 10 representing the highest level of progress. A score of 0 to 1 is assigned to students who have shown little to no progress. For those who have made slight progress, scores of 2 to 4 are given. Students who have achieved average progress receive scores of 5 to 7, while those who have made significant progress towards mastery earn scores of 8 to 10.
See attached rubric below for an outline of factors in further detail.
|
Basic Progress towards Standards Mastery |
||||
|
Excels in Standards (90% - 100%) |
Proficient in Standards (75% - 89%) |
Below Standards (65% - 74%) |
Well Below Standards (55% - 64%) |
|
|
Significant Progress (8 to 10) |
Average Progress (5 to 7) |
Slight Progress (2 to 4) |
Little/No Measurable Progress (0-1) |
|
|
Criteria for All Subjects (Assessment of Student Learning Comprehension) |
Current performance exhibits a high level of proficiency in understanding and progress when applying the concepts and skills taught within current standards. This level of progress and proficiency is indicative of a deep and thorough understanding of the subject matter. It shows that the student has not only comprehended the material but has also successfully applied it in practical situations. This level of progress and skill is often achieved through consistent effort and practice, as well as a willingness to seek out additional resources and support when needed. |
Current performance exhibits a sufficient understanding and progress when applying the concepts and skills taught within current standards. This level of progress and comprehension denotes a commendable proficiency in fundamental concepts, and the individual can competently apply them across diverse contexts. While the student may exhibit some errors or knowledge gaps, they demonstrate progress and proficiency in comprehending and utilizing grade-level material.
|
Current performance indicates partial understanding and progress of the taught standards and concepts. The student demonstrates some level of progress and comprehension of standards. The student is able to explain the concept or skill in their own words, apply it in a basic context, or identify key components of the standard. The student displays limited progress or incomplete grasp of the concept and may encounter difficulties in applying it in more intricate situations. They may also make errors or misunderstand the material when attempting to apply it. |
Current performance displays a basic understanding and progress of the taught standards and concepts. The student has not demonstrated progress and understanding of the standards. They are unable to articulate the concept or skill in their own words or apply it in simple contexts. When it comes to more complex applications of material, students may encounter difficulties. Commonly, they may make mistakes or misunderstand the subject when attempting to put it into practice. |
Grading Policy Flexibilities
Attendance
Attendance may not be factored into a student’s grade. Attending school, participating in class, and demonstrating understanding are all essential components of student learning, and school communities must make every effort to ensure that students attend school, with a goal of every student, every day. When students attend school consistently, they have the greatest opportunity to make progress, receive support from their teachers, and demonstrate their learning. Students’ grades must reflect the extent to which they have met the learning outcomes for their courses.
Submission of Late Work
All students are required to adhere to the designated deadlines and meet the outlined expectations for assignment submissions. Understanding the significant influence of students' personal circumstances on their academic performance, requests for deadline extensions can be made directly to classroom and cluster teachers. Such extensions will be evaluated on a case-by-case basis, considering factors like personal loss, illness, or other traumatic experiences affecting students.
Late Assignment:
Students will have a five-day window to complete any outstanding/missing assignments, with submissions beyond this period being classified as late. In instances where this work contributes to the final grade, it is imperative for the teacher to proactively inform parents about the pending assignments and missing work.
Student not making adequate progress:
Teachers have the option to issue a warning letter, request a parent meeting, or conduct outreach to a student’s parent/guardian when a student experiences a notable decline in grades or is in danger of failing one or more courses. It is imperative to maintain consistent communication between teachers, students and parents regarding academic progress through assessments, quizzes, and regular updates.
Promotion Policy
The Promotion in Doubt (PID) process involves schools formally informing families in writing that their child is in danger of not meeting promotion standards and could be held back in the same grade for the following academic year. Schools are required to evaluate students' promotion criteria before classifying them as Promotion in Doubt. The designation of PID is based on a comprehensive assessment of students' performance in English Language Arts and mathematics through various assessments.
The PID process takes place in January and February, allowing schools and families to strategize the necessary support and interventions for students to achieve promotion benchmarks or graduation requirements by June. In cases of students with disabilities, IEP teams might have to reconvene to address adjustments to accommodations, supports, and services if a student is not progressing within their current educational program.
The subsequent information has been excerpted from the Promotion Policy of the New York City Public Schools Promotion Policy.
“The DOE’s promotion process ensures that students receive the support they need to succeed in the next grade level. For grades Kindergarten through 8, schools review many pieces of student work to determine if students are ready for the next grade level. For grades 9 through 12, schools make promotion decisions based on course credits.
Promotion Process and Timeline
- January – Early February: Schools identify students who are not on track to meeting promotion benchmarks at the end of the school year. Families of students whose promotion is in doubt receive an email or written notice in the mail.
- May – June: Schools do promotion portfolios for students who may not be ready for the next grade level. This is based on student work and assessments from throughout the school year. Principals make promotion decisions based on the English language arts and math skills shown in the student’s portfolio. Families of students who are not promoted are notified by their schools.
- July: Students who were not promoted in June must participate in summer learning. Any student may participate in summer learning, which provides academic support, arts, recreation, and social-emotional support.
- August: At the end of summer, principals make final promotion decisions based on students’ portfolios and summer work. Families of students not promoted in June are notified. Families may appeal promotion decisions by submitting a written appeal to their student's principal.
How do schools make promotion decisions?
- Promotion decisions are made by each school principal based on multiple measures of student readiness for the next grade level in English and math.
- Teachers review student work from the school year to identify students who may not be ready for the work of the next grade in English language arts and/or math, even with support. Students whose work shows they are ready for the next grade are promoted by the principal in June.
- If a student's work shows they may not be ready for the next grade level, the teacher completes and scores the portfolio. The principal makes the promotion decision based on the portfolio results.
If your student is not promoted in June based on their portfolio results, your student is required to participate in summer learning. At the end of summer, the school reviews the progress of the student, and the principal makes the final promotion decision.”
Academic Plan to Support Students
When a student is struggling academically, PS 176Q will develop a comprehensive support plan tailored to each child’s specific needs. This plan should involve collaboration between teachers, parents, and the student to ensure a holistic approach to improvement. Here are some key components to that can be included:
- Assessment and Identification: Begin with a thorough assessment to identify the areas where the student is struggling. This may involve standardized tests, classroom observations, and consultations with the student and their parents.
- Individualized Learning Plan (ILP): Develop an ILP that outlines specific academic goals, strategies, and resources tailored to the student’s needs. This plan should be regularly reviewed and adjusted as necessary.
- Intervention and Extra Support: Provide access to tier 2 intervention services, either through school programs or external resources.
- Regular Monitoring and Feedback: Set up a system for regular monitoring of the student’s progress. This can include weekly check-ins, progress reports, and feedback sessions to keep the student on track and motivated.
- Engaging Learning Methods: Incorporate diverse and engaging teaching methods to cater to different learning styles. This might involve interactive activities, multimedia resources, and hands-on projects.
- Emotional and Social Support: Address any emotional or social issues that may be affecting the student’s academic performance. Counseling services, peer support groups, and positive reinforcement can play a vital role in boosting the student’s confidence and well-being.
- Parental Involvement: Encourage active parental involvement in the student’s education. Regular communication between teachers and parents can help reinforce learning strategies at home and provide a support system for the student.
- Setting Realistic Goals: Set achievable short-term and long-term goals to help the student experience success and build momentum. Celebrate small victories to maintain motivation and morale.
- Professional Development for Educators: Ensure that teachers are equipped with the skills and knowledge to support struggling students. Professional development opportunities can enhance their ability to implement effective interventions and support strategies.