Page Header
K-6, Grading, Promotion and Retention Policy
Posted On:
Tuesday, September 23, 2014
News Image

K-6 Grading, Promotion and Retention Procedures

 

Numerical Basis for Grades

 

1.       The scale for determining the quarter grade, semester grade, and the yearly grade for a subject is stated below:

 

GRADING SCALE

A

90-100

B

80-89

C

70-79

D

60-69

F

0-59

 

2.       The numerical scale for the quarter grade, semester grade, and yearly grade shall determine the values assigned for major and minor grades.

3.       In averaging grades, any fractional part .5 (1/2) or over will be rounded up to the next whole number (examples, 90.5 = 91; 81.6 = 82; 59.51 = 60).

4.       The determination of passing or failing a subject is made by converting the letter grades and getting the average of the quarter grades and semester exam.  In grades 3-6, if the average is below 60, the subject is failed.  In grades 1-2, if the average is below 70 in reading or math, the subject is failed. 

 

 

Grading Procedures

 

  • A teacher must always be able to provide evidence (graded materials) to justify a grade given on an assignment for a quarter, semester, or year.
  • Grades must be determined on the basis of several factors (projects, class assignments, activities, etc.) rather than one source such as a test.  Quarter grades will be determined by the following scale:  50% major tests and projects, 50% class work and homework, with no more than 5% from homework.
  • A minimum of four (4) different major and five (5) to nine (9) different minor grades shall be administered during a grading period to give an overall indication of the student’s performance in each subject.  A minimum of two (2) different major and four (4) different minor grades must be administered by the middle of the nine week grading period.  The number of grades (in Reading only) may be altered the first nine weeks of 1st grade if the 1st Grade Readiness Component is being implemented.  Major grades are defined as major grades for the subject (see examples in chart).  Minor grades are defined as daily classroom grades (see examples in chart).


 

Examples of Major Grades (50%)

Examples of Minor Grades (50%)

Essays

Grammar Tests

Math Tests

Project(s)

Research papers

Speaking/Listening Presentations

Spelling Tests

Teacher-made Tests

Tests

Unit  Benchmark Test *

Weekly Selection Tests

Writing Projects

Comprehension

Cooperative Learning Activities

ELA Skills

Fluency

Grammar Activities

Graphic Organizers, Foldables

Homework (Can be no more than 5% of the 50%)

Journals

Math Fluency Checks

Math Journals

Math Quizzes

Math Skill Sheets

Observations

Phonics

Quizzes

Skill Sheets

Speaking/Listening Activities

Spelling Activities

Vocabulary and/or Academic Word Study

Writing

 

    • The emphasis and importance of an activity or test should be reflected in the overall evaluation design which is used by the teacher and is communicated to the class.   All classroom assessments should be assessments standards taught.  It is critical to ensure that instruction and assessments are aligned to the College and Career Ready Standards.
    • Major grades must be placed in INow no more than ten (10) days (weekdays) after the assignment is received.  Minor grades must be placed in INow no more than five (5) days (weekdays) after the assignment is received.  Administrators at the local school have the authority to implement a more rigorous expectation for entry. 
    • All teachers will follow the 50/50 grade design. 
    • A student whose absence from class is excused will be allowed to make up missed work without penalty. 
    • Conduct is not to be considered in determining academic grades.  The ‘bell-shaped curve’ concept should not be included in the procedure for grading.
    • Handwriting will receive Satisfactory, Needs Improvement, or Unsatisfactory (S, N, or U).  Handwriting should not be a factor in numerical grades in other subject areas.
    • Kindergarten will provide letter ratings in the following areas:  Social/Work Skills, Reading, Language, Mathematics, and Handwriting.  These will be determined based on their standards based assessment of student performance. 


  • Teachers will have in their grade book numerical grades/averages, specific descriptions for assignments, point value for the assignment, and the date of assignment.  When recording in INow the date the assignment was given should be recorded and not the date posted.  The title in INow should reflect the skill being assessed or provide enough information that parents will know what assignment is referenced. 
  • Teachers will retain student papers for the documentation of grades earned during a given year and will keep these papers until report cards are distributed after the first grading period of the following semester.  Papers should be sent home for parental review of grades in a timely manner with a process for parents to review papers and return major and minor graded items.
  • Teachers will provide progress reports to parent/guardians midway of each grading period for all students.   Teachers should post INow grades regularly and not wait until the week before progress reports or report cards to post all grades. 

 

Academic Honesty

Academic Honesty is expected of all students.  All schoolwork submitted for the purpose of meeting course requirements must represent the efforts of the individual student.  Any form of academic dishonesty is prohibited.  Academic dishonesty includes, but is not limited to: plagiarism, forgery, copying or stealing, another person’s class work, creating more than one’s work for distribution, intentionally accessing another’s material for the purpose of using it as one’s own, downloading information from other sources and presenting it as one’s own, unauthorized copying of software or unauthorized use of hard copy or software to develop one’s own software.  It is the responsibility of all teachers and building administrators to monitor students’ work to avoid any academic dishonesty and to administer consequences for such dishonesty.  Where appropriate, parents/guardians shall be contacted as soon as possible to report any alleged academic dishonesty of the students.  All teachers will educate students as to what constitutes academic dishonesty and what is acceptable and unacceptable behavior in the schools. 

 

Retention Process

Parents/guardians will be notified of potential or definite retention by way of District form letters. Potential retention means that students have a nine week or semester average below the level to be promoted in the subject.  The letters (included at the end of the packet) will be sent to parents/guardians of students who meet the retention guidelines of this policy. In grades K-6, three letters will be sent at specified times which are (1) at the end of the first semester (second nine weeks grading period), (2) at the end of the third nine weeks grading period, and (3) at the end of the school year. The signed copy of each letter sent, as well as letters returned to the school, will be filed in each student’s permanent record folder. In the event a signed copy isn’t provided a note should be documented on the letter and filed.  The final retention letter should have attached documentation of all parent communication related to retention and any additional support that was provided to the student.  The letters of notification regarding retention will serve to bring principals and teachers together in a team effort, to inform parents/guardians and involve them as much as possible before the end of the school year, and to satisfy documentation requirements for the school. TEACHERS AND PRINCIPALS WILL MAKE THE FINAL DECISION CONCERNING PROMOTION AND RETENTION OF A STUDENT.  PARENTS/GUARDIANS WILL NOT BE ALLOWED TO REVERSE THE DECISION.

 

The teacher should provide an opportunity to meet with the parents concerning the possibility of retention each nine weeks.  The final grading period the same opportunity should be provided as well as the opportunity to include an administrator in the meeting since they will be a part of the final decision.  Parents should not find out for the first time two weeks prior to school ending that their child will be retained.  Prior to being retained, this student should be served with tiered instruction (RtI) to provide additional support.  Decisions will be based upon a careful study of individual student needs. A decision will be reached through conference procedures with the teacher and principal. Special situations such as dramatic changes in behavior or the transfer of a student may cause timelines and/or documentation to be altered at the discretion of the building principal. 

 

K-6 Retention Appeal Process: 

Board policy states that teachers and principals will make the final decision concerning promotion and retention of a student.  Parents/guardians will not be allowed to reverse the decision.  Therefore, unless a policy related to promotion and retention was not followed there is not an appeal process. 

 

RETENTION PROCESS TIMELINE

 

Activity

Person

Responsible

No Later Than

Date Occurred

1.                    

Teacher/Student Conference

Teacher

January

 

2.                    

Teacher/Parent Conference

Teacher

January

 

3.                    

First Retention Notice

Teacher

January

 

4.                    

Teacher/Admin Conference

Teacher

February

 

5.                    

Referred to the Problem Solving Team (if not already being provided RtI services)

RtI Designee

February

 

6.                    

Teacher/Parent Conference

Teacher

March

 

7.                    

Second Retention Notice

Teacher

March

 

8.                    

Teacher/Parent Conference

(Parents may request administrator to participate in the conference)

Teacher

May (two weeks prior to the end of the grading period)

 

9.                    

Teacher/Admin Conference

Teacher/ Administrator

May (two weeks prior to the end of the grading period)

 

10.                

Transmit Retention Packet to Principal

Teacher

May

 

11.                

Principal signs retention letters

Principal

May

 

12.                

Final Retention Letter

Principal

May

 

 

 

 

“Too often educators search for an “either/or” answer to difficult school-related problems.  One such issue is that of retention and social promotion.  No one we know is “for” either of these options.  What is needed is an informed decision-making process, where a recommendation is made for each student, based on his/her individual circumstances.”

--Jim Grant

 

 

AUTAUGA COUNTY BOARD OF EDUCATION

OFFICE OF THE SUPERINTENDENT

Excellence in Education

 

1st SEMESTER RETENTION LETTER

January ____, 2015

 

Dear __________________________:

 

We have concluded the first semester of the school year, and this letter is to notify you that your child, ________________________________ is showing weakness in grade level reading and/or math which could result in retention in the ____ grade.  Specifically, he/she is having difficulty with:

 

o  Subject with Failing Grade or Not Meeting Standards (K): ______________________

Weaknesses within the subject:

_________________________________________

_________________________________________

                                _________________________________________

 

o  Subject with Failing Grade or Not Meeting Standards (K): ______________________

Weaknesses within the subject:

        _________________________________________

                                _________________________________________

                                _________________________________________

 

 

I feel that it would be beneficial for us to confer in order to discuss these weaknesses and how you can help _____________________ at home.  I will contact you as to a convenient date and time.  Please sign and return this letter indicating that you have read it.  Thank you for your cooperation.

 

Sincerely,

 

 

 

Teacher

 

_____ Yes, I do request a conference and await teacher contact to schedule it.

_____ No, I do not request a conference at this time.

 

_____________________________________________                        __________________

Parent’s Signature                                                                                                           Date

 
 

AUTAUGA COUNTY BOARD OF EDUCATION

OFFICE OF THE SUPERINTENDENT

Excellence in Education

 

THIRD NINE WEEKS RETENTION LETTER

March _____, 2015

 

Dear __________________________:

 

We have concluded the 3rd Nine Weeks of the school year, and this letter is to notify you that your child, ________________________________ is showing weakness in grade level reading and/or math which could result in retention in the ____ grade.  Specifically, he/she is having difficulty with:

 

o  Subject with Failing Grade or Not Meeting Standards (K): ______________________

Weaknesses within the subject:

_________________________________________

_________________________________________

                                _________________________________________

 

o  Subject with Failing Grade or Not Meeting Standards (K): ______________________

Weaknesses within the subject:

        _________________________________________

                                _________________________________________

                                _________________________________________

 

 

I feel that it would be beneficial for us to confer in order to discuss these weaknesses and how you can help _____________________ at home.  I will contact you as to a convenient date and time.  Please sign and return this letter indicating that you have read it.  Thank you for your cooperation.

 

Sincerely,

 

 

 

Teacher

 

 

_____ Yes, I do request a conference and await teacher contact to schedule it.

_____ No, I do not request a conference at this time.

 

_____________________________________________                        __________________

Parent’s Signature                                                                                                           Date


 

AUTAUGA COUNTY BOARD OF EDUCATION

OFFICE OF THE SUPERINTENDENT

Excellence in Education

 

END OF THE YEAR RETENTION LETTER

May ____, 2015

 

Dear _____________________:

After careful consideration of ________________________’s needs-academically, emotionally and developmentally, his/her teacher and I concur that it would be in your child’s best interest to be afforded the opportunity to spend another year in __________________.  This extra year will provide ____________________ the time he/she needs to acquire the skills in the areas with gaps.  This will enable ____________________ to be successful when he/she enters _______ grade.

 

Sincerely,

 

Principal Signature

 

_____ Yes, I do request a conference and await teacher contact to schedule it.

_____ No, I do not request a conference at this time.

 

 

 

_____________________________________________                        __________________

Parent’s Signature                                                                                                           Date

 

View all Highlights