Irving ISD Secondary Grading Procedures Handbook 2013-2014

Table of Contents Beliefs, Definitions, Examples Academic Mastery General Guidelines and Procedures Grade Weighting of Formative and Summative Grades Submission of Grades into the Grading System Make-Up Work for Absences Re-teach/Re-Assess Procedure Grade Reporting Extra Credit, Dual Credit, Advanced Placement, Course Averages and Graduation Plans Grade Point Averages and Semester Exams Additional Information Academic Work Habits and Behavior Grades Academic Dishonesty Recoding of Zeros/Missing Assignments References 25 6 6 6 7 7 8 8 9 9 9 10 10 10

The contents of this document are intended to define the purpose, philosophy and procedures behind the grading practices of Irving Independent School District. Some points included in previous versions of the Irving ISD grading procedures and guidelines have been expanded, clarified or changed based on feedback from district committees, campus staff, parent and students. It is the intent of the district to seek out feedback as part of the continuous improvement cycle. The grading committee will convene periodically over this next year to review feedback from stakeholders and determine if additional revisions should be recommended in the future. The committee recommends a year-long substantive program of professional development for all staff relevant to assessment.

Beliefs, Definitions, and Examples

Assessment Beliefs
Assessments are a form of communication. Assessments are designed to measure progress before, during, and after instruction with varying levels of depth and complexity using a variety of formats. Assessments demonstrate the degree to which a student has mastered the intended curriculum. Assessments are used as part of an on-going, spiraling data-driven process to guide adjustments to instruction, determine re-teach/enrichment opportunities, and identify individual strengths and weaknesses. Assessments are aligned with and integrated into curriculum. Assessments are essential to achieve student and teacher accountability. Assessments represent the learning process as well as the learning outcome.

Definitions
Assessment: Assessment is the process of obtaining information that is used to make educational decisions about students. Diagnostic Assessment or Pre-Assessment: Assessment that takes place prior to instruction to determine a students attitude, skills, or knowledge in order to identify student needs. Formative Assessment: Assessments designed to provide direction for improvement and/or adjustment of teaching and learning activities for individual students or for a whole class, e.g. observation, quizzes, homework (usually), instructional questions, initial drafts/attempts. (Assessments FOR learning) Summative Assessment: Assessments designed to provide information to be used in making judgments about students achievement at the end of a sequence of instruction, e.g. final/drafts/attempts, tests, exams, assignments, projects, performances. (Assessments OF learning) Performance Assessment: Authentic assessments that require students to perform complex tasks representative of activities done in and out of school settings used in either a formative or summative way.

(OConnor, 2011, p. 107)

*The above assessment types are not mutually exclusive. Irving ISD | Secondary Local Grading Procedures Handbook 2012-2013 2

Academic Rigor Irving ISD believesrigor refers to academic rigor as learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity. Rigorous learning can occur at any school grade and in any subject. Doing more and longer assignments does not equal rigor. Rigor is about the quality, not the quantity, of student work. (Jones, p. 92)
Rigorous Students use knowledge and skills to perform authentic work in the discipline. Curriculum and instruction focus on conceptual understanding. Teachers connect knowledge and skills to students lives and/or interests. Hard Learning includes extensive memorization of facts, details, or text. Curriculum and instruction focus on isolated facts and information. Learning experiences are characterized by the irrelevance of the knowledge or skills.

Homework Homework is designed to focus on academic success for all students with short term application and long term goals. A comprehensive set of practices are required to increase student achievement such as designing and differentiating homework tasks, providing feedback on homework as assessment FOR the learning DURING the learning, and improving homework completion. Both the teacher and the student should have a clear understanding of the purpose of each homework assignment and the relevance of the assignment to the student. Purpose of Homework
Pre-Learning/Preparation Introduce a topic to students in preparation for a more in depth lesson (e.g. determine what they already know or want to know about a topic). Checking for Understanding Students explain their thinking and processing for a given concept so that teachers gain insight into a students thinking as well as learning misconceptions (e.g. sample math problems to explain the steps they took to solve the problem). Practice Activities to increase speed and accuracy of a skill Full benefit to students requires 1) the student must have a full understanding of the concept being practiced, 2) practice homework should occur only after checking for understanding has occurred so that students do not incorrectly practice the skill, and 3) practice must be distributed over several opportunities to reach long term memory. Process Tasks to reflect on concepts discussed in class, apply skills or knowledge learned, synthesize information, or show that they see the big picture (e.g. long term projects such as summarizing major concepts in a unit). (Marzano, Pickering, & Pollack, 2004; Vatterott, 2009)

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 When planning homework activities, teachers need to not only determine the purpose of the task but correlate the task with the type of learning desired.

Types of Learning Desired

Facts - Pieces of information necessary to understand larger concepts (e.g. whales are mammals) Concepts - Categories of things with common elements that help us organize, retain, and use information (e.g. the process of photosynthesis) Principles Rules that govern concepts (e.g. matter can change forms) Attitudes Degrees of commitment to ideas or spheres of learning (e.g. we should be concerned about the environment) Skills The capacity to put to work the understandings we have gained (e.g. drawing conclusions from data) (adapted from Tomlinson, 1999, pp. 38-39)

The current meta-analysis of the research on homework demonstrates that when homework is utilized appropriately, it can support student achievement in the classroom. When used inappropriately, students do not derive benefit from the assigned homework. So what should teachers consider to ensure that students receive the greatest amount of benefit from homework assignments? The following guidelines will assist in making these crucial decisions: Align the purpose of the homework and the type of learning desired when designing the homework tasks. Design homework that students will see the merit of or will be interested in completing. Tips to maximize completion rate include the following: selecting appropriate levels of difficulty, allowing for choice or self selection within the task, and aligning tasks according to what students consider relevant. Consider multiple facets of student home life when assigning homework: availability of adult supervision and support with homework, amount of time dedicated to homework commensurate with the age of the student, and consideration of after school/home activities. Use homework as a formative assessment and provide students feedback for their learning.

Subject

Examples and Non-Examples of Quality Homework

Examples Non-Examples
Activities that student cannot complete successfully without the assistance of an adult. Last minute tasks that require a large amount of time to complete (e.g. finish chapters 48 and answer questions tonight). Writing, revising and editing the majority of a essay/report at home. Memorizing facts in isolation with no connection to long term goals.

All Areas

ELAR

Use technology to post comments about self selected reading, read and interact with peers within online community about common text. Access and read text, visuals or audio information in preparation for an upcoming lesson, and generate ideas, questions or confusions to present to peers in class.

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After major revisions have been completed in class, edit and refine the final writing draft to be presented in class. Complete one or two complex math problems that demonstrate a variety of skills or concepts within a context. Write an explanation of the steps taken to solve a complex problem and recommendations for avoiding mistakes that could occur. Completing a worksheet to practice basic skills in isolation. Major projects completed predominantly at home. Completing a large number of practice problems. Memorizing skills or facts in isolation. Read and complete the questions at the end of the unit in the textbook. Memorize vocabulary in isolation in preparation for a vocabulary quiz. Read a textbook chapter and create an outline of the chapter. Create, label and color a map as an at home project. Memorize vocabulary in isolation in preparation for a vocabulary quiz. Memorize vocabulary in isolation in preparation for a vocabulary quiz. Read a grade level text for the first time and answer questions about the content.

Math

Science

Write a brief explanation of a formal lab report completed in class. Access and read text, visuals or audio information in preparation for an upcoming lesson and generate ideas, questions or confusions to present to peers in class. Posting comments and responding to others comments on a class discussion board related to conceptual understanding of people to places and relationships to outcomes. Refine and polish a final draft of research report that has been created, revised and edited in class.

Social Studies

LOTE

Reread a familiar text and identify particular concepts using written annotations to share with peers in class and compare ideas. Create a vocabulary web that shows how words relate to each other within a given content area or topic of discussion from class.

*NOTE: ARD/IEP and 504 Committees may develop individual student plans that indicate specific accommodations related to the students individual disability or need.

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Secondary Grading Guidelines and Procedures

Academic Mastery General Guidelines and Procedures
Grades shall reflect individual student mastery of the content. Grades are not based on a comparison of students to each other. Teachers shall assign individual grades for assignments completed through collaborative group work. Teachers shall record the actual grade a student earns; there is no minimum grade to be assigned. An M for missing shall be recorded for absences (excused or unexcused), and students will be given a reasonable amount of time to receive instruction on the material and demonstrate mastery. It is recommended that the length of time to demonstrate mastery be commensurate with the length of the absence. A teacher may make exceptions for extenuating circumstances. Academic Work Habits may not be reflected in, nor influence, the Academic Mastery grade. Points shall not be added nor deducted from the Academic Mastery Grade regarding work habits or non-academic activities. End of Unit Assessments provided within the district curriculum may be used as formative or summative grades at the discretion of the teacher. This decision must be consistent within the department on the secondary campus to avoid discrepancies from classroom to classroom. The same assessment may not be counted several times in the grading system.

Grade Weighting for Formative and Summative Assessments per Six Weeks

Grade/Level
Sixth, Seventh, and Eighth Grades* Ninth, Tenth, Eleventh and Twelfth Grades

Formative
20% 30%

Summative
80% 70%

*High school credit courses in middle school are weighted 30% formative, 70% summative Submission of Grades for the Grading System
A minimum of three (3) equally-weighted summative grades shall be entered into the grading system to determine the six week grade. If a six-week test is given, the grade will count for one of the equally-weighted summative grades. A minimum of five (5) formative grades shall be entered into the grading system to determine the six week grade. Guided practice and homework are considered formative assessments. During the six week period, a minimum of one (1) equally-weighted summative grade and two (2) formative grades for a total of three (3) grades shall be entered into the grading system by the progress reporting verification timeline. The third week in the grading period may be used to provide students with opportunity to reassess the grade for the previous two weeks in order to regain eligibility to participate in extracurricular activities sponsored by the school district and/or the University Interscholastic League (See Board Policy EIA Local). Teachers are expected to grade assessments and post to the gradebook program on a weekly basis so parents can stay informed as to their childs academic status. NOTE: It is understood Irving ISD | Secondary Local Grading Procedures Handbook 2012-2013 6

 that there may be exceptions to the turn-around-time on grading assessments such as major projects and formal lab reports.

Make-up Work
Absences o Make-up tests, labs, performances, long-term projects, etc. shall be made available to students after an absence. Teachers shall inform their student of the amount of time allotted for completing the make-up work. Teachers shall allow, at a minimum, the same number of days that the student was absent to complete the work and submit his or her assignments. This includes school-related absences. o An M for missing shall be recorded for absences (excused or unexcused), and students will be given a reasonable amount of time to receive instruction on the material and demonstrate mastery. It is recommended that the length of time to demonstrate mastery be commensurate with the length of the absence. A teacher may make exceptions for extenuating circumstances. The grading system will calculate the M as a 0 in the grade calculation until the actual grade for the assignment is recorded. o Students will receive a full credit for the academic grade, but late work can affect the students Work Habits grades (See Board Policy EIA Local).

Re-teach/Re-assess Procedure
The purpose of re-teach and re-assessment is to allow students who have not demonstrated mastery additional opportunities to demonstrate mastery. In A Repair Kit for Grading 15 Fixes for Broken Grades, OConnor says, the primary purpose of grades is to communicate a summary of student achievement as a result of their learning (p. 106). Summative assessments will be eligible for reassessment with the exception of semester exams. o If a student has a grade below 70 on a summative assessment, the teacher facilitates student success by offering the student a variety of scheduling opportunities for reteaching the content and then re-assessing for mastery. For example, some opportunities are offered in the morning as well as the afternoon. A student shall be provided a minimum of one (1) re-teach opportunity in addition to the original lesson for a total of 2 learning opportunities. Students will receive a re-assess opportunity after having completed the re-teach sessions. It is recommended that both the re-teach and re-assess opportunities be differentiated from the original lesson and assessment. In order to reassess in a timely manner, the goal is to re-teach/re-assess within one (1) week after the student has received feedback relevant to understand the need for re-teach. o Students have an opportunity to re-assess if they receive a grade at or above 70 on a summative assessment. Students will receive a re-assess opportunity after having completed one (1) re-teach session. In order to re-assess in a timely manner, the goal is to re-teach/re-assess within one (1) week after the student has received feedback relevant to understand the need for re-teach. o The maximum grade assigned after any reassessment is up to a 85.

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 It is recommended that each campus create a plan to support the re-teach and re-assess process for teachers and students. o If a summative assessment is given during the last week of the six weeks, there are two options for teachers to record the grade. 1) Record the grade of the original assessment as part of the sixth week of the six weeks. Provide re-teach/re-assess opportunity within the prescribed one week window. Request a grade change to reflect the re-assess grade. 2) Record the grade of the original assessment as part of the first week of the next six weeks. Provide re-teach/re-assess opportunity within the prescribed one week window. Request a grade change to reflect the re-assess grade. o All summative reassessments given during the sixth week of the last six weeks of the school year must be completed prior to the last day of school for students. Formative assessments o Middle School and High School formative assignments will have due dates designated by the classroom teacher. It is at the discretion of the teachers (facilitators) to determine the process and timeline for re-teach/re-assess on formative grades. (See Board Policy EIA Local). o

Grade Reporting
Individual Progress Report Cards will be sent home via student, email, or US postal system after the close of the third week of each six week grading period for each student (See Board Policy EIA Legal-P & EHAA).

Extra Credit
Extra credit opportunities must relate to mastery of the intended learning objectives (See Board Policy EIA Local).

Dual Credit
Students enrolled in any Dual Credit course(s) will be graded according to the standards and policies set forth by the college or university.

Advanced Placement Courses Students enrolled in any advanced placement course(s) will be graded according to the IISD grading procedures.

High School Course Averages

Credit in a full year course is determined by the average of the first and second semester grades. If the average is 70 or above, full credit is awarded. If the average is below 70, no credit is awarded.

Graduation Plan Expectations

We expect all students to graduate on the recommended plan or distinguished academic plan (See Student Handbook). Irving ISD | Secondary Local Grading Procedures Handbook 2012-2013 8

Grade Point Averages and Semester Exams

Weighted Systems and Honor Graduates (See Board Policy EIC Local and student). First semester exams for all courses and Second semester exams for non-EOC courses will be weighted as 1/7 of the semester average. District guidance will be provided to campuses regarding the use and weighting of Second semester exams for EOC courses. All courses given for high school credit will assess common standards on semester assessments in like courses.

Refer to the Student Handbook and Board Policy EIC (Local) for additional information on the following categories:
Determining Credit for Courses Pre-AP, and AP Courses Graduation Requirements and Guidelines Grade Level Classification / Promotions Requirements Grade Point Averages

Academic Work Habits

A separate indicator shall be included on the report card for Academic Work Habits. This plus (+) or minus (-) indicator shall represent the degree to which students meet the behavior expectations correlated to important life skills that affect success with employment and other facets of life. Secondary report cards will have a column for each class to communicate progress with work habits. The Academic Work Habits indicators include but are not limited to the following:

Secondary Work Habits On time to class and completes work on time Prepared for class; attentive, engaged in learning Works toward achieving individual and group goals Demonstrates courtesy and respect in the learning environment Adheres to the ethical use of technology in regards to property, privacy and appropriateness Behavior Grades
Students are expected to exhibit appropriate behavior in all classes to facilitate their own leaning as well as the learning of classmates. Teachers will provide students with a Behavior Grade to communicate to students and parents/guardians to represent how well the student is meeting the behavior expectations in class. For students in grades 6 through 12, the following grading rubric will be applied: Grade A B C U Expectations Meets behavior expectations the majority of the time Usually meets behavior expectations Meets behavior expectations when reminded Often fails to meet expectations even with reminders

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Academic Dishonesty
Students who engage in academic dishonesty shall be subject to disciplinary consequences and shall still be required to do the work and/or demonstrate mastery of the content. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. 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, taking into consideration written materials, observation, or information from students. Students shall be required to re-assess to determine relative mastery of the content.

Recording of Zeroes/Missing Assignments

Students shall not be allowed to opt out of their learning by choosing not to complete assessments/assignments. School faculties shall develop procedures for ensuring that students complete assessments/assignments. An M for missing shall be recorded in the grading system for missing assignments until the completed assignment is graded and the actual grade is recorded. The grading system will calculate the M as a 0 in the grade calculation until the actual grade for the assignment is recorded.

References
Coppell ISD (2010) Local Assessment Handbook Jones, R. (2009). Student Engagement Teacher Handbook. Rexferd, NY: International Center for Leadership in Education, Inc. Marzano, R., Pickering, D., & Pollack, J. (2004). Classroom Instruction that Works. Danvers, MA: ASCD. OConnor, K. (2011). A Repair Kit for Grading: 15 Fixes for Broken Grades: Boston, MA: Pearson Education, Inc. Tomlinson, C.A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design: Alexandria, VA: ASCD. Vatterott, C. (2009). Rethinking Homework: Best Practices that Support Diverse Needs: Danvers, MA: ASCD.

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