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Parent/Caregiver Session: Promotion in Doubt Meeting

Grading Policy

The purpose of any system of reporting to parents/caregivers is to strengthen the home-school partnership and to inform parents/caregivers concerning student progress. The degree to which parents/caregivers are informed of the philosophy of the New York City Department of Education, its programs, and the assessment of students’ strengths and weaknesses is important in establishing a positive attitude toward school and a cooperative relationship between school and home. Assessments should be straightforward with teacher judgments based on objective data. The K-5 reports cards reflect the instructional level of students. Report cards should be communicated in terms understood by those involved. The main objective of an elementary report card is to communicate to parents/caregivers what students know and are able to do. The Ralph Bunche School—P.S., 125 takes this mission very seriously, and is committed to providing the best possible information to parents/caregivers. Research shows that student success is highly correlated with family involvement in school progress. Standards-based grading is a way to communicate what students know at a point in time rather than an average of performance over an entire period. It measures a student’s performance according to the standards taught rather than comparing student progress to other students.

Instruction is planned, implemented, and assessed using state and city guidelines. Student progress is evaluated every quarter based on skills within each standard for the specific grade level based on expectations for the curriculum taught during that period of time. Effort and academics are reported separately so the parents/caregivers know the effort of the student as well as understanding of specific skills. Individualized comments will continue to be an important part of parent/caregiver communication on the standards-based report card. Grades on the elementary report card can assist parents/caregivers in making informed decisions regarding course selection at the middle school level.

 Academic achievement may be measured in a variety of ways, including compositions, presentations, oral discussion, student work samples, observations, tests, and the products of project-based learning activities. Teachers should use the most current summative assessment data when determining achievement marks for the report card. When determining what marks to use on daily and weekly assignments, remember that these marks should not conflict with the grades on the report card. Teachers should not use subjective statements like good, excellent or poor when marking papers. One option might include: Written feedback Rubric scores (if using 4, 3, 2, or 1 on papers, there should be guidance as to what these marks mean) Keep in mind that work that is sent home provides parents/caregivers with a general impression of how students are achieving in school but does not provide a complete picture. Other assessment data are collected that encompasses the report card grade and some of these assessments are not sent home.  Communication regarding progress should be ongoing via Bloomz. Homework can be considered as part of the Academic and Personal Behaviors grade, but would not be used to grade academic achievement in elementary school since the function of homework is to provide practice in skill areas.