P.S. 211 School Grading Policy

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A Brief Overview of P.S. 211’s Grading Policy

At P.S. 211 Elm Tree Elementary, we place great value on our student’s education and we believe that our families are an essential part of that success. However, we also know that, sometimes, our school system’s grading policies can be a little confusing. That is why we would like to take a moment to explain all of the intricacies and details revolving around our school’s grading policy so that our families can have a better understanding of how their child can be set up for success!

Student academic achievement is based on mastery of the Next Generation and New York State (NYS) Learning Standards for each subject. These standards address the skills and concepts that are needed for successful performance in all grades.

Assignments, tests, projects, classroom activities, and other instructional activities are designed so that the student’s performance indicates the level of mastery of the Next Generation or NYS Learning Standards. The student’s mastery level of these standards will then be reflected in their classroom scores and report card grades.

Subjects that will be graded are Language Arts (reading, literature, oral language, writing, handwriting), Mathematics, Science, Social Studies, Physical Education/Wellness, Music and Art.

Achievement grades are fairly determined from a wide variety of information, which includes student performance on daily assignments/homework, tests, special projects, class participation, attendance and effort. Prior to instruction, students are informed of the class expectations, and the teachers document and are prepared to explain how grades are determined.

Progress Report & Report Cards Overview

Progress Reports are used to inform students and families about attendance, progress towards standards-aligned learning goals in their core subjects, learning habits and completion of reading logs and technology based instructional systems. Progress Reports are to be signed by the families and returned to the teacher.

Families will be contacted at any time a student is in danger of failing or if there is a significant drop in grades.

Progress Reports will be issued two times per year. These times correspond closely with parent teacher conferences.

Families are to meet with teachers, at a mutually agreed upon time, to discuss student progress. In addition to scheduled Parent Teacher Conference dates, teachers are available by appointment to meet privately with families during their weekly Parent Engagement Time.

STARS Report Card grades will be issued twice per year and be a combination of class participation, teacher assessment, homework, quizzes, tests and projects. All grades are cumulative. The grade for each marking period should reflect the teachers’ evaluation of the students’ progress towards standards-aligned learning goals from the beginning of the school year. Accordingly, the final grade reflects the students’ academic performance for the entire school year.

NOTE: All students that are given a “1” (Far Below Grade Level) are required to have a teacher generated narrative explanation.

The teacher will grade students with an Individualized Education Plan (IEP) in accordance to their IEP Goals. Students with IEP’s will need to be issued an IEP Progress Report three times per year. All accommodations on the IEP will be considered prior to assigning a grade on the report card.

Performance Level:	Academic Performance Description:
4	Exceeding Grade Level Standards
3	Meets Grade Level Standards
2	Approaching Grade Level Standards
1	Far Below Grade Level Standards
NL (Recent Admit)	Not Enough Information to Measure Performance

Performance Level:	Academic Performance Description:	Details:
4	Exceeding Grade Level Standards	Student excels in grade level standards Student exceeds in grade level requirements Student benefits from enrichment activities Student completes all and/or exceeds all assignment requirements Student performance exceeds grade level expectations Student has a deep understanding of standards Student has the ability to consistently apply knowledge and make connections within standards Student extends learning beyond the targeted goal
3	Meets Grade Level Standards	Student is proficient in grade level standards Student meets grade level requirements Student performs on grade level activities Student meets all assignment requirements Student has an understanding of standards Student has the ability to apply knowledge and make connections within standards Student learning meets the targeted goal
2	Approaching Grade Level Standards	Student is working towards proficiency with steady progress toward grade level standard Student is working toward meeting grade level requirements Student is working toward grade level activities Student is working toward completing assignment requirements Student is working toward an understanding of standards Student is working toward applying knowledge and making connections within standards Student is approaching the targeted goal and would benefit from additional supports
1	Far Below Grade Level Standards	Student is far below grade level and requires targeted intervention and support services
NL (Recent Admit)	Not Enough Information to Measure Performance	Student has insufficient evidence to award a grade This performance level does not have a pass fail or numeric equivalent Less than 2 weeks

Promotion Process Overview

The Department of Education’s Promotion Process ensures that students receive the support they need to succeed in the next grade level.

For grades Kindergarten through five (5), we review many pieces of student work to determine if students are ready for the next grade level.

The Promotion in Doubt notifications are made in early February. We identify students who are not on track to meeting promotion benchmarks by the end of the school year. Promotion-in-doubt letters will include students who have less than 90% attendance. Attendance is a major contributing factor to academic achievement.

Families of students whose promotion is in doubt, receive written notice in the mail. These are students that are not yet performing at the level they need to be promoted to the next grade in June.

It is still possible for the student to improve. Teachers in conjunction with support staff should devise a plan of action in collaboration with families to support the student progress as soon as possible. This should include an attendance improvement plan.

In the latter months of the school year (May through June) schools complete Promotion Portfolios for students who may not be ready for the next grade level. These Promotion Portfolios are based on student work and assessments from throughout the school year.

They can include the following:

* Report Card Grades

* Student Writing Samples

* Projects

* Assessments

* Assignments

* Other Work Chosen by the School

Principals make promotion decisions based on the English Language Arts and Math skills shown in the student’s portfolio.

In July, students who were not promoted in June may go to Summer School (more information related to Summer School can be found at the bottom of this page).

At the end of Summer School (August), Principals make final promotion decisions based on the following:

* Student Portfolios

*Summer School Work

Families of students that are not promoted in June are notified and they may appeal the promotion decision by providing a written appeal to their child’s Principal.

Summer School Overview

Summer School is an opportunity for students to develop the skills and knowledge needed for the next grade level.

At the end of the summer, schools complete a review of students’ portfolios with their summer school work and assessments.

If your child cannot attend Summer School, you may still submit a written appeal to the principal by the end of August, but you may find it difficult to demonstrate that your child is prepared for the next grade level.