Grading Guidelines for Rogers Middle School
Mastery of Texas Essential Knowledge and Skills
Pearland ISD will utilize ongoing mastery assessment to determine which students are in need of intervention (re-teaching and/or acceleration). The use of a balanced approach to assessment, which may include district and campus benchmark tests, teacher-made tests, performance assessments and teacher observations, will help determine which students are mastering and which students are not mastering instructional objectives.
If it is determined that students have not demonstrated mastery of the TEKS on an assignment or an assessment, the teacher should plan for re-teach/assessment opportunities.
In secondary schools, grades shall reflect academic achievements and shall not be based on nor adjusted for non-academic criteria, such as discipline, attendance, tardies, or participation in extracurricular activities, except as provided by state law and set out in local policy. Pearland Independent School District Administrative Guidelines
If at least 25% (50% for Pre-AP or AP courses) of the students in a single course preparation (which includes all of the students that a teacher teaches in a like course during a grading period) per teacher do not demonstrate mastery of the TEKS on a graded classroom assignment or assessment, the teacher will provide an in-class opportunity for re-teaching and re-assessment. For example, if a teacher has 40 students in a particular course preparation and 10 or more of those students do not demonstrate mastery of the TEKS on a particular assignment or test, then the teacher should provide in-class opportunities for additional instruction and evaluation of the TEKS that were not mastered.
When considering the number of students who do not demonstrate mastery on an assessment, the teacher may exclude from the calculation of the 25% (50% for Pre-AP or AP) students with three or more zeros on assignments over the assessed material. Extenuating circumstances may be taken into consideration.
Other Opportunities for Reteach and Retest/Re-assess
If fewer than 25% (50% for Pre-AP or AP courses) of all the students in a single course preparation per teacher do not demonstrate mastery, the teacher is not obligated to use class time to reteach and retest. However, each student who does not demonstrate mastery of the TEKS on a classroom assignment or test should be provided the opportunity for additional instruction and re-assessment of his/her mastery of the TEKS. Tutorial or other outside-of-class time may be used for re-teaching and reassessment.
Any individual student who fails an assignment or assessment may ask for the opportunity for re-teaching and re-assessment. At the elementary levels, a parent may also request an opportunity for re-teaching and re-assessment. The request for re-teaching and re-assessment should be made within one week after the assignment/assessment has been returned or posted to the teacher’s electronic grade book, whichever is earlier.
Guidelines for Re-assessment /Redo
Redo Failing Grades for Daily Work Only:
- After re-teaching, the work must be completed at school
- Students may receive full credit up to a 70
- Teacher must designate on Grade Book Program what grades are a daily grade and what grades are for a test.
Intermediate Level (Grades 5-8):
A student receiving a failing grade on a classroom assignment or a test with scores of 69 or below, has one opportunity to make corrections to earn a grade up to a 70. The student must request from his/her teacher the opportunity to make corrections or schedule the retake of the test. The student has up to 3 days from the time the assignment is handed back to him/her to make corrections or retake the test. This guideline does not include projects, final or semester exams, or district benchmarks.
A student will be responsible for obtaining and completing make-up work from absences. A student who does not make-up assigned work within the time allotted will receive a grade of zero for the assignment. EIAB (LOCAL).
A student will be permitted to make-up tests and turn in projects or term papers due in any class missed because of absence.
Each campus should establish guidelines for make-up work for students whose absences are known in advance (e.g., family trips or early vacations). Students should be allowed the opportunity to make-up their assignments within the time allotted by the teacher.
Teachers may assign a late penalty to any long-term project in accordance with time lines approved by the principal and previously communicated to students. Pearland Independent School District Administrative Guidelines
Students should be expected to make up assignments and tests after absences. The District shall not impose a grade penalty for make-up work after an absence because of suspension.
The district shall not impose a grade penalty for make-up work after an unexcused absence.
Each campus shall establish uniform homework guidelines that are appropriate to the students being served on that campus. These guidelines shall be communicated to parents and students at the beginning of the school year.
Grade of 50 or Below
At the end of each grading period, documentation, to be determined at the campus level, must be submitted to the campus principal for any student receiving a grade of 50 or below. Documentation should include a summary of the student’s grades during that grading period, records of student attendance at tutorial sessions during that grading period and records of parent contacts during that grading period.
Types of Grades:
60% =Daily Grades include classroom activities, quizzes, in-class writing samples, or other in-class activities, homework. Daily grades can be divided into different sub-categories, such as participatory daily grades (in-class activities, etc.) and independent daily grades (quizzes, etc.).
40%= Major Grades include long-term projects, in-class assessments, and tests.
Grades should be weighted according to a system established by grade level bands. Different weights could be assigned to daily/major grades depending on the grade level or subject area, but should be consistent. Additionally, types of grades within each category could be assigned different weights, but that differentiation should be consistent within a campus or within a department on that campus.
Non-numeric grades for areas such as Conduct and Work Habits are permissible if the campus administration chooses to provide those in order to help parents understand how their child is progressing within a grade level.
SB 2033 requires a student’s grade to reflect their relative mastery of the TEKS for that grade level. However, campus administration could choose to use a work habits grade to reinforce appropriate academic-related behaviors (e.g., late work penalties).
Minimum Number of Grades
Teachers are encouraged to provide a sufficient number of grades to allow multiple
opportunities for students to demonstrate mastery of the TEKS.
- Teachers are required to take a minimum of one daily grade per week beginning the first full week of school.
- Teachers are required to take a minimum of three (3) major grades per grading period. (this includes the nine-week test/assessment)
- No single assignment should count for more than 20% of a student’s grade. It should be noted, however, that some major projects may be comprised of more than one assignment.
Grades 5 – 8 Language Arts classes will consist of one gradebook that will include grades for reading and writing