• Grading Plan and ProceduresStandards Based Grading

    At Brier Creek Elementary School, we are committed to maintaining rigorous performance and achievement standards for all students and to providing a fair and consistent process for evaluating and reporting student progress that is understandable to students and their parents and relevant for instructional purposes. Consistent with WCPSS policies, we utilize a standards-based grading system, which organizes evidence of student progress and mastery according to standards associated with a subject within a course. This is different than a traditional grading system that many parents experienced as children, that organizes evidence of student progress and mastery by types of learning activities and may be influenced by factors other than true mastery of the content and skills. The standards-based grading system uses grades to indicate progress toward mastery of the standards within a course, not how a student performs on quizzes in general.

    The information below shares specific information about grading at Brier Creek Elementary:

     

    CLASSWORK AND ASSESSMENTS


    Classwork, observations, and other formal and informal assessments are used by classroom teachers and specialists to evaluate students’ progress on performance standards established in the Standard Course of Study. Students are expected to complete assignments in a timely manner, complying with established due dates. Teachers will establish a reasonable time to make up missed assignments and classwork (see Missed Work). In grades K-5 students are evaluated on standards based grading scale.Students will also receive a report of progress in specials (Healthful Living, Music, Visual Arts) at the end of each semester. (SBP 5520) The student performance levels of 1-4 indicate whether students have met the expectations set by the state in the Standard Course of Study. The descriptors for each level have been aligned to the expectations of the new North Carolina Standard Course of Study for all content areas:


    ▪ Level 4 - Exemplary - Student consistently demonstrates an in-depth understanding of the standard. He/She initiated independent application of the related skills and content knowledge in his/her work and generalized the skills and content knowledge to other areas during this reporting period.


    ▪ Level 3 - Proficient - Student consistently demonstrates a strong understanding of the standard. He/She consistently and independently applied skills and content knowledge to his/her work during this reporting period.


    ▪ Level 2 - Approaching Proficiency Student is approaching an understanding of the standard. With support, or with limited consistency, he/she applied the associated skills and content knowledge to his/her work during this reporting period.


    ▪ Level 1 - Non-Proficient Student does not yet demonstrate an understanding of the standard. He/She is not yet able to utlize the associated skills and concepts in his/her work. 

     

    WORK HABITS AND CONDUCT

    Students will receive grades (1, 2, or 3), separate from the content areas, on report cards for Conduct and Work habits. In reporting on conduct, the teacher can indicate whether the student meets expectations in cooperating with others, respecting others, and observing rules and procedures. In reporting on work habits, the teacher can indicate whether the student uses time wisely, listens carefully, completes assignments in a timely manner, completes homework, works independently, and seeks help when needed.


    The following descriptors will be used:
    ▪ Level 3 - Meets Expectations
    ▪ Level 2 - Inconsistently Meets Expectations
    ▪ Level 1 - Does Not Meet Expectations

    HOMEWORK

    Homework will not be assessed for mastery, but may be considered in the Work Habits grade. Please see the BCES Homework Policy for more information.

     

    MISSED WORK

    The following are school-wide expectations for missed work:

    • For all absences, the student shall make up all work in a timely manner at the convenience of the teacher. The make-up work may be specific material missed by the student, reinforcement, or enrichment. (SBP 6000.5)
    • If the absence is known/approved in advance and/or if the work is assigned by the teacher in advance, all make-up work, including tests assigned for the day of return, is due upon the student's return to school. Teachers should use discretion and may make exceptions in the case of students whose excused absences were not planned in advance, were beyond the student' control, and the nature of which would not support make-up work the day of return. (SBP 6000 R&P)
    • If the make-up work has not been assigned in advance, for absences of one to three days, the student will have one day for each day absent. For absences exceeding three days, the student may have two days for each day absent to make up work. Special consideration will be given in the case of extended absences due to injury or chronic illness.
    • Full credit will be provided for make-up work regardless is the absence is excused or unexcused. When work has not been completed before the end of each quarter it will be reflected in the work habits section of the report card.
    • Missed work will not result in below grade level performance, impacting students’ overall grade. If there is not evidence of a standard, the standard cannot be graded.

     

    PREVENTION-INTERVENTION PLAN


    For students at risk of academic failure, our school seeks to provide a prevention/intervention system that promotes successful completion and mastery of work. To do this, PLTs and individual teachers will collaborate and problem-solve using the TIPS model. A school-wide Multi-Tiered System of Supports (MTSS) will apply to both academic and behavioral expectations. In collaboration with interventionists and other instructional support staff, PLTs and individual teachers will apply the criteria from our school’s Intervention Matrix to determine when students enter or exit personalized plans. Teachers will monitor the progress of students and develop systematic ways for students to be re-assessed on their learning. Teachers will indicate areas for growth, interventions, and/or enrichments on quarterly report cards.

     

    EXTRA CREDIT


    Extra credit is not offered as part of our standards-based grading system.