Grading Plan (Wakefield Elementary) 19-20

    Report cards

    Their general purpose hasn't changed since you got them, but we've sharpened their focus around data so you can help your child succeed.
    All elementary students receive a report card at the end of each nine-week reporting period. It outlines the student's progress in meeting the state standards for his or her grade. It also offers info on your child's classroom behavior and work habits.
    Feel free to request a conference with your child's teacher to discuss his or her progress and ways you can support learning in and out of school.

    Reporting periods

    All K-5 students receive a report card at the end of each nine-week reporting period.
    Student performance descriptions:

    Levels 1 to 4 indicate whether your child met expectations set by the state's Standard Course of Study. These levels also indicate whether he or she has the necessary skills and concepts to be successful in the next quarter or next grade.
    Teachers' assessments include observations and evidence collected throughout the grading period to determine their students' levels of proficiency. The descriptors for each level have been aligned to the expectations of the state Standard Course of Study for all content areas.

    Level 4 - Exemplary
    Student consistently demonstrates an in-depth understanding of the standards, concepts and skills taught during this reporting period.
    Level 3 - Proficient
    Student consistently demonstrates an understanding of the standard, concepts and skills taught during this reporting period.
    Level 2 - Approaching Proficiency
    Student is approaching an understanding of the standards, concepts and skills taught during this reporting period.
    Level 1 - Non-Proficient
    Student does not yet demonstrate an understanding of the standards, concepts and skills taught during this reporting period.

    Conduct and work habits
    Students receive grades (1, 2 or 3), separate from the content area, 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, writes legibly, works independently or seeks help when needed, and completes work. The following descriptors will be used:
     3 - meets expectations
     2 - inconsistently meets expectations
     1 - does not meet expectations


    Your child also will receive a report of progress in specials (Healthful Living, Music, Visual Arts and World Language) at the end of each semester. Additional specials and/or magnet electives will appear on a report card addendum.
    For students at risk of academic failure, our school seeks to provide a prevention/intervention system that promotes successful completion and mastery of work. Details of our plan are below.

    The following are school-wide expectations for how we support prevention-intervention efforts:
    Students are collaboratively identified through PLT’s and the RtI process using multiple data sources.
    Students who are a year or more below benchmark and/or have deficits in 2 or more skills will be considered for pull-out services.
    Data used to determine student need will include, but will not be limited to, the following: running records, universal screening data, digging deeper assessments, report cards, interim reports, common assessments, anecdotal notes, NKT, mCLASS, ACCESS, EOY summative assessments.

    Homework Plan:

    Wakefield Elementary follows WCPSS Policy:

    I. Purposes
    Inasmuch as the term "homework" refers to school-related instruction that is to be completed outside the classroom, it should fulfill the following purposes:
    1. To enrich and extend school experiences through related home activities.
    2. To reinforce learning by providing practice and application.

    II. Assignments
    Each teacher shall follow the school's homework plan guidelines concerning the amount of homework assigned and the length of time required for completion. Additionally, the following procedures should be implemented to ensure homework is appropriately assigned:

    A. The teacher will introduce a concept or skill, thoroughly explain the concept or skill, and provide guided practice before making a related homework assignment.
    B. Homework assignments shall be specific, within the student' ability and have clearly defined expectations. Questions pertaining to the completion of a homework assignment should be answered and clarified.
    C. Homework assignments are not to be given as punishment or busy work.
    D. Homework assignments will not require the use of books or materials which are not readily available in the home or accessible to the student.

    III. Evaluation
    Teachers shall provide specific and timely feedback on homework assignments.

    A. Homework is considered practice in grades K-5; therefore, it is reflected in the Work Habits grade. Homework should be considered in reporting a student's progress to parents; however, in grades 6-12 homework should not exceed fifteen percent (15%) of a student's academic grade for a marking period.
    B. To evaluate the effectiveness of a homework assignment, the following questions might be applied:
    1. Does the student possess the skills needed to complete the assignment?
    2. Does the assignment extend and enrich class work?
    3. Does the assignment meet a real need in the student's learning experience?
    4. Does the student clearly understand the purpose of the assignment?
    5. Can the assignment be completed within the suggested time limits?
    6. Do some assignments provide opportunities for the development of initiative, creativity, and responsibility?

    IV. The research-based guidelines for minutes of homework per day are:
    K-2 - 20 minutes per day
    3-5 - 50 minutes per day
    6-8 - 90 minutes per day
    9-12 - 120 minutes per day