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Related Entries:
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ABC, ABC-RA, CFA, IKA-RA, IEA, IEB, IED, IEF,
IEF-RA, IKB-RA, IKC, IKC-RA
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Responsible Office: Associate Superintendent for Instruction and
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Program DevelopmentCurriculum Instruction and
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Programs
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Grading and Reporting
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A.
PURPOSE
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The Board of Education is committed to maintaining rigorous
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performance and achievement standards for all students and to
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providing a fair process for evaluating and reporting student
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progress that is understandable to students and their parents
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and relevant for instructional purposes.To provide a process
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for fairly evaluating and reporting student progress that is
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understandable to students and their parents
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B.
ISSUE
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A grading and reporting policy should support the philosophy
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that gGrades are an essential way to communicate student
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progress.
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reflect a philosophy that must includes the following:
As such, grading and reporting practices should
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1.
Meaningful feedback on student achievement to students,
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parents, teachers, administrators, and the school system.
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This feedback should provide relevant information for
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instructional purposes. Awareness and knowledge about a
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student's progress are a shared responsibility between
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the school and the home
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2.
Alignment with the Montgomery County Public Schools
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curriculum.
A
variety
of
assessments
is
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determining a student's grades and progress
used
in
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3.
Consistency
within
from
and
among
assessments
schools.Grades
based
on
material
are
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determined
and
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objectives that are covered in each subject/class by the
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student's classroom teacher(s)
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4.
Accurate reflection of student achievement compared to
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grade level indicators or course outcomes.Teachers are
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responsible
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evaluation system which reflects the progress of each
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student for the appropriate objectives
for
the
implementation
of
an
equitable
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5.
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Fair representation of a student’s performance on a
variety of measures over time.
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6.
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Clear and timely communication to parents and students as
to the grading criteria and the components.
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7.
Commitment to school attendance as an essential component
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of a quality learning experience.
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8.
Summative assessments, which may include final exams, end
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of unit tests, and cumulative projects, as reflections of
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a student’s mastery of grade level or course material.
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9.
Opportunity for students to demonstrate mastery of grade
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level indicators or course objectives through a variety
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of methods.
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10.
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Regular and frequent information to all students and
parents about the student’s progress.
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11.
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Consistently high expectations of all students across
all courses and programs.
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C.
POSITION
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1.
In All Schools
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a)
Students and parents will be informed early in a
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course of the indicators or outcomes of each course
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or unit and of the basis upon which students'
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performance will be evaluated.
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b)
Students
and
parents
will
be
informed
about
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progress throughout the grading period. Progress
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will
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weeks.
be
reported
formally
at
least
every
nine
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c)
Teachers will maintain accurate and precise records
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that
support
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achievement.
informally
and
formally
reported
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d)
Student progress will be evaluated and reported in
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terms of the performance on multiple and varied
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assessment measures corresponding with grade level
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indicators and course outcomes as outlined in the
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Curriculum Frameworks or as designated in special
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program curriculum.
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2.
Elementary School
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Formal
reporting
will
accurately
reflect
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achievement compared to grade level indicators.
student
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3.
Middle School
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Formal reporting, indicated by letter grade, will report
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student achievement on course outcomes.
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4.
High Schools
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a)
Formal reporting, indicated by letter grade, will
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report student achievement on course outcomes.
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b)
Final exams afford students the opportunity to
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demonstrate a synthesized, integrated understanding
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of course material, and therefore carry significant
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weight in the final grade.
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c)
Regular attendance and engagement are necessary in
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order
to
demonstrate
mastery
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receive credit for the course.
of
material
and
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1.
Students will be informed of the general objectives of
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each course or unit and of the basis upon which students'
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performance will be evaluated.
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of the general objectives by the school.
Parents will be informed
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2.
Every student will be informed about his/her progress
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throughout the grading period to determine strengths and
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to address weaknesses.
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3.
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Training in instructional delivery will include the
development and use of assessment techniques.
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4.
Student progress is evaluated and reported in terms of
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the
performance
on
multiple
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measures
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objectives and assessment measures are based on the
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objectives in the MCPS Program of Studies, appropriate to
corresponding
with
and
varied
objectives.
assessment
Classroom
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the subject, grade, age level, and/or special program.
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a)
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For pre-kindergarten and kindergarten, there will
be a minimum of:
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(1)
A
group
conference
in
August/September
to
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orient parents to the nature, objectives, and
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format of the program
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(2)
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An individual conference by midyear with the
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parents of each child to evaluate the child's
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progress.
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will be provided.)
(A checklist or narrative report
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(3)
A
checklist
at
or
the
narrative
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provided
end
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parents of each child
of
report
the
year
will
be
for
the
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b)
For Grades 1 and 2, teacher's comments will be
completed.
The comments should address:
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(1)
The objectives presented to the student
(2)
The progress that the student is making
(3)
How the student's progress compares with grade
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level expectations
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(4)
The
indication
of
a
comment
such
as
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"Conference held on (date)" when a report card
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conference is held
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Grades are based on evidence of the attainment of
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the objectives assigned the student(s).
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to which the student has attained the objectives
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will be determined by performance on appropriate
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assessment measures.
The degree
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At least one parent-teacher conference will be
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conducted during the first semester of each year.
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In
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reported according to grade level expectations.
addition,
reading
and
mathematics
will
be
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c)
For Grades 3, 4, 5, and 6 in elementary schools, a
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report form will be used with A through E letter
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grades for subjects other than handwriting, art,
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music, and physical education.
Grades are based on
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evidence
of
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assigned the student.
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student
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determined by performance on appropriate assessment
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measures.
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will
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expectations.
be
of
has
the
attainment
attained
the
objectives
The degree to which the
these
objectives
will
be
In addition, reading and mathematics
reported
according
to
grade
level
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(1)
Handwriting,
art,
music,
and
physical
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education will be reported with the symbols O
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(outstanding
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(satisfactory level of performance), and N
level
of
performance),
S
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(the
level
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improved).
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the
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student.
of
performance
needs
to
be
Grades are based on evidence of
attainment
of
objectives
assigned
the
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(2)
At least one parent-teacher conference will be
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conducted during the first semester of each
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year.
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d)
For students in Grades 1 through 6, the following
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additional specific information will be provided by
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the schools to parents.
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MCPS will prepare reading lists of recommended
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books for students at each instructional reading
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level from prereading (picture books) through sixth
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grade.
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wish to provide them to parents, and some schools
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will be designated as pilots to provide evaluation
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and feedback.
These will be offered to all schools who
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e)
For grades 6, 7, and 8 in middle schools, report
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forms with A through E letter grades will be used
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in all subjects.
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the
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student.
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attained these objectives will be determined by
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performance
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Conferences should be part of the middle school
attainment
Grades are based on evidence of
of
objectives
assigned
to
the
The degree to which the student has
on
appropriate
assessment
measures.
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grading process.
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f)
For grades 9-12 in high schools, report forms with
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A through E letter grades will be used in all
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subjects.
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attainment of the course objectives.
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which the student has attained these objectives
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will be determined by performance on appropriate
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assessment measures.
Grades are based on evidence of the
The degree to
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(1)
Regular daily attendance is a requirement for
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every course.
Therefore, a student in Grades
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9-12 who has five or more unexcused absences
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from a class will receive a Loss of Credit/E2
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for the course.
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(2)
Final
examinations
for
all
major
subjects
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Grades 9-12 shall be computed as 25 percent of
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the final grade for the semester and the final
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exam grade shall be indicated on the report
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card.
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(3)
Students who have the written permission of
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their parents or who have reached the age of
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majority (18 years of age) may be evaluated on
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a credit/no credit basis instead of by the
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standard
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specifically
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graduation
letter
grades
in
subjects
not
identified
as
required
for
Department
of
by
the
State
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Education or MCPS.
This decision is to be
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considered final as of the date on which it is
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made.
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A student may have one credit/no credit option
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per semester in Grade 9, one in Grade 10, two
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in Grade 11, and two in Grade 12.
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standard for a credit will be achievement at
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the same level as that for a passing mark in
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any other course.
The minimum
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(4)
Teachers will provide students with course
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objectives and the teacher's grading system
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for each course.
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(5)
Conferences should be encouraged and held when
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needed.
Teacher-student conferences as well
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as parent-teacher conferences are encouraged.
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5.
In Grades 1 through 8, an evaluation of the student's
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work habits within the school environment in relation to
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the attainment of objectives will supplement the progress
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report for academic achievement.
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6.
For Grades 7 through 12, final examinations or evaluation
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activities for English, social studies, mathematics,
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science, foreign languages, and computer science shall
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include a relevant written examination with short answer
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and/or essay questions where applicable.
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7.Letter grades should reflect the following evaluation codes:
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A Outstanding level of performance
B High level of performance
C Acceptable level of performance
D Minimal level of performance
E Unacceptable level of performance
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8.
Honors, Advanced Placement, and Certificate of Merit
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classes shall be designated on the Grade 9-12 student's
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report card and transcript.
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9.
Pre-kindergarten and kindergarten report cards will be
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issued at the end of the first semester and at the end of
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the year.
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cards will be issued every nine weeks.
Elementary, middle, and high school report
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10.
Homework will reinforce the objectives presented to the
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student.
Homework will be based on course content,
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learning strategies, and research strategies that have
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been taught to students.
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11.
Parent-teacher-student and teacher-student conferences at
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all
levels,
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conferences
in
addition
provided
for
to
regular
above,
are
parent-teacher
encouraged
at
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appropriate intervals during the school year for all
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students.
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12.
During the professional days before the opening of school
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year, every school will orient its teachers to this
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policy and its regulation.
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13.
Alternative evaluation and reporting methods may be
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approved when there is evidence that faculties and school
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communities have been involved in their development and
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that there is broad support in the faculty and among
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parents to use the proposed method, research literature
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has been reviewed, objectives have been clearly stated,
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and procedures for assessing their effectiveness are
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valid,
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installation, a reliable survey of opinion among parents
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and faculty has determined that the alternative method is
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preferred by a majority of those responding.
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schools
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process for accomplishing this change would be the site-
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based management policy.
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would
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approval.
provided
that
participating
be
made
of
the
within
in
two
site-based
years
of
its
For those
management,
the
For other schools, a request
superintendent
and
Board
for
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14.
Letter grades will, at the request of an individual
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parent, supersede any approved alternate method for
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reporting at Grades 3 to
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beginning of the school year or of the second semester;
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and in elementary schools in which the methods outlined
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when requested at the
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in this policy statement are in use, any parent may
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decline to have his/her child's progress evaluated and
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reported by these methods.
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D.
DESIRED OUTCOMES
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Grading and reporting practices will be fair and meaningful
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and support rigorous performance and achievement standards for
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all students.
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the school system and be based on grade level indicators and
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course outcomes.
Grades will have consistent meaning throughout
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All students will receive grades that fairly and accurately
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report their progress to date.
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regular basis information useful to them in assisting their
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children.
Parents will be provided on a
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E.
IMPLEMENTATION STRATEGIES
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A plan for implementing this policy will be established by the
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superintendent to designate clearly the departmental and staff
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responsibility for producing the instructional objectives,
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informing students of assignments in advance to the extent
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practicable, assessment techniques, and in-service training
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programs as needed; determining time schedules for achieving
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these tasks; making changes in automating report cards; and
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preparing budget reviews for maintaining the effort.
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implementation plan will also address the need to support and
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ensure effective communication with the multi-lingual parent
The
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community.
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FE.
REVIEW AND REPORTING
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This policy will be reviewed every three years in accordance
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with the Board of Education policy review process.
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Policy History:
Adopted by Resolution No. 258-72, March 27, 1972;
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amended by Resolution No. 365-73, June 12, 1973; amended by
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Resolution No. 514-75, July 15, 1975; amended by Resolution No.
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397-77, June 14, 1977; amended by Resolution Nos. 484-79, 485-79,
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487-79, and 492-79, May 10, 1979; amended by Resolution Nos. 613-
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81, 615-81, and 616-81, August 24, 1981; reformatted in accordance
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with Resolution No. 333-86, June 12, 1986, and Resolution No. 458-
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86, August 12, 1986, accepted by Resolution No. 518-86, September
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22, 1986; amended by Resolution No. 318-93, April 14, 1993.
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FAQ—Frequently Asked Questions
POLICY IKA GRADING AND REPORTING
Q1
A
Why is the Board of Education revising the policy?
Board members decided to revise the grading and reporting policy to address consistency of grades
across the county and to align the policy with the revised curriculum and with state and national
assessments:
It is clear that MCPS staff are working hard on revising curriculum, implementing
instruction, and assessing student performance in a cohesive effort.
At the same time, staff are working in a context of higher standards at the university level,
new mandates from the national and state governments, and the system of shared
accountability in MCPS.
To some, grading and reporting feels disconnected to these efforts and many feel they may
be wasting effort, duplicating effort, or expending effort without getting useful information.
The policy revision is an attempt to integrate grading and reporting into the curriculum,
instruction, and assessment model approved by the Board and to make grading and
reporting serve the multi-level mandates of national, state, and local initiatives.
If the grading and reporting system informs and is informed by curriculum and instruction,
then formative, on-going assessments given in the classroom should inform grades and
grades should predict student performance on national and state assessments
Staff effort then becomes more efficient and meaningful and parents and students receive
clear and fair information about achievement.
Q2
A
What are the goals of the revised policy?
Q3
A
What are the intended outcomes of the policy revision?
Page 1
The revised policy is based on four broad goals:
• Grades should be consistent across classrooms, levels, courses, and schools.
• Grading practices should provide useful information to teachers on instructional decisions
and include frequent and meaningful feedback to parents and students.
• Grades should be descriptive rather than punitive.
• Grades should align with the curriculum.
The intended outcomes are simple. The grading and reporting system should be
• Congruent (aligned with curriculum and high stakes assessments)
• Clear (easy to understand and follow)
• Motivating (providing useful and meaningful information to parents, students, teachers, and
the school system)
• Realistic (practical and possible to do in an efficient and timely manner)
January 20, 2003
Montgomery County Public Schools
Policy IKA Grading and Reporting--Frequently Asked Questions
Q4
A
Will the proposed policy and/or regulation allow a student to earn credit for a course
by taking the final exam?
Q5
A
Will the proposed policy and/or regulation allow a student to be promoted by taking
an exam?
No. The policy clearly states that a grade must reflect academic performance on a variety of
measures over time.
No. Promotion to a higher grade based on one test will not be allowed by the new policy / regulation.
(A separate policy addresses promotion and retention.)
The current practice of formally testing a student for initial placement into the MCPS program (e.g. a
test to determine course level for foreign language in high school) will continue. This practice is
commonly referred to as placement by exam.
Q6
A
Is it true the proposed policy and/or regulation provides no penalty for missing a
class?
No. The policy emphasizes the importance of attendance and the connection between regular,
engaged participation in a class and academic performance. The regulation states attendance will
continue to be recorded and reported and reiterates the importance of attending and participating in
class.
The regulation also states students may not make up assignments missed because of unexcused
absences (as defined by state regulation). If a student misses class unexcused, the student also misses
an opportunity to demonstrate mastery of a skill or concept (e.g. through discussion, lab, simulation,
or timed in-class writing) and the student’s grade is then affected by absence. The penalty is not
direct (e.g. loss of credit for a number of unexcused absences), but there is natural consequence for
non-attendance.
Q7
A
Why is the recommendation made not to include attendance as a component of
grades?
The thinking behind this recommendation is that a grade should reflect a student’s academic
achievement and attainment of grade or course indicators and that a grade should not reflect a
student’s attitude or behavior. Attendance can be considered a behavior.
Some have argued that an administrative sanction, separate from grades, may still be needed to
provide students an incentive for attending. The question is, what should that sanction be and should
there be only one? Some have suggested minimum attendance requirements, detention, Saturday
school, attending school during holidays, and loss of credit as possible sanctions.
The Board of Education has discussed placing attendance procedures and possible administrative
sanctions in a separate policy and / or revising the attendance regulation.
Page 2
January 20, 2003
Montgomery County Public Schools
Policy IKA Grading and Reporting--Frequently Asked Questions
Q8
A
Isn’t there a state law requiring students to attend school a minimum number of
days?
The state requires school systems to offer 180 days of instruction. The Code of Maryland does not
include a minimum attendance requirement for individual students; there is no specific “seat
time” addressed in state law or regulations.
Q9
A
Why is loss of credit not included in the revised grading and reporting policy and / or
regulation?
Q10
A
Why does the regulation increase the weight of the final exam in high school courses
from 25% of the semester grade to 30%?
Many teachers, students, parents, counselors, and principals, and central office administrators
reported dissatisfaction with the effect of the loss of credit policy (a student earns a grade in a high
school course, but loses credit for the class after five unexcused absences). It did not appear to
serve as an incentive for many students to attend class and created a negative situation in which
students might lose credit in a course long before the semester ends, giving them no reason to
continue attending. In addition, reports on the loss of credit policy revealed inconsistent
implementation and a high volume of paperwork for staff.
The exams in high school courses in computer science, English, foreign languages, mathematics,
science, and social studies reflect cumulative tests in which students must apply, synthesize, and
transfer learning. It is one of the major opportunities for a student to demonstrate mastery of
course indicators as they relate to each other. One reason for increasing the weight of the final
exam is to give due weight to such a cumulative assessment of learning.
Local colleges and universities are raising admission standards. The state and national
governments are raising performance standards for students. The revised curriculum in MCPS is
aligned with these new and more rigorous standards for all students. Final exams give students,
parents, and teachers an opportunity to measure a student’s performance against these standards. A
second reason for increasing the weight of the exam is to encourage all students to
understand the significance of these exams.
Final exams mirror the format, content, and rigor of state and national assessments and are used by
the school system to predict students’ performance on those state and national assessments. A
third reason for increasing the weight of the final exam is to acknowledge the rigor of the
exams.
Q11
A
Isn’t increasing the weight of the final exam to 30% of the semester grade very
punitive?
In eight cases out of 75, the semester grade changes, in seven instances dropping a letter grade and
in one instance increasing a letter grade (in bold). The eight changes are given here (with first two
grades being marking period grades, third grade being the exam grade, and fourth grade being the
semester grade, which is the only grade that appears on a students’ transcript):
25%
30%
Page 3
AAC=A ABE=B ACD=B AEE=C
AAC=B ABE=C ACD=C AEE=D
January 20, 2003
BBD=B
BBD=C
BDE=C CCE=C DEA=D
BDE=D CCE=D DEA=C
Montgomery County Public Schools
Policy IKA Grading and Reporting--Frequently Asked Questions
Q12
Doesn’t the recommendation to increase the weight of the final exam devalue
classroom instruction by making it possible to pass the course by passing the exam—
even after doing badly in class?
A
The change from 25% to 30% for the weight of the final exam decreases the weight of each
marking period from 37.5% to 35% each, which means classroom performance is 70% of the
semester grade, rather than 75%. Students are expected to demonstrate mastery of course indicators
in the classroom, on a variety of measures over time. The increased weight of the final exam has
no effect on the semester grade for students failing both marking periods:
EEE=E
25% AND 30%
EED=E EEC=D EEB=D
EEA=D
The only instance in which a student’s semester grade is higher with 30% weight of the final is the
DEA=C scenario. With a 25% weight, a student earning DE in the two marking periods and A on
the final would earn a D for the semester.
Q13
A
Why is a change in the elementary report card proposed?
Currently, parents and students receive three different report cards during elementary school. The
first recommendation of parents, teachers, and principals was to make the elementary report card
consistent.
Parents and staff report satisfaction with the new PreK narrative and checklist and the revised Kdg.
narrative and checklist, so the recommendation is to continue both. Similarly, the secondary report
card requires few changes, maintaining the A-E symbol, with a numeric scale set.
What is needed is a bridge between the two, that is aligned with revised curriculum, instruction,
and assessments and that gives parents and teachers clear and meaningful information about
student progress and performance.
The 4-1 rubric, with a student’s instructional level reported, is intended to provide useful feedback
on student achievement, predicting how a student will perform on the high stakes summative
assessments administered by the state and required by federal law.
The intent is for these grades to trigger action—intervention and acceleration—as needed.
Q14
A
Page 4
Why is the credit and grade option for high school courses taken in middle school
being changed?
As in other topics related to grading and reporting, the intent is to bring consistency to the grading
and reporting system. Students taking high school courses in middle school will no longer have the
option of deleting the grade from their transcripts. The credits for high school courses taken in
middle school will automatically be entered on each students’ transcript and the grades included in
the GPA (grade point average) calculation, because the courses are the same as those offered in
high school.
January 20, 2003
Montgomery County Public Schools
Policy IKA Grading and Reporting--Frequently Asked Questions
Q15
A
What are quality points and what is the proposed change?
Q16
A
How do the changes in the grading and reporting policy and regulation affect
students with special needs and students with limited English language proficiency?
Quality points are given for grades earned in more rigorous high school courses and are used to
calculate a weighted GPA. Both the regular and the weighted GPA are recorded on a student’s
transcript. The recommendation is to award a quality point for a C in honors as well as in
advanced placement classes, so that students will earn quality points for A, B, or C in each level.
Again, the intent is to make the system more consistent and to remove an indirect penalty for
students taking honors courses.
All grading and reporting procedures currently followed for students in special programs will
continue. Federal law requires regular reports and review meetings involving parents. In addition,
the current policy requires teachers of regular classes to invite special programs teachers to parent
conferences. The revised policy and regulation continues this practice and adds consultation with
special educators, speech pathologists, and ESOL teachers when general educators determine
grades in regular classes.
Parents of students in special programs will receive reports on how a student is performing on
grade level and course indicators. This point becomes especially important in light of the high
stakes assessments administered by the state and required by federal law, that will be given to all
students at the grade level in which they are enrolled.
Page 5
January 20, 2003
Montgomery County Public Schools
ATTACHMENT B
Policy IKA Grading and Reporting Operational Framework
Topic
1.
Formal
Interims
and
Informal
Feedback to
Parents and
Students
2.
Attendance
Current Practice / Policy
Grades 6-12: formal interims
mailed to students in danger
of failing or dropping more
than one letter grade in
regular classes; mailed to
students earning C or lower in
honors classes
Recorded and reported at
elementary and middle
school.
Loss of credit for five
unexcused absences at high
school
Recommendation
Consistency in
interims: must send
formal interim to
students in danger of
failing or dropping
more than one letter
grade in both honors
and regular classes
Teachers inform
students and parents in
advance of grading
system, grade level or
course indicators and
update students and
parents on progress.
Clear statement of
importance; recorded
and reported; no direct
effect on student
grades
Make-up work for
excused absences only
Place attendance in
separate attendance
policy, revise
attendance regulation
Page 1
January 14, 2003
Proposed Regulatory Language (IKA-RA)
Middle and high schools must use an interim report
form. This form may be sent for all students but
must be sent to parents of each student who is in
danger of failing or of dropping more than one letter
grade during the nine weeks.
Teachers shall inform students and parents in
advance of the grading criteria and the basis upon
which the student’s performance will be evaluated.
Grade level and course indicators and the teacher’s
grading system will be made clear to each student.
Parents and students will be given on-going
feedback on the quality of student work and grade
updates.
Active participation in a class is important to the
learning process. Much of the instruction, and the
intellectual exchange that occurs in the classroom
setting, cannot be recreated through out-of-class
assignments. Therefore, attendance is an essential
component of a quality educational experience.
Teachers have no obligation to assist or allow
assignments to be made up when a student has an
unexcused absence. When a student has an excused
absence, as defined by State Regulation (JEA-EB),
teachers will allow make up work and make
reasonable efforts to assist students. Additionally,
when students enroll after the beginning of the
marking period, teachers will make reasonable
efforts to assist students to make up missed
assignments.
Montgomery County Public Schools
Topic
Current Practice / Policy
In Grades 1 – 8 grades based
3.
Components on objectives assigned to the
student
of a grade
and
Grade
Symbol /
Grading
Scale
In Grades 9 – 12 grades
based on course objectives
Pre-K & K narrative/checklist
In Grades 1 – 2 grades
reported as O, S, N
Grades 3 – 5 grades reported
as A - E
In Grades 6 – 12 grades
reported as A – E
No scale set
Page 2
Recommendation
ATTACHMENT B
Proposed Regulatory Language (IKA-RA)
Grade based on
Elementary (piloted ’03-’04):
evidence of the
Grades are based on evidence of the attainment of
attainment of the grade the grade level indicators.
level or course
indicators
4 – Advanced understanding and application
3 – Complete understanding and application
2 – Developing understanding and application
Continue Pre-K & K
1 – Minimal understanding and application
narrative and checklist
• Instructional level given as grade level in major
Grades 1 – 5 grade
categories.
symbol should be
• An O, S, or N in the appropriate place indicates the
consistent; aligned with level of effort, social skills, and work habits.
curriculum; simple and
clear; compare to
Middle:
grade level indicators:
Grades are based on evidence of the attainment of
4=advanced u/a
the grade level and course indicators.
3=complete u/a
2=developing u/a
A – 90-100%
1=minimal u/a
B – 80-89%
C – 70-79%
Grades 1- 5
D – 60-69%
instructional level given E <60%
as grade level in
subject categories
• Work study habits reported as O, S, N
Grades 6 – 12 grades
reported on an A – E
scale; scale defined:
A=90-100%
B= 80-89
C=70-79
D=60-69
E < 60
January 14, 2003
High:
Grades are based on evidence of the attainment of
the course indicators.
A – 90-100%
B – 80-89%
C – 70-79%
D – 60-69%
E<60%
Montgomery County Public Schools
Topic
Current Practice / Policy
Recommendation
ATTACHMENT B
Proposed Regulatory Language (IKA-RA)
4.
Weight of
final exam
25%
30%
The grade for the final evaluative activity is part of
the grade for that marking period, except that for
high school courses in computer science, English,
foreign languages, mathematics, science, and social
studies semester examinations will be computed as
30 percent of the final grade for the semester.
5.
Teacher
Consultation
Specialists should be invited
to participate in parent
conferences and are
responsible for scheduling
review meetings
Maintain current
practice.
When specialists such as speech/language
pathologists or resource program teachers work with
students with disabilities, general education teachers
will invite them to participate in parent conferences
and parents may request their participation.
6.
Credit for
high school
courses
taken in
middle
school
Students must pass exam and
successfully complete next
course in high school
7.
Quality
points for
honors / AP
Quality point for A, B in
honors; for A, B, C in AP
Page 3
Add consultation with
special educator and
ESOL teacher when
assigning grades.
Pass the course and
exam and include final
grade in GPA
calculation
Student has option of
including credit and grade on
transcript and in GPA
calculation
Periodic review meetings will be scheduled by
special educators as required by law. The general
education teacher will consult with special education
staff when assigning grades to a student with an
IEP.
Middle school students taking high school level
courses shall receive high school credit upon
passage of the course and final exam.
Credit for high school level courses taken in middle
school will automatically appear on student
transcripts and will be included in the GPA
calculation.
Grant quality point for
C in honors
January 14, 2003
An additional quality point will be added to grades of
A, B, and C in Honors and Advanced Placement
classes for purposes of calculating Weighted Grade
Point Average.
Montgomery County Public Schools
ATTACHMENT B
Topic
8.
Plus –
Minus
9.
Length of
the marking
period
10.
Phase-in of
Regulation
Current Practice / Policy
Not recommended
Nine weeks
Nine weeks
•
•
Page 4
Recommendation
Not used
Proposed Regulatory Language (IKA-RA)
As written in IKA
Pilot elementary in 03-04:
o Training—technology, content, process (administrators, teachers)
o Parent outreach
Begin middle and high school in 03-04
January 14, 2003
Montgomery County Public Schools
RELEVANT DEFINITIONS
acceleration: increasing the pace of students’ instructional program.
advanced placement (AP) course: a high school course that provides curriculum which
is accelerated and often equated with college level material. The courses are structured to
prepare students for exams written and scored by The College Board. Many universities
and colleges will award credit for passing scores to students who enroll at their schools.
advanced placement (AP) assessment: assessments that determine student mastery of
AP material in a specific course (see above).
alignment: the process of linking course content, performance assessments, and grading
to indicators and standards set at the regional, state, and national, and international levels.
assessments: evaluation activities designed to measure student progress and
performance.
pre-assessment: an essential step in determining advance student mastery and/or
readiness to learn a specific concept, process, or skill.
formative assessment: ongoing assessment that monitors student progress toward
mastery of a specific concept, process, or skill; examples are daily student work, brief
assessments, and teacher observation.
summative assessment: an assessment that measures student mastery of a performance
indicator or indicators taught within a course or year.
standardized assessment: an assessment measure in which the items are derived from a
set of criteria (criterion referenced) and/or individual student scores are compared against
a state, national, or international norm (norm referenced).
performance assessment: an assessment in which students are presented with an
authentic (real world) task; items measuring student mastery of specific indicators are
embedded in the task; most performance assessments require written responses.
authentic work products: student products that demonstrate application of skills and
knowledge to a real world situation or problem
clarifying examples: an example of student behavior or student product that contains
evidence of student mastery for a specific indicator within a standard
*clusters of indicators: linking indicators together in categories based on their
similarities
Relevant Definitions
Page 1
compacting: adjusting students’ instructional program through pre-assessments that
document what they have and have not mastered. Compacting allows underachieving
students to focus on selected concepts and skills that will result in on grade level
performance. It also enables gifted and talented students to avoid introductory activities,
review, and drill on previously mastered material so that learning time can be reinvested
in a deepened understanding of significant concepts through enrichment or access to
above grade level instruction through acceleration.
Comprehensive Test of Basic Skills (CTBS): an annual standardized assessment given
to all students in Maryland in Grades 2, 4, and 6
*credit: numerical award for successful completion of a specific high school course;
high school graduation requires at least 22 course credits
curriculum framework: a curriculum framework contains the vision for instruction and
assessment, a rationale for each discipline, as well as the scope and sequence of
indicators for each grade level. The curriculum framework informs the development of
the scope and sequence of units, formative assessment measures, and instructional guides.
differentiation: adjusting instruction for students with different needs so that each
student can attain mastery of a performance indicator
*effort: amount of student energy expended as indicated on the report card; currently the
report card defines effort as follows:
O=Outstanding. Indicates that the student consistently meets and regularly
exceeds the behavioral expectations of the classroom.
S=Satisfactory. Indicates that the student consistently meets the behavioral
expectations of the classroom.
N=Needs Improvement Indicates that the student regularly does not meet the
behavioral expectations of the classroom.
enduring understanding: a lasting idea or concept that is centrally important to a
discipline and valuable to the individual
enrichment: providing students opportunities to learn material in greater depth and
breadth
essential questions: questions that examine students knowledge to determine if they
have acquired an enduring understanding
Fundamental Life Skills Curriculum: an alternative curriculum framework for
students with profound disabilities; many students adopt only portions of the FLS
curriculum depending on their needs
Relevant Definitions
Page 2
*GPA-Grade Point Average: an average computed by adding numerical points for
semester grades in high school courses. Numerical awards are given for grades as
follows:
A=4, B=3, C=2, D=1, E=0.
Total points are divided by the number of courses to find a GPA.
*grading criteria: the basic elements used to evaluate student progress
indicator: a specific statement related to a standard that describes in specific detail what
students should know and be able to do at a particular grade level
instructional guide: a curriculum guide contains specific information for teachers to
carry out the goals of the curriculum. Guides are developed by discipline and usually
organized into units of instruction based on the scope and sequence. A curriculum guide
should have four major components
Clearly established outcomes directly based on the assessed standards and indicators
A context for learning or enduring understandings of the discipline and essential
questions
A model for instruction to meet the standards as well as to meet the needs of the learner,
including use of instructional resources (textbooks, technology)
A model for assessing student progress towards standards and student mastery of the
standards
*interim report: formal report mailed to parents and students mid-way through a
grading period to inform them of a possible failure in a course or of a grade dropping
more than one letter grade in the course for that marking period.
international standards: curriculum standards from other nations or test specifications
from an international assessment such as the Third International Mathematics and
Science Study
Maryland Content Standards (2000): A set of K-12 standards defining expected
student mastery of process, skills, and concepts for mathematics, English/language arts,
social studies, and science, organized in grade level bands, preK-3, 4-5, 6-8, and high
school, to support mastery of the Maryland Learner Outcomes and Core Learning Goals
Maryland content standard indicators (2000): specific indicators within each
discipline’s content standards stating student expectations within each grade level band
Relevant Definitions
Page 3
Maryland High School Assessments (HSA’s): multiple choice and open-ended
summative assessments specific to selected high school courses. Sometimes called “exit
exams,” students will be expected to pass these exams as a graduation requirement
Maryland High School Core Learning Goals (CLG’s): exit goals and standards on
which state high school assessments are based
Maryland Learning Outcomes Grades K-8 (2000): Broad statements in each subject
area that specify what students should know and be able to do by the end of Grade 3,
Grade 5, and Grade 8. The outcomes are a subset of the content standards and represent
what will be directly assessed on the Maryland School Performance Assessment
Program.
Maryland outcome indicators (2000): specific statements within each outcome that
further clarify what students should know and be able to do at each level. As part of the
state learning outcomes, the indicators are a subset of the content standard indicators and
address those indicators which will be directly assessed on MSPAP.
Maryland School Performance Assessment Program (MSPAP): annual performance
assessments keyed to the Maryland Learner Outcomes and Outcome Indicators given in
May of each
year to all Maryland students in Grades 3, 5, and 8.
national standards: curriculum standards for each discipline developed over a period of
years by nationally recognized organizations involving representatives from universities,
school systems, and business and industry who are considered experts in the field by their
peers
proficiency levels: descriptors of student behaviors or products that indicate mastery or
proximity to mastery of a specific indicator
or clusters of indicators
*4 = Advanced understanding and application (above the grade level standard)
*3 = Complete understanding and application (at the grade level standard)
*2 = Developing understanding and application (approaching the grade level standard)
*1 = Minimal understanding and application (below the grade level standard)
*progress report: any informal report sent to parents and/or students reporting the
current performance status and/or progress of individual students during a course;
individual teachers, grade teams, course teams, departments, schools, and school clusters
may decide to send progress reports in different formats and at different times.
PSAT (Preliminary SAT): a test developed by the Educational Testing Service for high
school students as a practice test for the actual SAT; students receive detailed information
regarding how they scored on each question
Relevant Definitions
Page 4
*quality point: an extra point added to the numeric points for a grade of A,B, or C in an
honors or Advanced Placement course so that an A=5 (rather than a 4) B=4 (rather than a
3) and C=3 (rather than a 2); used to calculate weighted GPA, which appears on *rigorcommitment to high level of student performance
SAT (formerly the Scholastic Achievement Test): a test developed by the Educational
Testing Service for the College Board given to high school students to determine
readiness for college work
scope and sequence of indicators: the preK-8 scope and sequence of indicators for each
standard in each subject area defines the scope of knowledge and skills for that subject
and is organized into a sequence in which skills and knowledge become increasingly
complex as the grade level increases.
scope and sequence of units: the scope and sequence of units organizes units of
instruction across the grade levels and specifies the knowledge and skills found in each
unit. (e.g., social studies, grade 3).
Skills for Success (1996): learning and problem solving skills students must demonstrate
mastery of in order to succeed in school and in life. The Skills for Success are
incorporated into the Maryland State Content Standards, Learning Outcomes, and Core
Learning Goals.
standard: a broad statement of what students are expected to know and be able to do by
the end of Grade 12 used to guide and organize content expectations pre-K-12
*weighted GPA: a student's grade point average computed with quality points added to
the basic grade
Relevant Definitions
Page 5