The mission of Rockwood School District is to ensure that ALL students realize their full potential. Regulation 6450 provides the structure to support educators in fulfilling this mission. While educating the students of RSD and preparing them for future success, we must have a clear understanding of what our students know and are able to do. The academic indicators outlined in Regulation 6450 address the need to attend to this work. Equally important, students of RSD must learn and possess skills that prepare them for college, career and citizenship, thus the emphasis on non-academic indicators in Regulation 6450.
Regulation 6450 aligns and correlates to the Rockwood School District Curriculum Management Plan. As curriculum areas reach the implementation phase of the curriculum management plan, this regulation will be fully carried out.
Grading and Reporting in a standards-based system is a process of accurately reporting the academic and non-academic performance of students. Student performance will be reported in two separate ways:
1.) Academic Grades/Indicators - An accurate evaluation of what a student knows and is able to do as defined in Rockwood curriculum documents.
2.) Non-Academic Indicators - Factors that describe the actions and behaviors that support academic achievement.
The Board-approved report cards for grades K-5 will be used at all elementary schools. A five letter academic grading scale “A”, “B”, “C”, “D”, and “F” shall be used in grades 6-12. A student’s learning is influenced by academic standards, formative assessments, and reteach/relearn/reassess opportunities. Summative assessments are the basis for the course grade.
1.) Academic Standards
- Standards for each course/grade level will be defined in district curriculum, in accordance to the district curriculum management plan, and used to organize reporting on student academic achievement. Scoring guides that will determine proficiency of standards will be devised by curriculum committees and published in district curriculum documents. Teachers will give consideration to patterns, trends, and/or most recent evidence of proficiency when determining a student’s level of proficiency related to academic standards within a course/grade level. Teachers will utilize multiple varied assessment opportunities that measure student proficiency of academic standards.
2.) Formative Assessments and Reteach/Relearn/Reassess
- Formative Assessments - Formative assessment is the ongoing collection of information that enables teachers to support a student’s continuous progress towards proficiency of academic standards. Formative assessments provide meaningful feedback for students and teachers. Information gained from formative assessment is used to adjust instruction and affect learning prior to summative assessments. Formative assessments are excluded from the course grade.
- Reteach/Relearn/Reassess – When a student scores below proficient on standards essential to continued academic progress, interventions designed to support student mastery of the standard(s) will be implemented. Reassessment will be provided after a student has engaged in a reteaching/relearning process.
3. Summative Assessments and Final Course Grade
- Summative Assessments - Summative assessments are designed to measure a student’s proficiency of the academic standards. Summative assessments are to be administered after sufficient formative assessment and instruction have occurred. Summative assessments are the basis of the course grade.
- Final Course Grade - The Board-approved report cards for grades K-5 will be used at elementary schools. A five letter academic grading scale “A”, “B”, “C”, “D”, and “F” shall be used to report final course grade at the middle and high school levels. High school and middle school semester grades will be based on performance during the semester. At the high school level, semester final course grades will also include a comprehensive final exam. Certain courses may require an end of course exam to be included in the final course grade.
Extra Credit is not appropriate in a standards-based system as grades must be accurate measures of achievement standards.
Homework is an important part of teaching, learning, and parent involvement in the Rockwood School District. Student work should always receive feedback to further student learning. Teachers will exclude homework from the course grade if it was assigned for pre-assessment or formative practice. Homework assigned as a summative assessment may be included in the course grade based on curriculum guidelines.
- Non-academic indicators will be reported at all grades, K-12, on the Board-approved report cards. Non-academic indicators are factors, study habits, and skills that influence academic achievement and promote 21st Century success, but are not directly tied to the curriculum objectives. Non-academic indicators are consistent district-wide but vary by grade level (primary, intermediate, middle, and high). They are reported in accordance to the non-academic district scoring guides and are separate from an academic grade. For additional information, see Best Grading Guidebook.
Schools will report academic grades and non-academic indicators on a regular basis through district reporting procedures and/or parent conferences.
- Elementary areas of art, music, strings and PE/health will report standards based academic grades and non-academic indicators on a semester basis.
- Parents will receive or have access to reports on the academic grades and non-academic indicators for their child(ren) Using the student information system.
The administration and curriculum committees will develop timelines and procedures for implementing the standards-based grading and reporting system (including grade level report card development, training, communication, curricular alignment, assessment development, and electronic grading and reporting.)
Students with disabilities under IDEA 2004 or Section 504 of the Rehabilitation Act of 1973 will participate in the district’s grading and reporting of academic achievement and non-academic indicators the same as students without disabilities unless accommodations/modifications are clearly written into the Individual Education Plan (IEP) or Section 504 Plan. The Individual Education Plan or Section 504 Plan should specify when, where, and to what extent the accommodation/modification should occur and who is responsible for implementing the accommodation/modification.
Students identified as ELL (English Language Learners) will participate in the district’s grading and reporting of academic achievement and non-academic indicators. If an identified ELL student requires accommodations or modifications as defined by IDEA 2004 or Section 504 of the Rehabilitation Act of 1973, and the accommodations or modifications are written in an IEP or Section 504 Plan, then the IEP or Section 504 Plan should specify when, where, and to what extent the accommodation/modification should occur and who is responsible for implementing the accommodation/modification.
Students identified in need of acceleration and/or are identified as gifted will participate in the district’s grading and reporting of academic achievement and non-academic indicators. Achievement on standards beyond grade level curriculum will be conveyed to parents. For awards and placement purposes, the student will be judged by the standard grade level curriculum. This ensures that a student will not be penalized for challenging themselves beyond work expected by grade level.
Student attendance is addressed in Regulation 2310.
Academic dishonesty is addressed in Regulation 2611.
Additional Cross References