JCS GRADING POLICY

Jamaica Children’s School expects its students to be College and Career Ready.  College and Career Readiness means that our students have the knowledge and skills in English and Mathematics necessary to qualify for and succeed in entry-level, credit-bearing post-secondary coursework, without the need for remediation.  This grading policy applies to ALL students, including Students with Disabilities and English Language Learners.

 Here is a summary of our expectations to get our students ready.  Parents, students, teachers and administrators must work collaboratively to help our students get ready by:

 Supporting all students to achieve at proficiency levels (Levels 3 and 4)

  • Ensuring and monitoring that all students complete all in school assignments (remote and in-person) and homework assignments
  • Ensuring that all students attend school every day, on time at 8:30am, and ready to learn
  • Monitoring daily attendance to ensure that students have an average attendance rate of 95% (no more than 5 consecutive days absent for students)
  • Providing rigorous instruction daily across all subjects
  • Ensuring that all students actively engage in open-ended discussions and inquiry-based activities as well as exploration using varied resources
  • Ensuring that students take proper care of all books, materials and supplies including technology
  • Sharing information such as notices, newsletters and handouts with parents via ClassDojo and school website
  • Monitoring that students are using technology responsibly
  • Providing opportunities for students to participate in self-assessment and use the feedback from their teachers and peers to deepen their understanding of the Next Generation Learning Standards (NGLS)
  • Communicating to all students that they must learn from their errors
  • Monitoring that students wear their school uniforms daily and come ready to focus on their learning
  • Students adhere to the schoolwide Code of Conduct

Components of Academic Grades

This section refers to how courses are graded

Teachers will use a balanced approach in evaluating student mastery of NGLS standards and in determining grades.  Academic grades reflect what students know and are able to do.  Academic grades are based on Next Generation Learning Standards and must include at least two of the suggested components from each of the following categories. 

Categories of Academic Grades Suggested Components for Each Category

Student Engagement With Standards

Group work, class discussion, reading logs/ notebooks, teacher observation, student reflection and other measures of student interaction

Student Progression Toward Standards

Homework, problem solving, class assignments, weekly/unit tests, conference notes, student self-assessment, interim assessments, data from checks for understanding or other measures of student progress

Student Mastery of Standards

Tests, projects, performance assessments, interim assessments, presentations, summative assessments
Student Reading Levels Independent reading levels and students individual reading behaviors as determined by the Continuum of Literacy Behavior

Explanation of Academic Grades

LEVEL PERCENTAGE EXPLANATION OF LEVELS

Level 4

95% - 100% Exceeds Grade Level Standards
Level 3 80% - 94% Meets Grade Level Standards
Level 2 65% - 79%

Approaching Grade Level Standards

Level 1 Below 65% Far Below Grade Level Standards

Grading Sources

Teachers must use multiple sources for grading. These multiple sources include but are not limited to:

  • Interim Assessments
  • End of Unit Tests
  • Benchmark Reading Levels
  • Classwork
  • Performance Based Assessments
  • Checks for Understanding
  • Research Papers/Projects/Presentations
  • Homework
  • Published Writing Pieces
  • Informal/On-demand Assessments

 

Missed/Late Work

Teachers will give students an opportunity to complete missed assignments before, during, after school and/or at another time.  Students will be given other opportunities to complete the work.  Assignments must be handed in and graded during the marking period before final grades are due.  Late assignments will result in reduced grade due to non-completion or an unexcused absence.

 

Common Formative Assessments

Teachers must administer regular formative assessments. These tests are to be used to provide timely and specific feedback to students to improve their growth and proficiency in meeting the Next Generation Learning Standards.

Report Cards

Report cards are issued to parents three times per year (November, March, June). Teachers hold a parent-teacher conference when issuing the report card for the first and second marking period. At the end of the fourth marking period, report cards will be backpacked home.

 

Progress Reports

These reports are issued to parents in December and April. This interim report allows parents to be notified of their child’s progress prior to the distribution of reports cards.

 

Grade Changes

Since grades represent a student’s mastery of concepts and skills at a given point in time, there are very few situations in which it is appropriate to retroactively change a student’s grade.  Student grade will be changed to correct an error in entry or calculation error.

 

Academic Intervention Services

Support and assistance are provided for students who need additional support at JCS include:

  • Multi-Tiered Systems of Support (MTSS)
    • Literacy
    • Mathematics
    • Behavior
  • Fundations (approach to phonics, grades K-2 based on need)
  • Focus Groups
  • Small Group instruction
  • Individualized Targeted Support on Online Platforms (I-Ready, RAZ Kids, and Imagine Learning)
  • Title I services (Imagine Learning, Attendance Monitoring)
  • English as a New Language Stand-alone and Integrated Services
  • Special Education Teacher Support Services
  • Speech, Occupational Therapy, Physical Therapy, Adaptive Physical Education

Documentation for Promotion

  • Parents will be notified if their child’s promotion is in doubt by the first marking period on the report card. The report card will indicate “Promotion in Doubt.”
  • A Promotion in Doubt (PID) letter of notification to parents will be sent no later than January 31st of each school year.
  • Teachers will have a remote or phone conference with the parent to inform them of their child’s promotion prior to receiving the letter. The teacher will share supporting documentation with the parent (independent reading level, expectations for grade level work, etc.)
  • Teachers will keep a record of all conversations with parents.
  • Teachers will maintain conference record (learning conversations between student and teacher)
  • Teachers will keep record of students’ progress in meeting the NGLS and score using levels 1 through 4.

JCS GRADE LEVEL LEARNING EXPECTATIONS

WHAT DOES YOUR CHILD NEED TO BE ABLE TO DO TO BE PROMOTED TO THE NEXT GRADE LEVEL?


Here are the minimum promotional criteria for what you need to work on so that your child can move to the next grade level.  Your child’s teacher can provide you with specific details and resources to help your child succeed.

WRITING GENRE DESCRIPTIONS

Narrative

Informational

Opinion

Write stories to develop real or imagined experiences or events using descriptive details and clear event sequences.

 

Write informative/explanatory texts that introduce a topic and develop the topic with facts, definitions and details.

Write opinion pieces that clearly state a point of view and provide reasons and examples supporting the opinion.

At EACH grade level students are to:

  • Meet benchmark on grade level expectations for classwork in ELA, Writing, Math, Science and Social
  • Independently write a written piece addressing the criteria for each writing genre:
    • Narrative Writing Piece (Level 3 or higher)
    • Informational Writing Piece (Level 3 or higher)
    • Opinion Writing Piece (Level 3 or higher)
  • Complete the Envisions and I-Ready Mathematics Assessments
    • Baseline
    • Middle of Year (Level 3 or higher)
    • End of Year (Level 3 or higher)
  • Complete the Expeditionary Learning and I-Ready Literacy Assessments
    • Baseline
    • Middle of Year (Level 3 or higher)
    • End of Year (Level 3 or higher)
  • Completion of the Core Knowledge Assessment
    • Baseline
    • Middle of Year (Level 3 or higher)
    • End of Year (Level 3 or higher)
  • Completion of independent unit/content area projects