• Grades  
     

    Online Access to Grades

    You are able to view your child's grade at any point during the school year using the Internet. You will need to complete a HOME ACCESS REQUEST FORM which you can pick up from, Ms. Margaret Bing, our secretary.

    Southeast Delco Grading Guidelines

    The purpose of the following grading guidelines is to provide a consistent grading system within and across the 1-8 Southeast Delco schools.
     

    Needs Analysis

    After discussion and collegial dialogue the committee found that there are inconsistent grading practices within schools and across schools. We found that some teachers use percentages while others use point systems. Grades are weighted differently, having varying weights for homework, assessments, classwork, and participation. 
     
    Through effective grading practices students grades will be better reflect how they are meeting learning objectives and academic standards. Implementing effective grading practices can also put students in the position for success. 
     

    What the Experts Say

    Reeves (2008) describes commonly ineffective grading practices used by teachers. One ineffective practice is the use of zeroes for missing work. To truly assess if students grasp a concept being taught, students should have the opportunity to make up missed work. "Defenders of the zero claim that students need to have consequences for flouting the teacher's authority and failing to turn in work on time" (Reeves, 2008). The consequence should be to require the student to make up the work before and after school or during lunch periods.
     
    Reeves (2008) also identified the use the "semester killer" as an ineffective practice. That is using a single project, lab, or test that has too strong a bearing on the students overall grade. 
     
    Effective grading systems should be designed to improve student performance (Marzano, 2007). Grading policies should not reflect compliance, but should reflect what students are learning (Winger, 2009).
     
    Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
    Reeves, D.B. (2008). Effective grading practices. Educational Leadership, 65(5), 85-87.
    Winger, T. (2009). Making marking meaningful. Educational Leadership, 67, (3), 73-75.
     

    Grades 3-8 Grading

    Assessments: 75%

    This portion of the grade must consist of at least 6 data points per marking period. At least two of the data points must be major tests, and one of the data points must be the Cycle Assessment grade. The remaining data points for the assessment grade could also include quizzes, projects, portfolio assessments, or written reports. (Note: a test will be defined as an assessment that contains more than 15 questions and quizzes are assessments that have 15 questions or less). When grading assessments, a 55% should be used as the lowest grade averaged into the total assessment grades. This will give the students the opportunity to recover from failing grades.

    Classwork: 15%

    This portion of the grade may consist of, but not limited to, independent practice activities, workbook pages, in class writing assignments, entrance activities, maintenance activities, and exit slips. 

    Participation: 10%

    This portion of the grade may consist of, but is not limited to, homework assignments, oral participation, participation in group activities, notebook  assessments. 
     

    Grades K-2 Grading

     In addition to the district report card teachers will complete a Student Summary Sheet. Summary sheets will provide information about instructional reading levels, DIBELs information, GMade scores, etc. This provides more information to parents about student progress throughout the school year.
     
    The chart below has been created to offer consistency in determining what warrants a particular letter of achievement in Reading for grades 1 and 2. Similar guidelines can be developed for grading other subjects, using the grid below as a starting point. 
     
    Report Card Grade
    Reading Comprehension
    Instructional Reading Level
    DIBELS Level
    V - Very Good
    90 or above
    Above Instructional Level
    Benchmark
    G - Good
    80-89On Level
    High Strategic
    S - Satisfactory
    70-79One Level Below
    Low Strategic
    N - Needs Improvement
    69 or below
    2 or more levels below
    Intensive