BARTON POND ELEMENTARY GRADING PLAN 2024-2025

Classwork

• Classwork is created in direct alignment with North Carolina State Standards
• Students are provided multiple opportunities to practice and demonstrate mastery of each standard.
• Classwork is used to continuously formatively assess in order to inform instruction. Some independent classwork assignments may inform standards-based report card grades.

Homework

• Any homework assigned is to be directly aligned with content standards that students have already practiced in class.
• All students should read nightly. Written responses may be assigned at teacher discretion.
• Math homework is assigned at teacher discretion. If assigned, math homework is intended to reinforce skills previously taught in class.
• Projects may be assigned at teacher discretion. All projects must align with grade-level content standards. Rubrics for project assessment are to be provided in advance. Grades from projects may be used as formative assessment.
• Homework is not to be used for a grade. Failure to complete homework may not result in punitive consequences.

Missed Work

• If an absence is approved in advance, all work, including tests, are due upon the student's return to school. Teachers may use discretion and may make exceptions in the case of students whose excused absences were beyond the student/family’s control.
• If make-up work is not assigned in advance, for absences of one (1) to three (3) days, the student will have one day for each day absent to complete the work.. For absences exceeding three (3) days, the student may have two (2) days for each day absent to make up work. Special consideration will be given in the case of extended absences due to injury or chronic illness.
• Assignments & assessments must be completed by the final day of the quarter in order to inform report card grades.

Extra Credit

Students will not be provided opportunities for extra credit. Standards are assessed for mastery of skills/content.

Intervention & Enrichment

An intervention & enrichment block is built into the schedule for all grade levels. Classroom teachers provide Tier II interventions. The Intervention Teacher and/or Classroom Teachers provide Tier III interventions. Students are identified as needing interventions using a triangulation of formative assessment data, observational data, and results of state & local assessments.

Common Formative Assessments (CFAs)

PLTs collaborate to create Common Formative Assessments (CFAs) directly aligned with the North Carolina State Standards. CFA grades inform report card grades.

Report Cards

Students’ report card grades are a reflection of standard mastery. Teachers use PLC-created Common Formative Assessments, standards-aligned independent work, and anecdotal observation to assess standard mastery.  State & district assessments do not inform Report Card grades.

State & District Assessments

• Students in Kindergarten through 2nd grade participate in the Number Knowledge Test and Assessing Math Concepts assessments. These assessments are used to inform instruction and are not used to assign grades.
• Students in grades K-5 participate in mCLASS reading assessments. These assessments are used to guide instruction, not assign grades.
• 2nd and 3rd Grade students participate in the CogAt universal screener for gifted identification. Select students participate in IOWA testing. CogAt & IOWA tests do not inform report card grades.
• 3rd Grade students participate in the North Carolina Beginning of Grade (BOG) Reading assessment. This assessment provides baseline data and is not used to inform report card grades.
• Students in grades 3-5 may participate in the North Carolina Check Ins in Math and/or Science. Assessment scores are used to guide instruction. They are not used to inform report card grades.
• Students in grades 3-5 participate in North Carolina End of Grade tests (EOGs). EOG scores are not factored into students’ report card grades.