PRINCIPLE TWO: GRADES BASED ON ACADEMIC PROFICIENCY
Grades reflect proficiency of standards as measured by varied assessments and a body of evidence. Homework, behaviors, and essential skills can be recorded in the gradebook to monitor progress and provide feedback, but should not be used to penalize a student’s grade.
ECSD grading practices are one component of a district-supported, Standards-Based Learning system that includes curriculum, assessment, instruction, and reporting. This standards-based learning system ensures grades based on academic proficiency.
Curriculum
ECSD district curriculum teams create and share curricular frameworks for all content areas using Colorado Academic Standards when available. In addition, curriculum teams pilot and adopt aligned curriculum resources to support teaching and learning. Learn more about the curriculum process at eagleschools.net/departments/curriculum-instruction.
Assessment
Assessment practices provide learners with an opportunity to set goals, receive feedback, and reflect on their learning process. Assessments are designed intentionally to be used alongside students to promote self-assessment and a partnership in learning. Teachers use proficiency scales aligned to the assessments to identify levels of performance, and work with colleagues to improve reliability across the school and district.
Instruction
Instruction is designed using a backwards planning process and curriculum frameworks, and shares long- and short-term learning targets, assessments, and proficiency scales with students throughout the learning process. Teachers provide opportunities for student self-assessment and goal setting, and allow for opportunities to revise work. Teachers differentiate instruction according to the student’s readiness, interests, and learner profile.
Homework
The purpose of homework is to support classroom learning through practice, pre-learning, processing, and/or checking for understanding. It is a venue to provide ungraded feedback. By not grading homework, we avoid the practice of penalizing students on their practice and possible mistakes during the learning process.
Essential Skills
Non-academic skills (also known as essential skills or “soft skills”) such as effort, attendance, participation, punctuality, and ability to meet deadlines should not be included when determining a student’s academic performance grade in content area courses. Grades for Essential Skills should be separate from academic grades.
Grading with Accommodations and Modifications
English Language Learners and students with individual education plans have plans in place to support them in accessing grade level content.
Accommodations
Accommodations are specific supports for students with disabilities, acquiring English, or with other specific academic needs that are documented in either an IEP, ELL Language Plan, 504, or other plan. Accommodations change how instruction is presented, where instruction takes place, how
students are assessed, the timing or scheduling of instruction, and the presentation of assessments. Accommodations do not change the level of proficiency expected.
Students with an IEP, ELL Language Plan, 504, or other plan who receive accommodations are still expected to achieve the same levels of proficiency on grade level expectations as students without accommodations. Accommodations simply allow students to demonstrate their learning in the ways that work best for them based on their specific need and how it impacts their ability to learn or demonstrate understanding. They do not result in lower or higher expectations and do not require a different grading system.
Modifications
Modifications are significant and permanent changes to the curriculum, assessment, and a students’ learning expectations. Modifications are only made for students whose IEPs specify they require a modified curriculum. When modifications are made for students, their grades show progress towards their modified prioritized standards using a modified proficiency scale.
Assessing Gifted and Advanced Students
ECSD recognizes the unique academic needs of Advanced Learners, such as those identified as Gifted/Talented (GT), or high achieving. Teachers develop guidelines and parameters for meeting these needs through the curriculum and instruction these students receive. These needs may be met through enrichment activities or through an advanced course of study.
Students in advanced classes should expect a more rigorous and self-directed curriculum with high levels of expectation for quality work. Advanced learners, students in advanced courses, and students identified as GT will be graded using the grading policy and rubrics against the state standards and/or the district provided curriculum with appropriate differentiation per their individual learning needs.
Grading in AP and DE Classes
Advanced Placement (AP) and Dual Enrollment (DE) courses are assessed in accordance with the ECSD Principles of Grading. Colorado Mountain College Dual Enrollment courses will continue to report out grades to ECSD through PowerSchool and to CMC in Canvas.
Grading in Support and Intervention Classes
Grades are based on skills that support students in reaching proficiency in content classes outlined in Colorado Department of Education’s Essential Skills. Additionally, growth is monitored and reported in the students’ targeted areas of need. Proficiency of content area standards do not impact students’ final grades in order to not penalize students for being below grade-level proficiency.
Academic Honesty
ECSD requires all students to demonstrate academic honesty so teachers have an accurate record of student learning. Academic dishonesty, cheating, or plagiarism involves any attempt by a student to substitute the work of another as their own. A teacher who has evidence that an act of academic dishonesty has occurred shall, after speaking with the student and parent, take one of the following actions: