- 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 assess in order to inform instruction.
Reading, Reviewing & Practice
- Reading, Reviewing, or Practicing classwork outside of school is encouraged.
- All students are encouraged to read nightly. Written responses may be assigned at teacher discretion.
- Math review is assigned at teacher discretion. If assigned, math review will be practice of skills previously taught in class.
- Projects may be assigned at teacher discretion. All projects must align with grade-level content standards. Grades from projects may be used as formative assessment.
- 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'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.
- Students will not be provided opportunities for extra credit. Standards are assessed for mastery of skills/content.
Intervention & Enrichment
- An intervention & enrichment block (W.I.N. What I Need) is built into the schedule for all grade levels.
- Classroom teachers will provide Tier II interventions.
- Tier III interventions will either be provided by the teacher or specialist depending on the area of support. Students are identified as needing interventions using our MTSS–Multi-Tiered System of Support protocols and are decided upon as an MTSS Team–which will fluctuate depending on the referred area of concern.
- Students’ report card grades are a reflection of standard mastery. Teachers use 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-3 participate in mCLASS reading assessments. These assessments are used to guide instruction, not assign grades.
- 2nd Grade students participate in CogAt testing, and some students participate in IOWA testing. These assessments are used to determine Academically Gifted eligibility. They are not used to 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.
- ALL students are encouraged to do their best on ANY assessment in order to provide academic feedback.
Standards Based Grading & interpreting the 1-4 Scale
- CLICK HERE to access district resources.
- Students who have been advised to quarantine due to COVID-19 exposure will be given the opportunity to receive and complete work missed. Students should follow due dates for the class with which they participate.
- Students who are ill due to COVID-19 should follow the “missed work” guidance above.