HOOVER ELEMENTARY INTERMEDIATE CAMPUS - Guide to Grade Reporting 2020 2021 - Azle ISD
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HOOVER ELEMENTARY
INTERMEDIATE CAMPUS
Guide to Grade Reporting
2020 - 2021Philosophy
Given the premise that all children can continue to learn and increase their achievement, we believe
that grading and reporting should focus on student growth and learning in a climate of high
expectations. Instructional emphasis will be placed on the accomplishment of defined district goals and
not on the time it takes to accomplish those goals. Grading and reporting is both formative and
summative in nature and should utilize both formal and informal assessments. Schools are accountable
for structuring learning experiences, teaching processes, planning and evaluation, and utilization of
materials and resources (including time) to result in optimum student learning in a positive learning
environment.
Purposes of Grading
Grading serves the following purposes or functions:
1. Information: To inform parents and students regularly of the student’s success in learning and
mastery of local objectives and the Texas Essential Knowledge and Skills
2. Guidance: To promote and maintain desirable patterns of behavior and achievement and to
identify areas of special ability as a basis for realistic student self-appraisal and for future
educational and occupational planning.
3. Motivation: To encourage the student toward maximum growth and academic excellence
4. Administration: To provide and analyze data for use in educational planning and decision-
making
Communicating with Parents
Parents shall be provided any relevant information concerning their child that will enhance their
understanding of the child’s ability, effort, success, or progress in the school program (EIA LOCAL
policy). The district requires parents/guardians be provided written notification of student performance
in foundation curriculum subjects English, Language Arts, Reading, Math, Science, and Social Studies
every three weeks.
Report cards are only one of the many means of communicating with parents. Conferring with parents
is another way. Conferences are useful to improve understanding and communication among teacher,
student, and parent. A conference can be initiated by a parent, teacher, student, or administrator.
The three week written notice must provide for a signature of the student’s parent and must be returned
to the district (EIA LEGAL). “Parent” includes a guardian, conservator, or educational guardian.
In attempting to schedule a conference between parent and teacher, consideration of the parent’s and
teacher’s schedules will be given to determine a mutual time for the conference. The teacher must
notify the parent or guardian of a student by letter, phone call, or personal conference at the end of the
first three weeks of a grading period when there is a marked drop in the academic or conduct grades of
the student. If at any time during the reporting period a grade drops below failing (1. Phone- Phone log of date, time, and topics discussed - 3rd contact must be by phone
2. Email- Print email
3. Parentlink
4. In Person- Conference Form –
5. In Writing/Mail-If parent is non-responsive, a letter to the parent should be sent/mailed
home (keep copy with date)
Special Note: Teachers must notify parents (letter, telephone, conference, or other means of contact a
parent may prefer) when the “N” or “U” grade is anticipated. In addition, if a student earns a grade
of “U” the teacher should have held a parent conference, and the principal or the assistant
principal should have been involved through the completion of the classroom discipline process
and/or an office referral.
Use of Parent Portal
Teachers are required to post grades in the electronic grade book in TXEIS on a weekly basis.
Students’ posted grades are linked to the parent portal. The Parent Portal is to be used to enhance
parent communication, but will not take the place of parent conferences or written notice.
The Grading System
As per Texas Education Code 28.0216 and AISD ISD LOCAL policy (EIA), teachers will no longer
assign a student a prescribed minimum grade. The following bullets outline the stipulations of this
local policy:
• Guidelines for grading shall ensure that grading reflects a student’s academic ability of an
assignment and that a sufficient number of grades are taken to support the grade average
assigned.
• Guidelines for grading shall be clearly communicated to student and parents.
In accordance with grading guidelines, a student shall be permitted a reasonable opportunity to redo an
assignment and/or correct an assignment for which the student received a failing grade. Allowing
students to redo and/or correct an assignment will help ensure that the grades reflect the relative
mastery of assignments, rather than awarding an automatic grade to a student who has received a
failing grade. The redo must allow the student a chance to pass the assignment
• In determining grades for a content area, emphasis will be placed on the accomplishment of
defined instructional objectives which are aligned to the Texas Essential Knowledge and skills
(TEKS) as required by EG (LOCAL) policy. Within this framework of information both types
of assessments (formal and informal) are to be utilized to determine individual student’s
mastery of TEKS.
Summative assessment may include unit tests, quizzes, chapter or skills test, writing
samples, and individual/group projects, oral presentations etc.
Formative assessment may include teacher-documented observations,
classwork/samples of student work, homework assignments, and skills demonstrations.
• Yearly grades shall be computed by averaging the six 6-weeks numerical grades posted on the
student’s report card.• Unless an exception is made in a 504 Plan or an IEP, late work will be accepted for a
reduced grade if it is within a week of the due date.
• Explanation of numerical grades for Academic Performance or Achievement
Numerical grades are given English, Reading, Math, Science, Social Studies, Music, Physical
Education, and Band. See the Numerical and Symbolic Chart below.
• Explanation of letter grades Letter grades using the symbols of “E,” “S,” “N,” and “U” will
be used to evaluate student progress in conduct.
In conduct, the letter grade should reflect the number and/or type of disciplinary
actions taken.
Numerical and Symbolic Equivalents Chart
Symbol Explanation Numeral Equivalents
E=Excellent Clearly outstanding: 90-100%
Exceeds expectations.
Performs above and beyond the
mastery of essential knowledge
and skills.
S=Satisfactory Meets expectations; is mastering
essential knowledge and skills. 80-89%
N= Needs Fails to meet expectation’s; clearly
Improvement needs help to raise performance 70-79%
To mastery of essential knowledge
and skills.
U=Unsatisfactory Far below expectation’s; clearly 0-69%
Not mastering essential knowledge
and skills and is failing.
M= Missing 50%
I=Incomplete No Average
Blank=not complete Grade Not Counted
• Transfer Student’s Grades
If a student enters in Azle School from another school district which uses letter grades, the
letter grades will be converted using the table below:
Letter Grade Numerical Grade
A 95
B 85
C 75
D 70
F 65• Documentations of Mastery
There should be a minimum of ten grades documented each six weeks in each of the foundation
curriculum areas: English Reading, Math, Science, Social Studies. The Curriculum Based
Assessments (CBAs) can be used for grading purposes as long as it does not drop the grade
average significantly. Err on the side of the student.
A minimum of six grades each three weeks for foundation (English, Reading, Mathematics,
Science, and Social Studies) subjects for each student shall be recorded in the electronic grade card
in TxEIS by the teacher in order to regularly monitor the progress of the students. The electronic
grade book in TxEIS will provide for the display of the entered grades in the parent portal.
Student grades should document the student’s mastery of instructional objectives and are to be
maintained for purposes of grade reporting and conferencing with parents. Evidence of student
work should align to the student’s grades. Teachers are required to post grades in electronic grade
book in TxEIS weekly.
Evaluations of academic achievement are not to be lowered because of poor conduct. Poor conduct
should be reflected in conduct grades only.
Grade books and lesson plans will be monitored by the campus administrators on a regular basis.
Report cards must be signed by parents and returned to the homeroom teacher.
• Re-teaching is a Vital Part of Instruction
The Azle Independent School District supports the policy of reteaching in order to ensure student
success in the classroom. Reteaching should be done and should ensure fairness and promote student
success. The teacher will document re-teaching and reassessment.
Jumpstart is a time for student intervention and support or enrichment toward academic success.
Jumpstart schedule is correlated with content teachers to best support the student.
Grading Policy – 2020-2021
For 2020-2021 grades 5-12, the following grading weights will be implemented per six-weeks:
a. Daily - 60% (minimum 10 grades)
b. Major grades/assessments - 30% (minimum 2 grades)
c. CBA - 10% (minimum 1 grade)
* The Azle ISD Board adopted grading policy will be utilized for virtual and face-to-face instruction.Azle ISD Remote Learning Plan
Azle ISD Remote Learning Plan - Parent and Student Information
Before August 18, 2020:
-Technology will be required. Azle ISD issued devices will be distributed for student use.
-No packets or workbooks will be issued in place of utilizing the online learning management
system.
-Parents and students will be invited to a live Google Meet for orientation and expectations.
-This will be a virtual “Meet the Teacher” opportunity.
-Parent conferences will be available through Google Meet to touch base about individual
student needs.
Beginning August 18, 2020:
-Kindergarten-Grade 6 teachers and students will meet daily online to host morning meetings.
-Lessons will be recorded and posted online so that students can work self-paced through
lessons to allow flexibility for families.
-Teachers will meet online with small groups of students through Google Meet.
-Students will have the flexibility to complete work at their own pace daily. Work must be
turned in every day for all classes to the online learning platform.
-Students will also be completing reading inventories, curriculum based assessments, state
assessments, and progress monitoring at the same benchmarks of time as the students who are
in the traditional school setting.
-Daily attendance will be taken and based off multiple modes of participation daily:
a. Daily progress in Canvas (Grades 5th & 6th), and/or
b. Student participation and attendance in daily Google Meets, and/or
c. Progress made on APEX or Education Galaxy.
-Teachers will be available for conferences with parents via Google Meet or phone conferences
throughout the year. Parents can expect communication from teachers during their scheduled
conference period or during normal school hours.
-If a student transitions from virtual to face-to-face instruction or face-to-face to virtual, it is
possible the teacher assignment may change.
-Parents may follow student progress within the gradebook on the student portal.
-All grade 3-12 teachers will post their calendar in Canvas. This will include small group
sessions, teacher conference periods, and assignment due dates. Your student will be able to
access one calendar to see information for every class.
-Access to all programs will be available through ClassLink. If your student does not have the
login information, they will receive it from their teacher.
Conduct Grades
The general Code of Conduct is followed at each intermediate elementary; however, the
discipline/behavior tracking and incentive program is unique to each campus.
Hoover Elementary will be following a point system for behavior that allows students to earn positive
points for good behavior and negative points for undesirable behavior. Behavior charts will be
available to view through an invitation from the homeroom teacher on Showbie.com.The grading system is listed below:
90 points or more = E in conduct
70 to 89 points = S in conduct
60 to 69 points = N in conduct
Below 60 points = U in conduct
Severe Office Referrals for extreme or dangerous behaviors will result in a student’s conduct grade
dropping to a N. A second Office Referral for extreme or dangerous behavior will result in a
student’s conduct grade dropping to a U.
Evaluation of Students with Special Needs
The Individual Education Program (IEP) developed by the ARD committee for each student who
meets eligibility criteria for Special Education services states that responsibility for grade reporting for
each special education student is a follows:
1. If the content is taught solely in general education, the grade will be assigned by the general
education teacher.
2. If the IEP stipulates that the content area be taught solely by the special education teacher,
the grade will be assigned by the special education teacher
3. If the content is taught through collaboration between the Special Education teacher and the
General Education teachers, the grade should be assigned by the teacher who is responsible
for the instruction of the content unless other is specified in the IEP
The grading period and numerical grading system in general education will apply unless otherwise
specified in IEP.
Any student failing a class (General or Special Education) will receive a failure notice at the mid-point
of the reporting period.
In addition to, as required by law, every special education student will receive his/her IEP Progress
Report which will accompany the Report Card at every six weeks designated reporting period.
English Language Learners (ELs)
High academic standards should be maintained for English Language Learners; however, no grading
policy should adversely affect a student based solely on language proficiency. The teacher must take
into consideration the student’s level of English proficiency when planning assessments for and
assigning grades to EL students. Linguistically modified and/or alternative assessments and special
instructional methods should be used as appropriate and should be as appropriate and should be
dependent on the level of English language proficiency of the student.Teachers of EL students are required by Texas Education Code to submit progress reports to the
campus LPAC Coordinator as well as parents.
Response to Intervention
When students are having consistent academic difficulties in the classroom a referral to the grade level
Student Support Team (SST) is recommend early in the school year. The committee including the
teacher will plan interventions to broaden instructional options to maximize achievement for the
student. Documentation of the intervention plan and activities should include the following:
• Dates of referral(s) to the SST
• Parent contact log
• Intervention/strategy recommendations
• Time/duration and length of the intervention(s)
• Progress monitoring data that will show academic gains for each student
After the first six weeks, an RTI form should be submitted for students who are not successful.
Promotion/Retention
Promotion and course credit shall be based on mastery of the curriculum. Expectations and standards
for promotion shall be established for each grade level, content area, and course and shall be
coordinated with compensatory, intensive, and/or accelerated services.
In addition to the factors in law that must be considered for promotion, mastery shall be determined as
follows:
• Course assignments and unit evaluation shall be used to determine student grades in a
subject. An average of 70 or higher shall be considered a passing grade.
• Mastery of the skills necessary for success at the next level shall be validated by assessments
that may either be incorporated into unit or final exams or may be administered
separately. Mastery of at least 70 percent of the objectives shall be required.
In grades 1–6, promotion to the next grade level shall be based on an overall average of 70 on a scale
of 100 based on course-level, grade-level standards (essential knowledge and skills) for all subject
areas and a grade of 70 or above in reading and mathematics. EIE (LOCAL)
Reducing Student Retention
The school establishes procedures designed to reduce retention students at a grade level with ultimate
goal being elimination of the practice of retaining student.
A conference must be held with the parent or guardian of any student recommended for
retention at least 12 weeks prior to the close of school. The elementary teacher will recommend
retention to the principle in writing and will include student progress data that support the
recommendations.The determination of promotion or retention will be made by grade placement committee consisting of
parent(s), administrator, and teacher. A student who continues to work below grade level may be
placed at the next grade with designation of “placed” on the report card. The teacher or principal shall
fully inform the parent or guardian that the student was not promoted but placed in the next grade.
Absenteeism
Make-up Work
Make-up assignments or tests shall be made available to students after any absence excused or
unexcused. All make-up work shall be completed and turned in during a period of time not to exceed
the number of days of consecutive absence. For example, if a student is absent two days, he or she has
two days to complete the make-up work. Exceptions to this provision may be granted due to
extenuating circumstances as determined by the teacher and/or principal.
The student shall be responsible for obtaining and completing the make-up assignments in a
satisfactory manner within the allotted amount of time.
Credits shall be granted as follows:
1. Work for an absence that is turned in within the required time limit shall be graded in a
regular fashion.
2. Work for an absence that is turned in beyond the required time limit may be subject to a
reduction of the grade.
Homework Guidelines
Purpose of Homework
Homework is extended independent practice for the reinforcement of basic skills and/or special
projects designed to extend the student’s class work. Homework in the form of special projects
may be graded. Meaningful homework assignments serve several purposes:
1. To reinforce concepts and skills which have been developed during classroom activities.
2. To nurture the development of self-discipline and organizational skills, and
3. To foster the use of independent research skills.
Types of Homework
• Independent practice assignments are an important extension of classwork. These
assignments are appropriate when students have demonstrated sufficient understanding of
the material. The length of the assignment should be no longer than necessary to develop
the skill or concept or to accomplish the learning outcome.
• Preparation assignments help students benefit from subsequent lesson: for example
reading new material or reviewing and studying material previously covered in class.Preparation assignments are frequently followed by a daily activity that enables the teacher
to evaluate student achievement. Failure to be prepared may result in the student’s inability
to participate fully in the classroom learning experience
• Extension assignments or special projects should require students to use newly learned
skills or concepts in a new situation: for example, synthesizing information and producing a
unique product, research project, or written assignment.
Guidelines for Assigning Homework
Homework is assigned at the discretion of the teacher and engages the student in valuable activities
and develops effective study habits by incorporating practice, enrichment, reinforcement,
extension, or application of knowledge and skills learned related to topics covered in class.
Teachers encourage a reasonable amount of academic work to be done at home to complement
learning during the school day. Homework also gives the child and parents an opportunity to share
in the educational process. Any questions or concerns regarding homework should be directed to
the teacher.
When homework is assigned, the teacher’s responsibility is to create and assign effective, well-
planned homework assignments designed to aid the student in the mastery of the course’s essential
elements. Students should anticipate homework time may vary by grade, subject, and rigor of the
course.
Teams should coordinate homework assignments to ensure effective time on task. Some teachers
have designated specific days for each core subject (i.e. math homework on Wednesday, etc.)You can also read
