Morgan County Schools
Bylaws & Policies
 

5421 - GRADING

The Board of Education recognizes its responsibility for providing a system of grading student achievement that can help student, teachers, and parents judge properly how well the student is achieving the goals of the School Systemís program.

The Board believes that the Countyís grading system should be reliable system and one that ensures each studentís grades signify accurately his/her degree of accomplishment of those expected content standards and objectives which are to be stated for each program at every grade level, kindergarten through twelve.

GRADING SCALES:

PRE-KINDERGARTEN

Mastery Skills Check List

Math/Science

(1) Number and

Numerical Operations

1

2

3

4

5

Functional Counting

Shows interest in numbers and counting

May be able to use the numbers 1, 2, or 3 to label how many in a set

 

Assigns numbers to items, but not always accurately

Knows the number words from 1-10 and begins to learn the teen sequence

Recognizes that the last number is how many in the group

 

Counts items accurately up to 15. Knows the number words and can extend the decade pattern beyond 29

Numerical Operations

Plays by adding and taking away items

Depends on visual cues to determine which of two (2) sets has more or less

 

Understands that there are more when items are combined and less when some items are taken away

Can solve put together or take away problems with sets < 5

 

Matches and/or counts small sets to determine which has more

Uses strategies to add to or subtract from numbers < 8

Written Numbers

Not able to identify written numerals

 

Distinguishes numerals from letters or identifies some numerals

Attempts to write some numerals

 

Identifies and writes some numerals and understands that they represent quantity

 

(2) Classification and

         

Algebraic Thinking

1

2

3

4

5

Classification

Notices similar attributes

 

Sorts items based on similar attributes

 

Determines how to classify a group of items and tells about the groups using relevant vocabulary

Algebraic Thinking

Recognizes a simple pattern

 

Identifies missing parts of a simple pattern

Replicates and extends simple patterns

 

Replicates and extends longer and more complex patterns

 

(3) Geometry and

         

Measurement

1

2

3

4

5

Identifying and Using Shapes

Identifies circle and square

Takes apart and fits together objects

 

Identifies common shapes Turns and flips shapes intentionally to determine congruency or to solve a puzzle

 

Identifies additional shapes and irregular shapes

Compares/contrasts 2- and/or 3- dimensional shapes by attribute

Uses knowledge of shape properties to solve problems

Measurement

Notices larger differences in size

 

Makes direct comparisons of length, weight, volume, heights, or area of materials/objects

 

Uses standard and/or non-standard tools to measure length, height, volume, or weight

 

(4) Scientific Inquiry

1

2

3

4

5

Observation and Reporting

May provide simple comments about observed objects and phenomena

 

Gives informative descriptions about observed phenomena, but does not generate explanations for observed events.

 

Elaborates on what is observed by comparing and contrasting objects and events

Draws simple conclusions about cause and effect relationships during informal or teacher-led investigations

Prediction

Provides no predictions during scientific exploration

 

Provides a prediction, but does not provide support or give logical reason(s)

 

Provides logical support for predictions

Investigation

May comment on phenomena, but does not ask inquiring questions

 

Generates questions, but does not provide a plan for investigation

 

Investigates specific questions through exploration or by using books, the internet, or other research techniques

 

(5) Self-regulation

1

2

3

4

5

Independent Behavior

Needs teacher support to move through classroom routines;

Waits for teacher or others to notice he or she needs help

 

Needs reminders to move through classroom routines;

Asks the teacher or other child for help

 

Moves through the classroom routines with minimal teacher direction;

Demonstrates self-help skills

Regulation of Emotions and Behavior

Does not regulate behavior or emotions and acts out on impulse

 

Needs reminders and redirection to control behavior

 

Expresses needs and feelings verbally without being aggressive and may suggest solutions;

Channels negative feelings through specific positive coping techniques

Prosocial Behavior

Does not take turns or share materials with others;

Does not recognize othersí feelings

 

Needs reminders from the teacher to share and take turns;

Has some understanding of othersí feelings, but does not relate them to own feelings

 

Takes turns in play and conversations;

Understands concept of sharing and is able to share at times;

Empathizes with feelings of others

Social Problem Solving

Cannot successfully resolve social conflicts

 

Can resolve social conflicts with adult guidance

 

In social conflicts, attempts to follow social problem solving process independently

 

(6) Play

1

2

3

4

5

Quality and Attributes of Engagement and Exploration

Does not engage with materials independently;

Is not engaged during play

 

Chooses materials, but needs support to engage and extend their use;

Is engaged in activities during play, but may become off task in transition

 

Explores and experiments with a wide variety of materials;

Engages in purposeful activity for most of the time while moving independently from one activity to another

Quality and Attributes of Cooperative Play

Usually plays alone;

May engage in parallel play-plays near another child with similar materials, but not influencing the otherís play

 

Engages in associative play-engages in separate activities, but interacts by sharing toys or commenting on each otherís play

 

Successfully enters into play when a group of children are already involved;

Expresses idea for activities and acknowledges actions and accomplishments

Negotiates roles and sets up events

Quality and Attributes of Sociodramatic Play

Exclusively uses actual objects for intended purpose in pretend play

 

Pretend play is simplistic;

Uses objects to stand for other objects in pretend play

 

Play has defined roles and story lines such as familiar story books, family life and community roles

 

(7) Oral Language

1

2

3

4

5

Speaking

Uses gestures to communicate;

Unlikely to participate in discussions;

May use very short phrases

 

Responds using simple sentences;

Responds to low-level questions

 

Uses complex sentences and strong vocabulary;

Participates in discussions by asking questions and making connections

Story Retelling

Retells familiar stories using pictures, but with little connection to the actual storyline

 

Retells familiar stories with some main components, but may differ from storyline

 

Retells familiar stories with some accuracy and details

 

(8) Phonological

 

Awareness

1

2

3

4

5

Language Manipulation

Responds to rhymes and music;

Repeats parts of rhymes and chants

 

Recites chants and rhymes;

Repeats language with repetitive beginning sounds (alliteration)

 

Separates words into syllables;

Creates own rhymes and alliteration

 

(9) Print Awareness

1

2

3

4

5

Alphabetic Awareness

Identifies few, if any, letters

 

Identifies some letters

 

Identifies many letters and comments about letters in the environment;

Recognizes that letters from words

Print Knowledge

Does not recognize that print carries meaning;

Recognizes prominent and common print in environment by relying on picture cues

 

Recognizes that print has meaning;

Recognizes some print in the classroom including own name

 

Understands that print is used for different functions;

Identifies print in environment such as classmateís names, signs, and symbols

 

(10) Writing

1

2

3

4

5

Composing

May identify scribbling as "writing" and drawing;

Does not give meaning to writing

 

Verbally labels own "writing" and drawing;

Provides dictation to an adult to be written on a piece of work

 

Writes symbols for a purpose to convey information or to tell a story

Production

Draws or scribbles

 

Makes forms that resemble letters;

May write own name

 

Strings conventional letters together (other than their name)

KINDERGARTEN-1

Mastery Skills Check List

Average

Grade

 

93-100

O

 

80-92

S

 

65-79

N

 

0-64

U

 

This scale applies to all subjects.

GRADES 2-5

Average

Grade

Quality Points

93-100

A

4.0

85-92

B

3.0

75-84

C

2.0

65-74

D

1.0

0-64

F

0.0

This scale applies to ELA, Math, Science and Social Studies.

O, S, N, U scale for Music, Art, Physical Education.

COURSES TAKEN FOR HIGH SCHOOL CREDIT

The West Virginia State Board of Education established a uniform grading policy that must be used for any course taken for high school credit, regardless of the grade level of the student at the time the course is taken, other than courses that county boards of education may designate by policy as weighted courses. The local board is not required to adopt this grading scale for use in courses or grade levels for which high school credit is not involved.

NON-WEIGHTED COURSE GRADING SCALE:

Average

Grade

Quality Points

93-100

A

4.0

85-92

B

3.0

75-84

C

2.0

65-74

D

1.0

0-64

F

0

The Board shall issue weighted grades for Advanced Placement, Advanced Career, and International Baccalaureate courses for which high school credit is to be awarded.

WEIGHTED COURSE GRADING SCALE FOR ADVANCED PLACEMENT, ADVANCED CAREER AND INTERNATIONAL BACCALAUREATE COURSES:

Average

Grade

Quality Points

93-100

A

5.0

85-92

B

4.0

75-84

C

3.0

65-74

D

2.0

0-64

F

0

County boards of education continue to have discretionary authority to issue weighted grades for other advanced high school courses. In accordance therewith the Board elects to establish weighted grades for honors courses.

WEIGHTED COURSE GRADING SCALE FOR HONORS AND DUAL CREDIT COURSE

Average

Grade

Quality Points

93-100

A

4.5

85-92

B

3.5

75-84

C

2.5

65-74

D

1.5

0-64

F

0

A teacher may not be required by the principal or any other person to change a studentís grade on either an individual assignment or a report card unless there is clear and convincing evidence that there was a mathematical error in calculating the studentís grade.

WV Code 18-5-46
West Virginia State Board of Education policy 2515

Revised 3/21/17

© Neola 2014