Students
Please click The dropdowns below for more information
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8:00: Morning Bell
8:05: Students are marked late
3:00: Dismissal (1:00 Dismissal on Wednesday)
Recess/Lunch Shifts: All students will have 30 min. recess and 30 min. for lunch each day.
5th/6th: 10:30-11:30
3rd/4th: 11:00-12:00
7th/8th: 11:30-12:30
K-2: 12:00-1:00
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GRADING PHILOSOPHY
At City Neighbors Charter School, we believe that assessing student work allows teachers to sit with each student, identify their strengths and needs as learners, and adjust their instruction to suit their needs. Forms of assessments should be varied, robust, and multifaceted in order to truly understand where a student needs support and extension work. The act of grading student work serves as an ongoing form of communication between teacher, student, and their family members about where the student is in relation to their own personal as well as grade level goals. Through a robust revision process, students have the opportunity to return to the same work over and over again until they demonstrate a deep understanding and mastery of the content.
Grading Components
The following components are part of a student’s grade. Within our school, you will see the following categories of grades:
Assessments 70% with 50% summative and 20% formative.
Formative assessments may include exit tickets, quizzes, written or verbal responses, student projects, checklists and presentations.
Summative assessments may include unit tests, culminating presentations, portfolios, and writings.
Classwork 20%: This includes work completed in the classroom setting.
Participation 10%: This includes, but is not limited to, participation in classroom discussions, group work, and activities.
Grade Components
Grade Recording:
Grades will be recorded for each subject. Teachers will grade student performance based upon assessments, classwork, participation, and homework.
Teachers will record grades using the online grading tool Jupiter Ed which can be used to share grades and provide feedback to students and parents/guardians. A score of zero will be given to students who fail to submit an assignment. A student will receive a zero if they are found to have cheated or plagiarized.
Mastery Grading:
In order to support student growth in learning toward mastery, assignments will be reassessed during the marking period. If a student’s understanding of the content assessed on a summative assignment shows improvement upon reassessment, that grade may be replaced with the new grade. The reassessment may take a different form from the original assessment but will be graded based on correctness and have the same weight in the gradebook as the previous assignment.
Learning Progressions Grades K-5
Kindergarten and Grade 1
Kindergarten and 1st grade students will be assigned grades for each learning domain (subject area) that serves as an evaluation of the child’s emergent knowledge and accompanying skills for that domain in relation to grade level proficiency. Report cards will be issued following the conclusion of each trimester.
Grading Scale K-1
E = Above grade level (Proficient)
G = At Grade level (Proficient)
D = Developing (In-Process)
B = Beginning (Needs Development)
NA = Not assessed
Definition of Classwork in Kindergarten and 1st Grade:
This includes work completed in the classroom setting. Classwork can include but is not limited to:
Active participation in whole class and small group settings which may include activities involving play, small group work, and other developmentally-informed learning.
Completion of in-class assignments and center activities, including independent reading
Shared, interactive, and independent writing activities including notebooks, journals, etc.
Hands-on content area experiences (in literacy, math, science, social studies, etc.)
Definition of Homework in Kindergarten and 1st Grade:
Homework assignments will contribute to their participation percentage of their grade. This includes all work completed outside the classroom. Homework assignments should be interactive with families and might include but are not limited to:
Reading logs and book responses
Take-home booklets or other activities
Content specific or theme-related activities
Assessments in Kindergarten and 1st Grade:
This category includes both formative and summative methods of assessing student learning with the goals of supporting student growth and success using a combination of assessment tools.
Assessments can include but are not limited to:
Content specific assessments administered one-on-one or in small groups
End of unit tests
Benchmarks
Performance-based assessments (including writing, working with manipulatives, etc.)
Projects, reports, and oral presentations
Checklists and observations
Portfolios
Teacher created assessments
City Schools believes in using a combination of baseline academic information and social/emotional, cognitive, physical, and behavioral development to assess young children. This can include number and letter knowledge and other academic information, as well as teachers’ observations of students engaged in play, small group work, and other developmentally informed learning.
Grades 2-5
Letter Grade Number Range:
MS 80-100
AS 70-79
DT 60-69
NY 0-59
Definition of Classwork in Grades 2-5:
This includes work completed in the classroom setting. Classwork can include but is not limited to:
Active participation in whole class and small group discussions
Completion of in-class assignments, including independent reading
Writing projects such as notebooks, journals
Lab experiences and other projects
Definition of Homework in Grades 2-5:
Homework assignments will contribute to their participation percentage of their grade.This includes all work completed outside the classroom. Homework assignments might include but are not limited to:
Reading logs
Research assignments
Take-home booklets or other activities
Practice problems
Definition of Participation in Grades 2-5:
This includes but is not limited to participation in classroom discussion, group work, homework,and other activities.
Definition of Assessments in Grades 2-5:
This category includes both formative and summative methods of assessing student learning with the goals of supporting student growth and success. Assessments can include but are not limited to:
Unit assessments
Vocabulary quizzes
Constructed response writing
Oral or written evaluations
Laboratory activities
Projects
Portfolios
Reports
Performances and performance tasks
Product creation
Peer and self-evaluation
Notebooks or journals
Grades 6-8
Grading Scale 6-8:
The grades eligible for use on report cards are as follows. Grades between ranges are rounded to the nearest percentage point:
A+ 97-100
A 93-96
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
F 59 & Below
Definition of Classwork in Grades 6-8:
This includes but is not limited to work completed in the classroom individually or in groups.
Examples include:
Completion of in-class assignments
Writing projects such as notebooks, journals
Lab experiences and other projects
Drills ii.
Participation: This includes but is not limited to participation in classroom discussion, group work, and activities.
Definition of Homework in Grades 6-8:
Homework assignments will contribute to their participation percentage of their grade.
Homework consists of assignments completed outside the classroom. Homework assignments might include but are not limited to:
Problem sets
Written assignments
Reading assignments
Graphic organizers IKA-RA Page 9 of 12
Project plans and storyboards
Student notes and notebooks
Assessments: This category includes both formative and summative methods of assessing student learning with the goals of supporting student growth and success.
A combination of assessment tools must be used. Examples of assessments include: a) Tests b)Quizzes c) Papers, reports, essays d) Projects, portfolios e) Presentations f)Performances and performance tasks g) Research tasks h) Laboratory activities i) Product creation j) Peer and self-evaluation
Failing Grades:
If a student receives an F as a marking period grade, the numerical equivalent of that grade cannot be lower than a 50 when used to calculate the student’s final grade. If a student failed a marking period by earning a 50-59 that score should remain unchanged when calculating the student’s final grade. This requirement is meant to allow students to improve their grade through diligent work in subsequent marking periods to pass the course.
Attendance in relation to grades:
In City Schools, absences will not be used as an element of a student’s grade; however, poor attendance is likely to hinder a student’s ability to succeed in class. Students who are absent will have the opportunity to make up missed assignments. Teachers will provide makeup work within three (3) school days of the student’s last absence, and students must turn in assignments within seven (7) school days after they are provided by the teacher. The time allowed for makeup work may be extended on a case-by-case basis for extenuating circumstances determined by the teacher.
Students Receiving Special Education Services
In compliance with federal law, Individualized Education Program (IEP) teams will develop IEPs for all students who receive special education services. Individual student needs are the basis of IEP goals and objectives and will allow special education students to progress within the general curriculum to the extent possible, provided with the appropriate support and accommodations. Teachers will implement the accommodations and modifications determined by the student’s IEP, and these accommodations must be used in both instruction and assessment (Maryland Accommodations Manual, Maryland State Department of Education). If the student is not progressing on his/her IEP goals, an IEP meeting must be held to review and revise the IEP to address the lack of progress.
Students with disabilities who are working toward a diploma will progress in the general education curriculum in their least restrictive environment in accordance with his or her IEP. The student’s grades will be based on achievement in the general curriculum for that course of study. Students who receive accommodations for state or national testing are required to receive the same accommodations for school and classroom assessments, as identified on the IEP. Students with disabilities will receive the same report card used in general education, with grades that reflect the student’s achievement in each course of study using the appropriate modifications and extensions made to the curriculum. They will also receive an IEP Progress Report from Maryland Online related to IEP goals and objectives. The student’s general and special educators will collaborate in grading students with disabilities.
Students with disabilities who are working toward a Maryland Certificate of Program Completion and who are using extensive and substantial modifications to access the general curriculum will have the IEP Progress Report from Maryland Online detailing the student’s goals and objectives in addition to the report card. Students who receive accommodations for state or national testing are required to receive the same accommodations for school and classroom assessments.
Students Receiving English Learner (EL) Services
In accordance with the Every Student Succeeds Act, English Learners (ELs) will attain English proficiency, reach high levels of academic attainment, and meet the same statewide academic standards as non-EL students. Students will receive targeted language support in EL classrooms in addition to instructional modifications and assessment accommodations in general education classes.
Teachers will implement the accommodations and modifications determined by the student’s EL committee and documented in his/her English Learner plan. These accommodations must be used in both instruction and assessment (Maryland Accommodations Manual, Maryland State Department of Education).
Grading of EL students shall therefore reflect daily instructional accommodations as well as testing accommodations and shall not penalize the student for not yet being fully proficient in English.
ELs will receive grades based on accommodations or alternative methods of evaluation appropriate to the student’s language proficiency level and receive the same report card that is used in general education.
Those students who are newly arrived in U.S. schools and at the lowest English language proficiency level (overall level 1.0-1.7) and who cannot demonstrate a basic command of the English language may receive a grade of PASS for up to one year. This PASS must not count as a zero when averaging grades.
Students who receive EL instruction in lieu of a general education class may have their EL grade substituted for the class that they miss.
ELs shall not be penalized for missing work in the general education classroom during the time they are pulled for EL services. Teachers must grade students on the components for which they are present and derive the class grade based on the elements that the student completed.
Comments should be used to explain that grades are based on curriculum aligned instructional accommodations, differentiated strategies, alternative methods of evaluation, or alternative assignments.
Expectations for Grade Keeping Grades are important information to gauge the progress of students in meeting their learning goals. The timely upkeep of grades is important to inform the progress of students for teachers, parents and students.
Therefore, in kindergarten-12 grade classes, grades are expected to be kept current and updated at a minimum of once per week for math, science, English, Career Technical Education, and social studies courses. Teachers of other content areas shall follow guidance produced by district content leads. Teachers will record grades using the district’s designated online gradebook platform.An exception to the weekly grade entry requirement is in a case where the class’s primary assignment takes more than one week to complete.