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Grading

Beginning in 2014-15, RSU 12 will report out feedback on student learning using a reporting system called Jumprope. Parents can access information about their child’s learning progress online and through a Jumprope app on mobile devices. Information will include a grade for each class as well as more detailed information about student progress in learning topics (called District Standards) covered in each class. Our hope is that this new system allows teachers to provide more specific feedback about student learning. More information about parent access will be made available during the first trimester of school.

Grade Scale: A+= 99-100%, A= 96-98%, A-= 93-95%, B+= 91-92%, B= 88-90%, B-= 85-87%, C+= 83-84%, C= 80-82%, C-= 77-79%, D+= 75=76%, D= 72-74%, D-= 70-71%, F= below 70%, IC= incomplete, P= pass, F= fail.

Progress Reports - every three weeks, middle school students will be issued a progress report to inform both students and parents about a student’s progress. These should be brought home to parents on the day they are issued.

Report Cards - these are issued at the end of each trimester and at the end of the school year. For trimesters 1 and 2, the report card envelope should be signed by the parent and sent back to school.

Conferences - Parent/Teacher conferences are scheduled twice during the year, in conjunction with the end of the first and second trimesters. Dates will be announced on our school website.

Homework

By first grade students will begin having homework assignments. The purpose of these assignments will be to reinforce, with practice, a skill which has been taught in class, to review old skills, to complete unfinished classroom assignments, and to work on projects such as research or book reports, which can be of short or long term. The rule of thumb is 10 minutes of homework per grade level. Therefore, a fifth grader would have something close to 50 minutes of homework. If your child is spending too much time on homework, please call your child’s teacher to discuss options.

Grade 6-8 Homework Policy

Purpose - It is the intention of Windsor 6th – 8th grade staff to assign relevant, challenging and meaningful homework assignments that reinforce learning targets. Homework should provide students with the opportunity to apply information they have learned, let the student investigate on their own, extend their learning, and develop independence. Homework grades are modified based on students’ individual needs (i.e. 504 plans or IEP’s).

Time - Actual time required to complete assignments will vary with each student’s study habits, academic skills, and course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers. Students are encouraged to pursue non-assigned, independent, leisure reading.

Grading policies - Student’s homework will count 10% or less of their grade. A student will never earn a 0 for any grade. They will be expected to complete the work either in class, during lunchtime, or at home. If a student has an excused absence, they need to get the assignment from the teacher and will be given time in class to work on the assignment. They may need additional time outside the class to finish the work. The teachers will work with the students to teach any new concepts before they take the work home for homework. A student could receive an incomplete for work not finished. When an “incomplete” is assigned the teacher will attempt to communicate with parents the work that needs to be completed.

Responsibilities:

Staff:

  • Assign relevant, challenging and meaningful homework that reinforces classroom learning
  • Give clear instructions and make sure students understand the purpose
  • Give feedback and/or correct homework
  • Communicate with other teachers
  • Involve parents and contact them if there are any issues
  • Parents:

  • Set a regular, uninterrupted study time each day
  • Establish a quiet, well-lit study area
  • Monitor students’ organization and daily list of assignments
  • Be supportive when your child gets frustrated with difficult assignments
  • Contact teachers to stay well informed about your child’s learning process
  • Students:

  • Write down assignments
  • Be sure all assignments are clear; don’t be afraid to ask questions if necessary
  • Set aside a regular time for studying
  • Find a quiet, well lit study area
  • Work on homework independently whenever possible, so that it reflects your ability
  • Make sure assignments are done according to the given instructions
  • Additional Help and Services

    Students who are academically struggling have several avenues to pursue to improve:

    1. Classroom teacher may help before and after school.

    2. Staffing meetings with teachers, parents and principal.

    This meeting would be the springboard for a variety of possible services:

  • Title I
  • Support services (Response to Intervention)
  • Referral for Special Services (IEP)
  • Referral to a doctor
  • Once the staffing and IEP Team Meeting determines the service needed, students are allocated an array of possibilities.

    Non-categorical Resource Room - The resource room program offers students small group instruction by a qualified teacher and assistant. Students must have certain educationally handicapping conditions and be recommended by the IEP Team for this program.

    Speech Therapy - Speech, hearing and language development therapy is offered for students referred by the IEP Team.

    Title One Reading and Math Program - Students in the Title One program have special needs in reading and/or math, which, with specialized instruction on a one-to-one or small group basis, can be corrected.