Grading

Mrs. Spears' 10th Grade English Language Arts =Grading Policies and Evaluation System =

There is no mystery to solve nor leap of faith needed to succeed in my class. If students study, thoughtfully complete their reading, writing, and homework assignments, and act responsibly in the classroom, they will succeed and earn a passing grade.

Coursework Assessment

 * For each unit of study I will define and model essential concepts, give students ample, assisted and independent, opportunities to practice said concepts, and provide reviews and study guides for all tests.
 * 80% of points for each test and major assignment will be based on the essential concepts learned and practiced from my direct instruction.
 * The remaining 20% of points for each test and major assignment will come from assigned reading, lectures, and research when applicable. (Even here, knowing the material will not require guesswork, as it can be gleaned from periodic reviews of carefully taken class notes and close reading notes: skills I will help students master.)


 * Classroom Behavior and Effort Assessment **
 *  Classroom behavior and effort will comprise10% of the total points available for each grading period. This is a full letter grade which should be viewed as easily obtainable points.
 * I grade students on their behavior and effort to illustrate how being prepared for class, following directions, and collaborating in group learning environments, is directly correlated with getting good grades.[[image:1_annimated_clipboard.gif width="104" height="102" align="right" caption="google images"]] ..
 * A maximum of 20 behavior and effort, or participation, points are available for every 5 day school week.
 * Students will begin each week with 15 points, and can earn points by class and group participation.Conversely, students can lose points by failing to meet my Expectations.
 * Students are expected to bring all course materials to class each day, and failure to do so will result in the loss participation points.
 * Failure to participate in classroom and/or group activities will also result in the loss of participation points. (For a more detailed explanation of behavior and effort guidelines, please visit the Expectations page.)


 * Transitions **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">These will not be formally assessed; please see the Transitions section on my Expectations page for details.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Whole Group Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will be graded on their ability to meet the classroom Expectations for this mode of learning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will monitor students to check on their behavior and progress with assignments.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will use the attached document to grade student behavior: [[file:Whole Group Learning checklist.docx]]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Using a plus and minus system, I will record behavioral points for each student, as applicable. For example, if I observe a student being disrespectful to another student who is contributing to a group discussion, I will mark a minus by their name for that day.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Independent Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will be graded on their ability to meet the classroom Expectations for this mode of learning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will monitor students to check on their behavior and progress with assignments.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will use the attached document to grade student behavior: [[file:Independent Learning checklist.docx]]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Using a plus and minus system, I will record behavioral points for each student, as applicable. For example, if I observe a student checking Face Book during research time, I will mark a minus by their name for that day.


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Small Group Learning **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will be graded on their ability to meet the classroom Expectations for this mode of learning.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will monitor every group to check on their dynamics and progress with assignments.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">I will use the attached document to grade student behavior .[[file:Small Group Learning Checklist.docx]]
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Using a plus and minus system, I will record behavioral points for each student, as applicable. For example, if I observe a student doing work for another class during group time, I will mark a minus by their name for that day.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will be given the opportunity to earn bonus points on group assignments. If the entire group scores above 75%, each member will earn an additional 5% for that assignment. The availability of these bonus points promotes the likelihood of students helping each other learn, and pressures non-motivated students to work harder.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students with IEPs and/or ESLs may be given modified assignments within the group, as directed by Xed and ESL collaborating teachers.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Students will not be penalized for the non-participation of another group member.