PHILOSOPHY
Each student is a unique individual. When considering the development of each student’s learning path, grades, and assessments, attention will be given to all aspects of the student’s development in order to promote the achievement of the student’s full potential. Frederic Elementary School does not use a “one size fits all” approach, but rather a thoughtful, personalized approach for each student.

INSTRUCTIONAL SUPPORTS
All students have access to a variety of supports when appropriate. These include: 1. Response to Intervention (RTI), referred to as Target Time, which is a time when students receive support in targeted areas in order to help them grow to their fullest potential. 2. Differentiated instructional practices in each classroom. Teachers personalize learning for all students during instruction and re-teaching opportunities. For a more detailed look at our RTI plan, as the front office for details. Students that have additional needs may also qualify through an Individualized Education Plan (IEP) or other plans such as a 504 plan. These plans help to take advantage of more support through specialized instruction, accommodation, and modification to their learning and other areas. Contact your student’s teacher, school administration, or our Special Education Director if you feel your child needs additional support.

REPORTED AREAS FOR GRADES
Grades are reported in a Standards Based Grading format. This means that under each subject area, such as Mathematics, students will not receive a traditional ‘Letter Grade’ such as an A or a B. Rather, students receive a score indicating mastery of various state academic standards under that subject area. In Math, for example, there may be 8 standards during a reporting period and a student will receive a score indicating which are mastered, and which are not yet mastered. This format allows for greater personalized focus on specific standards a student needs growth in to attain mastery. Behavior is not reported as a part of a student’s grades; rather, in a separate area on the report card. Student behavior is not an indicator of academic learning. All students can demonstrate mastery of subjects, regardless of a struggle in a specific area of behavior.

EXPLANATION OF GRADING SCALE

SELECTION OF GRADING SCALE SCORE
Each score (1,2,3,4) is based on the student’s performance on grade level common formative assessments and common summative assessments. These are short in-class quizzes, assignments, and unit tests/projects that are given during and after each unit of instruction. All teachers score these assessments the same within the same grade level, according to grade level developed rubrics and standards. Please see your student’s teacher if you have questions in regards to the rubrics and how your student’s level of mastery was computed for a particular assignment or standards. We also take teacher observation of student classwork into consideration. For example, if a student does not master their multiplication facts on their common summative assessment, yet later in the week through teacher re-teach of the standard, demonstrates to the teacher that they have learned the skill, the teacher will raise their score to show mastery of the standards. This practice aligns with our philosophy of having a personalized approach to each student’s learning and reported mastery of skills.

REPORT CARD DISTRIBUTION
Report cards indicating student progress are distributed following the end of each trimester. These will be sent home in Tuesday folders or mailed home.

MAKEUP WORK, LATE WORK, CHEATING, PLAGIARISM
Students shall be expected to complete all work after absences, and to make up all work that is late for any reason. This work shall be graded at full credit towards reporting mastery of the academic standard in which it is applied. If work is not completed at time of a reporting period, the grade will be listed as NEE-not enough evidence. Any late work due to behavioral items, or any student caught cheating or plagiarizing, shall be reflected in the student’s behavioral area on the report card only. Students caught cheating or plagiarizing will be required to complete the academic task again to determine mastery of the learning standard. School consequences and discipline may still apply.

PARENT-TEACHER COMMUNICATION
Explanations of student progress in all areas of school will be communicated regularly between the teacher and families. Completed student work will be sent home in the weekly Tuesday folder, along with notes or other teacher communication. Teachers make use of online and phone communication tools as well. Parent-teacher conferences are strongly encouraged as a means of discussing and reviewing students’ progress in learning and some areas of concern. Our goal is to be certain that student grades on our report cards are not a surprise and that families and students have adequate time to address areas of concern and work with the teacher as a team to develop a plan to master areas in which a student needs more support.

HOMEWORK
Research has shown that traditional homework does not increase student achievement at the elementary age; rather, a childhood filled with books, stories and other literacy activities makes the most difference and is strongly encouraged at home. Additionally, strong family relationships, supportive environments, time spent playing with your student(s), and celebrating and supporting their achievements in and out of the classroom are vital for success.

1. Teachers encourage families to read 20 minutes daily with their student(s). Teachers may provide various resources for reading. These items are not required or graded.
2. The only graded homework sent home are those items which a student and family have sufficient explanation on what to accomplish, how to accomplish it, and which provide adequate time to complete the homework.
3. Families may request and teachers may suggest additional skill work and practice for individual students. Families may decline this work, or accept it if they are able to help and feel it may be beneficial. This work​​​​​​​ will be provided, and feedback given, but will not be graded.
4. Homework MAY be assigned due to absences, late work, missing work, cheating, or plagiarism if not​​​​​​​ enough time is available to complete or continue the work in the classroom.