Grading Policy

K-5 Report Card Grading Policy

Colleagues,

In order to ensure consistency in grading across the school we are asking the following guidelines be followed when giving students’ overall grades.  All report cards are standards-based including report cards for ENL students  and Students with Disabilities.

Note: Please be mindful that ELL students will have a criteria based on the amount of years they have been in the New York City Public School. In addition, a student demonstrating progress either through a running record in their own language, or in their second language will be discussed with your immediate supervisor.

Please reach out to your grade level supervisor with specific questions.

Thank you,


Administrative Team

Assessments at P.S. 1

Reading Assessments:

  • Running Record Assessments: these are assessments where students read aloud a short passage of a text on a particular level, answer questions, and provide a retell.  The skills below are assessed during this time.  Mastering these skills allows the student to pass that reading level.  These assessments measure:
    • Accuracy: decoding words correctly
    • Fluency: reading at a steady, smooth pace
    • Literal Comprehension: understanding of what’s happening in the text
    • Inferential Comprehension: understanding beyond the text
    • Retell: summarizing the major parts of the text in sequential order
  • Literacy Benchmarks: these are assessments where students are assessed on grade-level reading comprehension standards. In grades 2 through 5, students read short passages independently and answer multiple-choice and open-response questions. In grade 1 a text is read aloud to the students and each student completes a written response.

Writing Assessments:

  • Students will be assessed in writing through On-Demand Assessments (both post and pre), and Published Pieces. Each genre of writing has a rubric that is linked below. Students will complete at least two on-demand assessments, and two published pieces in the following genres:
    • Opinion - state an opinion about a topic or book
    • Informational - name a topic and provide information about the topic
    • Narrative - tell about an event or events in order in which they happen and provide a reaction to what happened On-Demand Assessments (Pre)
  • On-Demand Assessments (Pre): On-Demand Assessments are writing pieces that are written independently by the student prior to the start of a unit to assess students’ writing skills within a particular genre. This data is used for planning whole group & small group instruction.
  • On-Demand Assessments (Post): Post On-Demand Assessments are writing pieces that are written independently by the student at the end of a unit to determine how well the student is able to develop a writing piece independently, and assess the skills taught during a particular unit.
  • Published Pieces: Published Pieces are writing pieces that are developed by each student with the guidance and support of teachers and peers.

 

Math Assessments (Grades K):

  • ECAM (K): The Early Childhood Assessment in Mathematics assesses students to determine their stage in concept and skill acquisition along a developmental continuum.  Growth is measured in 3 areas: Counting, Numeration, and Addition/Subtraction.  This assessment is aligned with the Common Core State Standards - Mathematics and is given three times per year.
  • Math Benchmark Assessments: Four times per year, beginning in September, students are given an assessment that measure grade-level standards. The purpose of these assessments is to measure student growth in mastery of three specific standards, “K.OA1, K.OA2, and KCC.2 and is used to compare school data from year to year.  These assessments focus on a student’s ability to problem solve in addition and subtraction.
  • Journal Tasks: Several times throughout a unit, Journal Tasks are given to students to measure their understanding of the content that has been covered in that unit. These tasks are to be graded with the Math Task Rubric.

 

Math Assessments (Grades 1 - 5):

  • ECAM (Grades 1 -2): The Early Childhood Assessment in Mathematics assesses students to determine their stage in concept and skill acquisition along a developmental continuum.  Growth is measured in 3 areas: Counting, Numeration, and Addition/Subtraction.  This assessment is aligned with the Common Core State Standards - Mathematics and is given three times per year.
  • Topic Assessments (Performance or End of Topic): Math unit assessments are aligned with the enVisionMath2.0 curriculum, and are used to measure student growth in their mastery of Next Generation Learning Standards - Mathematics.  These assessments are given several times per year, at the end of each topic in order to measure the standards and concepts taught in that unit.
  • Math Benchmark Assessments: Four times per year, students are given an assessment that measure all grade-level standards.  The purpose of these assessments is to measure student growth in mastery of all grade-level standards and is used to compare school data from year to year.  These assessments are aligned with the enVision 2.0 curriculum.
  • Screeners (Grades 3 - 5): Screeners measure students’ computational fluency in Addition/Subtraction, Multiplication, and Division
  • Running Record Assessments: these are assessments where students read aloud a short passage of a text on a particular level, answer questions, and provide a retell.  The skills below are assessed during this time.  Mastering these skills allows the student to pass that reading level.  These assessments measure:
    • Accuracy: decoding words correctly
    • Fluency: reading at a steady, smooth pace
    • Literal Comprehension: understanding of what’s happening in the text
    • Inferential Comprehension: understanding beyond the text
    • Retell: summarizing the major parts of the text in sequential order
  • Literacy Benchmarks: these are assessments where students are assessed on grade-level reading comprehension standards. In grades 2 through 5, students read short passages independently and answer multiple-choice and open-response questions. In grade 1 a text is read aloud to the students and each student completes a written response.

 

Writing Assessments:

  • Students will be assessed in writing through On-Demand Assessments (both post and pre), and Published Pieces. Each genre of writing has a rubric that is linked below. Students will complete at least two on-demand assessments, and two published pieces in the following genres:
    • Opinion - state an opinion about a topic or book
    • Informational - name a topic and provide information about the topic
    • Narrative - tell about an event or events in  order in which they happen and provide a reaction to what happened On-Demand Assessments (Pre)
  • On-Demand Assessments (Pre): On-Demand Assessments are writing pieces that are written independently by the student prior to the start of a unit to assess students’ writing skills within a particular genre. This data is used for planning whole group & small group instruction.
  • On-Demand Assessments (Post): Post On-Demand Assessments are writing pieces that are written independently by the student at the end of a unit to determine how well the student is able to develop a writing piece independently, and assess the skills taught during a particular unit.
  • Published Pieces: Published Pieces are writing pieces that are developed by each student with the guidance and support of teachers and peers.

 

Math Assessments (Grades K):

  • ECAM (K): The Early Childhood Assessment in Mathematics assesses students to determine their stage in concept and skill acquisition along a developmental continuum.  Growth is measured in 3 areas: Counting, Numeration, and Addition/Subtraction.  This assessment is aligned with the Common Core State Standards - Mathematics, and is given three times per year.
  • Math Benchmark Assessments: Four times per year, beginning in September, students are given an assessment that measure grade-level standards. The purpose of these assessments is to measure student growth in mastery of three specific standards, “K.OA1, K.OA2, and KCC.2 and is used to compare school data from year to year.  These assessments focus on a student’s ability to problem solve in addition and subtraction.
  • Journal Tasks: Several times throughout a unit, Journal Tasks are given to students to measure their understanding of the content that has been covered in that unit. These tasks are to be graded with the Math Task Rubric.

 

Math Assessments (Grades 1 - 5):

  • ECAM (Grades 1 -2): The Early Childhood Assessment in Mathematics assesses students to determine their stage in concept and skill acquisition along a developmental continuum.  Growth is measured in 3 areas: Counting, Numeration, and Addition/Subtraction.  This assessment is aligned with the Common Core State Standards - Mathematics, and is given three times per year.
  • Topic Assessments (Performance or End of Topic): Math unit assessments are aligned with the enVisionMath2.0 curriculum, and are used to measure student growth in their mastery of Next Generation Learning Standards - Mathematics.  These assessments are given several times per year, at the end of each topic in order to measure the standards and concepts taught in that unit.
  • Math Benchmark Assessments: Four times per year, students are given an assessment that measure all grade-level standards.  The purpose of these assessments is to measure student growth in mastery of all grade-level standards, and is used to compare school data from year to year.  These assessments are aligned with the enVision 2.0 curriculum.
  • Screeners (Grades 3 - 5): Screeners measure students’ computational fluency in Addition/Subtraction, Multiplication, and Division

Kindergarten Grading Policy

K Reading:

Overview:

  • 70% - Assessment
    • November Report Card: Early Literacy Assessment - 70%
    • March & June Report Cards: Early Literacy Assessment - 40%  Running Record Level - 30%
  • 20% Classwork
  • 10% Participation & Discussion

 

Early Literacy Assessment Components:

  • Letter Identification: Children say the names of upper and lower case letters.
    • Score: 52 Lowercase and Uppercase
    • CCSS.ELA-LITERACY.RF.K.1.D
    • Recognize and name all upper- and lowercase letters of the alphabet.
  First Interval Second Interval End of Year
1 11 or less 17 or less 25 or less
2 12-19 18-29 26-50
3 20 30 51
4 21+ 31+ 52

 

  • Letter Sound Identification: Children produce the sounds of 26 letters
    • Score: 26 Lowercase and Uppercase
    • CCSS.ELA-LITERACY.RF.K.1.D
    • Recognize and name all upper- and lowercase letters of the alphabet.
  First Interval Second Interval End of Year
1 10 or less 14 or less 18 or less
2 11-15 15-19 19-22
3 16-20 20-25 23-25
4 21+ 26 26

 

  • Early Literacy Concepts: Children demonstrate that they can use conventions related to print.
  First Interval Second Interval End of Year
1 3 or less 5 or less 7 or less
2 4 6-7 8
3 5 8 9
4 +6 +9 10

 

  • High Frequency Words: Children read 25 high-frequency words
  First Interval Second Interval End of Year
1 3 or less 5 or less 7 or less
2 4 6-7 8
3 5 8 9
4 +6 +9 10

 

  • Phonological Awareness: Initial Sounds: Children identify picture with the same initial sounds as a spoken word.
    • Score= 8
    • CCSS.ELA-LITERACY.RF.K.2.D
    • Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
  First Interval Second Interval End of Year
1 1 or less 3 or less 6 or less
2 2-3 4-5 7
3 4 6 8
4 5+ 7+ n/a

 

  • Phonological Awareness:  Blending Words: Children hear and say the individual sounds in a word and then blend the sounds to say the word.
  First Interval Second Interval End of Year
1 2 or less 4 or less 7 or less
2 3-4 5-7 8-9
3 5 8 10
4 6+ 9+ n/a

 

  • Phonological Awareness:  Segmenting Words: Children say a word and then say the individual sounds separately but in a sequence
  First Interval Second Interval End of Year
1 2 or less 5 or less 6 or less
2 3-4 6-7 7-9
3 5 8 10
4 6+ 9+ n/a

 

  • Phonological Awareness: Rhyming: Children match words that sound alike in the ending part ( rime)
  First Interval Second Interval End of Year
1 2 or less 5 or less 7 or less
2 3-4 6-7 8-9
3 5 8 10
4 6+ 9+ n/a

 

  • Fountas and Pinnell Running Records
  November March June
1 ee A or EE B or Below
2 A B C
3 B C D
4 C+ D+ E+

Classwork & Participation - 30%

  • Classwork - 20%
    • Classwork will be graded using Conference Notes plus 2 of the following:
      • Reading responses
      • Stop and jot/posting
      • Observations during literacy tasks
      • Shared Reading / Shared Writing
  • Participation - 10%
    • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

K Writing:

Overview:

  • Assessments - 70%
    • November Report Card
      • Published Pieces - 35%
      • On-Demands - 35%
    • March  &  June Report Cards
      • Published Pieces - 30%
      • On-Demands - 40%
  • Classwork and Participation- 30%
    • independence in the writing process
    • use of grade level grammar , conventions, and spelling WITHIN a shared/interactive writing,  draft or published piece.
    • management of writing folder/ writing notebook
    • conference notes
    • writing for communication , different purposes, and across the content area

 

K Math:

Overview:

  • Assessments - 65%
    • November Report Card:
      • ECAM Data - 50%
      • Weekly Journal Tasks - 15%
    • March & June Report Cards:
      • ECAM Data - 40%
      • Benchmarks - 15%
      • Weekly Journal Tasks - 10%
  •  Classwork & Participation - 35%
    • Classwork - 25%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
      • Centers
      • Tasks (Exemplars, Group Tasks)
      • PODs and Journal Tasks
      • Number Talks
      • Projects
    • Participation - 10%

 ECAM Progression - Report Card

Average of Overall Levels:

  First Interval (Nov) Second Interval (Mar) End of Year (Jun)
1 A (orally counting less than 11) A A
2

A (orally counting and physically
counting less than 10 objects)

B (orally counting more than 10
objects, knows all numbers 0-10)
B
3 B (orally counting more than 10
objects, physically counting at least 10
objects, knows all numbers 0-10)
B/C (makes small sets, knows some
2-digit numbers, beginning to count
on to add)
 C (can count on from any number
and count back)
4 C+ C+ (can count on and count back
from any number)
 D+

 

Strand Level Indicators - First Interval (November):

 Grade/Level Counting Numeration Addition & Subtraction
1 (A) Children will count orally up to 10 Children know some numbers 0-10 Not weighted
2 (A)

Children will count orally up to 10, 
physically counting less than 10 objects

Children know some numbers 0-10 Not weighted
3 (B) Orally counting more than 10 objects,
physically counting at least 10 objects
Children know all numbers 0-10, orders
numbers 0-10
Not weighted
4 (C) Orally counts by ones to 30, physically 
counts more than 20 objects
Knows some two-digit numbers, tells 
the number one after
Not weighted

 

Strand Level Indicators - Second Interval (March):

 Grade/Level Counting Numeration Addition & Subtraction
1 (A) Children will count orally up to 10,
physically count up to 10 objects
Children know some numbers 0-10 Unable to model how to add
2 (B)

Children will count orally up to 10, 
physically count up to 10 objects

Children know some numbers 0-10 Models and counts all from one to add
3 (B/C) Orally counting more than 10 objects,
physically counts more than 20 objects,
makes small sets
Children know all numbers 0-10, orders
numbers 1-10, knows some two-digit
numbers
Models and counts all from one to 
subtract
4 (C+) Orally counts by ones to 30, physically 
counts more than 20 objects
Knows some two-digit numbers, tells 
the number one after
Counts on from any number when
adding, counts back, down to, or up 
from for subtraction

 

Strand Level Indicators - Third Interval (June)

 Grade/Level Counting Numeration Addition & Subtraction
1 (A) Children will count orally up to 10,
physically count up to 10 objects
Children know some numbers 0-10 Unable to model how to add
2 (B)

Children will count orally up to 10, 
physically count up to 10 objects, 
makes small sets

Children know some numbers 0-10

Models and counts all from one to add, 
models and counts all from one to 
subtract

3 (C) Orally counting more than 10 objects,
counts by ones to 30, physically counts
more than 20 objects
Children know all numbers 0-10, tells
the number one after, knows some
two-digit numbers
Counts on from any number when
adding, counts back, down to, or up 
from for subtraction
4 (D) Orally counts on from any two-digit
number, physically counts back by ones
from 10
Knows all two-digit numbers, orders 
two-digit numbers, models and explains 
place value for all two-digit numbers, 
tell the number one before
Any of the following strategies: adds/
subtracts 1/2, adds/subtracts 0, 
doubles, turn around strategies, sums 
to 10 adding 20

Grade 1 Grading Policy

Grade 1 Reading:

Overview:

70% - Assessment
60% - Running Record
10% - Literacy Benchmarks
20% - Classwork
10% - Participation & Discussion

 

Assessment - 70%:

  • Running Record - 60%
  • Literacy Benchmarks - 10%
  November March June
Level 1 D or below F or below H or below
Level 2 E G I
Level 3 F H J
Level 4 G or above I or above K or above

 

Classwork & Participation - 30%:

  • Classwork - 20%
    • Classwork will be graded using Conference Notes plus 2 of the following:
      • Reading responses
      • Stop and jot/posting
      • Observations during literacy tasks
      • Shared Reading / Shared Writing
  • Participation - 10%
    • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

Grade 1 Writing:

Overview:

  • Assessments - 70%
    • November Report Card
      • Published Pieces - 35%
      • On-Demands - 35%
    • March & June Report Cards
      • Published Pieces - 30%
      • On-Demands - 40%
  • Classwork and Participation- 30%
    • Independence in the writing process
    • Use of grade level grammar , conventions, and spelling WITHIN a shared/interactive writing, draft or published piece.
    • Management of writing folder/ writing notebook conference notes
    • Writing for communication , different purposes, and across the content area

 

Writing Rubrics:

Narrative Rubric

Opinion Rubric

Informative Rubric

 

Grade 1 Math:

Overview:

  • Assessment - 65%
    • End of Topic Assessments, Benchmarks, Exit Tickets - 40%
    • ECAM Data - 25%
  • Classwork & Participation - 35%
    • Classwork - 25%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
        • Centers
        • Tasks (Exemplars, Group Tasks)
        • Journal Tasks
        • Number Talks
        • Projects
    • Participation - 10%

Grading Percentages for Math Unit Assessments Grades 1 - 5:

  • 100 - 96% = 4
  • 85 - 95% = 3
  • 66 - 84% = 2
  • 0 - 65% = 1

Second Grade Grading Policy

Grade 2 Reading:

Overview:

  • Assessment - 70%
    • Running Record - 60%
    • Literacy Benchmarks - 10%
  • Classwork - 20%
    • Classwork will be graded using Conference Notes plus 2 of the following:
      • Reading responses
      • Stop and jot/posting
      • Observations during literacy tasks
      • Shared Reading / Shared Writing
  • Participation & Discussion - 10%
    • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.
  November March June
Level 1 G or below I or below J or below
Level 2 H J/K K/L
Level 3 J/K/L L/M M
Level 4 M or above N or above N or above

Grade 2 Math:

Overview:

  • Assessment - 65%
    • End of Topic Assessments, Benchmarks, Exit Tickets - 40%
    • ECAM Data - 25%
  • Classwork & Participation - 35%
    • Classwork - 25%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
        • Centers
        • Tasks (Exemplars, Group Tasks)
        • Journal Tasks
        • Number Talks
        • Projects
    • Participation - 10%

 

Grading Percentages for Math Unit Assessments Grades 1 - 5:

  • 100 - 96% = 4
  • 85 - 95% = 3
  • 66 - 84% = 2
  • 0 - 65% = 1

Grade 3 Grading Policy

Grade 3 Reading:

Overview:

  • Assessments - 70%
    • Teachers College (TC) Running Record Level - 60%
    • Literacy Benchmarks - 10%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Classwork will be graded using Conference Notes plus 2 of the following:
        • Reading Responses
        • Stop & Jots or Post-Its or Reading Notebooks
        • Literacy Task Work
        • Small Group, Center or Rotation Work
        • Exit Slips
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

  November March June
Level 1 K or below M or below N or below
Level 2 L/M N O
Level 3 N O P
Level 4 O or above P or above Q or above

 

Grade 3 Writing:

Overview:

  • Assessments - 70%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Independence in the writing process
      • Use of grade-level grammar, conventions, and spelling within a draft or published piece
      • Management of writing folder and/or writing notebook
      • Teacher conference notes
      • Writing for communication, different purposes, and across the content area
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

Grade 3 Math:

Overview:

  • Assessment - 60%
    • End of Topic Assessments, Benchmarks - 50%
    • Screeners - 10%
  • Classwork & Participation - 40%
    • Classwork - 30%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
        • Centers
        • Tasks (Exemplars, Group Tasks)
        • Journal Tasks
        • Number Talks
        • Projects
    • Participation - 10%

Grading Percentages for Math Unit Assessments Grades 1 - 5:

  • 100 - 96% = 4
  • 85 - 95% = 3
  • 66 - 84% = 2
  • 0 - 65% = 1

 

Grade 4 Grading Policy

Grade 4 Reading:

Overview:

  • Assessments - 70%
    • Teachers College (TC) Running Record Level - 60%
    • Literacy Benchmarks - 10%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Classwork will be graded using Conference Notes plus 2 of the following:
        • Reading Responses
        • Stop & Jots or Post-Its or Reading Notebooks
        • Literacy Task Work
        • Small Group, Center or Rotation Work
        • Exit Slips
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.
  November March June
Level 1 N or below O or below P or below
Level 2 O/P P/Q Q/R
Level 3 Q/R R/S S
Level 4 S or above T or above T or above

 

Grade 4 Writing:

Overview:

  • Assessments - 70%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Independence in the writing process
      • Use of grade-level grammar, conventions, and spelling within a draft or published piece
      • Management of writing folder and/or writing notebook
      • Teacher conference notes
      • Writing for communication, different purposes, and across the content area
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

Grade 4 Math:

Overview:

  • Assessment - 60%
    • End of Topic Assessments, Benchmarks - 50%
    • Screeners - 10%
  • Classwork & Participation - 40%
    • Classwork - 30%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
        • Centers
        • Tasks (Exemplars, Group Tasks)
        • Journal Tasks
        • Number Talks
        • Projects
    • Participation - 10%

 

Grading Percentages for Math Unit Assessments Grades 1 - 5:

  • 100 - 96% = 4
  • 85 - 95% = 3
  • 66 - 84% = 2
  • 0 - 65% = 1

 

Grade 5 Grading Policy

Grade 5 Reading:

Overview:

  • Assessments - 70%
    • Teachers College (TC) Running Record Level - 60%
    • Literacy Benchmarks - 10%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Classwork will be graded using Conference Notes plus 2 of the following:
        • Reading Responses
        • Stop & Jots or Post-Its or Reading Notebooks
        • Literacy Task Work
        • Small Group, Center or Rotation Work
        • Exit Slips
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.
  November March June
Level 1 Q or below R or below S or below
Level 2 R/S S/T T
Level 3 T U U/V
Level 4 U or above V or above W or above

 

Grade 5 Writing:

Overview:

  • Assessments - 70%
  • Classwork & Participation - 30%
    • Classwork - 20%
      • Independence in the writing process
      • Use of grade-level grammar, conventions, and spelling within a draft or published piece
      • Management of writing folder and/or writing notebook
      • Teacher conference notes
      • Writing for communication, different purposes, and across the content area
    • Participation - 10%
      • Participation will be graded during small group, whole group and partnerships, and should demonstrate evidence of meeting or approaching grade level standards.

 

Grade 5 Math:

Overview:

  • Assessment - 60%
    • End of Topic Assessments, Benchmarks - 50%
    • Screeners - 10%
  • Classwork & Participation - 40%
    • Classwork - 30%
      • Classwork will be graded using Conference Notes plus at least 2 of the following:
        • Centers
        • Tasks (Exemplars, Group Tasks)
        • Journal Tasks
        • Number Talks
        • Projects
      • Participation - 10%

 

Grading Percentages for Math Unit Assessments Grades 1 - 5:

  • 100 - 96% = 4
  • 85 - 95% = 3
  • 66 - 84% = 2
  • 0 - 65% = 1