Henrico County Public Schools
Grading Practices at the Elementary Level 2013-2014
In an effort to create more consistency with grading practices in the school division, there have been many recent discussions around this
topic. A summary of the decisions is included below.
At the beginning of every year, policy and school standards concerning grading, interims, report cards, awards, and overall communication
is necessary. As such, elementary principals should share this guiding document with all teachers and ensure that the practices are
followed.
K-2 TEACHERS

What constitutes an E, S, DV or N for assignments should be determined by grade level teams, and approved by the principal in order to have
consistency of expectation among teachers. (Grading specific to kindergarten will be considered in 2013-2014; practices specific to first
grade will be considered in 2014-2015; and second grade practices will be considered in 2015-2016).

E, S, DV, N should be recorded on student work & in the teachers’ grade book. Percentages should not be utilized.

For kindergarten students, an “N” should not be given in the first marking period. Rather, instruction should be adjusted to meet the
appropriate instructional level to move the student to at least developing (DV). The instructional level and/or noted accommodations should
be identified to further explain performance in the comment section (see section on accommodations/modifications below).
FAILING GRADES

No grade lower than 50% shall be recorded. This reflects the lowest “F” that can be received using the new 10-point grading system. While
the new system begins in 2014-2015, effective immediately, grades between a value of 0 and 49% should NOT be used in elementary schools
in HCPS.

There should be a plan for student work that is that is not submitted and/or that falls below 50% accuracy (or a low N). The plan should
include clear steps to prevent a score of zero/low N.
HOMEWORK
 Homework should be assessed and counted for participation, but not graded.
INTERIMS

Interims should be sent to all students with less than satisfactory performance during the 5th week of each marking period. While the format
for an interim is a school-based decision, interims are required in every elementary school.
REQUIRED NUMBER OF GRADES

A minimum of 10 grades for each content area is recommended, using a variety of assessment types. Grade books should reflect this.
THE USE OF BENCHMARK SCORES

If administered, benchmark scores may be counted as a quiz grade. However, students should NOT be penalized for content that has not yet
been taught in class. Teachers must adjust benchmark scores according to what the student should be reasonably expected to know at that
point in time.
WORK HABITS AND CONDUCT

Consistency across a grade level is required when determining Work Habits and Conduct grades. At the start of the year, grade level
members shall determine what will constitute an E, S, and N and the principal should approve this.
THE USE OF ACCELERATED READER
 Accelerated Reader (AR) should not be averaged in grades, as it is a motivational program.
WEIGHTING GRADES
 No one grade should have a disproportionate weight.
LONG-TERM PROJECTS

Long-term projects should have graded components in steps/timeline to ensure students are moving forward on accurate completion.

Projects should have an assigned rubric.
MODIFICATIONS VS. ACCOMMODATIONS
From Legal Opinion on 6/10/13:
The use of an asterisk in any situation other than one in which the actual content of the course has been modified (whether to denote general education or
special education accommodation) is inappropriate and represents a liability. The utilization of the comment section for any notation such as (John’s math
grade reflects the accommodation of retaking tests) would be sufficient to give due notice to a parent of a general education student. Special education students
and 504 have accommodations denoted in their plans. Thus, the only grade report that should have an asterisk is one in which the actual content of the course
is modified from the content than the other students received.
I.
Instructional/Assessment Strategies: DO NOT require an asterisk.
To meet the range of learning needs in our classrooms, teachers are expected to differentiate by varying the rate and level of difficulty of
instruction. Differentiation strategies include the following examples:
 Teaching students to highlight key words in directions and/or math problems
 Providing word banks on tests
 Teaching test-taking skills
 Using index cards to record major concepts for review.
When we differentiate instruction, we do not need to asterisk the grade.
II.
Accommodations: DO NOT require an asterisk.
Accommodations allow the student to complete the same work, and to demonstrate mastery of the same skill(s), as other students by changing the
timing, setting, presentation, or length of the assignment or test. Examples include the following:
 Assignments or tests read aloud to the student
 Accepting alternatives to written responses
 Weighing daily work higher than tests for a student who performs poorly on tests (but not using a different grading scale)
 Permitting a student to rework missed questions for a better grade
 Allowing take-home or open book tests
When we provide accommodations, we DO NOT asterisk the grade.
III.
Modifications
Modifications adjust the standard that the test or assignment is intended to measure, making expectations for the student different from those of
other students. Examples of modifications include the following:
 Shortening assignments or tests to focus on mastery of key concepts only, meaning that all content is not assessed
 Listing the specific skills or information for the student that are required in order to pass, and reviewing this list with the student frequently
 Reducing or altering the content required to show subject mastery, such as by accepting less complex work on assignments or tests than that
required of other students
 Employing a different grading scale, assessing the student differently than other students
 Providing summaries of textbook chapters
When we modify the work, we asterisk the grade.
A modification refers only to a change in the content required to show overall mastery of a concept or skill, NOT a change that allows mastery to
be demonstrated in a different way, but at the same level as other students. Accommodation, by contrast, refers to any change in the delivery or
assessment of the same content that is required of ALL general education students.
IV.
Documenting grades with asterisks.
If a student receives an asterisk next to one or more grades, the report card comments need to document specific reasons for the
asterisk. Example:
“Mary is a willing student and a wonderful classroom helper. The following modifications have been used to support her academic
success during this nine-week grading period: we have been rewording tests and reducing the number of concepts required to achieve mastery
of Units 5 and 6. Thank you for supporting Mary at home by reviewing social studies flash cards and math facts on a regular basis. We look
forward to continuing to work together to promote Mary’s academic success.”
Sample from school - Adapted from “School Accommodations and Modifications” (FAPE, Minneapolis, MN, 2001