Wicomico County Board of Education Approval Status Index Code Title: Grading, Promotion, and Retention Systems Procedure INS-SCH-PR-007 First Adopted: 07/10/90 Legal Review: 06/25/24 07/19/21 04/18/17 Approved Revisions: 07/09/24 10/10/23 07/13/22 07/20/21 08/28/19 05/09/17 04/11/95 02/09/93 Effective: 07/10/24 10/11/23 07/14/22 07/21/21 08/28/19 05/10/17 09/04/90 02/10/93 04/12/95 Page 2 of 22 WICOMICO COUNTY BOARD OF EDUCATION P.O. BOX 1538 2424 NORTHGATE DRIVE., SUITE 3, SALISBURY, MD 21802-1538 INS-SCH-PR-007 G. School counselors will be responsible for assessing the letter grades and proper academic 39 placement for transfer students. Transcripts from those students transferring from schools 40 outside of Wicomico County will become part of the student’s academic record. Students who 41 transfer from non-accredited schools will be administered a proficiency assessment for core 42 academic courses to determine appropriate academic placement and course schedule. 43 H. Administrators and teachers, working in conjunction with school counselors, will be 44 responsible for determining whether a student should receive an “I” (Incomplete) for the 45 course as appropriate. The “I” status will remain for up to two (2) weeks, while the student 46 completes work, unless determined otherwise by the school principal. 47 I. On an annual basis the school system will audit the grading process. Results of the annual 48 audit will be shared with school personnel and corrective action taken based on those findings. 49 50 III. Pre-Kindergarten 51 A. Grading 52 1. Pre-Kindergarten, as mandated by COMAR 13A.06.02.01-.05, is designed to address the 53 needs of economically disadvantaged children. In the event there is available space within 54 the Pre-Kindergarten attendance area classroom, the school system may enroll students 55 who are not from an economically disadvantaged background. This voluntary program 56 reflects the domains identified by the Maryland College and Career Ready Standards. The 57 identified learning domains include language and literacy, writing, mathematical thinking, 58 speaking, the arts, physical development and social foundations. A child’s progress 59 towards attainment of the essential skills is assessed through ongoing teacher observation 60 and records kept at regular intervals. These records may include anecdotal notations, 61 diagnostic evaluations, checklists of skills and concepts as well as student work samples. 62 Instructional approaches used are research based and include the active participation of 63 students in whole group, small group, and one-on-one activities. The skills and concepts 64 that students are expected to master are practiced, assessed, remediated, and reassessed 65 until mastered. 66 2. A minimum of one student work sample is to be collected for each six-day cycle in the 67 marking term. Given the integrated nature of the Pre-Kindergarten curricula, a single work 68 sample may reflect student progress on a variety of content standards. The ongoing 69 observational notes and records are to be kept in a student portfolio in order to determine 70 mastery of skills and concepts taught during the four marking terms. 71 3. Pre-Kindergarten students are assigned ratings for each learning domain (subject area) to 72 serve as a summary of the child’s knowledge and accompanying skills for that domain. 73 Mid-term progress reports are issued four times a year and report cards are issued 74 according to the approved calendar. 75 76 77 78
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