Heritage Elementary

Skip to main content
Search

LPISD Instructional and Grading Procedures

LPISD Instructional, Grading, and Reporting Procedures

LPISD Curriculum and Instruction PK-12




State and Local Curriculum




State Curriculum

Curriculum content is prescribed by the Texas Education Agency through the Texas Essential Knowledge and Skills (TEKS).  Local instructional plans are based upon this State curriculum frameworks and state recommended program standards.  Curriculum content is not prescribed in detail by the Texas Education Agency, but provides a framework to draw upon for the development of local curriculum.




Local Curriculum (EIA Local)

The District shall determine instructional objectives that relate to the TEKS for grade level subjects or courses. These objectives shall address the skills needed for successful performance in the next grade or next course in a sequence of courses. Curriculum consists of the defined scope and sequence of instruction, the instructional objectives for student mastery, the materials used (including textbooks and technology resources), the instructional strategies designed to promote student learning, and the assessment practices used to evaluate that learning.




Each elementary school maintains a balanced curriculum. Curriculum offerings include Language Arts (reading, literature, oral language, composition writing, handwriting, spelling), Science, Mathematics, Social Studies, Art, Music), Physical Education/Wellness, Theater Arts, Technology Applications, and if desired, Languages Other Than English (LOTE).




Each secondary school maintains a balanced curriculum including English Language Arts, Reading, Science, Mathematics, Social Studies, Fine Arts, Health/Fitness, Technology Applications, Physical Education/Wellness, Languages Other Than English (LOTE), and Career and Technology Education (CTE).




LPISD Curriculum 




All La Porte Independent School District scope and sequences are correlated to the TEKS to ensure coverage of the essential skills and concepts of each course.  The development, alignment, revision, and review of District curriculum is carried out under the direction of curriculum coordinators with a team of teachers. 




Instructional Materials

State-adopted textbooks and electronic media serve as one instructional resource to meet course and curriculum objectives. In Texas, textbooks and electronic media are currently provided by the state from an approved list. District-adopted textbooks are selected through a formal committee process (19 TAC 67.107). Requests to select alternate textbooks or systems must be based upon analysis of alternate resources and student performance data; and must follow the applicable textbook waiver process. Locally-purchased instructional materials are selected by the District, campus or individual teachers to meet the needs of students.







Instructional Practices

Instructional strategies and practices to ensure student success are based upon campus and teacher analysis of student needs, effective teaching practices, student learning styles, and demonstrated success through the assessment process.




Student academic achievement shall be based on the degree of mastery of the District's instructional objectives as outlined in the curriculum guides for each subject. The objectives reflect the Texas Education Agency TEKS and address the skills and concepts needed for successful performance in the current grade and in the next grade.




Assignments, tests, projects, classroom activities, and other instructional activities shall be designed so that the student's performance indicates the level of mastery of the designated TEKS. The student's mastery level shall be a major factor in determining the grade for a subject or course. 




Achievement grades should be fairly determined from a wide variety of information, which could include student performance on daily assignments/homework, tests, and/or special projects. The information used in grading should be appropriate to the grade level and subject being considered. Prior to instruction, students should be informed of the class or course expectations, and the teacher must be prepared to document and explain how grades are determined.







Academic Achievement: Retention and Promotion




Curriculum Mastery

Promotion and course credit shall be based on mastery of the curriculum. Expectations and standards for promotion shall be established for each grade level, content area, and course and shall be coordinated with compensatory/accelerated services. [See District Policy EHBC] 




Standards for Mastery

In addition to the factors in law that must be considered for promotion, mastery shall be determined as follows:




Course assignments and unit evaluation shall be used to determine student grades in a subject. An average            of 70 or higher shall be considered a passing grade.



Mastery of the skills necessary for success at the next level shall be validated by assessments that may either be incorporated into unit, final examinations or may be administered separately. Mastery of at least 70 percent of the objectives shall be required.



Grades 1 - 8

In grade 1-8, promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based on course-level, grade-level standards (essential knowledge and skills) for all subject areas and a grade of 70 or above in the following areas: language arts, mathematics, science, and social studies. 





Official Grade Reports




Progress Reports

The purpose of the Progress Report is to inform students, parents/guardians, and campus administrators regarding progress in a subject, in conduct, or in both. The Progress Report reflects both satisfactory and unsatisfactory student progress.




All elementary students will receive a Progress Report at the mid-point of the nine-week period (4th weeks).
All secondary students will receive a Progress Reports at the end of the third and sixth week of a grading period.
It is the student's responsibility to deliver the Progress Report to the parent/guardian.
The progress report is to be signed by the parent and returned to the teacher/school.
It is imperative that parents be contacted at any time the student is in danger of failing or if there is a significant drop in grades. It is strongly suggested that parents/guardians be contacted at a time it becomes apparent that failure is possible or if a student's grade drops by 10 or more percentage points.
Weekly progress reports shall be issued for all students with a grade of 74 or lower in all core subject areas. 
Telephone or electronic contact with parents/guardians should be made when a Progress Report is not returned with parent/guardian signature or when more immediate notification of possible failure is required. Teachers should maintain a telephone or electronic log of contacts and attempted contacts with parents/guardians.



Report Cards




The Report Card is a communication tool for parents/guardians and students. Report Cards provide information regarding academic progress, student conduct, and absences.




Report Cards are computer generated.
Report Cards are issued once at the end of each nine-weeks/six-weeks grading period.
It is the student's responsibility to deliver the Report Card to the parent/guardian (secondary Report Cards are mailed for the fourth nine-weeks).
Report Cards require a parent/guardian signature indicating they have seen the Report Card.



Online Records - Home Access Center




Parents/guardians may also access student progress information through the student/parent gradebook portal.
The student/parent gradebook portal displays Progress Report averages, Report Card averages, and individual assignment grades in the teacher gradebook (if applicable).
Teachers will export updated grades weekly to the student parent gradebook portal to keep students and parents informed of ongoing progress.
Students will receive access information at school (parent/guardian permission is required at Elementary and
Junior High School).

Parent/guardians should contact the school regarding access information. All account information must be acquired in person with photo identification.



Academic Grading Scales




Pre-Kindergarten

'The Pre-kindergarten Report Card is designed to assist teachers in evaluating the ongoing growth and development of students. Parent/teacher conferences are suggested during the first and third reporting period. The printed Report Card is used for the second and fourth reporting period.




The following symbols are used to indicate a student's progress in all reported areas:




IA - Independently Applies Learning

SD - Steadily Developing

NS - Needs Support




Kindergarten 

The Kindergarten Report Card and First Grade Report Card are designed to assist teachers in evaluating the ongoing growth and development of students.




The following symbols are used to indicate a student's progress in all reported areas:




IA - Independently Applies Learning

SD - Steadily Developing

NS - Needs Support




Grades 1-5

The District will report nine-week averages to parents/guardians as numerical scores in core content areas and through development symbols in enrichment areas.  




The following table relates the numerical scores and letter grades used to report Language Arts, Reading

Writing, Mathematics, Science, Social Studies, Technology Applications, Fine Arts, Physical Education and Conduct for grades 2 - 5:







Numeric Average

Letter Grade

Description

90-100

A

Excellent Progress

80-89

B

Good Progress

75-79

C

Average Progress

70-74

D

Poor Progress

69 and below

F

Not Satisfactory




The following table relates the numerical scores and letter grades used to report Language Arts, Reading

Writing, Mathematics, Science, Social Studies, and Conduct for grade 1:





Numeric Average

Letter Grade

Description

90-100

A

Excellent Progress

80-89

B

Good Progress

75-79

C

Average Progress

70-74

D

Poor Progress

69 and below

F

Not Satisfactory







Technology Applications, Fine Arts, Physical Education, Health and Work Habits will be reported with the following:

E Excellent

S Satisfactory

N Needs Improvement

U Unsatisfactory



Academic Integrity




Academic Dishonesty is defined in the La Porte ISD Policy (EIA).  Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating, copying the work of another student, plagiarism, and unauthorized communication between students during or regarding an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking into consideration written materials, observation, or information from students.




Behaviors defined as cheating:




Giving or receiving information, looking on someone else's work, or allowing someone else to see one's work during an exam, test or quiz.
Unauthorized receipt, distribution, or discussion of exam, test or quiz contents, materials, or answer key.
Use of unauthorized resources such as notes during an exam.
Taking an exam, producing a project, paper or assignment for another student or asking someone to take an exam or produce a project, paper or assignment for an individual.
Copying work assigned to be done independently or letting others copy one's work.









Behaviors defined as plagiarism:




Any misrepresentation of another's work as one's own, including the copying of sentences, phrases, images, entire essays, passages from an undocumented source, musical scores, and other similar works.



Academic Dishonesty will result in academic and/or behavioral consequences.




A grade of zero will be given on the work involved, and the grade of zero will be averaged with the other grades.



A building principal will be notified of all incidents of academic dishonesty.



Other actions as determined by the building principal, which may include assignment to In-School Suspension (ISS).
Elementary (PK-5) Grading and Reporting Procedures




Grading Roles and Responsibilities




Student

To complete assigned work on time and return it to the teacher
To plan to carefully schedule work on long-term assignments so that assignments will be completed on time
To communicate with the teacher when he/she does not understand the assignment or is experiencing difficulty prior to due date



Parent/Guardian

To establish a specific time, place, and manner for homework to be completed
To provide the supplies and materials necessary to complete homework
To monitor as needed, but not do homework for the student
To assist the student in planning a time schedule for long-term assignments
5. To initiate communication with the teacher when concerns arise




Teacher

To provide meaningful tasks that enrich and supplement work introduced in class
To communicate homework assignments, both regular and long-range, in an appropriate framework
To provide effective instruction prior to assigning homework that adequately prepares the child to do the task
 independently and successfully

To provide course requirements and expectations at the beginning of each grading period to students and parents.
To consider available resources, materials, and home situations when assigning a task
To review and return homework to students within a timeframe which enhances instruction and provides a benefit to the student.



Teacher Records/Gradebook




The grading record should be a teacher's record and/or file of evidence to support grades reported on the report card. 

Grades should be logical, justifiable, and sufficient in number to assure that the report card grade is an accurate measure of the student's progress and achievement. A sufficient number includes no less than two grades per subject per week.




Grades should reflect a balance of objectives covered. The teacher's grade record is a part of the official documentation portraying mastery of TEKS and District objectives. If possible, a description of the learning task should be included in this documentation. These records should be accurately maintained and teachers should be aware that many times grades will need to be justified. All grades should be recorded legibly.




Gradebooks for prekindergarten, kindergarten and first grade may consist of checklists, anecdotal records, or individual portfolios. These materials should be evaluated using the curriculum guidelines.




Return of Assignments




Teachers should review and return all graded work to students within a time frame that will benefit the student. Graded daily work should be returned on a weekly basis. Larger projects should be reviewed and returned on a timely basis. This will allow the student to identify any areas of weakness and arrange for tutorials or extra study sessions prior to assessment.





Elementary (PK-5) Grading and Reporting Procedures




Required Tutorials




The purpose of a mandated tutorial session is to provide instruction to assist students who have not mastered the TEKS currently being taught. Tutorials also serve to provide instructional reinforcement for students needing assistance. All

District students may attend tutorial sessions; however, students who have not mastered the TEKS (or are currently failing) will be given priority during scheduled tutorial times.




Tutorials will be offered at least twice a week before or after school for students who are not mastering the state mandated TEKS.
Parents will be notified and records maintained by teachers that a student requires tutorial instruction.
Attendance of students will be maintained by teachers.



Lesson Plans




Elementary teachers are required to prepare weekly lesson plans to assist with planning for instruction. The purpose of lesson plans is to provide a written document, which outlines daily objectives and activities for instruction. The lesson plan should include state and district objectives as referenced in the scope and sequence of CSCOPE which is the district curriculum. Lesson plans are turned in weekly.




Parent/Teacher Conferences




Parents shall be provided any relevant information concerning their child that will enhance their understanding of the child's ability, effort, success, or progress in the school program.




Communicating with parents is one of the most important responsibilities of teachers. Conferences provide an arena for collecting developmental and personal information from parents that may affect a child's learning. Developing rapport and encouraging parent involvement in the child's educational process is critical.  Reporting and discussing student progress with parents is also an integral part of helping students be successful.  




Teachers shall provide an opportunity for a conference with parents once a semester.  In addition to conferences scheduled on the campus calendar, conferences may be requested by a teacher or parent as needed.  (EIA Local)




A combination of report cards, progress reports and parent conferences is used to inform parents of their child's progress in school.




Weekly progress reports shall be issued for all students with a grade of 74 or lower in all core subject areas. 




Grade Level Expectations Overview




Teachers will provide an overview of the grade level expectations to students and parents at the beginning of the school year.






Elementary (PK-5) Grading and Reporting Procedures







Types of Assessments




General

Student mastery of subject matter may be assessed in a variety of ways. Therefore, it is not necessary for all grades to be based on written paper work. Nor is it always necessary to receive a grade for every paper produced. Although the teacher will monitor and provide feedback to students for any activity which they assign, the feedback does not always need to be in the form of a grade. Assessment should always follow a period of guided practice and/or independent practice. 




Students' work may be evaluated for more than one subject area as appropriate.




Performance-Based Courses

Performance-based courses may have assignments that differ significantly from other academic courses. Performance-based courses include courses within the Fine Arts and Physical Education departments.




In many performance-based courses, the grading and assignments must reflect the TEKS and a measure of the student's performance. In performance-based courses, a higher percentage of the grade may come from participation.




Teachers of performance-based courses should work with the campus administration to ensure that their grading system is in compliance with both LPISD Grading and Reporting Procedures and the expectations and guidelines of the program area.




Major Assessments




Tests and Examinations

Examinations serve to evaluate mastery of the TEKS, concepts, understandings and District objectives. They provide opportunities to demonstrate certain knowledge or skill. Types of examination include:




end of unit tests
end of chapter tests



Performance Assessments

Performance assessments are measures of a student's progress toward mastery of TEKS and District curriculum objectives. There are many forms of assessment that may or may not be utilized by individual teachers. Types of performance assessments include:




classroom participation
classroom discussions
oral responses
written responses
experiments
teacher observation
checklists of skills
portfolios
enrichment
group work/projects
chapter/unit tests



Elementary (PK-5) Grading and Reporting Procedures







Compositions

In writing, compositions are formal writing assignments. Compositions often take a longer time to complete and are graded for many components. The evaluation of the witting process is the major determinant of the average.




Daily Grades

Daily Work

Class work is any instructional activity defined/planned by the teacher to be completed during a class period to facilitate the learning process.




Homework

Homework is work that is assigned to be completed at home. No new concepts should be included in homework.




Homework is an effective tool in developing responsibility, study habits, and skills. It is an extension of the learning process and involves the home in the child's curriculum. It should be purposeful, related to classroom experiences, and be age and grade appropriate. The purpose and directions for the assignment need to be clearly communicated and should be preceded by instruction that adequately prepares the child to do the task independently and successfully.




Homework is not to be assigned on weekends or before holidays with the exception of previously scheduled special reports and/or projects.



Homework may be assigned not to exceed:



Kindergarten 15 Minutes

Grade 1 20 Minutes

Grade 2 20 Minutes

Grade 3 30 Minutes

Grade 4 40 Minutes

Grade 5 40 Minutes




Because students work at different paces, it may take some students more or less time to complete assignments.

Teachers must use discretion about the amount of work given, so that homework does not consistently exceed these time limits.




Grades K-1 - Homework Guidelines

Homework should be a review or reinforcement of skills already covered in the classroom. It should not be new
information for the student.

Each student is expected to read, or be read to, 15 minutes each school night in addition to assigned homework.
Homework is not counted as a class grade.



Grades 2-5 - Homework Guidelines

Grades reported as homework grades are constituted of work assigned to be completed at home.
Homework should be a review or reinforcement of skills already covered in the classroom. It should not be new information for the student.
Students are expected to complete all homework assignments.
Each student is expected to read, or be read to, at least 20 minutes each school night in addition to assigned homework.
The total homework should never exceed one hour.
If two or more teachers are working with a student, the homework should be coordinated to adhere to the one-hour time frame limit.


Elementary (PK-5) Grading and Reporting Procedures





Grading Homework

Homework may be evaluated in a variety of ways. At times, checking for completion is appropriate. At other times, a complete analysis of procedure, content, and/or correct answers is appropriate. Graded assignments should be returned to the student in a timely manner.




Extra Credit Points

Teachers may assign extra points to any assignment; however, no "additional" assignments are given solely as extra credit.  The instructional process at the elementary level stresses multiple opportunities for student success.







Calculating Nine Weeks Averages




Weight of Grades (Grades 2-5)

1. All numeric averages reported on Progress Reports and Report Cards will be determined using a percentage grading system.




Reading, Mathematics, Science, Social Studies

2. The following percentages and assignment types will be used:




Daily Grades 75%

Major/Assessments 20%

Homework 5%




Writing

3. The following percentages and assignment types will be used:




Conventions Embedded within Student Writing - 25%
2 grades per nine weeks

Quality of Composition - 25%
2 grades nine weeks

Application of Composing & Revising Strategies 25% 
 2 grades per nine weeks

Participation  25%
2 grades per nine weeks




Maximum Weight of a Grade

When calculating a nine-week average, no single assignment/assessment grade may count more than 20% of the total average regardless of the grade category. It should be noted, however, that some major projects may comprise more than one assignment. Calculated averages reported on Progress Reports or Report Cards may not exceed 100%.




Minimum Number of Grades

A minimum of two grades per week should be given in each core academic area (Reading, Mathematics, Science, and Social Studies) during each nine-week grading period. For Writing, a minimum of two Compositions during each grading period will be given.  Teachers are encouraged to have a sufficient number of grades to allow multiple opportunities for students to demonstrate mastery of the TEKS.




Maximum/Minimum Grade Reported

When an elementary student receives a grade below 50, the actual grade will be recorded in the gradebook and averaged with rest of the grades. 




Elementary (PK-5) Grading and Reporting Procedures







Assignment Format




Teachers may deduct no more than 5 percent on a paper for an incomplete heading.




Transfer Grades

Students new to the District or who enroll in a school after the start of a grading period shall be treated fairly in awarding

grades. Grades shall be computed using a combination of grades from the former school and grades earned for the time the student has been enrolled in the new school.







Reteach and Reassess for Mastery




Mastery of Texas Essential Knowledge and Skills




La Porte Independent School district has provided a well-balanced curriculum based on state prescribed Texas Essential Knowledge and Skills (TEKS). Students who participate in this curriculum will have the opportunity to master the knowledge, skills and competencies established by the district curriculum and the state standards.




LPISD will utilize ongoing mastery assessment to determine which students are in need of remediation (reteaching and acceleration). The use of benchmark tests, teacher-made tests, performance assessments, and teacher observations will help determine which students are not mastering instructional objectives.




Teachers will monitor and identify students who need reteaching.
Teachers will provide reteaching as necessary.
Students will be reevaluated after reteaching has occurred. Reevaluation may include, but is not limited to, oral examination, special assignments or a formal test.
For a reevaluation on a failing grade (below 70), a grade of 70 will be the highest grade recorded on reevaluation to designate the student's mastery of the TEKS. 
Example: If the reassessment grade is 95 out of 100, a grade of 70 will be recorded.  If the first assessment and the reassessment are both below 70, the higher of the two grades will be recorded. 




Acceleration (Intervention)




Acceleration (Intervention) is an integral part of the elementary instructional program and is an ongoing process. Frequent evaluation, both formal and informal, will determine the need for acceleration.




Provides frequent reinforcement and review so that a student does not "get too far behind
Occurs at the time the need is identified
Allows the student to progress systematically through content without experiencing extended, frustrating periods of non-achievement
Offers a variation in instructional approach - uses a new technique, strategies, materials, opportunity for review, and
practice

Includes, but is not limited to, targeted small-group instruction, tutorials, and summer school.