Classroom Rules and Expectations: Classroom Rules and Expecations
Bienvenidos (Welcome) to an exciting semester as we explore the foundation of the Spanish language. This course is an introduction to the nature of the Spanish language. Students will be able to broaden their horizons by learning about a new language, its culture, history, and art. This course is designed in preparation for Spanish 1 HS.
PRE AP SPANISH 2 (1426)
This course expands the fluency and spontaneity of the dedicated student who will eventually take the respective AP exam in his/her senior year with emphasis to build upon their receptive and productive skills while emphasizing certain fundamentals: communicating in the target language, comparing different Spanish speaking cultures to each student’s own, and making interdisciplinary connections. (Textbook/ workbook) Continuing students have assigned reading to complete during the summer before entering Pre AP Spanish 3.
Prerequisite: Pre AP Spanish 1
Credit: 1 unit
PRE AP SPANISH 3 (1427)
This course provides the dedicated student who will take the respective AP exam in his/her senior year, with various mediums to expand fluency. Oral proficiency skills continue to be stressed while emphasis upon literature and writing is increased. Readings includes articles selected from current periodicals or the Internet, legends, short stories, and some poetry. In the second semester students complete a project with oral and written components about renowned artist or contemporary musicians. Most class activities are conducted in the target language. (Textbook/workbook)
A summer reading assignment is required for entering Pre AP Spanish 4.
Prerequisite: Pre AP Spanish 2
Credit: 1 unit
Board Policies EI (LEGAL/LOCAL), EIA (LEGAL/LOCAL), and EIE (LEGAL/LOCAL) Elementary Grading Guidelines and Secondary Grading Guidelines. Grading Scale The grading system for secondary schools is as follows (This scale applies to language arts, mathematics, science, and social studies): 100 - 90 A Excellent Progress 89 – 80 B Above Average Progress 79 – 70 C Average Progress 69 – 0 F Unsatisfactory Progress (Failing) I Incomplete (do not use on withdrawal form) NG No grade Grade Weights *Denotes minimum number of grades per grading period. Teachers/campuses have discretion to have additional grades in either category. Grading Overview 1. Work that is graded shall be returned and recorded in the district’s grade reporting software by the first workday of each week. Exceptions to this could include process writing assignments and long-term projects. This should be communicated clearly to students and parents. Grades will be entered weekly throughout the grading period to provide opportunities for improvement prior to the end of grading periods. Assignment titles listed in electronic grade book should be descriptive of the assignment given. Ongoing progress monitoring is a critical part of learning. This includes opportunities for students to have their work assessed and feedback given on progress without a specific grade being assigned on some tasks. 2. Teachers will contact parents/guardians regarding progress of students’ grades through progress reports. 3. If a student earns a failing grade on any major test or project (summative) during any grading period, the teacher should make a reasonable effort to call or send an email to notify the parent. SCUC Board Policy EIA (LOCAL) 4. No assignment can count more than once in a category within a grading period or semester. 5. Additional subdividing within a category is not permitted. 6. No “blanket” grades are to be issued for a grading period. A blanket grade is giving every student in the class the same grade for an assignment without regard to individual achievement. 7. If a student scores higher on a summative assessment than on a formative assessment(s) (other than homework) designed to prepare for that summative, then the teacher will drop the lowest of the formative assessment grades associated with that summative assessment. Grades 7-12th Category Percentage Number of Grades Summative 50% 3* Formative 50% 10* Total 13* Revised July 2017 5 8. In order to obtain a grade average for a particular grading period that is an accurate assessment of the student's achievement, a teacher may assign additional academic assignments/projects related to the course objectives. 9. Cooperative learning may be used as an instructional strategy in order to encourage academic achievement in a team context. The rubric or grading standards for a cooperative activity or project will be shared with the students in advance indicating how they will be graded for both individual and team academic achievement. Students should receive an individual grade and may also receive a team grade. 10. The responsibility for grading summative assignments belongs to the teacher. 11. Behavior and adherence to classroom procedures will be evaluated and noted under “citizenship” and/or the comments section of the report card for each subject. 12. A student's academic grades will not be affected by non-academic behavior or adherence to procedural rules. Examples include points being deducted for not using the proper heading, using a color of ink other than black or blue, or coming late to class. Grades must reflect student’s relative mastery of assignments. (See number #2 in the Late Work section regarding an exception.) 13. 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 or copying the work of another student (whether the student knowingly provides or receives the work), plagiarism, and unauthorized communication between students during 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. Grades resulting from academic dishonesty may not be dropped or made up. 14. Parents will be encouraged to monitor student grades through the district’s electronic portal. Re-teaching and Re-testing The District’s goal is for every student to master all the TEKS specified for each grade level. Each student will be provided instruction that allows for application and practice of the concepts and skills mandated in the TEKS and then assessed for mastery. 1. A teacher shall re-teach and re-test a class when 40 % or more of that class has failed a summative assessment. The teacher shall record the higher of the two grades earned for each student. Reassessment must occur with 10 days of the original assessment. 2. When less than 40% of a class has failed any summative assessment individual students must be provided the opportunity to make-up or redo the assessment for which the student received a failing grade. The teacher shall record the average of the two grades. Before any reassessment occurs, a student shall receive appropriate remediation. If mastery is not demonstrated, the higher grade will be recorded. 3. A teacher at his/her discretion may allow individual students to make-up or redo any formative assignment they have failed. In this situation the teacher shall record the average of the two grades earned for the student. 4. Re-teaching should employ instructional strategies different from the original instruction. 5. Re-testing may include but is not limited to the original assessment, oral examination, additional practice activities, an essay or paper, a report or presentation, test corrections, revision of a paper or project, formal test or quizzes. 6. Re-teaching/re-testing will not exceed the end of the grading period unless a summative assessment was given/taken during the last week of a grading period. In this case the re-teach, re-test and grading should be completed by the Wednesday following the last day of the grading period in which the assessment was originally given. Revised July 2017 6 7. Re-teaching/re-testing provisions do not apply to semester exams. 8. Teachers will provide established times for tutoring opportunities and post these times on teacher websites. Homework 1. Rationale for Homework a. Research reveals that homework, when carefully designed, implemented and evaluated, is an effective tool for improving understanding, enriching learning, encouraging personal connections and providing opportunities to pursue special interests. b. Value-added homework assignments should be designed to help students master the content and extend student learning. c. Homework is a means of teaching the necessary skills of independent study and learning outside the classroom without immediate teacher supervision. Homework includes assignments that the teacher expects all students to complete outside of class. d. When a student demonstrates mastery of the TEKS on major assessments, homework alone should not be the cause of a failing grade. Formative assessments should be comprised of a variety of assessments, including but not limited to homework. e. Homework will not be assigned as punishment. 2. Teacher Responsibilities a. Homework will be evaluated in a timely manner and used as a method to provide students with specific feedback on their performance of the assigned tasks. Homework should only be assigned for reinforcement of skills and concepts taught in class. b. Ensuring that students understand and know how to complete assignments. c. Making sure appropriate resources and materials are available d. Clarifying to parents/guardians, when appropriate, how they may help the student complete the homework e. Reviewing and grading homework assignments to give students feedback on their learning f. Avoiding homework/projects over extended holidays due on the first class upon returning 3. Student Responsibilities a. Understanding the homework assignment(s) before leaving school and taking home all necessary materials to complete assignment(s) b. Having a regular time to study that is compatible with family and/or after-school activities c. Completing homework and turning it in on time d. Planning and budgeting time for long-term projects e. Completing all work missed because of absences or school activities 4. Parent/Guardian Suggestions a. Discussing the district’s homework policy with the student b. Providing necessary assistance and encouraging good study habits c. Communicating any concerns and questions regarding homework assignments to the student's teacher and providing notes for student absences d. Encouraging the student to seek additional help, if needed, from the teacher e. Providing an appropriate time and environment for study and learning f. Checking the homework for accurate completion g. Monitoring television, technology and outside activities to be sure the student has sufficient study time Revised July 2017 7 Make-Up Work for Absences Students are required to make up assignments, homework, and assessments missed due to absences. Students are allowed two school days for every day of class missed. If students do not complete make-up work in the time allotted, the late work policy will apply. 1. Students will not be required to take a quiz or test on the day returning to class from an absence if the quiz or test was announced during the student’s absence. 2. Make-up work and tests for all absences shall be of the same rigor, but not necessarily the same format, as the original activity, assignment or test. 3. Make-up tests or presentations may be scheduled before school, after school, during study hall or during the student’s class period at the teacher’s discretion to ensure that new and/or significant content is not missed. 4. Students should make prior arrangements with teachers for making up missed work when the absence can be anticipated, e.g. a dental appointment, court appearance or appointment, approved schoolrelated activities, etc. 5. After a prolonged absence, the teacher may exempt a student from some assignments if the teacher determines that doing so will not have a negative impact on the student’s ability to master the content or unfairly bias his/her grade. Late Work 1. Late work is defined as any assignment that is not submitted on the due date and class period with the exception of make-up work for absences or approved school activities. Alternative assignments may be given if the original assignment has been assessed and returned. 2. Late assignments will be accepted within 5 school days, not to exceed the end of the grading period. When an assignment is submitted after a deadline, a maximum penalty of ten (10) points per class meeting may be deducted from the grade with a maximum of 30 points deducted. 3. Extenuating circumstances may occur that prevent the completion and turning in of assignments on the due date. It is the parent/guardian and/or student’s responsibility to inform the teacher of any such circumstances so that an exception to the rule may or may not be granted. The teacher may grant exceptions based on these circumstances. Promotion, Retention, and Award of Credit 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 EHBC] Standards for Mastery Mastery shall be determined as follows: 1. 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. 2. Mastery of the skills necessary for success at the next level shall be validated by assessments that may either be incorporated into unit or final exams or may be administered separately. Mastery of at least 70 percent of the objectives shall be required. Revised July 2017 8 Grades 6-8 In grades 7-8, promotion to the next grade level shall be based on the following: • an overall average of 70 on a scale of 100 based upon course-level, grade level standards (TEKS) for all subject areas, and • a grade of 70 or above in three of the following required areas: language arts, mathematics, science, and social studies A student must pass both semesters or attain an average grade of at least 70 when averaging two semesters to be awarded credit for a high school credit course. Additional Requirements at Grade 8 Students in grade 8 must also meet Grade Advancement Testing (SSI) requirements through achieving a satisfactory score on the grade 8 STAAR tests in both reading and math in order to be promoted.