Administrative Procedure 5121.1 - Grading and Reporting for Elementary Schools, Early Childhood through Grade 5

Table of Contents

• Purpose
• Policy
• Rationale
• Course of Study Syllabus
• Grading Elements
• Grading Categories
• Reporting and Recording Grades
• Learning Management System
• Grading - Absences
• Determining Final Grades (Grades 2 - 5)
• Grade Point Average (GPA)
• Progress Reports
• Report Cards
• Parent Conferences
• Outstanding Obligations for Textbooks and Other Educational Materials
• Students Receiving Special Education Services
• Students Receiving English for Speakers of Other Languages (ESOL) Services
• Transfer Students
• Procedures for Appeal/Authorization of Grade Change
• Printing and Requests for Reprint
• Monitoring and Compliance
• Related Procedures and Information
• Legal Reference
• Maintenance and Update Of These Procedures
• Cancellations and Supersedures
• Effective Date

Purpose

The purpose of Administrative Procedure 5121.1 is to provide guidance to administrators and teachers in the implementation of the grading and reporting systems to be used in Prekindergarten, Kindergarten, and Grades 1 through 5 in all elementary schools and centers in the Prince George’s County Public Schools. See Administrative Procedure 5121.2 for Grade 6.

Principals or their designees are responsible for reviewing procedures with staff and ensuring that grading and reporting policies are applied consistently within their school.

Policy

COMAR (Code of Maryland Regulations) 13A.03.02.08 states that each local school system shall develop a written policy on grading and reporting.

Each local school system will file its grading and reporting policies with the State Superintendent of Schools. The following procedures have been developed according to COMAR regulations. (Board Policy 5121)

The Board of Education believes that all students can learn and achieve at high levels, that rigorous performance standards and achievement standards are essential components of developing and delivering quality instruction, and that regular assessment is an important component of an effective teaching and learning environment and an important tool in measuring students’ learning. (Board Policy 5121)

Rationale

1. Grading and promotion within the Prince George’s County Public School System will be based upon the degree of success an individual student has achieved in completing the educational program designed to meet his/her unique needs.
2. Every student will have the opportunity to earn grades that reflect his/her ability to demonstrate learning outcomes and be graded only in accordance with their achievement on material or information based on specified learning outcomes and approved curricula.
3. The bell curve will not be used as a basis for determining student grades.
4. Grades will be based on class work, independent assignments, and assessments.

Course of Study Syllabus

Within the first ten (10) days of each course, teachers shall provide to students and parents/guardians, via online access or hard copy, a written course outline, syllabus, or overview of grade/course expectations including grading procedures, grading categories, and weight assigned to each category. Course outlines, syllabus or overviews of a grade/course expectations can be found on curriculum guides and curriculum staff portal sites.

Grading Elements

The grades eligible for use on assignments, assessments, and report cards are A, B, C, D, E, I, P, F, PR, IP, EM, ND with no plus or minus signs. Reading level grades are AB, OG, and BL. Interpretation of grades is as follows:

1. Prekindergarten grading elements are aligned to the Early Learning Assessment (ELA).
   Levels A - D: developmental levels leading up to approximately three years of age;
   Level 1: approximately three years of age;
   Levels 2 - 3: progress toward entry to kindergarten;
   Level 4: approximate entry to kindergarten;
   Level 5: approximate end of kindergarten.
2. Kindergarten and Grade 1
   PR = Proficient – child can demonstrate indicator independently 90 – 100%
   IP = In Process – child can reliably demonstrate indicator 80 – 89%
   EM = Emerging – child demonstrates indicator with assistance 70 – 79%
   ND = Needs Development - child does not demonstrate indicator 50 – 69%
3. Grades 2 – 5
   A = Excellent progress at the level of instruction indicated 90 – 100%
   B = Above Average progress at the level of instruction indicated 80 – 89%
   C = Average progress at the level of instruction indicated 70 – 79%
   D = Below Average progress at the level of instruction indicated 60 – 69%
   E = Unsatisfactory progress (failure) at the level of instruction indicated below 60%
   I = Incomplete. The “I” grade may only be used for elementary students who have been lawfully absent from school and have not had an opportunity to make up missed work in a timely manner.
   P = Pass (credit bearing) only used for Alt (alternate education courses), TAP (Tests of Achievement and Proficiency), or by approval of the Chief Academic Officer.
   F = Fail (not credit bearing) only used for Alt (alternate education courses) or by approval of the Chief Academic Officer.
4. Reading Level
   AB = Above Grade Level
   OG = On Grade Level
   BL = Below Grade Level
   Below Grade Level (BL), On Grade Level (OG), and Above Grade Level (AB) designations on report cards should be determined by weighing multiple forms of assessments; formative and summative. No one assessment is a complete picture of a student’s current reading attainment. Factors to consider are available from the PGCPS Elementary Reading/English Language Arts Office on the Reading Level Indicators of Proficiency document.
5. Prekindergarten will use the Maryland Early Learning Assessment to determine progress toward the mastery of the skills, knowledge, and behaviors found in the Maryland Early Learning Standards (PreK Maryland College and Career Readiness Standards, Maryland Social Foundations Framework, State Curriculum). Data is analyzed for the Early Learning Assessment using the following rubric:
   Levels A - D: developmental levels leading up to approximately three years of age;
   Level 1: approximately three years of age;
   Levels 2 - 3: progress toward entry to kindergarten;
   Level 4: approximate entry to kindergarten;
   Level 5: approximate end of kindergarten
6. For Grade 6, refer to Grading and Reporting for Middle Schools (A.P. 5121.2).
7. For Montesorri, refer to grading expectations in Administrative Procedure 6192 Montessori Program Monitoring and Exiting Guidelines.

Grading Categories

General characteristics for INDEPENDENT ASSIGNMENTS, CLASS WORK, and ASSESSMENTS are as follows. For all categories, teachers should make a connection to previous or current content standards and provide feedback that is prompt, specific, understandable to the student, and formed to allow for self-adjustment on the student’s part.

INDEPENDENT ASSIGNMENTS have the following characteristics:

• Intended to be completed separately from the teacher (i.e. opportunities for independent practice);
• Aligned to a previously taught skill or concept and used for review, practice, enrichment, or completion of work. Students have the chance to apply what they learn in the classroom. Independent assignments usually reinforce previously taught skills and may prepare students for future lessons;
• In Elementary, no assignments will be required for submission on Mondays or the day following school being closed.

CLASS WORK has the following characteristics:

• Intended to be completed with the teacher available to observe, answer questions, and/or interact with students while completing work; or separately by the student during an independent module/break;
• Intended to involve interaction among students with their peers;
• Intended for the majority of the assignment to be completed during class time;
• Aligned to a previously taught skill or concept and/or used for review, practice, enrichment, completion of work or preparation for a future lesson; and
• Can be completed during or outside of school hours.

ASSESSMENTS have the following characteristics:

• Intended to measure the successful acquisition of learning and/or mastery of a set of standards;
• Aligned to a previously taught skill or concept and used for review, practice, enrichment, or completion of work unless in the instance of diagnostics;
• Intended to be completed with or without teacher observation;
• Intended to allow students to demonstrate mastery in various modalities and formats; and
• Differentiated so that all students can experience success and work independently.

Reporting and Recording Grades

1. Reporting
   1. In quarterly reporting to parents/guardians, a grade is used to indicate the performance of each student in relation to the attainment of learning outcomes and approved curricula.
   2. Students and/or parents/guardians may request one additional opportunity to improve a score on any qualifying assessment, activity, or assignment that demonstrates knowledge of course content, skills, and standards. The higher grade shall be the grade of record. An assessment, activity or assignment is considered qualifying if the following criteria are met:
      1. ) The student completed and submitted the original assessment, activity, or assignment by the due date.
      2. ) The student participated in the teacher-facilitated re-teaching (before, during, or after school) within five school days following the return of the original graded work. The intention of reteaching is to promote student learning of the material. Re-teaching may include but is not limited to feedback on the original task/assessment, additional tasks assigned by teacher, study packet, review session, whole or small-group instruction, computer tutorial, peer tutoring, or attending school or content-specific study sessions. The re-teaching does not have to be face-to-face.
      3. ) Within ten school days of receiving the returned original graded work, the student completed and resubmitted the new assessment, activity, or assignment.
      4. ) Final research reports and projects that culminate a unit of study, or final semester or marking period exams may not be reassessed. If the teacher determines that other class work, independent assignments, or assessments are not eligible for reassessment, that must be identified in writing at the time of original assignment.
   3. Make up work can not be submitted 5 school days prior to the end of the quarter to ensure teachers have time to grade all outstanding work.
   4. A grade for each subject will be recorded on the report card for each student enrolled for twenty-one (21) days or more after the start of the quarter.
   5. General Education teachers must work collaboratively with Special Education Case Managers to review student grades in order to support student learning needs and to monitor and report student progress accurately.
   6. When a course is added to a school after the first day of school, the scheduler will create course sections for the course, update grading patterns and contact Student Applications to update the gradebook for the newly created sections.
   7. Prekindergarten
      1. )Grading and reporting in prekindergarten is to provide parents and teachers with information that reflects the child’s developmental progress and mastery of the indicators and objectives based on the Maryland state standards (PreK Maryland College and Career Readiness Standards, Maryland Social Foundations Framework, State Curriculum).
      2. )The Early Childhood Curriculum Instructional Map includes vertical alignments for Maryland College and Career Readiness Standards.
      3. )Documented formative assessment data should be compared to Maryland Early Learning Assessment observational rubrics to support teachers in identifying the level descriptor for each skill that is most consistent with the documentation and evidence collected. Developmentally appropriate data collection includes: observations, anecdotal notes, portfolios/ work samples (no worksheets), teacher checklists, and parent input/reports. This information is for classroom assessment purposes only to document student growth throughout the year. Documentation will be uploaded to a secure MSDE platform and used to share with the Early Childhood Office, Area Offices (as needed) school staff (principals, specialists, etc,) and parents. Ratings should be based on ongoing evidence collected over time and throughout the school day. Children should never receive a rating based on one piece of evidence.
      4. ) When displaying children’s work, the display should include the developmental progression of the standard. All student work should be celebrated. Teacher feedback should not be present on student work as there is no scoring rubric in prekindergarten.
2. Recording
   Teachers will maintain a record of each student’s work, progress, and attendance in SchoolMAX on a daily basis.
   1. Teachers and schools will maintain records of student progress. It is expected that teachers will enter the numeric grade for student work into their electronic grade book and return that work to students within ten business days of the due date. However, it is recognized that to provide meaningful feedback to students, teachers may not be able to read/review and post the grade within ten business days, and, on those assignments, teachers may provide written notice on the rubric or assignment with a projected date that grades will be returned to students. Make up work can not be submitted 5 school days prior to the end of the quarter to ensure teachers have time to grade all outstanding work.
   2. If lawfully absent students in Grades 2-5 return to school near the end of the first, second, or third marking period and do not have sufficient time to make up the missed work, an “I” (incomplete) grade will be assigned. The “I” must be resolved by the next marking period. The “I” cannot be recorded in 4th quarter. The “I” is a placeholder with no grade point average value.
   3. Teachers will grade and give a score for all student assignments in grades 2-5, when appropriate, including class work, independent assignments, written assignments, projects, and labs. Teachers shall assign a minimum grade of 50% to assignments or assessments for which the student completed the entire assignment and made a good faith effort. Good faith effort is evidenced by the student displaying persistence, striving for accuracy, time on task, and/or trying an alternative method to solve a problem (which may not be accurate). It is also a display of thinking as a student works to sort through ideas, apply context or figure out how to solve problems. If a student does no work on an assignment, the teacher shall assign a grade of zero.
   4. Principals (or their designees) are responsible to oversee the entry of numerical grades per week in SchoolMAX.
      1. ) The classroom teacher must record in SchoolMAX a minimum number of numerical grades per week in each subject per this chart:
         

         Meeting Frequency (number of sessions per week)	Minimum number of grades to be recorded each week
         3-5 sessions	2
         1-2 sessions	1

      2. ) Grades must be recorded in each category quarterly (class work, independent assignments, and assessments). A minimum of four grades must be recorded in grading categories of 20% or greater weight each quarterly marking period. If a course meets only once a week, the minimum of four grades must be recorded in the grading category of the highest weight and the remaining grades dispersed among the remaining categories.
   5. Minimum number of grades per week exemptions per course: Due to limited time with students and the nature of the work assigned, the following subject areas are exempt from the minimum number of grades per week - Prekindergarten, Kindergarten, Elementary Physical Education, Elementary Arts (Music, Band, Orchestra, Visual Art, Dance, Drama, Media Arts) and Elementary ESOL classes.
   6. Prekindergarten will not utilize SchoolMAX for grade reporting. Designated data collections strategies will be implemented. Refer to item #5 above under the previous section “Grading Elements.”
   7. Teachers will return graded papers and assignments within ten days of submission in order to provide on-going, timely feedback to student and parents.
   8. A student will receive a zero for assignments, tests, or quizzes when the following occurs:
      1. ) A student has cheated on a test, quiz, or assigned project.
      2. ) A student fails to produce work within an assigned timeframe.
      3. ) A student who has been lawfully absent fails to produce make-up work in a reasonable timeframe.
      4. ) A student has been unlawfully absent.
      5. ) A student does not demonstrate satisfactory progress at the level of instruction indicated (below 60%).
   9. If a teacher determines that the student did not attempt to meet the basic requirements of the task/ assessment, the teacher may assign a zero. This does not preclude teachers from giving daily markdowns to give students every opportunity to complete an assignment before giving a zero for the assignment.
   10. Grading categories will not include systemic assessments that are a part of the benchmarking measures.
   11. A consistent grading scale must be used when entering assignment scores in SchoolMAX.
       1. ) Teachers must enter the assignment score and earned scores in SchoolMAX.
       2. ) Because we use a weighted gradebook, SchoolMAX will automatically calculate both the percentage for the individual assignment and the weighted percentage for the entire category.
       3. ) Teachers must never mix entry types within a category (percentages, whole numbers) within a grading category (class work, independent assignments, assessments). Combining the two in a gradebook skews the data.
   12. Social Skills and Work Habits will each receive classwork grades only. Grading categories are not included for these courses and will not be included in the student’s GPA nor be considered for Honor Roll. Teachers will give one grade by Quarter 1 Progress Reports and one grade within the first two weeks of each of the remaining quarters. This grade will stand and serve as the default grade. The teacher will update this grade whenever a change is noted in the student’s performance.
   13. A change to the grade that occurs after the marking period ends but before the grading window closes shall be called a “grade override.” The grade resulting from the change shall be called the “new grade.” The grade initially recorded but later changed shall be called the “old grade.” In the event a student’s quarter grade needs to be adjusted, a teacher may override the calculated grade.
       Grade Overrides Permissible - If the following conditions are met Grade Overrides are permissible: 1) The teacher has complied with grading and reporting procedures, and 2) The new grade more accurately reflects the student’s performance during the grading period than does the old grade, and 3)The teacher can support the change by producing upon request sufficient documentation to show the new grade more accurately reflects the student’s performance than the old grade. The teacher is required to retain for one additional school year and make available for inspection any and all documents and/or materials that the teacher contends support the grade override.
       Grade Override Prohibition - Grade overrides may not be used to mitigate the result of a teacher’s failure to comply with grading and/or reporting procedures and/or a teacher’s failure to comply with grade change procedures. In cases of an error, teachers are required to follow the grade change process (see Administrative Procedure 5116).
3. Entry of Grades
   Teachers must adhere to the grade reporting timeline as published annually.
   1. All students in an assigned teacher’s course must receive a grade during the end of the quarter grading window if enrolled 21 or more days in the course.
   2. Principals, or their designees, are responsible for ensuring that all grades are submitted prior to the closing of the grading window.
   3. Grade managers are responsible for identifying teachers who fail to post grades prior to and after the closing of the window. The grade manager must run a “Failure to Post” report and submit it to the Principal within 48 hours following report card grading windows.
   4. Principals, or their designees, are responsible for storing a “Failure to Post” report for a period of four years in the Principal’s office.
   5. After the closing of the grading window but prior to the grade manager reporting that the grading file is “ready to print”, the grade manager must complete a Post-Cutoff-Date Correction entry for students whose grades were not reported during the grading window. The grade manager must collect documentation demonstrating how these grades were provided and include it when submitting the “failure to post” form.
   6. After the grade manager has reported the grade file is “ready to print”, all subsequent grade changes must occur using the electronic PS-140 form. For more information regarding the grade change process, see Administrative Procedure 5116 Grade Change Authorization and Appeals.

Learning Management System

1. SchoolMAX generated Canvas courses are populated with the Gradebook Category names aligned with AP 5121.1. When creating assignments for student use, only use the grading categories provided: INDEPENDENT ASSIGNMENTS, CLASS WORK, ASSESSMENTS.
2. Teachers who are utilizing the Canvas Learning Management System (LMS) integration with SchoolMAX for grading (when functional) must reference the Canvas Grading Guidance posted on the Technology Training Team (T3) SchoolMAX for Teachers Training Page.

Grading - Absences

Refer to Administrative Procedure 5113 Attendance.

Determing Final Grades (Grades 2 – 5)

1. All quarter grades will be given equal weight when computing final grades.
2. In averaging final course grades, the letter grades for all quarters are translated to the traditional four-point scale for students. The average grade is computed by adding the numerical equivalents for all letter grades and dividing by the number of grading quarters.
3. The grading scale for final grades is as follows:
   A = 3.5-4.0 or higher B = 2.5-3.49 C = 1.5-2.49 D = 0.5-1.49 E = 0.0-0.49
4. The credit value is as assigned for the following courses:
   • 1.0 credit courses include Mathematics, Reading/English Language Arts, Oral and Written Communication, Science, and Social Studies.
   • 0.5 credit courses include Art, General Music, Health, I-CAL, Instrumental Music, and Physical Education.
   • Social Skills, Work Habits, and ESOL will each receive a zero (0.0) credit.

Grade Point Average (GPA) (Grades 2 – 5)

The following numerical equivalents will be used in computing the GPA from report card letter grades in order to calculate honor roll:

A = 4.00 B = 3.00 C = 2.00 D = 1.00 E = 0.00

The sum of the numerical equivalents from all attempted courses (receiving an A, B, C, D, or E) is divided by the sum of all credits attempted.

Honor Roll (Grades 2 – 5)

1. The purpose of the honor roll program is to recognize and honor elementary students who have attained outstanding academic success. The district-wide Honor Roll is designed to provide positive reinforcement that inspires all students to strive even harder and perform at their highest level in all subjects. All schools will implement this honor roll system that recognizes students for high academic achievement at the end of each marking period during the school year. Schools are required to recognize students for performance at two levels: Principal’s Honor Roll and Honor Roll.
2. Students in Grades 2-5 who qualify for each level of honor roll will be identified by the Department of Student Applications based on grades entered on student report cards in elementary schools. The following criteria will be used to identify students at each level:
   1. Principal’s Honor Roll: Students with at least a 4.0 GPA.
   2. Honor Roll: Students with at least a 3.0 GPA or higher.

Progress Reports

1. Interim progress reports must be issued for all K-5 students at the middle of each quarter. Teachers may also issue additional interim progress reports to indicate a significant change in student attainment of learning outcomes or to encourage students to continue their satisfactory progress. Individual schools may decide to issue interim progress reports with even greater frequency on their own but not using the SchoolMAX system.
2. Progress reports do not have to be issued to CRI and Pre-Kindergarten students.
3. ESOL elementary students will not receive a progress report grade in the ESOL course.
4. Teachers must notify parents in writing when their child is in danger of failing at any time during the grading period, even if the Interim Progress Report period established by the school system has passed. Additional communication should be provided to parents if a student receives more than one letter grade reduction between quarters. Students will receive the grade earned, regardless of notification.

Report Cards

1. Report cards for elementary schools will be distributed on a quarterly or nine (9) week basis.
2. Prekindergarten
   1. Report cards will be distributed twice a year. The report will contain work samples, to include a self portrait, name sampling, writing sample, art sample and the Early Learning Assessment report for prekindergarten students.
   2. Teachers must submit reports to principals for review and approval prior to distributing. A copy of each child’s report is to be maintained in the cumulative folder.
3. The following information will appear on the elementary report card where applicable to the grade level:
   1. School Name
   2. Course Titles
   3. Course Grades Earned
   4. Student Grade Level
   5. Absences from School
   6. Tardiness from School
   7. Teachers’ Names
   8. ESOL courses
   9. Comments

Parent Conferences

1. By the end of the first grading period, teachers in elementary schools will identify those students whose progress suggests that a parent or guardian conference should be conducted in the best interest of the student and his/her achievement and school performance. Teachers will recommend a conference to the parent and may refer the parent to the Professional School Counselor for scheduling.
2. Parent or guardian conferences are encouraged at any time during the school year if the conference will enhance the parent’s or guardian’s understanding of and support for their child’s schoolwork and school performance.

Outstanding Obligations for Educational Materials

The student is responsible for paying for any educational materials such as textbooks or laptops assigned to him or her that are not returned or are damaged. Reimbursement fees for lost or damaged educational materials collected by the school must be remitted to the Accounting Office of Prince George’s County Public Schools. At the end of each school year, school staff will provide notification to the parent that an obligation is owed. For students who are on Free and Reduced Meals, parents may request a fee waiver for a portion of the cost. Report cards and final grades may not be withheld due to outstanding financial obligations. We strongly encourage all financial obligations to be fulfilled before a student’s senior year.

Students Receiving Special Education Services

1. Federal law requires that an Individualized Education Program (IEP) be developed for all students who receive special education and related services. The IEP Team develops the IEP. The IEP goals and objectives are based upon student needs and should be designed to allow the student to progress in the general education curriculum, as appropriate, with the identified supports and accommodations.
2. Teachers will implement the accessibility features and accommodations that have been documented in the student’s Individualized Education Program (IEP) for students with disabilities. Accommodations and Accessibility Features must be selected on the basis of the individual student’s need and must be used consistently for daily classroom instruction, classroom assessments, and local and state assessments. The Maryland Assessment, Accessibility, and Accommodations Policy Manual provides guidance for selecting the appropriate accommodation. The student shall not receive a lower grade on class assignments, projects, tests and /or quizzes as result of receiving their approved accommodation and modification documented in the student’s IEP. In the event a student with a disability is in jeopardy of failing a subject, an IEP meeting must be held to review and revise the IEP as appropriate.
3. There is no waiver for the physical education credit requirement. However, there are modifications one may make based on physical limitations or disabilities. Students may participate in a modified program of physical education based upon individual needs. This requires an individual program be adapted to assist students with any modifications necessary. This program would have to be approved by the physical education teacher, supervisor, and Adapted Physical Education Office for these modifications to be developed.
4. Students with disabilities who are working toward a diploma will:
   1. Have access to instructional and assessment accommodations in both general and special education settings, as specified on the IEP, to allow them to progress in the general education curriculum.
   2. Receive grades based upon progress in the general curriculum, with accommodations, as identified on the IEP.
   3. Receive the same report card as is used in general education.
   4. Receive a report of progress related to IEP goals and objectives, in addition to the report card.
5. General and special educators who are teaching in a co-taught class will jointly determine the grades for students with disabilities in their classes under the Individuals with Disabilities Education Act (IDEA).
6. If the special educator or related service provider is the designated primary instructor for a subject, he or she will determine the grade in that subject area.
7. Students with significant cognitive disabilities, who are working toward a Maryland Certificate of Program Completion, shall be instructed, assessed and graded on alternate academic outcomes that are linked to the Maryland College and Career Ready State Standards requiring substantial adaptation and modification of gradelevel content in the general education curriculum. Students will receive a report of progress related to IEP goals and objectives in addition to the report card.

Students Receiving English for Speakers of Other Languages (ESOL) Services

1. Title III of the Every Student Succeeds Act requires that English Learners (ELs) make progress with their English Language Proficiency, attain English proficiency, and meet the same challenging state academic content and student achievement standards as all children are expected to meet.
2. Teachers will implement the accommodations that have been documented in the student’s Accommodations Documentation for ELs. Accommodations must be selected on the basis of the individual student’s English proficiency level and must be used consistently for daily instruction and local and state mandated assessments (Maryland Accommodations Manual, MSDE).
3. Students receiving ESOL services will:
   1. Have access to instructional adaptations/modifications and assessment accommodations in both the general education classroom and ESOL classroom, as specified in the Accommodations Documentation for English Learners, to allow them to make academic progress in both settings;
   2. Receive grades based on performance on activities and classroom assessments appropriate to the language proficiency level of the student. ELs cannot receive a failing grade based solely on their English proficiency;
   3. Receive the same report card as is used in general education;
   4. Receive a quarterly grade in the ESOL course, ESOL, and a minimum of three comments that reflect language progress; and
   5. Not receive progress report grades in the ESOL course, ESOL, if they are in elementary.
4. Elementary classroom teachers and ESOL teachers must collaborate throughout the quarter and determine instructional adaptations/modifications as appropriate.
5. In the event that an ESOL student misses all or part of a content area due to ESOL instructional time, classroom and ESOL teachers must collaborate on an appropriate grade in that subject.

Transfer Students
Students Entering PGCPS From out of District

1. For students who transfer into Prince George’s County Public Schools from an accredited/approved school during a marking period, the classroom teacher will average any officially documented grades from the accredited/ approved school with grades earned in PGCPS for similar courses to determine a marking period grade. These circumstances may require a grade override for which documentation must be on file (see Administrative Procedure 5116).
2. PGCPS does not record the final grades from sending elementary or middle schools on the PGCPS student information system with the exception of high school credit courses.
3. Students entering Prince George’s County Public Schools with marking period grades from an accredited/ approved school will receive the grades as earned from the other school system where equivalents are available in PGCPS (see Grading Elements). PGCPS system personnel cannot alter or make annotation to official records provided by other accredited/approved schools or school systems. Parents and students are encouraged to submit the records for each school system attended when providing records to other entities.
4. International student placement is evaluated only by the counselors of the International Student Admissions and Enrollment Office (ISAEO) for grade level and the awarding of credit.
5. A parent/guardian who desires to enroll a child in Prince George’s County Public Schools from home schooling shall complete the Home Schooling Transfer Form and have the form endorsed by the Home Schooling Office. The parent/guardian will take the completed Home Schooling Transfer Form to enroll the student in public school. (See Administrative Procedure 5113.5).
6. Questions about transfer students’ grades will be referred to the Office of Professional School Counselors.

Procedures for Grade Appeal Authorization of Grade Change Refer to A.P. 5116

Report card grades must be appealed in writing within five (5) school days upon receipt of a report card by the parent/guardian, Appeals and Grade Change Authorization are addressed in A.P. 5116; please refer to this procedure for details regarding these actions.

Printing and Requests for Reprints

The IT technician in each school will coordinate progress report and report card reprints with the Help Desk and the Help Desk will inform Student Applications. Requests for reprints must include the reason for the reprint, the area office for the school, and the preference for reprint by school or by grade level.

Monitoring and Compliance

In an effort to ensure that the grading and reporting process applied consistently within schools, the following monitoring tools and processes will be utilized annually.

1. Principals or their designees will oversee a process through which all staff members will review the grading and reporting procedures prior to students arrival at the beginning of each school year. A record containing staff signatures to signify completion of this task will be kept on file in the principal’s office for four (4) years.
2. Principals, or their designees, will oversee a process by which an online or hard copy of the course of study/ syllabus for each course is made available to parents/guardians by the end of the second week a class/course begins.
3. Principals, or their designees, will utilize APEX reports to ensure that the entry of numerical grades per week in the electronic gradebook for each student is in compliance with this administrative procedure.
4. At the mid-way point and at the end of each quarter, Area Office staff will generate a report of all electronic gradebooks with no grades in the classwork, independent assignments and/or assessment categories for principal and teacher notification and generate a report of all grades for compliance with this procedure.
5. Refer to Administrative Procedure 5113 for monitoring and accountability processes that will be utilized to ensure compliance with the Student Attendance, Absence and Truancy procedure.
6. Refer to Administrative Procedure 5116 for monitoring and accountability processes that will be utilized to ensure compliance with the Grade Change Authorization and Appeals procedure.

Related Procedures and Information

Administrative Procedure 5111 Registration and Withdrawal of Students; AP 5113 - Student Attendance, Absence and Truancy; AP 5113.5 - Home Schooling; AP 5121.2 - Grading and Reporting for Middle Schools Grade 6 through Grade 8; AP 5121.3 - Grading and Reporting for High Schools Grade 9 through Grade 12; AP 5125 - Individual Student School-Based Records; AP 5116 - Grade Change Authorization and Appeals; AP 6192 - Montessori Program Monitoring and Exiting Guidelines; AP 10101 - Student Rights and Responsibilities Handbook; Student Records Guidelines Manual

Legal Reference

COMAR 13A.03.02.08

Maintenance and Update of These Procedures

The Office of the Chief Academic Officer will be responsible for updating these procedures as needed.

Cancellations and Supersedures

This Administrative Procedure cancels and supersedes Administrative Procedure 5121.1, August 19, 2022.

Effective Date

July 1, 2023

About This Procedure

Last Revised: July 1, 2023

Documents

• Administrative Procedure 5121.1 - Grading and Reporting for Elementary Schools, Early Childhood through Grade 5.pdf