Curriculum & Instruction

Cabarrus County Schools is excited about returning to in-person learning five days a week. Our goal this year is to fully exemplify the mission of

Engaging Minds and Shaping Futures!

 

Canvas

Teachers will continue to utilize Canvas as the Learning Management System to ensure clear communication to students and their families. Each teacher’s Canvas page will include a Week at a Glance. The Week at a Glance will include the following:

  • ○ Learning objectives
  • ○ Assignments with due dates
  • ○ Assessment dates
  • ○ Reading materials

Parents are encouraged to set up a Canvas Parent Observer account. Please click HERE to learn how to set your account. Click HERE for the Canvas website to create your Parent Observer account.

 

Grading

Students in Kindergarten - Fifth grade will continue to receive feedback utilizing the standards-based grading model. Students in grades 6th - 12th will receive feedback along with an assigned numerical grade that reflects standards-based grading.

 

We Believe the Purpose of Grading Is To:

 

  • Communicate mastery of grade level standards to students, parents, and other stakeholders
  • Provide feedback that students can use for self-evaluation and reflection
  • Evaluate the effectiveness of instructional programs
  • Use for instructional purposes – clarify learning goals, indicate student strengths & weaknesses, and for student remediation or enrichment

 

Middle School  Grading Principles and Practices

 

Grading Principle

Expectations and Practices

Grades represent what students know, understand, and can do

●      Assignments must be aligned to standard(s)

●      Students should be able to articulate the purpose of their work

●      The numerical grade should reflect student mastery of the standard *See grading rubric below

●      Assignments are purposeful and meaningful

Grading procedures minimize the impact of behaviors, work habits, effort, and late assignments

●      Points are not deducted from a student’s grade for behaviors reflecting responsibility

●      Behaviors (late assignments, no submission of assignments) are addressed through other consequences (working lunch, missing a fun activity)

Grading procedures allow students to recover from initial failure

●      Allow for retesting, resubmitting, and correcting of work

●      Allow students the opportunity to submit late assignments without penalty with reasonable deadlines

●      Allow for parents to see 0’s or non-completed work in Power School to allow students the opportunity to submit work

Grades make mathematical sense

●      The lowest grade recorded in PowerSchool for a student is a 50 for any given assignment. (The principal will determine when 0’s are to be recorded as 50’s in PowerSchool)

●      Assignments are weighted appropriately with a reasonable number of assignments in each category

●      Students should neither fail nor pass courses based on completion alone. Grading scales should be set up to weigh heavily towards mastery-learning (assessments, performance-based tasks, etc.) and less so on homework and assignment completion only. Content PLCs should be aligned in the number of assignments and weights for each category

Grading is credible and defensible

●      Grades are only given when multiple opportunities for practice have been given

●      Homework given for the purpose of practice of new learning is not graded

●      Homework assigned for activities and projects can be graded if students have had multiple opportunities to learn content or master skills and/or standards

 

 

Middle School Standards-Based Grading Rubric

 

100-90

89-80

79-70

69-60

59-50

A

B

C

D

F

Student is able to demonstrate mastery of the standards and can apply knowledge above and beyond the standard.

Student is able to demonstrate mastery of the standards.

Student is able to demonstrate understanding of the standards most of the time and is making progress towards mastery.

Student is able to demonstrate some understanding  of the standards, however lacks proficiency in key areas.

Student is able to demonstrate little or no understanding of grade level standards or there is insufficient evidence of mastery.

 

 

High School Grading Principles and Practices

High school student’s grades are also used to determine promotion, graduation, and athletic eligibility, to award honors, and to report to other schools and prospective employers.  High school grades may inform college acceptance, scholarships and vocational plans.

 

Grading Principle

Expectations and Practices

Grades represent what students know, understand, and can do

●      Assignments must be aligned to standard(s)

●      Students should be able to articulate the purpose of their work

●      The numerical grade should reflect student mastery of the standard *See grading rubric below

●      Assignments are purposeful and meaningful

Grading procedures minimize the impact of behaviors, work habits, effort, and late assignments

●      Points are not deducted from a student’s grade for behaviors reflecting responsibility

●      Behaviors (late assignments, no submission of assignments) are addressed through other consequences (working lunch, missing a fun activity)

Grading procedures allow students to recover from initial failure

●      Allow for retesting, resubmitting, and correcting of work with reasonable deadlines

●      Allow students the opportunity to submit late assignments without penalty with reasonable deadlines

●      Allow for parents to see 0’s or non-completed work in Power School to allow students the opportunity to submit work

Grades make mathematical sense

●      Assignments are weighted appropriately with a reasonable number of assignments in each category

●      Students should neither pass nor fail courses based on completion alone. Grading scales should be set up to weigh heavily towards mastery-learning (assessments, performance-based tasks, etc.) and less so on homework and assignment completion only

●      Content PLCs should be aligned in the number of assignments and weights for each category

Grading is credible and defensible

●      Grades are only given when multiple opportunities for practice have been given

●      Homework given for the purpose of practice of new learning is not graded

●      Homework assigned for activities and projects can be graded if students have had multiple opportunities to learn content or master skills and/or standards

 

 

High School Standards-Based Grading Rubric

 

100-90

89-80

79-70

69-60

59-50

A

B

C

D

F

Student is able to demonstrate mastery of the standards and can apply knowledge above and beyond the standard.

Student is able to demonstrate mastery of the standards.

Student is able to demonstrate understanding of the standards most of the time and is making progress towards mastery.

Student is able to demonstrate some understanding  of the standards, however lacks proficiency in key areas.

Student is able to demonstrate little or no understanding of grade level standards or there is insufficient evidence of mastery.

 

 

Additional High School Grading Information

 

Grades & Quality Points

 

Letter Grade

Grade Range

Quality Points

A

100-90

4.0

B

89-80

3.0

C

79-70

2.0

D

69-60

1.0

F

< 59

0.0

WF

NA

0.0

WP

NA

0.0

INC

NA

0.0

P

NA

0.0

 

Added GPA Weight

 

Course Type

Additional Quality Points

Standard Level Course

0.0

Honors Course

0.5

AP/IB/Dual Enrollment*

1.0

* not all dual enrollment courses carry additional GPA weight

 

 

 

 

 

PowerSchool

While assignments may be posted in Canvas, PowerSchool is the authoritative source. Parents are encouraged to set up a Parent PowerSchool account and monitor their child’s missing assignments and grades. Please click HERE to learn how to set up your parent account. If you have questions or concerns, please contact your child’s teacher(s) immediately.