Policy Bulletin BUL-2332.7 Division of Instruction Page 1 of 23

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Policy Bulletin

BUL-2332.7

Division of Instruction Page 1 of 23 August 3, 2018

TITLE:

Elementary School Progress Report Marking

Practices and Procedures

ROUTING

Local District

Superintendents

Administrators of

Instruction

Directors

Elementary Principals

Elementary Teachers

School Administrative

Assistants

NUMBER:

BUL-2332.7

ISSUER:

Frances Gipson, Ph.D., Chief Academic Officer

Division of Instruction

Derrick Chau, Ph.D., Senior Executive Director

P-12 Instruction

DATE:

August 3, 2018

POLICY:

The Elementary California Content Standards (CCS) Progress Report for grades

K-5/6 and the Transitional Kindergarten (TK) progress report are implemented by

all schools to provide a consistent, comprehensive system for reporting pupil

progress and for providing data on student achievement of the California

content standards and the Preschool Learning Foundations for TK students.

MAJOR

CHANGES:

This bulletin replaces BUL–2332.6 of the same title, dated August 11, 2017.

The major changes include:

• Guidance on the required use of the Learning Management System online

gradebook to record assignment marks or current proficiency levels (See

page 10)

• Clarification on the use of N/A within an academic subject or content

standards domain during each reporting period (See page 5)

•

References to grading support resources such as standards alignment

documents, methods of computing composite scores, and suggested

portfolio artifacts (See page 6)

•

Attachment A to reflect recommended practices for Mastery Learning

and Grading (See pages 17-18)

• Attachment B LMS Online Gradebook Grade Entry Minimum

Requirements At-A-Glance (See page 19)

• Attachment C Sample Warning Notices (See pages 20-23)

GUIDELINES:

The elementary progress report policy is designed to develop a consistent,

comprehensive system for reporting student progress. This includes measures

for early identification of students at risk of not meeting grade level standards

and for early systems of parent notification in accordance with California

Education Code, Sections 48070 and 48070.5. The elementary progress report

is computerized and will continue to be implemented at all elementary school

sites. Resources and job aids for the progress report, online gradebook and

online grade entry are available as follows:

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• Learning Management System (LMS) online gradebook and grade

entry at https://achieve.lausd.net/pls

• MiSiS grade entry at http://achieve.lausd.net/Page/6215

• Teacher and parent resources at https://achieve.lausd.net/Page/11770

I. POLICIES ON SCORING PRACTICES

The Board of Education has the authority to adopt rules and regulations

governing a marking system. The principal has the responsibility for

implementing Board policy. District marking practices policies have been

established to ensure that students grouped together for educational reasons

are evaluated on the same general criteria and that educators use grades to:

• Inform instruction

• Support individual student learning

• Support all students in attaining proficiency by the end of the academic

year

• Give each student and his/her family feedback about the student’s

progress and mastery of the content standards

• Plan for professional development

The following general marking policies are to be consistently implemented:

A. All elements of the District’s educational program – the curricula, daily

instructional activities, materials, textbooks, and assessments – are to be

aligned to support progress of all students toward achievement of the

California content standards K-5/6 and the Preschool Learning

Foundations for TK. For support in planning instructional activities

aligned to standards, learning targets and resources, see the L.A.

Unified Curriculum Maps at

http://www.lausd.net/cdg/CurriculumMaps_Elementary/story_html5.ht

ml

B. At the beginning of each school year, all classroom teachers will inform

students and parents about:

1. The teacher’s classroom marking policies including:

o The District’s policy on Standards-Based Promotion (SBP) as

outlined in BUL-601, Standards-based Promotion Policy,

Parent Notification, and Appeal Process for Elementary

Schools.

o Expected learning targets, objectives, goals, and/or California

Content Standards for the grade-level and curriculum covered

in the class.

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o Assessment criteria, scales, rubrics, mastery learning measures

used by the teacher to determine marks entered on the

elementary progress report card.

o Process used to provide frequent and timely feedback on

progress towards mastery of these standards.

o Please note that TK students may not repeat TK. Kindergarten

retention is addressed in REF-6756.0, Kindergarten

Continuance: Parental Agreement for Pupil to Continue in

Kindergarten (See page 13).

2. The grade appeal process as outlined in BUL-1926.2, Request to

Change a Pupil Grade, which explains under which grounds

according to Education Code section 49066 parents have a right to

request a change of a pupil’s grade.

C. Teachers are to evaluate a student on the degree to which he or she is

progressing toward the achievement of grade-level standards and

English language proficiency standards for English Learners (EL)

where applicable. TK students are monitored on their development

from the 48 to 60 months skills in the Preschool Learning Foundations.

D. For English Learners, Dual Language Learners, Gifted students, and

students receiving intervention, program participation will be

automatically indicated on the elementary progress report.

E. Although attendance may influence student progress, it may not be

used as part of any rigid formula for assigning subject marks

(Education Code Section 49067); furthermore, Characteristics and

Behaviors of a College and Career-Ready Learner and attendance are

not subject to the grade appeal policy.

F. Academic marks and Behaviors of a College-Prepared and Career-

Ready Learner marks must be assigned to all students who have been

enrolled at a school for fifteen or more instructional days during regular

reporting periods. If attendance during the initial marking period for a

student has not been sufficient to warrant the assignment of scores, a

teacher will select under Academic General Comments, AG-14, in the

Teacher Comments section, “Insufficient attendance to determine

performance.”

Please note that L.A. Unified is committed to removing barriers to

academic success for all students, including students in foster care

and/or experiencing homelessness. In order to maintain consistency in

reporting the academic progress of foster students, teachers should

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consider assigning marks to these students whether or not they have

been enrolled a minimum of 15 instructional days, if appropriate.

G. L.A. Unified’s Teaching and Learning Framework outlines the

following expectations for fully articulating criteria and performance

standards to families and students:

• 3d3, Feedback to Students - Teacher’s feedback to students is

timely, frequent, relevant, accurate and aligned to instructional

outcomes. Specific feedback guides students to revise and improve

their work.

• 4b2, Information About Individual Students - Teacher

communicates with families about students’ progress on a regular

basis beyond report cards and parent conferences. Teacher

communicates available resources and interventions.

• 4b1, Information About the Instructional Program - Teacher

provides required and additional information on a regular basis

regarding the instructional program. Teacher uses technology and

other means to enhance parent-teacher communication.

H. Teachers should inform parents regarding exceptional student

performance and student improvement.

I. The score of “1” or “2” can only be issued to a student whose parent or

guardian has been given adequate prior notice by the midpoint of that

reporting period. Refer to REF- 6302.1, Elementary Official Roll Book

for the specific dates for the midpoint of each reporting period.

J. Specific intervention in accordance with L.A Unified’s Multi-Tiered

System of Supports (MTSS) Framework, including use of the Student

Support and Progress Team (SSPT) process when applicable, is to be

offered and implemented before issuing a score of “1” or “2” and/or

before issuing a recommendation for retention. For additional

information on the SSPT process, see BUL-6730.1, A Multi-Tiered

System of Support Framework for the Student Support and Progress

Team.

K. All schools will issue the elementary school progress report to parents

three times during the school year for grades TK-5/6.

II. EXPLANATION OF SCORING TERMS

The District has a four-level scoring scale for grades K-5/6 using the

numbers 4, 3, 2, and 1 to indicate student achievement aligned to the

California content standards for that current point in the academic year.

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A. Achievement in the academic subjects is indicated as noted below. The

following excerpts are from the K-5/6 progress report:

Academic Achievement Scores K-5/6

Indicates student progress towards achievement of grade-level

California content standards thus far in the school year.

4 = Exceeds grade-level standards

3 = Meets grade-level standards

2 = Progressing toward meeting grade-level standards

1 = Minimal progress toward grade-level standards

N/A = Not assessed in current reporting period*

✓ = Assessed during reporting period

N/A is not an option for any academic subject, including social

emotional development, on the TK report card. (See transitional

kindergarten marking guidance on page 4.)

The following table explains when N/A can be assigned within an

academic subject or content standards domain during each reporting

period:

Academic Subject

N/A Allowed

English Language Arts

NO

Mathematics Content

YES*

Mathematical Practices

YES*

Science

NO

History-Social Science

NO

Visual and Performing Arts

YES**

Physical Education

NO

Health Education

NO

Characteristics and Behaviors of a College-

Prepared and Career-Ready Learner

NO

ELD

NO

Dual Language

NO

*Students are to receive a grade in at least one math domain and

one mathematical practice per reporting period so that by the final

reporting period, students have received a grade in each of the

math domains and the mathematical practices.

** Students are to receive a grade in at least one arts discipline in

each reporting period so that by the final reporting period, students

have received a grade in each of the 4 arts disciplines within the

Visual and Performing Arts academic subject.

Note: N/A is not an option for the English Language Arts and Math

composite scores.

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B. A composite score is an overall grade at the subject level and is required

for ELA and math. While simple averages may be used to compute the

composite scores, school teams are encouraged to engage in

collaborative discussions about which ELA and Math California Content

Standards (CCS) might be pivotal for the grade level as they calibrate

practices in computing the composite score.

C. Scores for TK-5/6 Behaviors of a College-Prepared and Career-Ready

Learner indicate student’s demonstration of the 21

st

Century Skills,

including interpersonal skills, ethics and integrity, in connection with the

expectations of their grade level standards. This section of the progress

report also provides feedback on the social emotional development of

students. The following excerpts are from the progress report:

Behaviors of a College-Prepared and Career-Ready Learner K-5/6

Indicates student’s demonstration of the 21

st

Century and Social

Emotional Learning Skills aligned to the California content standards

(CCS) expectations from the California Department of Education (CDE).

C = Consistently

S = Sometimes

R = Rarely

D. For grading guidance such as standards alignment resources, support

with composite scores, checklists and recommended portfolio artifacts,

see the Elementary Grading Support website at

https://achieve.lausd.net/Page/13782.

E.

For sample progress report formats, job aids, FAQs and marking

practices related policy documents, including the Elementary Progress

Report Handbook, see the New Elementary Progress Report website at

https://achieve.lausd.net/Page/11770.

F. Many schools throughout L.A. Unified are implementing MLG to build

teacher capacity to use effective, research-based grading practices that

support the achievement of all students. For information on Mastery

Learning and Grading, see Attachment A.

III. MASTER PLAN PROGRAMS MARKING GUIDANCE

The following information is in regard to scoring procedures for Master Plan

Programs.

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A. Scores for English Language Development (ELD) indicate the

amount of progress an EL has made toward achieving the

California ELD standards Part I: Interacting in Meaningful

Ways and Part II: How English Works.

K-5/6 ELD SCORING GUIDE

4

Advanced

Progress

Demonstrating ADVANCED PROGRESS in the

ELD proficiency level standards

3

Average Progress

Demonstrating AVERAGE PROGRESS in the

ELD proficiency level standards

2

Partial Progress

Demonstrating PARTIALLY PROFICIENT

PROGRESS in the ELD proficiency level

standards

1

Limited Progress

Demonstrating LIMITED PROGRESS in the

ELD proficiency level standards

B. With the L.A. Unified implementation of the 2012 California

ELD standards there was a shift from five English language

proficiency levels to three levels. The three English language

proficiency levels are as follows:

K-5/6 ELD PROFICIENCY LEVEL

BR

Bridging: Students at this ELD proficiency level continue to learn

and apply a range of high level English language skills in a wide

variety of contexts, including comprehension and production of

highly technical texts. Students are ready to transition to full

engagement in grade level academic tasks and activities in a variety

of content areas without the need for specialized ELD instruction.

EX

Expanding: Students at this ELD proficiency level are challenged

to increase their English skills in more contexts, learn a greater

variety of vocabulary and linguistic structures, and apply their

growing language skills in more sophisticated ways appropriate to

their age and grade level.

EM

Emerging: Students at this ELD proficiency level typically progress

very quickly, learning to use English for immediate needs as well as

beginning to understand and use academic vocabulary and other

features of academic language.

Elementary Progress Report ELD Marking Guidance

For information on marking guidance for the following Master Plan

Instructional Programs, please see the Progress Report Handbook or visit the

Elementary Grading Support website at

https://achieve.lausd.net/Page/13782.

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• Mainstream English Program

• L

2

EAP = Language and Literacy in English Acceleration Program

(formerly Structured English Immersion)

• Dual Language One-Way Immersion Program, formerly known as

Maintenance Bilingual Education

• Transitional Bilingual Education Program (K-3 only). This program will

be phased out by 2019.

• Dual Language Two-Way Immersion Program, formerly known as Dual

Language Program

• World Language Immersion Program, formerly known as Foreign

Language Immersion Program

Additional resources are also available on the Multilingual and

Multicultural Education Department (MMED) website under elementary

English Learner Instruction at https://achieve.lausd.net/Page/9151#spn-

content.

IV. GIFTED AND TALENTED EDUCATION MARKING GUIDANCE

Students who are identified gifted, talented, or highly gifted are held to the

same grade-level standards as their non-identified peers. Grades are assigned

to gifted students using grade-level standards to reflect progress in the

general curriculum. A “3” represents meeting grade-level standards and

expectations (i.e., student demonstrates solid knowledge and understanding).

A “4” represents exceeding grade level standards and expectations

(i.e., student demonstrates advanced knowledge and understanding). For

additional information, please see the Progress Report Handbook or the

Elementary Grading Support website: https://achieve.lausd.net/Page/13782

.

V. SPECIAL EDUCATION MARKING GUIDANCE

Students with disabilities who participate in the general education curriculum

are held to the same grade level standards as their non-disabled peers. Grades

assigned to students with disabilities are assigned using grade level standards

to reflect progress in the general education curriculum. Students with

disabilities who participate in an alternate curriculum are to be graded on

their progress and achievement based on alternate achievement standards.

For information on marking guidance for students with disabilities, please

see the Progress Report Handbook or the Elementary Grading Support

website: https://achieve.lausd.net/Page/13782.

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VI. TRANSITIONAL KINDGARTEN MARKING GUIDANCE

The Transitional Kindergarten (TK) Progress Report is aligned to the

California Preschool Learning Foundations (PLF). A student’s mark is based

on how he or she is developing along the continuum from E = Exploring (48

months), B = Building (60 months), D = Developing (emerging kindergarten

skills), and I = Integrating (kindergarten skills).

Academic Scores Key

E = Exploring

(48 months)

B = Building

(60 months)

D = Developing

(emerging kinder skills)

I = Integrating

(kinder skills)

Kindergarten standards are not expected to be mastered until the end of the

kindergarten year. TK students are working towards meeting all PLF.

Social Emotional Development is reflected separately in Characteristics and

Behaviors of a College-Prepared and Career-Ready Learner.

The TK progress report is designed to note a student's developmental level at

the time of grading. Teachers should consider the following questions when

assigning a mark:

• What skills has the student come to school with?

• Where is the student based on experiences she/he has had, whether

formal instruction in an academic subject has taken place or not?

The TK progress report is a tool to help teachers as well as parents determine

the subsequent instructional experiences that would support the student’s

developmental next steps.

English Language Development Scoring Guide for TK

In TK, ELD scoring aligns to the Preschool Learning Foundations (PLF) and

its levels: Beginning, Middle, and Later. For a complete description of the

stages of bilingual language development, see PLF volume 1, pages 105-108.

English Language Development Key

B = Beginning

Beginning to develop

English especially with

signals and stimuli.

M = Middle

Repeats familiar phrases

and uses formulaic

speech. Code switches.

Comprehension is

developing.

L = Later

Beginning to use English

to learn in all content

areas. Use of age-

appropriate English is

improving.

The Preschool Learning Foundations vol. 1, 2, and 3 provide bulleted

examples of what students are able to demonstrate when proficient at the 48-

and 60-month expectations and within the 3 ELD PLF levels. The intention

for TK is not mastery of kindergarten or early kindergarten skills. The

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objective of TK is to assure that each student is strong in all content areas of

the Preschool Learning Foundations and, thus, ensuring a strong foundation

for a successful school career K-12. For additional information and marking

guidance regarding TK, please see the Progress Report Handbook the

Elementary Grading Support website: https://achieve.lausd.net/Page/13782.

Social Emotional Development

Characteristics and Behaviors of a College-Prepared and Career-Ready

Learner TK

Indicates student’s demonstration of the 21

st

Century and Social Emotional

Learning Skills aligned to the Preschool Learning Foundations (PLF)

expectations from CDE.

C = Consistently

S = Sometimes

R = Rarely

VII. Learning Management System Online Gradebook

Beginning in the 2018-2019 academic year, all K-5/6 elementary teachers

are required to enter assignments marks, or current proficiency levels for

MLG schools, on the Learning Management System (LMS) online

gradebook. While the Modified Consent Decree mandates the use of an

online gradebook, this shift to the online gradebook also reflects L.A.

Unified’s commitment to providing frequent and ongoing communication

with parents regarding student progress. (Please see REF-6302.1,

Elementary Official Roll Book)

L.A. Unified recognizes that elementary teachers have been maintaining a

portfolio of student work samples to share with parents and students for

providing feedback and as an on-going measure of progress towards mastery

of grade level standards by the end of the school year.

The LMS online gradebook will support teachers in enhancing and

extending regular communication of student progress to parents beyond

conferences and progress reports. The LMS gradebook passback feature will

streamline the grade entry process and create more efficiency around the

completion of progress reports.

The LMS online gradebook is available for TK teachers. The grade passback

feature is available for K-5/6 teachers. For job aids and additional

information on the online gradebook and progress report entry via the LMS

online gradebook, visit https://achieve.lausd.net/pls#spn-content.

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Online Grade Entry Year 1 Requirements: 2018-2019

As teachers develop proficiency in using the LMS online gradebook during

this first year of transition from traditional paper gradebooks, teachers will:

• Continue to maintain a portfolio of scored student work samples and

then select assignments or current proficiency levels (See

MLG, Attachment A) to enter in the LMS online gradebook

that are representative of progress towards mastery of

standards. For suggestions on portfolio artifacts in each

subject area, see the Elementary Grading Support website at

https://achieve.lausd.net/Page/13782.

• Select assignments to enter in the gradebook that can be tagged to

address multiple standards. Teachers who are interested in creating

assignments to address multiple standards and provide different grades

for each standard should see the LMS online gradebook job aid on using

the rubric feature.

Below are minimum requirements for the first year of implementation.

A. Marks for ELA, Math and Academic Language Development

By the mid-point of each reporting period, a minimum of one

assignment mark or current proficiency level (See MLG, Attachment

A) in each of the academic subjects: ELA, Math and Academic

Language Development should be entered

1. English Language Art (ELA)

• Foundational Reading Skills,

• Making Meaning from Text, or

• Effective Expression Through Writing

2. Math

• Math Domains, or

• Math Practices

This applies to the math domains and practices being taught in

the current reporting period.

3. Academic Language Development (ALD)

• Integrated English Language Development (iELD) for

English Learners

• Mainstream English Language Development (MELD) for

Standard English learners, or

• ALD for English Only, Initially Fluent English Proficient and

Reclassified Fluent English Proficient students

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• Language Conventions and Effective Use of Vocabulary,

• Effective Expression Through Writing, or

• Effective Expression through Speaking and Listening.

For a detailed description of ALD and MELD, refer to the section 1 of

the Progress Report Handbook.

Additional information on ALD and MELD is also available on the

AEMP website at https://achieve.lausd.net/Page/9940.

B. By the end of each reporting period, teachers should enter a minimum

of three assignment marks or current proficiency levels (See MLG,

Attachment A) in each of the academic subjects: ELA, Math and ALD

(includes iELD and MELD).

C. Marks in the other academic subjects

By the end of the reporting period, a minimum of one assignment mark

or current proficiency level (MLG) should be entered for each of the

other academic subjects [Science, History/Social Studies, Visual and

Performing Arts, Health, Physical Education, as well as the remaining

standard strands in ELA, ALD/iELD/MELD and Math (domains and

practices taught during the current reporting period)].

• One assignment mark or current proficiency level (MLG) entered

by the midpoint and one by the end of the reporting period is highly

recommended.

D. Students should be given multiple opportunities to demonstrate

proficiency.

E.

Progress report marks must be based on multiple assignments that span

the duration of the reporting period. When assigning student marks or

proficiency levels (MLG), use of simple averages may penalize students

for mistakes during the early stages of learning. Consider basing marks

on the more recent/consistent evidence of proficiency.

F. Please note that the recommended promising practice is to provide

continual assessment and feedback to students and families by recording

on the LMS online gradebook as many assignment marks as possible,

and no less than six per subject area per reporting period, or

consistently and frequently updating current proficiency levels in

learning targets in each academic subject (See MLG, Attachment A).

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G. Please see Attachment B, The LMS Online Gradebook Grade Entry

Minimum Requirements At-A-Glance, for grade entry requirements

expected for 2019-2020 and 2020-2021.

VIII. MISIS REPORT CARD AND INTERVENTION

Use of MiSiS for progress report grade entry is being phased out to be

replaced with grade entry using the LMS online gradebook and passback for

grades K–5/6. MiSiS will still be available to K-5/6 teachers for grade entry

during the 2018-2019 school year. TK teachers can only use MiSiS for grade

entry.

Refer to https://achieve.lausd.net/Page/6215 for resources and job aids that

provide detailed instructions for entering grades on MiSiS. For additional

information on grade entry in MiSiS, see section 3 of the progress report

handbook.

Additionally, before the end of each reporting period, all interventions must

be documented in MiSiS.

IX. WARNING NOTICES, RETENTION, PROMOTION, AND

ACCELERATION

A. Per California Education Code Section 49067 (a), the parent of each pupil

shall be notified in a conference, or a written report, whenever it becomes

evident to the teacher that the pupil is in danger of failing a course.

LAUSD policy requires warning notices to be issued at the middle point

of the reporting period. The refusal of the parent to attend the conference,

or respond to the written report, shall not preclude assigning a failing

grade at the end of the grading period.

B. Per California Education Code Section 48070.5 (e), parental notification

is required at each reporting period. When a pupil is identified as being at

risk of retention a pupil’s parent or guardian shall be provided with the

opportunity to consult with the teacher(s) responsible for the decision to

retain the pupil. For instructions and forms see BUL- 601 Standards Based

Promotion Policy, Parent Notification and Appeal Process for Elementary

Schools.

C. Please note that the warning notices indicated above are applicable for

any student not meeting the grade level standards in the composite score

or any sub-score of the progress report. If a student is not at risk at the

midpoint of the reporting period but later becomes at risk, teachers should

send the warning notice to parents at that time.

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D. A sample warning notice template is available in English and Spanish at

https://achieve.lausd.net/Page/11770 under the LAUSD Policies tab.

School administrators can customize this form for use at their school

sites.

E. Principals are to provide clear communication to teachers on the dates of

the midpoint of each reporting period and the requirement to provide

parents with warning notices for students at risk of receiving a “1” or “2”

in any progress report area.

F. Kindergarten continuance is defined as more than one school year in

kindergarten. According to California Education Code Sections 48011

and 48070-48070.5, California law provides that after a child has been

lawfully admitted to kindergarten and has attended for a year, the child

shall be promoted to the first grade unless the school district and the

child’s parent/guardian agree to have the child continue to attend

kindergarten for not longer than one additional year. This rule applies

whether a child begins kindergarten at the beginning of a school year or at

some later date. A parent/guardian who agrees their child is to continue in

kindergarten must sign the Kindergarten Continuance Form. A

Kindergarten Continuance Form is not needed for children who are age-

eligible for TK. A child is eligible for TK if they have their fifth birthday

between September 2 and December 2 (inclusive) and each school year

thereafter (EC 48000[c]). Failure to have signed Kindergarten

Continuance forms on file may jeopardize audit findings and result in a

loss of apportionment.

For instructions and forms see REF-6756.0, Kindergarten Continuance: Parental

Agreement for Pupil to Continue in Kindergarten.

• *BUL-601

Standards-based Promotion Policy, Parent Notification, and

Appeal Process for Elementary Schools dated December 17, 2013

• *BUL-1926.2 Request to Change a Pupil Grade dated March 16, 2016

• BUL-3491.1 Homework and Makeup Policy in Grades K-12 dated May 9,

2012

• *REF-5777.5, Transitional Kindergarten Implementation dated July 12,

2016

• REF-6756.0, Kindergarten Continuance: Parental Agreement for Pupil to

Continue in Kindergarten dated September 12, 2016

• REF-43782, Implementing a Multi-Tiered System of Supports Framework

dated July 1, 2018

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Division of Instruction Page 15 of 23 August 3, 2018

• BUL-6730.1, A Multi-Tiered System of Support Framework for the Student

Support and Progress Team dated July 13, 2017

• REF-6302.1, Elementary Offical Rollbook dated August 2018

• Division of Instruction new elementary progress report webpage,

http://tinyurl.com/NewReportCard

or https://achieve.lausd.net/Page/11770

• Elementary grading supports and resources webpage,

https://achieve.lausd.net/Page/13782

• New elementary progress report MiSiS job

aids, https://achieve.lausd.net/Page/6215

• LMS online gradebook online gradebook and grade entry job aids,

https://achieve.lausd.net/pls

• LAUSD Teaching and Learning Framework

*At the time of this bulletin, the above-referenced document is being updated

which may result in a new number.

ASSISTANCE:

For assistance or further information regarding:

General progress report marking practices, please contact Carlen Powell,

Administrator, Elementary Instruction at (213) 241-5333 or via email at

[email protected].

Mainstream and Language and Literacy Education Acceleration Program

(L

2

EAP), formerly called Structured English Immersion Programs, marking

practices, please contact Carla Gutierrez, Elementary Coordinator, MMED at

(213) 241-5582 or via email at carla.gutierrez@lausd.net or Christopher

Mason, Elementary English Learner Expert, MMED at (213) 241-5582 or via

email at

[email protected].

Standard English Learner marking practices for MELD and ALD, please

contact Kandice McLurkin, Administrative Coordinator, Standard English

Learner Support/Academic English Mastery Program at

[email protected] or (213) 241-3340.

Transitional Bilingual Education, Dual Language One-Way Immersion

Program (formerly called Maintenance Bilingual Education Program), Dual

Language Two-Way Immersion Program (formerly called Dual Language

Program) and World Language Immersion Programs (formerly called Foreign

Language Immersion Programs) marking practices, please contact Helen Yu,

Coordinator, Dual Language/Bilingual Programs Office at (213) 241-5582 or

via email at [email protected].

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Special Education marking practices, please contact Lela Rondeau,

Coordinator TK-12 at (213)241-8133 or [email protected].

Gifted and Talented Programs, please contact Lucy Hunt, Coordinator, Gifted

and Talented Programs at (213) 241-1419 or [email protected].

Transitional Kindergarten marking practices, please contact Leti Puyol,

Specialist, Elementary Literacy at 213-241-5631 or via email at

[email protected].

Mastery Learning and Grading practices, Melissa Guice at 213-241-6741or

via email at [email protected] or Chris Grounds at 213-241-6739 or via

email christopher[email protected].

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ATTACHMENT A

Elementary Progress Report and Mastery Learning and Grading

Mastery Learning and Grading (MLG) is a growth-mindset approach to teaching and learning, based on

the expectation that everyone can learn when provided with the right conditions and support. In Mastery

Grading, grades are based on what students know and are able to do in regards to standards-based

learning targets. Coupled with Mastery Learning, teachers can then take this information and tailor

instruction to meet individual student needs in order to support more students in reaching grade-level

proficiency.

From an MLG perspective, the new Elementary Progress Report effectively provides more discrete

information about what students know and are able to do and on what students are still making progress.

For example, while students will still be given a composite overall score in ELA, the new Progress

Report also provides information on student progress in the five domains: Foundational Reading Skills,

Making Meaning from the Text, Language Conventions/Effective Use of Vocabulary, Effective

Expression Through Writing, Effective Expression Through Speaking and Listening. As a progress

check, this provides students, parents, and teachers with a better understanding of areas of success and

areas for growth; however, these domains remain too broad to inform daily classroom instruction. A

student who is not yet proficient in Foundational Reading Skills may need help in some specific

Foundational Reading skills, but have already demonstrated proficiency in other specific Foundational

Reading skills. Therefore, in MLG, each domain would be broken down into one to five learning targets

to inform instruction and grading. For example, Foundational Reading Skills learning targets may

include Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency.

Once teachers have identified learning targets in each domain/reporting area, they can design instruction

to help students develop proficiency in these targets and can provide students with feedback on their

progress in each as well. In MLG, student proficiency towards these targets would be assessed based on

depth of understanding using rubrics or tiered assessments, not based on the percentage of items

answered correctly (See The Case Against Percentage Grades by Thomas Guskey). Their score in each

learning target would not be determined by averaging all scores in the learning/reporting period together

because this would not account for growth over time and would penalize mistakes made in the learning

process. Instead teachers should determine whether students have developed proficiency by the end of

the learning/reporting period, by examining a body of evidence, and considering more recent or

consistent performance (See Grading: Why You Should Trust Your Professional Judgement by Guskey

and Jung).

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Consider the following example:

Operations and Algebraic Thinking Learning Target 1:

I can represent and solve problems involving multiplication and division.

Assessment 1

Assessment 2

Assessment 3

Assessment 4

Current

Proficiency Level

Zoey

1

2

3

In this example, Zoey has taken 4 assessments on “Learning Target 1: I can represent and solve

problems involving multiplication and division”, which is 1 of the 4 learning targets in “Operations and

Algebraic Thinking.” It is clear that Zoey is improving in her understanding of this learning target and

by the end of the current reporting period, she has demonstrated that she is proficient on multiple

assessments. In MLG, therefore, her current proficiency level in “Learning Target 1” would be 3 (note:

averaging all scores together would result in a 2.25).

Zoey’s Current Proficiency Levels in Operations and Algebraic Thinking Learning Targets

Operations and Algebraic Thinking

Current Proficiency Level

Learning Target 1

3

Learning Target 2

2

Learning Target 3

3

Learning Target 4

3

Progress Report Grade

3

The above chart depicts Zoey’s current proficiency level in all 4 learning targets feeding into Operations

and Algebraic Thinking. She has demonstrated proficiency in three of the four learning targets and not

scored below a 2 in any of the learning targets. In MLG, because she is mostly proficient and doesn’t

have any significant gaps, her grade in Operations and Algebraic Thinking would most likely be a 3.

The newly developed curriculum maps will include district-recommended learning targets. These maps

will be available in ELA and math in August 2018 and science and history in December 2018.

For additional information on Mastery Learning and Grading, please contact Melissa Guice at 213-241-

6741or via email at [email protected] or Chris Grounds at 213-241-6739 or via email at

[email protected].

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ATTACHMENT B

Learning Management System Online Gradebook Grade Entry Minimum Requirements At-A-Glance

•Teachers should maintain a portfolio of scored student work and enter assignment marks or current proficiency levels* on the LMS online gradebook that reflect progress.

•Students should be given multiple opportunities to demonstrate proficiency.

•Progress report marks must be based on multiple assignments that span the duration of the reporting period.

•Recommended promising practice is to record on the LMS online gradebook as many assignment marks as possible and no less than six per subject area per reporting period or

consistently and frequently updating current proficiency levels* in learning targets in each academic subjects.

Academic Subject

Minimum Grade Entry 2018-2019

Minimum Grade Entry 2019-2020

Minimum Grade Entry 2020-21

English Language Arts

Foundational Reading Skills, Making

Meaning from Text,

or Effective Expression Through Writing

RP Midpoint

• One assignment mark or current

proficiency level*.

RP Midpoint

• Two assignment marks or current

proficiency levels*.

RP Midpoint

• Three or more assignment marks

or current proficiency levels*.

RP End

• Three assignment marks or

current proficiency levels*.

RP End

• Four assignment marks or current

proficiency levels*.

RP End

•

Six or more assignment marks or

current proficiency levels*.

Mathematics

Math Domains or Math Practices

RP Midpoint

• One assignment mark or current

proficiency level*.

RP Midpoint

• Two assignment marks or current

proficiency levels*.

RP Midpoint

• Three or more assignment marks

or current proficiency levels*.

RP End

• Three assignment marks or

current proficiency levels*.

RP End

• Four assignment marks or current

proficiency levels*.

RP End

• Six or more assignment marks or

current proficiency levels*.

Academic Language

Development (ALD)

iELD for Els, MELD for SELs

and ALD for EOs, IFEPs, RFEPs

Language Conventions and Effective

Use of Vocabulary, Effective Expression

Through Writing, or Effective

Expression Through Speaking and

Listening.

RP Midpoint

• One assignment mark or current

proficiency level*.

RP Midpoint

• Two assignment marks or current

proficiency levels*.

RP Midpoint

• Three or more assignment marks

or current proficiency levels*.

RP End

• Three assignment marks or

current proficiency levels*.

RP End

Four assignment marks or current

proficiency levels*.

RP End

• Six or more assignment marks or

current proficiency levels*.

All Other Academic

Progress Report Areas

Science, History/Social Studies Visual

and Performing Arts, Health

Physical Education, and the remaining

sub scores in ELA,

iELD/ALD/MELD

and Math (practices and domain taught)

RP End

• One assignment mark or current

proficiency level*.

• One by the midpoint and one by

the end is highly recommended.

RP End

• Two assignment mark or current

proficiency levels*.

• Two by the midpoint and two by the

end is highly recommended.

RP End

• Three or more assignment mark or

current proficiency levels*.

• Three or more by the midpoint and

three or more by the end is highly

recommended.

RP is Reporting Period, * Current Proficiency Level is used in Mastery Learning and Grading, and Sub Score refers to either strands, domains, displines, etc. as delineated in the framework of each academic subject.

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August 3, 2018

ATTACHMENT C

SAMPLE

Kinder – 5

th

Grade Warning Notice

To the parent/guardian of _________________________________________________

(Student Name)

___________________ ___________ _________ _________

Date of Birth Grade ELD Level Room

This letter is to inform you that your child is not meeting grade level standards in:

ACADEMIC SUBJECTS Characteristics & Behavior of a College-Prepared

and Career-Ready Learner

English Language Arts Effectively communicates & collaborates

___Foundational Skills ___communicates clearly through speaking & writing

___Making Meaning from Text ___works productively in collaborative groups

___Conventions & Vocabulary ___listens to, interprets, & uses information

___Effective Expression through Writing Understands other perspectives

___Effective Expression through Speaking/Listening ___shows respect & recognizes the opinions & feelings of others

Mathematics ___solves problems in different ways

___Counting & Cardinality (kinder only) Thinks Critically, solves problems creatively, values evidence

___Operations & Algebraic Thinking ___applies knowledge & experiences to solve problems

___Number & Operations in Base Ten ___evaluates answers, explains reasoning

___Measurement & Data ___generates new & creative ideas

___Geometry Acts responsibly, ethically, & is productive citizen

___Number & Operations –Fractions (3

rd

–5

th

) ___works independently & asks for assistance when needed

___Math Practices ___follows school & classroom rules

Science ______ ___respects the rights & property of school and others

History/S.S. ______ ___organizes workplace & materials

Arts ______ ___makes productive use of class time & stays on task

Physical Ed. ______ Uses technology & Digital Media strategically & Capably

Health ______ ___presents information effectively in a variety of formats

ELD ______ ___

uses appropriate technologies effectively when communicating

___adheres to the guidelines found in the district AUP

ATTENDANCE

Tardy _____

Absent _____

Other Comments: ____________________________________________________________________________

__________________________________________________________________________________________

This report is a brief evaluation of your child’s progress. Please sign and return this sheet to your child’s teacher. Your cooperation is

greatly appreciated.

If you would like to discuss your child’s progress further please contact the office to schedule an appointment with the teacher.

___________________________________ _______________________

Teacher’s Signature Date

___________________________________ _______________________

Principal’s Signature Parent’s Signature

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August 3, 2018

SAMPLE

Kinder – 5

th

Grade Warning Notice - SPANISH

A los Padres o Tutores de ____________________________________________________

(Nombre del Estudiante)

___________________ ___________ ____________ _________

Fecha de Nacimiento Grado Nivel de inglés Salón

El propósito de esta carta es para informarle que su hijo(a) no ha cumplido con las normas del nivel del grado en:

ÁREAS ACADÉMICAS Características y conducta de un estudiante preparado

para la universidad y listo para una carrera

Artes de Lenguaje de Inglés

___Destrezas fundamentales de lectura Se comunica y colabora eficazmente

___Comprenden el significado del texto ___se comunica claramente a través del habla y la escritura

___Reglas del idioma, uso eficaz del vocabulario ___trabaja productivamente en grupos de colaboración

___Expresión eficaz a través de la escritura ___escucha, interpreta y utiliza información

___Expresión eficaz al hablar y escuchar Entiende otras perspectivas

Matemáticas ___demuestra respeto y reconoce las opiniones de los demás

___Contar y cardinalidad (kínder) ___resuelve los problemas de diferentes maneras

___Operaciones y pensamiento algebraico Piensa críticamente, soluciona problemas con creatividad

___Números y operaciones basadas en decenas y valora la evidencia

___Medidas y datos ___aplica conocimientos y experiencias para resolver problemas

___Geometría ___evalúa las respuestas, explica el razonamiento

___Números y operaciones-fracciones (3rd – 5th) ___genera ideas nuevas y creativas

___Prácticas de matemáticas Actúa de manera responsable, éticamente, y es un

Ciencias ______ ciudadano productivo

Historia/ Estudios Sociales ______ ___trabaja independientemente y pide ayuda cuando es necesario

Arte ______ ___sigue las reglas de la escuela y del salón

Educación Física ______

___respeta los derechos y la propiedad de la escuela y de otros

Educación de Salud ______ ___organiza el lugar de trabajo y los materiales

ELD ______ ___hace uso productivo del tiempo en clase y permanece

(aprendizaje del idioma inglés) concentrado en la tarea

Utiliza estratégicamente y hábilmente a la tecnología y los

ASISTENCIA medios digitales

___presenta información eficazmente en una variedad de formatos

Dias tardes _____ ___utiliza eficazmente las tecnologías apropiadas cuando comunica

Ausencia _____ ___se adhiere a las reglas que se encuentran en la política del distrito AUP

Otros Comentarios:____________________________________________________________________________

______________________________________________________________________________________________________________________________

Este es un reporte breve de la evaluación de su niño/a. Por favor firme este papel y devuélvalo a la maestro/a. Se agradece

su cooperación.

Si desea hablar más acerca del progreso de su hijo/a, comuníquese con la oficina para hacer una cita con el/la maestro/a.

___________________________________ _______________________

Firma del Maestro(a) Fecha

___________________________________ _______________________

Firma del administrador Firma del padre

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August 3, 2018

SAMPLE

6

th

Grade Warning Notice

To the parent/guardian of _________________________________________________

(Student Name)

___________________ ___________ _________ _________

Date of Birth Grade ELD Level Room

This letter is to inform you that your child is not meeting grade level standards in:

ACADEMIC SUBJECTS Characteristics & Behavior of a College-Prepared

and Career-Ready Learner

English Language Arts Effectively communicates & collaborates

___Foundational Skills ___communicates clearly through speaking & writing

___Making meaning from text ___works productively in collaborative groups

___Conventions & Vocabulary ___listens to, interprets, & uses information

___Effective Expression through Writing Understands other perspectives

___Effective Expression through Speaking/Listening ___shows respect & recognizes the opinions & feelings of others

Mathematics ___solves problems in different ways

___Ratios & Proportional Relationships Thinks Critically, solves problems creatively, values evidence

___The Number System ___applies knowledge & experiences to solve problems

___Expressions & Equations ___evaluates answers, explains reasoning

___Geometry ___generates new & creative ideas

___Statistics & Probability Acts responsibly, ethically, & is productive citizen

___Math Practices ___works independently & asks for assistance when needed

___follows school & classroom rules

Science ______ ___respects the rights & property of school & other

History/S.S. ______ ___organizes workplace & materials

Arts ______ ___makes productive use of class time & stays on task

Physical Ed. ______ Uses technology & Digital Media strategically & Capably

Health ______ ___presents information effectively in a variety of formats

ELD ______ ___

uses appropriate technologies effectively when communicating

___adheres to the guidelines found in the district AUP

ATTENDANCE

Tardy _____

Absent _____

Other Comments: ____________________________________________________________________________

__________________________________________________________________________________________

This report is a brief evaluation of your child’s progress. Please sign and return this sheet to your child’s teacher. Your cooperation is

greatly appreciated.

If you would like to discuss your child’s progress further please contact the office to schedule an appointment with the teacher.

___________________________________ _______________________

Teacher’s Signature Date

___________________________________ _______________________

Principal’s Signature Parent’s Signature

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August 3, 2018

SAMPLE

6th Grade Warning Notice - SPANISH

A los Padres o Tutores de ____________________________________________________

(Nombre del Estudiante)

___________________ ___________ ____________ _________

Fecha de Nacimiento Grado Nivel de inglés Salón

El propósito de esta carta es para informarle que su hijo(a) no ha cumplido con las normas del nivel del grado en:

ÁREAS ACADÉMICAS Características y conducta de un estudiante preparado

para la universidad y listo para una carrera

Artes de Lenguaje de Inglés

___Destrezas fundamentales de lectura Se comunica y colabora eficazmente \

___Comprenden el significado del texto ___se comunica claramente a través del habla y la escritura

___Reglas del idioma, uso eficaz del vocabulario ___trabaja productivamente en grupos de colaboración

___Expresión eficaz a través de la escritura ___escucha, interpreta y utiliza información

___Expresión eficaz al hablar y escuchar Entiende otras perspectivas

Matemáticas ___demuestra respeto y reconoce las opiniones de los demás

___ Razones y relaciones proporcionales ___resuelve los problemas de diferentes maneras

___

El sistema numérico Piensa críticamente, soluciona problemas con creatividad

___ Expresiones y ecuaciones y valora la evidencia

___ Geometría ___aplica conocimientos y experiencias para resolver problemas

___ Estadísticas y probabilidad ___evalúa las respuestas, explica el razonamiento

___ Prácticas de matemáticas ___genera ideas nuevas y creativas

Ciencias ______ Actúa de manera responsable, éticamente, y es un

Historia/ Estudios Sociales ______ ciudadano productivo

Arte ______ ___trabaja independientemente y pide ayuda cuando es necesario

Educación Física ______ ___sigue las reglas de la escuela y del salón

Educación de Salud ______

___respeta los derechos y la propiedad de la escuela y de otros

ELD ______ ___organiza el lugar de trabajo y los materiales

(aprendizaje del idioma inglés) ___hace uso productivo del tiempo en clase y permanece

concentrado en la tarea

Utiliza estratégicamente y hábilmente a la tecnología y los

ASISTENCIA medios digitales

___presenta información eficazmente en una variedad de formatos

Días tardes _____ ___utiliza eficazmente las tecnologías apropiadas cuando comunica

Ausencia _____ ___se adhiere a las reglas que se encuentran en la política del distrito AUP

Otros Comentarios:___________________________________________________________________________

____________________________________________________________________________________________________________________________

Este es un reporte corto de la evaluación de su niño/a. Por favor firme este papel y devuélvalo a la maestro/a. Se agradece

su cooperación.

Si desea hablar más acerca del progreso de su hijo/a, comuníquese con la oficina para hacer una cita con el/la maestro/a.

___________________________________ _______________________

Firma del Maestro(a) Fecha

___________________________________ _______________________

Firma del administrador Firma del padre