Grades are entered into the a computer program and backups are made daily. PB's may ask to see their grades at any time. Grades are posted to the web at least twice weekly, but usually daily (you access them by password and a secret number) and a full report is sent home each week. Still, I think it's important for parents to be fully aware of their child's progress and why they're earning the grades they're receiving. I hope you'll feel free to call me (my home phone number will be sent home) or shoot me an e-mail whenever you have a question about grades or progress.

Grades will be posted (and updated at least weekly) at the PB Bulletin Board in the grades forum. PIAP scores will also be posted there. Click here to go there!

What do you grade? Sometimes my child’s homework isn’t even marked.

I don't grade all the homework or daily papers. Quite frankly, I would be up all night if I attempted to grade everything! The PBs know that daily work is practice and it’s up to them to do the work and study. They don't usually know which homework or daily work I'll grade. I do, however, keep track of when work is in or not and use that as part of the grade for each subject. Makeup work, if allowed, never earns full credit. Here’s some other areas I look at when assigning grades, roughly listed in order of importance:

Tests - Tests are very important this year. I usually make my own tests that cover exactly what we’ve learned. I use standardized and mandated tests minimally for grades. Those tests mostly show how I'm doing. Projects - Projects and reports show how well each student can use what we’ve learned. Daily Grades - I don't grade all daily work, but the PB's often don't know which work I'm going to grade. Most writing is graded. Observation - I take note of daily work, homework, and work not easily graded (such as oral reading) and compile these into frequent observation grades. Progress - No matter what level a child is on it’s important that he or she continues to make progress. Participation - Students who take an active part in learning do better. Effort - If a student isn’t trying, his or her grade may reflect that.

My child's report card grades were different from the grades you sent home each week. 

PB Grade Reports Weekly report sent home Posted to the web bi-weekly E-mail reports upon request Phone conference anytime

The grades that I send home throughout a grading period are raw scores..whatever I enter into the grading program. There may be many zeros (for not handing in work). That can really bring down a grade. At report card time, I may weigh certain assignments more and factor in some intangibles such as effort, participation, and progress. I usually drop one or two of the lowest grades in each subject because I want the report card grades to show progress rather than work habits. All of this activity tends to raise grades - unless your child has more than one or two zeros. 
In addition, I can make mistakes! Although I have a system of checks and balances for grading, I can and have made mistakes. The PB's know they can ask me about a grade and I'll be more than fair about any suspected mistake. That's one reason I try to print grades at least weekly. You should contact me as soon as possible if you believe there's an error.

My daughter has a lot of zeroes, which really ruin her grades. What's up?

Most of fifth grade teachers at Pinellas Park Elementary are relatively strict about assignment requirements. Not all teachers at the school follow the same requirements. If work is not in by the due date or time, if there's no name on the work, or if the work indicates obvious disregard for instructions, it may earn a zero. This may seem harsh, but it also works to help the students develop reasonable work habits. I may drop a few zeroes at report-card time, because I'd prefer grades to reflect progress more than work habits, but students on the verge of middle school have to learn that there are severe grade consequences for neglecting work. Cheating on assignments will also earn a zero.

So students can get failing grades strictly because of work habits and not academics? How can I tell how my daughter is doing academically?

Yes, in theory, turning in work is a part of work habits. In reality, though, turning in work is not part of work habits - it is part of academics. As your child moves up to middle and high school, the ability to complete work satisfactorily becomes even more important. Also, it is difficult for me to give an accurate academic assessment unless I see a variety of work. You can email me, or call me anytime at home, or before and after school in the classroom to discuss academic progress, so that we can figure out whether there's an actual academic difficulty or if the trouble has more to do with work habits.

Will my child fail?  

If there's even a small chance of failure, I'll let you know by December, and I'll contact you in January for a conference. Notices of possible retention will be sent out with the period 2 report card. If you don't get a notice, and if you haven't heard from me about the topic, your child isn't being considered! It has been very difficult to retain students, even when I see a need. Retention hasn't been considered "educationally correct," although that is certainly changing in the political arena lately. Also, changing regulations concerning FCAT may affect who is retained. I have seen retention help certain students in certain situations. The research shows little long term benefits from retention, however, and the dangers associated with retention are real. If you would like your child retained, please contact me so we can discuss all of the issues.

Here are the grading cutoffs: 100-90 = A    89-80 = B    79-70 = C    69-60 = D    59 or Below = F