D.C. Mun. Regs. tit. 5, r. 5-B2200

Current through Register Vol. 71, No. 49, December 6, 2024

Rule 5-B2200 - REPORTING

2200.1

The District of Columbia Public Schools (DCPS) marking or grading system shall be designed to report fairly and accurately student progress and student achievement.

2200.2

The Chancellor shall establish and implement all DCPS policies on marks (grades) and student progress reporting.

2200.3

The Chancellor shall establish the form(s) for the reporting of marks (grades) and student progress.

2200.4

Teachers shall have primary responsibility for evaluating the work of the student

2200.5

All students shall receive instructions leading to the achievement of DCPS content standards as follows:

(a) English Language Learners (ELL) shall receive dedicated instruction leading to the development of English language skills and the mastery of academic content. A student's mark (grade) in the content area shall not reflect the student's acquisition of English language skills but rather achievement of the content standards.

(b) Students with disabilities shall receive instruction consistent with the DCPS standards. Individualized Education Program (IEP) teams or student support teams in the case of 504 eligible students shall determine appropriate accommodations and curricular modifications where necessary. A student's mark (grade) shall not reflect that accommodations have been made.

2200.6

At the elementary level; pre-kindergarten through fifth (5) grade; marks (grades) of 1 through 4 shall be assigned by the teacher to indicate the degree of achievement of a student of the standards in each content area as follows:

4 = exceeds the standard (Advanced);

3 = meets the standard (Proficient);

2 = approaches the standard (Basic); and

1 = does not meet the standard (Below Basic).

For skills or/expectations within subject areas, sub-marks shall be given as follows:

s = secure;

d = developing;

b = beginning; and

n = not introduced.

2200.7

At the Secondary level; sixth (6th) grade through twelfth (12th) grade; marks (grades) of A through F shall be assigned by the teacher to indicate the degree of achievement by a student of the content standards in each course. Results of the end of course exam will count for no more than twenty percent (20%) of the final grade. Marks (grades) shall be as follows: A = 93 to 100, A- = 90 to 92;

B+ = 87 to 89;

B = 83 to 86;

B- = 80 to 82;

C+ = 79 to 77;

C = 73 to 76

C- = 70 to 72;

D+ = 67 to 69;

D = 64 to 66; and F = 63 and below.

Credit	GPA	On On Grade (unweighted)	Honors*	AP* or IB*
A (93%to 100%)	Yes	Yes	4.0	4.5	5.0
A- (90% to 92%)	Yes	Yes	3.7	4.2	4.7
B+(87%to 89%)	Yes	Yes	3.3	3.8	4.3
B (83% to 86%)	Yes	Yes	3.0	3.5	4.0
B-(80% to 82%)	Yes	Yes	2.7	3.2	3.7
C+(77%to 79%)	Yes	Yes	2.3	2.8	3.3
C (73% to 76%)	Yes	Yes	2.0	2.5	3.0
C-(70% to 72%)	Yes	Yes	1.7	2.2	2.7
D+(67%to 69%)	Yes	Yes	1.3	1.5 1.8	2.0 2.3
D (64% to 66%)	Yes	Yes	1.0	1.5	2.0
F 63% & below	No	Yes
W	No	No
L (late entry)	No	No	Converts to AUD (audit) at end of following advisory if coursework is not completed

2200.8

Marks (grades) in courses failed and retaken for credit in grades kindergarten through twelve (12) shall not replace previously earned marks (grades) for any given course but are included in the student's cumulative Grade Point Average (GPA). Marks (grades) earned in extended education programs such as Summer School, STAY School and Evening Credit Recovery courses have the same credit and GPA value as standard year courses.

2200.9

Mid and end of advisory reporting on student progress: Parents and students will be informed in writing on a regular basis of the progress made toward achieving the content standards. Toward that end, principals are responsible for effectively implementing the following process:

(a) Parents must be notified, by the end of September, of the name and contact information for the school staff member they should call about concerns impacting their child's academic progress (academic, social or behavioral).

(b) If, by the mid-point of an advisory, a teacher considers a student at risk of failing to meet the standards, the teacher shall notify the parent, in writing, and if appropriate refer the student to the student support team.

When a student has been identified as at risk of failing to meet the content standards, the principal, teacher(s) (bilingual/English as a Second Language (ESL) special education teacher where appropriate) and other designated staff shall work with the parents and the student to identify appropriate interventions. They may consider a variety of options including but not limited to:

(1) Examining and altering current instructional strategies or materials;

(2) Tutoring (during or after school);

(3) A change in schedule;

(4) Referral to other support, social service or health-related services;

(5) Problem-solving with other students or individuals who may have an impact on the student's achievement;

(6) A change in teacher; and

(7) Targeted instruction.

(c) At least ninety (90) calendar days before to the end of the school year, provide parents of students at risk for retention with:

(1) Notice of the student's status, which shall include a statement of the student's academic deficiencies and the possible consequences if the student does not meet the applicable promotion criteria; and

(2) Information to assist the parents in helping their child meet the promotion criteria.

(d) If, by the close of the advisory, the problem persists and the student receives a mark (grade) of two (2) or one (1) at the elementary level or D or F at the secondary level in any of the core subjects, additional options will be considered, including:

(1) Referral to additional researched-based support options or alternative programs for more intensive services (pre-referral documentation must provide evidence that other interventions have been attempted);

(2) Access to additional instructional time (during the day, extended day or summer school); and

(3) Referral to student support team.

(e) If, by the end of the academic year, the student fails to meet the content standards, an intervention plan will be developed by the current teacher and implemented during the summer and the following academic year.

(f) Parents will be engaged in the consideration of additional research based intervention strategies and will be informed, in writing, of any decisions resulting from the researched based intervention strategies.

2200.10

Teachers shall provide marks (grades) for each student and the school system shall issue report cards after the end of each advisory or/marking period documenting the student's progress toward achieving the content standards. Report cards shall be distributed no later than twelve (12) school days after the end of the advisory.

2200.11

Any student who has not met the standards in a course or in a grade shall be notified no later than the last day of school in order to ensure timely enrollment in Summer School.

D.C. Mun. Regs. tit. 5, r. 5-B2200

Final Rulemaking published at 65 DCR 9613 (9/14/2018.)