P.S. 349 Grading Policy 2017-2018

Public School 349

88-08 164th Street

Jamaica, New York 11432 P: 718-558-6220

Tanya Bates Howell, Founding Principal

P.S. 349‘s Grading Guidelines

2017 -2018

Purpose of Report Cards:

Report cards are intended to assess, evaluate, and report on students’ progress.  Assessments are based on oral discussion, class participation, and written tasks. The assessments area designed to improve learning. Report card assessments measure:

  • What students already know and can do
  • How to help students improve
  • How much students have learned in a period of time

In alignment with the P.S. 349’s mission and vision, we believe that:

  • The primary aim of assigning a level to a piece of student work is to provide focused feedback to students to improve their performance.
  • Feedback is most helpful when it is precise, focused, and rooted in a common core aligned rubric.
  • Student performance on standards and criteria for success is the focus of discussions; to improve as it pertains to grades.
  • Grading is a form of communication with students and their families.

School-wide expectations that support these beliefs:

  • In order for students to get meaningful, actionable feedback on their performance and grades; assignments will be returned to students in a timely manner with feedback in the form of glows and grows. All comments will be aligned to a common core rubric.
  • Teachers will use their grade book to record students’ grades and attendance.
  • Students and families will receive formal report cards three times a year, at the end of each marking period. They will receive a progress report two times a year. (January and April)
  • Students with Individualized Education Plans (IEP) will receive an additional progress monitoring sheet. The sheet will inform parents of the progress students made towards achieving their IEP goals.

How are grades determined?

Based on evidence of achievement, teachers apply a point system to four categories that equally up to 100%.  The grade reflects the student’s consistent level of achievement throughout the course.


  • 0 – 64%
  • 65 – 79%
  • 80 – 90%
  • 91 – 100%

Teachers’ grading policies:

Categories for traditional grades:

  • Tests/quizzes 50%
  • Class participation 15% – a rubric will be reviewed with students at the beginning of class
  • Homework/Projects – 15% teachers will return homework with feedback within 2 days.
  • In-class assignments       20%


Benchmark and summative assessments aligned to standards will make up the major percentage of a student’s grade. These assessments might include significant projects, writing assignments, research papers, structured debates, experiments, end of unit performance task… etc.


Other expectations and best practices related to grading and assessment

  • Students will be given the criteria for success in a class (grading policy) in writing within the first two weeks of class.
  • Students will be clear on how every assignment will be graded before they begin; all significant tasks should clarify this in writing on the task sheet.
  • All significant tasks will be graded on a rubric.
  • Families should be aware of students’ progress throughout the school year. Report cards should not be the time first time a parent is informed that their child is not doing well or meeting standards.



Instructional Cabinet