BOARD OF EDUCATION OF ANNE ARUNDEL COUNTYaacpsschools.org/boardpolicies/wp-content/uploads/2015/03/9915.pdf · BOARD OF EDUCATION OF ANNE ARUNDEL COUNTY . BOARD POLICY COMMITTEE

BOARD OF EDUCATION OF ANNE ARUNDEL COUNTY

BOARD POLICY COMMITTEE

Wednesday, September 9, 2015 1:00 p.m.

Board Room

AGENDA

Committee Members: Debbie Ritchie, Chair Allison Pickard, Vice Chair Jacob Horstkamp, Student Member

Review and Approval of Minutes –

June 10, 2015

IIH – Quarterly Assessments

II – Grading (for the limited purpose of aligning it with changes to IIA)

IIF – High School Courses Taken By Middle School Students IP-RA – Magnet Programs

ANNE ARUNDEL COUNTY BOARD OF EDUCATION POLICY COMMITTEE MEETING

June 10, 2015 *** MINUTES ***

(UNAPPROVED)

The Anne Arundel County Board of Education Policy Committee met at 8:35 a.m. on the above date. Board members present were Teresa Milio Birge and Patricia Nalley. Others present were Jessica Cuches, Legislative and Policy Counsel; Bob Mosier, Chief Communications Officer; Alex Szachnowicz, Chief Operating Officer; Walter Federowicz, Internal Auditor; Lorraine Faris, Senior Manager of H.R. Operations; Tyson Bennett, Board Counsel; and Sue Stebbing, Executive Administrative Legal Assistant. Michelle Gottdenker, Administrative Secretary to the Board was also present, as was Brad Myers, CAC representative. Mrs. Birge opened the meeting with Review and Approval of the Minutes of May 13, 2015. The minutes were approved by consensus. The first policy under consideration was Policy Code GAO, Medical Benefits Retirees. After discussion, it was determined that the policy would go forward to first reading. The second policy under consideration was Policy Code GAI, Work Days/Inclement Weather. After discussion it was determined that the policy would go forward to first reading. The third policy under consideration was Policy Code GBA, Executive Staff. After discussion it was determined that the policy would go forward to first reading. The Policy Committee adjourned at 8:55 a.m.

QUARTERLY ASSESSMENTS – IIH Page 1 of 1

POLICY BOARD OF EDUCATION OF ANNE ARUNDEL COUNTY

Related Entries: Policy II, Regulation II-RA, Regulation IIH-RA Responsible Office: DIVISION OF CURRICULUM AND INSTRUCTION/OFFICE OF SCHOOL PERFORMANCE/DIVISION OF ADVANCED STUDIES AND PROGRAMS/INSTRUCTIONAL DATA DIVISION

QUARTERLY ASSESSMENTS A. PURPOSE

To establish the administration of quarterly assessments to improve student learning.

B. ISSUE

The primary purpose of assessments is to support and improve student learning. Quarterly assessments engage students in applying essential and enduring skills and concepts over a defined period of time. They should be used as instructional tools and are designed to enable teachers to determine the extent to which course standards are being met while providing meaningful feedback to students, parent(s)/guardian(s), and teachers.

C. POSITION

1. Assessments shall be designed so that teachers will be able to determine the

extent to which the course standards were met over a defined period of time. Quarterly assessments shall be administered in identified grades and subjects in elementary and middle school at various intervals throughout the school year. Unless otherwise approved by the Superintendent or his/her designee a quarterly assessment shall be given in high school courses, at the conclusion of each marking period.

2. The Superintendent or his/her designee shall ensure that FARMs eligible students

are not denied the opportunity to take an Advanced Placement (AP) or International Baccalaureate (IB) examination solely due to an inability to pay for the AP or IB examination. Taking either exam provides the student with the option of waiving the quarterly assessment requirement for the fourth marking, as set forth in this Policy’s accompanying Regulation IIH-RA. The Superintendent or his/her designee shall establish procedures for students, or their parent(s)/guardian(s) to seek a waiver of examination fees.

D. IMPLEMENTATION

The Superintendent is authorized to develop regulations to implement this policy. Policy history: Adopted on / / .

Note previous policy history: Rescinds Policy IIA

IIH-RA – QUARTERLY ASSESSMENTS Page 1 of 4

REGULATION ANNE ARUNDEL COUNTY PUBLIC SCHOOLS

Related Entries: Policy II, Regulation II-RA, Policy IIH Responsible Office: DIVISION OF CURRICULUM AND INSTRUCTION/OFFICE OF SCHOOL PERFORMANCE/DIVISION OF ADVANCED STUDIES AND PROGRAMS/INSTRUCTIONAL DATA DIVISION

QUARTERLY ASSESSMENTS

A. PURPOSE

To establish procedures for quarterly assessments to improve student learning.

B. BACKGROUND The primary purpose of assessments is to support and improve student learning. Quarterly assessments engage students in applying essential and enduring skills and concepts learned over a defined period of time. They should be used as instructional tools and are designed to enable teachers to determine the extent to which course standards are being met while providing meaningful feedback to students, parent(s)/guardian(s), and teachers.

C. PROCEDURES

1. This regulation shall go into effect at the start of the 2016-2017 school year.

2. Quarterly assessments gather and describe information from multiple and diverse

sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences during a marking period. The process culminates when assessment results are used to improve subsequent learning.

3. Quarterly assessments may include a variety of assessment item types. Quarterly assessments may take the form of a traditional paper and pencil examination, electronic forum, project, or performance.

4. Students who must leave school during a quarterly assessment because of an

emergency situation shall be allowed to take make-up assessments or to receive final grades based on the work as of the time of the legal absence.

a. Prior approval of the principal must occur for these exceptions.

b. If a student did not participate in the assessment the student shall have a

reasonable length of time, as determined by the principal or his/her designee, to make up the quarterly assessment.


c. All arrangements for making up a missing assessment shall be

approved by the principal.

d. If the quarterly assessment is not completed within the allotted time, the student may receive a lower grade.

5. Elementary School - Grades 3 - 5 a. The Division of Curriculum and Instruction shall identify and publish an

annual memo that indicates the quarterly assessments administered at the elementary school level.

b. Quarterly assessments shall be given in a designated class during the defined

testing window within the last fifteen school days of each marking period. A county-wide assessment schedule shall be provided by central office to ensure an evenly distributed assessment schedule at every school and in every grade.

c. Teachers shall count quarterly assessments as a grade in the designated

content area(s) identified by the Division of the Curriculum and Instruction. The Division of Curriculum and Instruction shall publish guidance regarding which quarterly assessments shall be factored in which designated content area as some quarterly assessments may cover more than one content area in one assessment.

d. All students shall participate in rigorous instructional assignments and

activities in which teachers engage them until the final day of each marking period and the school year.

e. Central office shall establish procedures to provide an assessment protocol to

ensure the security of assessments and the equitable access for each student.

6. Middle School – Grades 6 - 8 a. The Division of Curriculum and Instruction shall identify and publish an

annual memo that indicates the quarterly assessments administered at the middle school level.

b. Quarterly assessment shall be given in a designated class period during the

defined testing window within the last fifteen school days of the marking period. A county-wide assessment schedule shall be provided by central office to ensure an evenly distributed assessment schedule at every school and in every grade.

c. Each of the two (2) marking period’s grades shall count as 50% of the final

grade for the semesters. In courses where quarterly assessments are administered quarterly assessments shall count for 5% in grades 6 and 7 and 10% in grade 8 of the marking period grade.


d. All students shall participate in rigorous instructional assignments and

activities in which teachers engage them until the final day of each marking period and of the school year.

e. Central office shall establish procedures to provide an assessment protocol to

ensure the security of assessments and the equitable access for each student.

7. High School – Grades 9 – 12 a. Course requirements include the completion of quarterly assessments in each

course unless otherwise approved by the Assistant Superintendent of Curriculum and Instruction. The principal may deny credit for those courses in which course requirements are not completed.

b. Quarterly assessments shall be given in the class period during the

defined testing window, within the last four (4) school days of each marking period. A countywide assessment schedule shall be provided to ensure an evenly distributed assessment schedule at every school.

c. Students in Advanced Placement (AP) or International Baccalaureate (IB)

courses who elect to take the AP or IB examination are exempt from taking the fourth marking period’s quarterly assessment for the associated class. However, a student may elect to take the fourth marking period’s quarterly assessment.

d. Each of the two (2) marking period’s grades shall count as 50% of the final

grade for the semester. Quarterly assessments shall count for 10% of each marking period grade. Students who have waived the fourth marking period’s assessment in favor of taking the Advanced Placement (AP) or International Baccalaureate (IB) examination in the same subject shall have their grades calculated without the inclusion of a fourth marking period quarterly assessment score.

e. All students shall participate in rigorous instructional assignments and

activities in which teachers engage them until the final day of each marking period and of the school year, even if the student chooses to waive his/her fourth marking period quarterly assessment.

f. FARMS-eligible students shall not be denied the opportunity to take an AP or

IB examination solely due to an inability to pay for the examination.

g. Administration of Quarterly Assessments

i. High schools shall schedule quarterly assessments, at the end of the marking period within the regular school day following the designated testing schedule published by central office.


ii. Minimally, countywide quarterly assessments shall be created under

the purview of the Division of Curriculum and Instruction and provided to schools for implementation in the following courses:

a) Algebra I, Geometry, Algebra II; b) English 9, 10, 11, 12; c) United States History, United States Government,

World History; d) Matter and Energy, Biology, Chemistry; e) Spanish I and II, French I and II, German I, Italian I,

American Sign Language, Chinese I, and Arabic I.

iii. For courses other than those listed above or later provided by the Division of Curriculum and Instruction, the teachers within a department in cooperation with the department’s chairperson and the administrator designated by the principal shall work collaboratively to develop quarterly assessments, to be given at the end of the marking period. These assessments shall evaluate the application of essential and enduring knowledge and skills.

iv. Central office shall establish procedures to provide an

assessment protocol to ensure the security of assessments and the equitable access for each student.

Regulation History: Developed by Superintendent __/_/__

Reviewed by Board of Education __/__/__

Issued __/__/__

Note previous regulation history: Rescinds IIA-RA

II -GRADING 1 of 3

POLICY BOARD OF EDUCATION OF ANNE ARUNDEL COUNTY

Related Entries: Policy 608, Policy IIH, Responsible Office: ASSISTANT SUPERINTENDENT FOR INSTRUCTIONAL SERVICESDIVISION OF CURRICULLUM AND INSTRUCTION/OFFICE OF SCHOOL PERFORMANCE/DIVISION OF ADVANCED STUDIES AND PROGRAMS/INSTRUCTIONAL DATA DIVISION

GRADING A. PURPOSE

The Board of Education is committed to maintaining rigorous performance and achievement standards for all students and to providing a fair process for evaluating and reporting student progress that is understandable to students and their parents and relevant for instructional purposes.

B. ISSUE

Grades are an essential way to communicate student progress. As such, grading and reporting practices must include the following: 1. Meaningful feedback on student achievement to students, parents, teachers,

administrators, and the school system. This feedback should provide relevant information for instructional purposes.

2. Alignment with the Anne Arundel County Public Schools (AACPS) curriculum. 3. Consistency within and among schools. 4. Accurate reflection of student achievement compared to grade level or course

expectations outlined in the curriculum as demonstrated on assessments and teacher designed tasks.

5. Fair representation of a student’s performance on a variety of measures over time. 6. Clear and timely communication to parents and students as to the grading criteria

and the components. 7. Commitment to school attendance as an essential component of a quality learning

experience. 8. Summative assessments, which may include final examsquarterly assessments,

end-of-unit tests, and cumulative projects, as reflections of a student’s mastery of grade level or course material.

II -GRADING 2 of 3

9. Opportunity for students to demonstrate mastery of grade level or course expectations outlined in the curriculum through a variety of methods.

10. Regular and frequent information to all students and parents about the student’s

progress. 11. Consistently high expectations of all students across all courses and programs.

C. POSITION

1. At the beginning of a grade or a course of study, teachers shall provide students and parents with a written overview of course and grade expectations.

2. Teachers shall evaluate student progress to determine the degree of mastery of

course objectives, skills, content, and concepts. A grade and/or code, which is a symbol reflecting the teacher’s evaluation of a student’s achievement and progress, shall be determined by the teacher.

a. Elementary School

i. Formal reports will accurately reflect student achievement compared to grade level expectations as outlined in the curriculum.

ii. Teachers must maintain accurate and precise grade books that

support assigned marking period grades.

iii. Students are expected to demonstrate academic integrity.

b. Middle School


ii. Teachers must maintain accurate and precise grade books that

support assigned marking period grades.

iii. Students are expected to demonstrate academic integrity. c. High School


ii. Content, skill, and concept expectations at the high school level are

more rigorous than at the middle and elementary levels.

iii. Teachers must maintain accurate and precise grade books that support assigned marking period grades.

iv. Students are expected to demonstrate academic integrity.

II -GRADING 3 of 3

3. Homework is a required component for student achievement. A teacher's evaluation of homework shall be reflected in each student's grades and/or expected student behaviors.

4. Student progress shall be reported to students and parents by school staff on a

regular basis. Report cards will be issued four times during the school year. The date of distribution will be printed in the AACPSAnne Arundel County Public Schools’ official calendar.

5. Teachers and schools shall maintain records of student progress.

6. Procedures shall be established to regulate the credit earning process.

7. Each high school shall annually designate a graduating valedictorian and

salutatorian. D. IMPLEMENTATION

The Superintendent will issueis authorized to develop regulations to implement this policy.

Policy History: Replaces Policy 608 adopted 01/06/74; revised 05/20/91, 04/03/02, 04/02/03,

06/04/03, 09/03/03; Policy 608-IKA adopted 02/01/06; revised 09/06/06.

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REGULATION ANNE ARUNDEL COUNTY PUBLIC SCHOOLS

Related Entries: Policy II, Policy IN, Reg. JB-RA, IIH, IIH-RA Responsible Office: DIVISION OF CURRICULLUM AND INSTRUCTION/OFFICE OF SCHOOL

PERFORMANCE/DIVISION OF ADVANCED STUDIES AND PROGRAMS/INSTRUCTIONAL DATA DIVISIONASSOCIATE SUPERINTENDENT FOR SCHOOL PERFORMANCE

GRADING

A. PURPOSE

The Board of Education is committed to maintaining rigorous performance, college and career readiness, and achievement of core standards for all students and to providing a timely and fair process for evaluating and reporting student progress that is understandable to students and their parents and relevant for instructional purposes.

B. PROCEDURES

1. At the beginning of a grade or a course of study, teachers shall provide to students and make available to parents a written course outline, syllabus, or overview of grade/course expectations detailing: a. the content, skills and standards students are expected to master; b. the grading/ processes to be applied consistently, including information

regarding the weighting of various types of assignments (for example; tests, quizzes, homework and projects) and the consequences of work submitted after the due date;

c. the frequency and types of assessments; d. the teacher’s availability for reteaching and reassessment; e. the types of assessments which do and do not qualify for reassessment; f. the procedures parents can use to contact the teacher for missed and late

assignments and the process for obtaining make-up work; and g. the assessment criteria and rubrics for International Baccalaureate

Programmes (Primary Years Programme, Middle Years Programme (MYP), and Diploma Programme), if applicable.

2. The course outline or syllabus shall also contain general information which supports

student academic success, including:

a. the means by which parents shall receive student progress and grades;

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b. the means by which notification shall be made should students be in danger of failing a marking period or dropping the equivalent of two letter grades;

c. the materials students will need to be prepared for learning; and 3. Teachers shall evaluate student progress to determine the degree of mastery of

course content, skills, and standards. A grade, code, or percentage shall reflect student achievement and progress toward meeting course expectations.


(1) Grades or codes are given to elementary students to document progress toward and mastery of skills, concepts, and standards. Guided practice, assigned before mastery is expected, shall not be graded.

(2) Grades shall be weighted differently according to the nature and

complexity of the assignment, assessment, or activity.

(3) Assignments completed at home shall not be given as much weight as those completed at school.

(4) Prekindergarten and kindergarten Progress Reports are used to report

student progress to parents. They are completed for the fall and spring parent-teacher conferences. When completing the Progress Report, a teacher shall use a check mark to indicate “consistently demonstrates,” “progressing,” and “need development” for each item observed.

(5) In Grade 1, all teachers shall keep a record of each student’s performance in each area of the report card. These entries shall be representative of the student’s performance over time rather than the student’s performance on a single task.

(6) For Grades 2, 3, 4, and 5, the teacher shall make an entry every five

to eight school days as an assessment of the student’s performance for each indicator in reading, writing, mathematics, social studies and science. Each entry shall be dated and a notation of the activity observed, evaluation, and/or task shall be included in the record.

(7) Teachers shall record accurate and current student progress on a

regular basis to inform students and parents through the appropriate grade book format.

(8) For art, music, and physical education, the appropriate teacher shall

keep a record of at least three assessments during a marking period.

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(9) Teachers shall help prepare students for college and career readiness by providing opportunities for cooperative learning. However, teachers shall provide an individual grade for each student's work when the student is performing in a cooperative setting.

b. Middle School

(1) Grades are given to middle school students to document progress toward and mastery of course content, skills, and standards.

(2) In the daily courses, each marking period shall have a minimum of

nine separate evaluations or assessments of course content, skills, and standards mastery in addition to homework.

(3) In A day/B day courses, each marking period shall have a minimum

of seven separate evaluations or assessments of course content, skills, and standards mastery in addition to homework.

(4) In three-day rotation courses, each marking period shall have a

minimum of five separate evaluations or assessments of course content, skills, and standards mastery in addition to homework.

(5) All assignments shall have a due date. Assignments submitted after

the due date shall be penalized on a sliding scale basis, as described in the syllabus or course outline, and determined by the course content team in advance. The outside date for late work to be submitted shall be five school days from the original due date.

(6) Students shall have one additional opportunity to improve their score

on a qualifying assessment, activity, or assignment which demonstrates knowledge of course content, skills, and standards. To qualify, students must have completed and submitted the original assessment, activity, or assignment by the due date and must have participated in the teacher-facilitated reteaching (before, during, or after school) within five school days following the return of the original graded work. Within ten school days of receiving the returned original graded work, students must complete and submit the new assessment, activity, or assignment. The higher grade shall be the grade of record. Work that may not be reassessed includes that which is identified on the course syllabus (as agreed to by content teams and approved by administration), final research reports and projects that culminate a unit of study, or final semester or marking period exams (with the exception of those taken in courses for high school credit).

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(7) Teachers shall assign a minimum grade of 50% to assignments or assessments for which the student made a good faith effort, as determined by the teacher, to meet the basic requirements. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero.

(8) Teachers shall use points to evaluate individual assignments. When

work is returned to students, the points earned, along with the total possible points for the assignment, shall be written on the assignment.

(9) A student who exhibits academic dishonesty as determined by the

teacher and administrator shall receive a zero on the particular assignment in question. Violations of the Academic Integrity Policy and Regulation may result in disciplinary action. Consequences for violations may vary according to the severity of the violation and shall follow the progressive interventions and discipline as outlined in the Student Code of Conduct.

(10) Teachers shall help prepare students for college and career readiness

by providing opportunities for cooperative learning. However, teachers shall provide an individual grade for each student's work when the student is performing in a cooperative setting.

c. High School

(1) Grades are given to high school students to document progress toward and mastery of course content, skills, and standards.

(2) All high school courses shall have a minimum of nine separate

assignments or assessments, an average of one grade per week, for course content, skills, and mastery in addition to homework.

(3) All assignments shall have a due date. Assignments submitted after

the due date shall be penalized on a sliding scale basis, as described in the syllabus or course outline, and determined by the course content team in advance. The outside date for late work to be submitted shall be five school days from the original due date.

(4) Students shall have one additional opportunity to improve their score

on a qualifying assessment, activity, or assignment which demonstrates knowledge of course content, skills, and standards. To qualify, students must have completed and submitted the original assessment, activity, or assignment by the due date and must have participated in the teacher-facilitated reteaching (before, during, or after school) within five school days following the return of the

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original graded work. Within ten school days of receiving the returned original graded work, students must complete and submit the new assessment, activity, or assignment. The higher grade shall be the grade of record. Work that may not be reassessed includes that which is identified on the course syllabus (as agreed to by content teams and approved by administration), final research reports and projects that culminate a unit of study, or final semester or marking period exams.

(5) Teachers shall use points to evaluate individual assignments. When work is returned to students, the points earned, along with the total possible points for the assignment, shall be written on the assignment.

(6) Teachers shall assign a minimum grade of 50% to assignments or

assessments for which the student made a good faith effort, as determined by the teacher, to meet the basic requirements. If a student does no work on an assignment or assessment, the teacher shall assign a grade of zero.

(7) A student who exhibits academic dishonesty, as determined by the

teacher and administrator shall receive a zero on the particular assessment/assignment in question. Violations of the Academic Integrity Policy and Regulation may result in disciplinary action. Consequences for violations may vary according to the severity of the violation and shall follow the progressive interventions and discipline as outlined in the Student Code of Conduct.

(8) Teachers shall prepare students for college and career readiness by

providing opportunities for cooperative learning. However, teachers shall provide an individual grade for work performed in a cooperative setting.

4. Homework is an important and required component for student achievement. A

teacher's evaluation of and feedback regarding homework shall be reflected in the grade or the code given.

a. All homework assignments shall be designed to meet one or more of the

following outcomes:

(1) To promote the attainment of positive work habits and study skills; (2) To practice material and skills already taught; (3) To prepare for upcoming lessons;

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(4) To study for upcoming assessments; and/or (5) To extend student understanding of concepts.

b. Students are expected to dedicate focused time outside of school hours toward the completion of homework. The following provides general guidelines on time allotments students in various grades and programs should devote to homework.

(1) Prekindergarten and kindergarten - approximately 20 minutes per

night on homework, two to three times per week. (2) Grades 1 and 2 - approximately 30 minutes per night on homework,

three to four times per week. (3) Grades 3, 4 and 5 - approximately 45 minutes per night on

homework, three to four times per week. (4) Grades 6-8 - approximately 60 minutes per night on homework, four

to five times per week. (5) Grades 9-12 - approximately 90 minutes per night on homework,

four to five times per week.

(a) Courses identified as Honors, Advanced Placement, International Baccalaureate Diploma Programme, Post AP, and Advanced Programs of Choice may require additional time commitments to meet homework expectations.

(b) In certain Honors, Advanced Placement, International

Baccalaureate Diploma Programme, Post AP, and Advanced Programs of Choice, expectations may include pre-course assignments which may count as a homework grade toward the marking period grade.

c. Parents shall not be expected to play a "formal teaching role" in homework.

Parents can, however, support this aspect of their children's education by establishing regular times for homework completion and identifying specific places in the home where students can work with minimum distractions.

d. Teachers shall provide feedback for the homework assigned. Some

homework assignments may be evaluated for completeness, while others may be evaluated for accuracy. Teachers shall maintain precise records to document the grades earned for homework assignments.

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(1) In elementary school, homework is reflected in the code given for expected student behaviors.

(2) Middle school courses differ in design and content.

(a) Homework shall be assigned and evaluated in Language Arts, Mathematics, Science, Social Studies and World and Classical Languages courses. Homework grades shall count no less than 10% and no more than 15% of the grade for the marking period, as determined by the content team and reflected in the course syllabus.

(b) In all other middle school courses, homework shall be assigned at the teacher’s discretion. Homework shall count no less than 10% and no more than 15% of the grade for the marking period, as determined by the content team and reflected in the course syllabus.

(3) High school courses differ in design and content.

(a) Homework shall be assigned and evaluated in English, Mathematics, Science, Social Studies and World and Classical Languages courses. Homework grades will count no less than 10% and no more than 15% of the grade for the marking period, as determined by the content team and reflected in the course syllabus.

(b) In all other high school courses, homework shall be assigned at the teacher’s discretion. Homework shall count no less than 10% and no more than 15% of the grade for the marking period, as determined by the content team and reflected in the course syllabus.

5. Teachers shall record accurate, current, and precise student progress on a regular

basis to inform students and parents through the appropriate grade book format.

a. Because parents are partners in the education of their children, communication between teachers and parents is vital to student success. Written notes, telephone conversations, e-mail messages, the online parent portal, and face-to-face conferences are all excellent means of maintaining timely, appropriate and open communication with parents.

b. Teachers shall maintain the appropriate grade book program provided by the

Board of Education so that the school administration, as well as parents, may access current student data.

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c. To allow for potential corrective action, teachers shall communicate with the parents of students who are in danger of failing or who are in danger of dropping the equivalent of 2 or more letter grades (20 percentage points or more) at any point during the marking period.

6. Teachers and schools shall maintain records of student progress. It is expected that

teachers shall enter graded student work into their electronic grade book and return that work to students within a week of it being submitted to the teacher. However, it is recognized that to provide meaningful feedback to students on certain projects or lengthy papers teachers may not be able to read/review and post the grade within a week’s time. In such cases the teacher will communicate with students and parents as to when these assignments will be graded and returned.


(1) The evaluation of student progress which culminates in a

performance and/or achievement indicator on the report card is a continuous process, involving many evaluated activities. These activities parallel the learning experience in which each student is engaged.

(2) In prekindergarten and kindergarten, progress reports shall indicate

“consistently demonstrates” (CD), “progressing in the development of skill” (PR), or “needs development” (ND), for specific skills in listening/speaking, reading, writing, math, science, social studies, technology, social emotional growth, and psycho-motor development.

(a) “Consistently demonstrates” (CD) means that the student

exhibits the skills independently with minimal teacher intervention.

(b) “Progressing in the development of skill” (PR) means that the

student exhibits the skills with teacher guidance and support. (c) “Needs development” (ND) means that the student has

exhibited the skills in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at that grade level.

(3) In grade 1, report cards shall indicate “consistently demonstrates,”

“progressing in the development of skill,” “emerging in the development of the skill”, or “needs development ” for specific skills in reading, writing, math, science, social studies, art, music, physical education, and expected student behaviors.

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exhibits the skills independently with minimal teacher intervention. CD = 100% - 87%


student exhibits the skills with teacher guidance and support. PR = 86% - 73% (c) “Emerging in the development of skill” (EM) means that the

student exhibits the skill with consistent teacher assistance and support. EM = 72% - 60%

(d) “Needs development” (ND) means that the student has

exhibited the skills in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at that grade level. ND = up to 59%

(4) In grades 2- 5 , report cards shall indicate student achievement by a

letter grade for reading, writing, math, science and social studies. A – Excellent = 100% - 90% B – Good = 89% - 80% C – Average = 79% - 70% D – Below Average = 69% - 60% E – Unsatisfactory = 59% or less NG – No Grade

Each letter grade on the report card shall be based upon a compilation of the grades recorded during the marking period.

(5) In grades 2 - 5, grading codes shall be given for:

Art Chorus Instrumental Music Music Physical Education Expected Student Behaviors


exhibits the skills independently with minimal teacher intervention. CD = 100% - 87%


student exhibits the skills with teacher guidance and support. PR = 86% - 73%

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(c) “Emerging in the development of skill” (EM) means that the

student exhibits the skills with consistent teacher assistance and support. EM = 72% - 60%

(d) “Needs development” (ND) means that the student has

exhibited the skills in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at that grade level. ND = up to 59%

Each grading code on the report card shall be representative of a student’s performance over time rather than an average of the student’s performance or the student’s performance on a single task.

b. Middle School

(1) Teachers shall record the marking period grades for each student using the following process: (a) The marking period grades, based upon the final percentage

of points earned divided by possible points, shall be calculated to the tenths place and then rounded to a whole number (.5 and higher rounds up), and shall appear on the report card.

(b) A letter grade for the marking period shall be established

using the following scale:

100% - 90% = A 89% - 80% = B 79% - 70% = C 69% - 60% = D 59% or less = E

In eighth grade, students shall take comprehensive final examinations in Language Arts/Reading, Mathematics, Science, and Social Studies at the end of each semester. Examinations shall account for 10% of the second and fourth marking period grades.

(c) Middle school students taking courses for high school credit

shall take an examination comparable to the high school

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examinationscourse assessments for those respective courses or a comparable assessment.

(d) Final middle school grades shall be determined by the

duration of the course.

(i) Yearlong courses shall receive a final percentage grade determined by the average of the four marking period grades. Quarterly assessments shall count for 5% of the marking period grade in 6th and 7th grade and 10% of the marking period grade in 8th grade. The percentage and the letter grade shall appear on the report card as the final course grade.

(ii) Single semester courses shall receive a final

percentage grade determined by the average of the two marking period grades. Quarterly assessments shall count for 5% of the marking period grade in 6th and 7th grade and 10% of the marking period grade in 8th grade. The percentage and the letter grade shall appear on the report card as the final course grade.

(iii) Single marking period courses shall receive a final

percentage grade equivalent to the percentage grade earned during that marking period. Quarterly assessments shall count for 5% of the marking period grade in 6th and 7th grade and 10% of the marking period grade in 7th and 8th grade. The percentage and the letter grade shall appear on the report card as the final course grade.

(e) The final grade for the school year in middle school shall

appear as both a percentage and a letter grade using the following scale:

100% - 90% A Excellent mastery of standards is

evident. 89% - 80% B Advanced mastery of standards is

evident. 79% - 70% C Acceptable, average mastery of

standards is evident. 69% - 60% D Partial mastery of standards is

evident. 59% or less E Minimal or no mastery of

standards is evident.

II-RA – GRADING

Page 12 of 20

(f) Teachers shall include comments to accompany the grades of D, E, ING, or U on the report card.

(g) Any student receiving an “E,” shall receive no credit toward

graduation or promotion. (h) A student with lawful absences near or at the end of a

grading period may receive a temporary “NGI” (IncompleteNo Grade). Students who receive an “NGI” shall complete makeup work within two weeks beyond the end of a marking period or a reasonable amount of time as determined by the teacher and principal in order to receive credit for a course. (Administrative Regulation JB-RA).

(2) If a teacher believes a student has stopped working during any

grading period, the student's record shall be thoroughly evaluated to determine whether a passing grade will be given. There must be thorough documentation, evidence of opportunity for parental input, and approval by the principal to override a numerical average.

(3) If a teacher believes a student has made significant improvement

during any grading period, but whose numeric average is not passing does not reflect that growth, the student's record shall be thoroughly evaluated to determine the grade given. There must be thorough documentation and approval by the principal to override a numerical average.

c. High School:

(1) Teachers shall record the marking period grades for each student using

the following process: (a) The marking period grades, based upon the final percentage

of points earned divided by possible points, shall be calculated to the tenths place and then rounded to a whole number (.5 and higher rounds up).

(b) The percentage grade for each marking period shall appear

on the report card. (c) The percentage grade for high school semester final exams

shall appear on the report card. (d) The final grade for each semester in high school shall appear

on the report card as both a percentage and a letter grade using the following scale:

II-RA – GRADING

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100% - 90% A Excellent mastery of standards is

evident. 89% - 80% B Advanced mastery of standards is

evident. 79% - 70% C Acceptable, average mastery of

standards is evident. 69% - 60% D Partial mastery of standards is

evident. 59% or less E Minimal or no mastery of

standards is evident.

(e) Only final letter grades shall appear on student transcripts. (f) Teachers shall include comments to accompany the grades of

D, E, I, or U on the report card.

(g) Any student receiving an “E,” shall receive no credit toward graduation or promotion.

(h) A student with lawful absences near or at the end of a

grading period may receive a temporary “NGI” (Incompleteno grade). Students who receive an “ING” shall complete makeup work within two weeks beyond the end of a marking period or a reasonable amount of time as determined by the teacher and principal in order to receive credit for a course. (Administrative Regulation JB-RA).

(i) Any student receiving an “S” (Satisfactory) has satisfactorily

completed the requirements for the course and shall receive credit, but the “S” shall not be calculated into the grade point average.

(j) Any student receiving a “U” (Unsatisfactory) has not met

course requirements and the “U” shall not receive credit nor be calculated into the student’s grade point average (GPA).

(k) Any student receiving the grade “NG” (no grade) for:

(i) A final examination shall not have the exam grade calculated into the semester average. The “NG” grade shall not be included in any semester calculation for Honor Roll, GPA, or eligibility.

(ii) A marking period grade shall not have the marking

period calculated into the semester average. The

II-RA – GRADING

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“NG” grade shall not be included in any marking period calculation for Honor Roll, GPA, or eligibility.

(iii) A final grade shall not receive credit for the course.

The “NG” grade shall not be included in any semester or year-long calculation for Honor Roll, GPA, or eligibility.

(2) Quarterly assessments shall count for 10% of each marking period’s

grades. High school course final grades shall be determined by averaging three two percentage grades. Each of the two marking period grades of a semester shall equal 5040%. High school course final grades shall be determined by averaging two percentage grades., and the final exam shall equal 20% of the final semester average. For the purpose of determining a final course grade, the following percentage scale shall be used:

100% - 90% A 89% - 80% B 79% - 70% C 69% - 60% D 59% or less E

(3) If a student elects to opt out of the final course examfourth marking

period’s quarterly assessment in lieu of an AP or IB exam, the final semester grade shall be determined by averaging the two marking period percentage grades. The fourth marking period shall not include a 10% quarterly assessment grade in these instances. (See Section B.7.a.(3))

(4) If a teacher believes a student has stopped working during any

grading period, the student’s record shall be thoroughly evaluated to determine whether a passing grade shall be given. There must be thorough documentation, evidence of opportunity for parental input, and approval by the principal to override a numerical average.

(5) If a teacher believes a student has made significant improvement

during any grading period, but whose numeric average is not

reflective of that growthpassing, the student’s record shall be thoroughly evaluated to determine the grade given. There shall be thorough documentation and approval by the principal.

(6) School staff shall calculate the Grade Point Average for high school

students. The student transcript will reflect both a weighted and unweighted grade point average.

II-RA – GRADING

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(a) An additional .50 quality point shall be awarded to honors courses. No additional quality points shall be added for grades of D or E.

(b) An additional 1.0 quality point shall be awarded to students in Advanced Placement, International Baccalaureate Diploma Programme, and Post AP courses who earn grades of A, B, or C. No additional quality points shall be added for grades of D or E. Unweighted

Courses Honors Courses AP, IB, and Post

AP Courses A = 4 A = 4 + .50 = 4.50 A = 4 + 1 = 5 B = 3 B = 3 + .50 = 3.50 B = 3 + 1 = 4 C = 2 C = 2 + .50 = 2.50 C = 2 + 1 = 3 D = 1 D = 1+ 0 = 1.0 D = 1 + 0 = 1 E = 0 E = 0 + 0 = 0 E = 0 + 0 = 0

(c) A system of grading, including weighted grades for honors,

Advanced Placement, International Baccalaureate Diploma Programme, and Post AP courses, shall be applied for all school system policies, regulations and procedures, such as ranking in class and extracurricular eligibility. This system shall be designated on all student transcripts.

(d) The GPA is calculated by adding the point values of grades

earned divided by the total number of courses taken. The following scale shall be used.

4.0 – 3.6 = A 3.5 – 2.6 = B 2.5 – 1.6 = C 1.5 - .6 = D .5 or less = E

(e) Grade Point Average calculation for “S” and “U” grades:

(i) Some courses such as work-based learning, select

independent study, special inclusion classes, and some alternative credit programs, etc., produce a grade of “S” (satisfactory) or “U” (unsatisfactory), instead of grades A-E.

(ii) The grade is recorded on the transcript as “S” or “U”.

An “S” earns credit; a “U” does not. For calculation

II-RA – GRADING

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purposes when an “S” or “U” grade is used, there are no quality points issued, therefore, there is no credit attempted factored into the GPA calculation.

(iii) Department aides are not awarded credit and their

grades are not used in GPA calculations. (f) Grade Point Average calculation for courses repeated:

(i) Any course a student repeats for grade improvement

or to build prerequisite skills, and for which credit has been previously granted, cannot receive credit again.

(ii) The highest grade earned for a repeated course shall

be calculated into the GPA with the lower grade dropped from the transcript. For the purposes of cumulative Grade Point Average calculation, only those courses appearing on the transcript shall be factored into the calculation.

(g) The honor roll is published for each grading period. Anne

Arundel County Honor Roll certificates are awarded to students at the end of the semester or at the end of the school year, whichever is appropriate.

(i) Superintendent’s Honor Roll

The Superintendent’s honor roll consists of students whose grades for both grading periods and semester examination grades are all “A’s” or “S’s” for an entire semester.

(ii) Principal’s Honor Roll

The Principal’s honor roll consists of students who receive all “A’s” or “S’s” in a grading period.

(iii) Honor Roll

The honor roll consists of students who have a weighted GPA of 3.0 or greater and have no grades of “D”, “E”, “I”, or “U” during a grading period.

7. Procedures shall be established to regulate the credit earning process.

a. Final ExaminationsQuarterly Assessments

(1) High School final examinationsQuarterly assessments are required

comprehensive student evaluations that are given on a quarterly basis

II-RA – GRADING

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in all high school courses unless otherwise approved by the Assistant Superintendent for Curriculum and Instruction or his/her designee.for the semester. Final examination periods are two hours in length with the exception of final exams for second semester seniors, which are Quarterly assessments are one class period in length scheduled during the last 4 school days for high school and the last 15 school days for elementary and middle school. Final examinations shall include a variety of question types and at least one essay question. On the second semester final examination for seniors, the essay shall be at the discretion of the teacher. Exceptions to this procedure shall be made on a course-by-course basis by the Assistant Superintendent for Curriculum and Instruction in consultation with the appropriate content coordinator or Assistant Superintendent for Advanced Studies and Programs in consultation with the appropriate program coordinator. Quarterly assessments may include a variety of evaluation types. Where an alternative assessment is to be substituted for the final examination, it shall take the form of a paper, project, or performance. This alternative final examination shall be due during the period set aside for the final examination in that course. Such exceptions shall be published as part of the course description.

(a) Teachers in all subject areas shall give written examinations

designed to be two hours in length. (b) Certain special subject areas may include a practicum

exercise as part of the examination. (c) Each examination shall include one or more composed

written response or essay questions appropriate to the phase of the course.

(2) Students unable to take a final examinationquarterly assessment due

to an emergency situation shall, with the approval of the principal, be permitted to take a make-up examinationassessment. In extenuating circumstances and solely at the discretion of the principal, a waiver of the final examinationquarterly assessment may be considered. In such a case, the final grades shall be an average of the percentages from the last two marking periodscomputed without the inclusion of a quarterly assessment grade.

(3) Students enrolled in International Baccalaureate or Advanced

Placement courses shall have the option of taking the appropriate exam for that course and being excused from the final exam with permission from the principal and parent or guardian. In such a case,

II-RA – GRADING

Page 18 of 20

the final grade shall be an average of the percentages from the last two marking periods.

For additional information on Final Examinations, see Policy IIA – Final Examinations.

b. Any middle school student taking a high school course prior to entering high

school shall receive credit if the student passes the course and passes the Final Exam. With regard to Algebra I, the student must pass the final exam or the Algebra I High School Assessment. course assessment for the respective course or a comparable assessment. Credit shall be awarded upon entering ninth grade. The grade for the course shall be calculated in the student’s GPA in the same manner as other high school courses, including courses with weighted grades.

c. Summer and evening high school grades for students enrolled in a regular

day school program shall be transferred and calculated into the student’s marking period GPA, as appropriate.

d. Credit and grades for students transferring from an approved school outside

the county shall be based upon the grading policy of the sending school.

e. Students who transfer from a non-approved program may be awarded credit if approval is granted following review by the designated central office staff. Approved courses will receive credit and an unweighted grade of “S” (satisfactory.) These grades will not receive quality points and will not factor into the GPA calculations. .

f. All county high schools shall award credit based upon the established

policies and regulations of Anne Arundel County Public SchoolsAACPS. This includes on-line and college courses which shall be approved by the principal prior to enrollment

g. No grade and course credit shall be awarded for after-school activities that

are not in the Anne Arundel County Program of Studies. h. With the prior approval of the school principal, students shall earn

additional or alternative credit for courses or programs toward high school graduation, such as dual credit courses earned through the community college, Anne Arundel County Public SchoolsAACPS approved on-line courses, or other pre-approved authorized programs, shall be consistent with the education goals and objectives of Anne Arundel County Public SchoolsAACPS.

II-RA – GRADING

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(1) Alternative credit may be applied only to the "elective" credits required for graduation.

(2) The grades for these alternative courses shall be "S" (Satisfactory) or

"U" (Unsatisfactory) and shall not contribute to the GPA. Alternative credit programs shall be consistent with the educational goals and objectives of Anne Arundel County Public SchoolsAACPS.

(3) Alternative credit experiences may provide up to four (4) elective

credits toward graduation. i. Credit for a college course may be awarded when the principal determines

that the content of the proposed course is consistent with Anne Arundel County Public SchoolsAACPS’ goals and objectives. The grades for these courses shall be "S" (satisfactory) or "U" (unsatisfactory).

j. Credits for internship/mentorship programs are awarded by the principal

based upon successful completion of the program requirements. k. Grades earned by students for course work completed while on home

teaching, as determined by the home teacher, shall be factored into the marking period grade or semester grade proportionate to the amount of time spent in class and on home teaching.

8. Each high school shall annually designate a graduating valedictorian and

salutatorian.

a. The valedictorian at each high school is the graduate in a diploma program with the highest weighted GPA.

(1) For valedictorian determination, the highest weighted GPA shall be

inclusive of the final grades prior to graduation. (2) All grades for AACPS Anne Arundel County Public Schools-

approved courses that appear on the transcript, weighted (honors/AP/International Baccalaureate Diploma Programme/ Post AP) or unweighted, assigned by Anne Arundel County Public SchoolsAACPS, inclusive of summer school and evening school, that produce a letter grade of A, B, C, D, E shall be included in the GPA calculation.

(3) GPA shall be calculated to the thousandths place. Then GPA shall

be rounded to the hundredths place (.005 and higher rounds up).

II-RA – GRADING

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(4) Courses taken at colleges or universities, either during the school year or summer, shall not be included in the student’s GPA calculation.

(5) In the event that there is more than one valedictorian, resulting from

a tie in weighted GPA, there will be no salutatorian. b. The salutatorian of each high school is the graduate in a diploma program

with the second highest weighted GPA.

(1) For salutatorian determination, the second highest weighted GPA shall be inclusive of the final grades prior to graduation.

(2) All grades for Anne Arundel County Public SchoolsAACPS -

approved courses that appear on the transcript, weighted (honors/AP/International Baccalaureate/Post AP) or unweighted, assigned by Anne Arundel County Public SchoolsAACPS, inclusive of summer school and evening school, that produce a letter grade of A, B, C, D, E shall be included in the GPA calculation.

(3) GPA shall be calculated using the same method as for valedictorian. (4) Courses taken at colleges or universities, either during the school

year or summer shall not be included in the student’s GPA calculation.

Regulation history: Issued 07/01/11, revised 06/27/12, and 08/13/13.

Note previous regulation history: Replaces AR608/II-RA, originally adopted 4/3/02 and revised 9/3/03, 12/15/04, 2/1/06, and 9/6/06.

IIF – HIGH SCHOOL COURSES TAKEN BY MIDDLE SCHOOL STUDENTS Page 1 of 2

POLICY BOARD OF EDUCATION OF ARUNDEL COUNTY

Related Entries: Policy 608.06, Administrative Regulation II-RA Responsible Office: OFFICE OF SCHOOL PERFORMANCE

HIGH SCHOOL COURSES TAKEN BY MIDDLE SCHOOL STUDENTS

A. PURPOSE

To implement the authority vested by the Maryland State Department of Education to determine the awarding of high school credits for select courses taken by middle school students.

B. ISSUE

Middle school students who have demonstrated mastery of curriculum objectives in certain high school level courses and have passed the appropriate assessment are deserving of being awarded high school credit(s) to be reflected on their high school transcripts.

C. POSITION

1. Middle level students who successfully complete high school Math and/or World and Classical Language (WCL) courses are eligible to be awarded high school credit(s) for the course upon entering ninth grade.

2. To be awarded credit at such time, the student must have passed an assessment equivalent in content coverage and rigor to assessments given to high school students for the course the high school examination for the respective course or a comparable assessment approved by the Division of Curriculum and Instruction. examination or, in regard to Algebra I, have passed the High School Assessment (HSA).

3. The grade for the course shall be calculated as part of the student’s grade point

average (GPA) in the same manner as other high school courses, including courses with weighted grades, and appear as such on the report card and transcripts.

D. IMPLEMENTATION

The Superintendent is authorized to develop regulations to implement this policy.

IIF – HIGH SCHOOL COURSES TAKEN BY MIDDLE SCHOOL STUDENTS Page 2 of 2

Policy History: Developed by Superintendent / /15.12/19/12

Reviewed by Board of Education / / 15.12/19/12

Issued / /15. 12/20/12

Previous History: 608.06 (Credit by Exam), adopted 08/04/93, and revised 12/19/12.

IP-RA – MAGNET PROGRAMS 1 of 6

REGULATIONANNE ARUNDEL COUNTY PUBLIC SCHOOLS

Related Entries: Policy IP Responsible Office: DIVISION OF ADVANCED STUDIES AND PROGRAMS

MAGNET PROGRAMS A. PURPOSE

To establish clear procedures and criteria governing the development, application, assignment, transportation, and enrollment processes for all Magnet Programs in Anne Arundel County Public Schools (AACPS).

B. BACKGROUND

1. The Superintendent shall develop Magnet Program options for consideration and approval of the Board of Education. The Program options shall reflect the following: a. A balanced assignment and programming approach throughout the

school system;

b. Where applicable, a multi-year program implementation timeline;

c. A county wide plan and timeline for the enrollment of students into Magnet Programs;

d. Applicable data in support of the programming options; and

e. All associated staffing, professional development, transportation, materials of instruction, and facility needs/costs.

C. DEFINITIONS 1. Magnet Program a program with a specialized curriculum or one with an

emphasis on instruction that is different from that generally offered in other schools throughout a designated geographic area, drawing students in accordance with established criteria and admission process that may, or may not, comprise a school’s entire curriculum offering. For students in Magnet Programs, matriculation occurs when students are accepted into a Magnet Program.

2. Prime Arts categories of general arts areas of study for which a student can audition for and participate in while enrolled in the Performing & Visual Arts


Magnet Middle School Program.

3. Arts Majors the specific areas or pathways of study for which a student can audition for and participate in while enrolled in the Performing & Visual Arts Magnet High School Programs.

D. PROCEDURES

1. The AACPS Division of Advanced Studies and Programs shall publish dates,

times, and locations of Magnet Program public information sessions and shall distribute this information to potential applicants and their families through a variety of communication vehicles. The Division of Advanced Studies and Programs shall take additional measures to attract and recruit students from underrepresented student populations.

2. Minimum Qualifications for Magnet Program applicants are published and

distributed and include the following requirements for all Magnet Programs: a. Interest in participating and commitment to the Magnet Program and

school;

b. Good academic standing and attendance as established by the Division of Advanced Studies and Programs; and

c. Meeting the requirements of one of the application pathways (see below).

3. All students who meet the minimum qualifications shall be encouraged to

apply to and participate in Magnet Programs. The Division of Advanced Studies and Programs shall take steps to ensure that support is offered and provided to students and families who may need assistance throughout the application, selection, and enrollment process.

4. Two Pathways shall be established to ensure that students have access to Magnet Programs. If a student completes the Magnet application process and participates in a lottery, no preferential treatment is given for entering through either Pathway I or Pathway II.

a. Pathway I is for students who meet the minimum qualifications for

Magnet Program applicants. Pathway I applicants have a minimum of a “B” average, score proficient or advanced in applicable state assessments, or score in the 60th percentile or above on nationally normed tests in Reading, Language Arts, and Mathematics. Pathway I applicants complete the online application, participate in a Magnet Program interview, and when applicable, the audition process.

b. Pathway II is for students who may not meet the minimum qualifications for Magnet Program applicants. Pathway II applicants have a minimum of a “C” average, score proficient or advanced in applicable state assessments, or score in the 60th percentile or above


on nationally normed tests in Reading, Language Arts, and Mathematics. Pathway II applicants complete the online application, and are then invited to participate in an academic interview to determine further eligibility.

c. If a student successfully completes this academic interview and is recommended to proceed through the magnet application process, the student shall continue the application process by participating in a Magnet Program interview and when applicable, the audition process.

5. The following describes the Magnet application process: a. Application – The online application shall include but shall not be

limited to, a student’s name, current school, legal guardian, and preferred Magnet Program(s). All student data shall be gathered from the student data system and shall be transferred electronically to the application. If an applicant does not have access to a computer at home, an application may be completed at school or another designated area where a computer with internet access is available. i) As part of the online application, an applicant shall agree to

participate in the entire application process which may include interviews, audition(s), and a lottery (should the number of eligible applicants exceed the number seats available for any Magnet Program).

ii) A student/parent/guardian shall agree online to support his/her student’s application.

iii) A third party may assist any student or parent/guardian who needs help to understand or complete the application.

b. A student may apply to one or more Magnet Programs. If a student applied to more than one Program, the student shall submit separate applications for each.

c. Student Magnet Identifying Number – Once a student applies online to be considered for any Magnet Program, a Student Magnet Identifying Number shall be generated and assigned. This number shall be used to identify and track students applying from AACPS and those applying from home school, independent schools, and/or other school systems. If a student applies for multiple Magnet Programs, a Student Magnet Identifying Number shall be generated for each program.

d. Audition – A student applying for the Performing and Visual Arts Magnet Program shall be required to complete an audition for the major/prime arts area(s). A rubric for evaluation for the student’s skill potential shall be used. A student applying to the Performing


and Visual Arts Magnet Program may only audition for two major/prime arts.

e. Eligibility – Once it has been determined that a student meets all qualifications for admission to a Magnet Program, the student shall be marked as “eligible” in the online system by a designee of the Assistant Superintendent of Advanced Studies and Programs.

6. Lottery – If the number of applicants exceeds the number of seats available,

all students marked as “eligible” shall be entered into a lottery. a. A third party vendor shall be contracted to conduct a lottery using the

Student Magnet Identifying Number for each student.

b. The vendor shall provide an ordered, electronic list of accepted students by Student Magnet Identifying Numbers in accordance with the number of seats available.

c. The vendor shall provide an ordered waiting list of applicants. If a student on the accepted list declines a seat offer in the Magnet Program, a student from the top of the waiting list shall be invited to participate.

7. Accepted students shall have a minimum of five (5) school days to accept or

decline a seat in a Magnet Program, but may only accept one seat. Once a seat is accepted, the student is officially accepted to the Magnet Program and agrees to participate in further registration and program requirements.

8. Transportation service shall be authorized across established attendance areas for student attending a Magnet Program. Parents/guardians shall provide transportation to/from consolidated bus stops.

9. Out of area transfers within AACPS shall be subject to established transfer

policies approved by the Board of Education. Magnet Programs shall operate in compliance with Board policies and regulations. a. Transfers shall not be approved to attend a Magnet Program outside

of an established Magnet attendance zone.

b. Students who transfer to AACPS as a result of a military reassignment shall be given consideration for admission into a Magnet Program, in accordance with the Interstate Compact on Educational Opportunities for Military Children (MIC3).

c. Students who reside in Anne Arundel County, but who do not currently attend an AACPS school, are eligible to apply to the Magnet Programs. Upon application, students attending schools that are not in AACPS shall be assigned a home school in accordance with the guidelines established by the AACPS Planning Office. It is the


responsibility of the applicant and his/her parent/guardian to provide documentation for the evaluation of minimum qualifications, as well as proof of residence.

10. Magnet Withdrawal -When accepting a seat in a Magnet Program, a student

commits to enrolling in the Magnet Program and meeting all Magnet-related requirements for one school year. Students are expected to exhibit appropriate behavior and maintain a minimum grade point average and attendance to remain in the Magnet Program. If a student does not comply with established behavior, attendance, and academic standards, a probation and/or dismissal from the Magnet Program may occur. a. Students exhibiting behaviors, actions, or other deeds that cause

concern, violate school policy, and/or result in suspension are placed on disciplinary probation and shall agree to the terms of a contract, which include mandatory parent/guardian communication and a mandatory parent/guardian/teacher/counselor conference.

b. A student who is placed on disciplinary probation must remain on probation for the remainder of the school year. If further inappropriate behaviors are exhibited, a student shall may be dismissed from the program at the end of the academic year. Determinations regarding dismissal from the program shall be made by the Advanced Studies and Programs Magnet Office by the Assistant Superintendent for Advanced Studies and Programs. At the Advanced Studies and Programs Magnet ProgramOffice’s discretion, and approved by the Assistant Superintendent for Advanced Studies and Programs or his/her designee, students may be dismissed immediately from the Magnet Program if actions endanger others and/or disrupt the school or program-sponsored events.

c. Magnet students’ grades are monitored by a team at each school after interim, marking period, and semester grade reporting. A student who does not meet the minimum academic standards shall be placed on academic probation, which includes mandatory parent/guardian communication, a parent/guardian/teacher/counselor conference, and participation in academic support programs such as tutoring and mentoring.

d. A student who is placed on academic probation must remain on probation for the entire semester and may remain on probation longer. Students making significant improvements, but not meeting the minimum academic requirements may be removed from mandated support programs, but may still participate in these programs. At the Magnet Program’s discretion, as determined by the Division of Advanced Studies and Programs, a student may remain on probation and continue enrollment in the Magnet Program if significant improvement and effort has been evident.


e. A student who is dismissed from a Magnet Program, and whose home school is not the Magnet school, must return to his/her home school.

E. STUDENT APPEALS PROCESS REGARDING STUDENT PLACEMENT

AND WITHDRAWAL

1. Parents/guardians wishing to appeal a decision denying enrollment in or withdrawal from a Magnet Program must do so in writing within ten (10) school days of the decision to the school principal. The written appeal must be received by the principal within the required timeframe. A response shall be issued within ten (10) schooldays.

2. If the student/parent/guardian remains dissatisfied with the decision of the

principal, then the decision may be appealed in writing within ten (10) school days to the Magnet Office in the Division of Advanced Studies and Programs. The written appeal must be received in the office within the required timeframe. A response shall be issued within ten (10) schooldays.

3. If the student/ parent/guardian remains dissatisfied with the decision of the

Magnet Office in the Division of Advanced Studies and Programs , the decision may be appealed in writing within ten (10) school days to the Assistant Superintendent for Advanced Studies and Programs. The written appeal must be received in the office within the required timeframe. A response shall be issued within ten (10) school days.

4. If the parent/guardian remains dissatisfied with the decision of the Assistant

Superintendent for Advanced Studies and Programs, the decision may be appealed in writing within (10) ten school days to the Superintendent. The written appeal must be received in the office within the required timeframe. A response shall be issued within (15) fifteen school days.

5. At all levels of the process the “school days” time limit may be waived by the school system in exigent circumstances, particularly when the complaint occurs at the end of the school year and resolution is required prior to the start of the new school year.

6. If the parent/guardian remains dissatisfied with the decision of the Superintendent of Schools or designee, the decision may be appealed to the Board of Education in writing within thirty (30) calendar days. The written appeal must be received in the office within the required timeframe and must be addressed to the President, Board of Education of Anne Arundel County, 2644 Riva Road, Annapolis, MD 21401. At its sole discretion, the Board shall determine how the appeal shall continue.

Regulation History: Developed by Superintendent 03/19/14.

Reviewed by Board of Education 03 /19/14.

Issued 03/19/14.

Note previous regulation History: Replaces AR615, issued on 04/04/2007.

Documents

BOARD OF EDUCATION OF ANNE ARUNDEL COUNTYaacpsschools.org/boardpolicies/wp-content/uploads/2015/03/9915.pdf · BOARD OF EDUCATION OF ANNE ARUNDEL COUNTY . BOARD POLICY COMMITTEE