Charlotte-Mecklenburg Schools
2022-2023 Grading Plan
PREAMBLE
The mission of Charlotte-Mecklenburg Schools is to create an innovative, inclusive, student-centered
environment that supports the development of independent learners. Adjusting the CMS K-12 Grading Plan
allows for students to receive specific feedback for continuous growth, academically and socially-emotionally,
ensuring all students are set up to be independent and successful learners. Charlotte-Mecklenburg Schools
believe grades should provide students and families with actionable information, reflect a student’s
achievement on grade-level standards, and support a student's motivation to learn.
Charlotte-Mecklenburg Schools believes that to ensure success in each student’s K-12 experience, we must
provide ample academic opportunities for students to prepare, rehearse, and then perform.
EFFECTIVE GRADING PRACTICES
To the greatest extent possible, grades should reflect achievement of intended learning outcomes
and mastery of content standards.
Grades will not be used in a punitive manner for behavior or extra credit awarded for non-academic
tasks, attendance, or other social expectations.
Students need frequent low-risk opportunities to practice their new learning to allow for
misconceptions to surface and be addressed to improve their learning.
Students should have opportunities for re-teaching and additional learning opportunities to improve
their level of content mastery that are not limited to before or after school tutoring.
To improve learning, students need regular feedback from teachers that is timely, specific, and
focused on mastery of content standards.
ASSIGNMENTS
● Assignments should be standards-aligned and worthy of student completion.
● Assignments should allow for students to demonstrate learning through a variety of modalities (i.e. written,
conferences, discussions, multimedia, digital, etc.).
● Additional practice/re-teaching will be provided to students who do not achieve initial mastery on “Perform”
assessments before students are re-assessed.
● All assignments will be graded using a 100 point scale.
● Students with a 504 plan,Individualized Education Program (IEP) or who are identified as English
Learners (ELs) should receive appropriate accommodations and amplifications on assignments and
assessments to allow them to engage in on-grade level content.
ASSIGNMENT CATEGORIES BY SCHOOL LEVEL
Level
Elementary
K-2 will continue to follow
the Standards-based
Report Card practices.
Middle
MS courses for HS credit will
follow HS guidelines.
High School
Type of
Assignment
PREPARE - 0% (Weight is
now combined with
REHEARSE)
PREPARE - 20%
PREPARE - 20%
Definition
Assignments that allow
students to practice new
learning with no risk for
mistakes (i.e. GLOs/Learning
profiles/Executive Functions,
homework, pre-assessments,
checklists for learner
behaviors)
Smaller assignments that
allow students to practice new
learning. Can be graded for
completion or accuracy.
(i.e. Homework, warm-ups,
exit tickets, smaller checks for
understanding)
Smaller assignments that allow
students to practice new
learning. Can be graded for
completion or accuracy.
(i.e. Homework, warm-ups, exit
tickets, smaller checks for
understanding)
Quarterly
Expectations
Assignments with heavy
teacher scaffolding and
reliance on peers for
completion should be used to
provide students with daily
feedback. The assignments
can vary in type.
9 min/18 max (Double
blocked/every day)
5 min/9 max (A day/B day)
9 min/18 max (4x4/sem.)
5 min/9 max (year-long)
Minimum
Grade
Guidelines
50% should be assigned as
the lowest grade for any
assignment. The comments
section in Powerschool
should note actual reflection
of student mastery when a
minimum grade of 50% is
given.
50% should be assigned as
the lowest grade for any
attempted assignment. The
comments section in
Powerschool should note
actual reflection of student
mastery when a minimum
grade of 50% is given.
50% should be assigned as the
lowest grade for any
assignment for which the
student shows a reasonable
attempt to address the
minimum requirements of the
task. The comments section in
Powerschool should note
actual reflection of student
mastery when a minimum
grade of 50% is given.
Late
Assignments
(not due to an
absence)
Late assignments will be
accepted for a grade until one
week (5 school days) after the
“Perform” date.
Late penalties of no more than
10 points per week (unless
absent) will be deducted for late
work (using a 100 point scale).
Assignments submitted after the
“Perform” date will receive a
50% and feedback on progress
will be provided to the student.
The comments section in
Powerschool should note actual
reflection of student mastery
when a minimum grade of 50%
is given.
Late assignments will be
accepted for a grade until one
week (5 school days) after the
“Perform” date unless the
“Perform” grade falls at the end
of the quarter for which the
principal may set the final date
for all work to be submitted.
Late penalties of no more than 5
points per day (unless absent)
will be deducted for late work
(using a 100 point scale).
Assignments submitted after the
“Perform” date will receive a
50% and feedback on progress
will be provided to the student.
The comments section in
Powerschool should note actual
Principals may provide final
dates for the collection of
assignments no more than 3
days prior to the end of the
grading period. The principal
may allow submission of
assignments after this period for
students who experience short
or long term hardships.
reflection of student mastery
when a minimum grade of 50%
is given.
Principals may provide final
dates for the collection of
assignments no more than 3
days prior to the end of the
grading period. The principal
may allow submission of
assignments after this period for
students who experience short
or long term hardships.
Level
Elementary
Middle
Type of
Assignment
PREPARE/ REHEARSE - 40%
REHEARSE - 30%
Definition
Assignments that provide
feedback of students’
progress leading up to
demonstrating/assessing
mastery of a standard(s)
(i.e. Components for EL
Performance Tasks, exit
tickets, entrance tickets,
tasks with rubrics and
performance tasks,
checklists, quizzes)
Assignments that provide
students with feedback on
progress towards mastery of
standards
(i.e. Quizzes, labs,
mini-assessments,
mini-projects, classwork)
Quarterly
Expectations
ELA/Math: 8 min/10 max
(average 1 per week)
Science/SS: 2 min/4 max
6 min/10 max (Double
blocked/every day)
3 min/5 max (A day/B day)
Minimum
Grade
Guidelines
50% should be assigned as
the lowest grade for any
assignment. The comments
section in Powerschool
should note actual reflection
of student mastery when a
minimum grade of 50% is
given.
50% should be assigned as
the lowest grade for any
attempted assignment. The
comments section in
Powerschool should note
actual reflection of student
mastery when a minimum
grade of 50% is given.
Late
Assignments
(not due to an
absence)
Late work will be accepted
throughout the quarter.
Students will have a 3 school
day grace period for any late
work (not resulting from an
absence). Late penalties
after the grace period should
not exceed 10 points per
week (5 school days) using a
100 point scale.
50% should be assigned as
the lowest grade for any
Late assignments will be
accepted until one week (5
school days) after the
“Perform” date.
Late penalties of no more
than 10 points per week (5
school days) will be deducted
for late work using a 100 point
scale.
Assignments submitted up to
one week after the “Perform”
assignment submitted and
the comments section in
PowerSchool will be used to
note the student's actual
performance.
Principals may provide final
dates for the collection of
assignments no more than 3
school days prior to the end
of the grading period. The
principal may allow
submission of assignments
after this period for students
who experience short or
long-term hardships
date will receive a 50% and
feedback on progress will be
provided to the student.
The comments section in
Powerschool should note
actual reflection of student
mastery when a minimum
grade of 50% is given.
Principals may provide final
dates for the collection of
assignments no more than 3
school days prior to the end
of the grading period. The
principal may allow
submission of assignments
after this period for students
who experience short or
long-term hardships.
Level
Elementary
Middle
High School
Type of
Assignment
PERFORM - 60%
PERFORM - 50%
PERFORM - 50%
Definition
Culminating/formative
assessments that measure
mastery of one or more
standards
(i.e. Formal/unit
assessments, cycle
assessments, common
assessments, projects with
rubrics)
*Note: EL performance task
are not given a formal grade
Culminating/formative
assessments that measure
mastery of one or multiple
standards
(i.e. Unit assessments,
common assessments,
performance tasks, writing
assignments, projects with
rubrics)
*Note: EL performance task
are not given a formal grade
Culminating/formative
assessment that measure
mastery of one or multiple
standards (i.e. Unit
assessments, common
assessments, performance
tasks, writing assignments,
projects with rubrics)
Quarterly
Expectations
ELA/Math: 2 min/3 max
Science/SS: 1 min/2 max
3 min/4 max (Double
blocked/every day)
2 min/3 max (A day/B day)
3 min/4 max (4x4/sem.)
2 min/ 3 max (year-long)
Minimum Grade
Guidelines
50% should be assigned as
the lowest grade for any
assignment. The comments
section in Powerschool
should note actual reflection
of student mastery when a
minimum grade of 50% is
given.
50% should be assigned as
the lowest grade for any
attempted assignment. The
comments section in
Powerschool should note
actual reflection of student
mastery when a minimum
grade of 50% is given.
50% should be assigned as the
lowest grade for any assignment
for which the student shows a
reasonable attempt to address
the minimum requirements of the
task (except midterm and final
exams). The comments section
in Powerschool should note
actual reflection of student
mastery when a minimum grade
of 50% is given.
Guidelines for
Re-Assessment
Additional learning
opportunities based on
student needs and
Additional learning
opportunities based on
student needs and
Additional learning opportunities
based on student needs and
re-assessment opportunities
re-assessment opportunities
on “Perform”
assessment/task will be
provided:
● Students will
participate in new
learning opportunities
meeting the student
needs (i.e. small group
instruction, Dreambox,
video instruction, extra
assignments) and be
reassessed using a
parallel assessment to
show mastery within a
3-week period.
● Students can earn up
to 80% on the
re-assessment when
completing additional
learning opportunities.
● Students have the
opportunity to retake a
performance task.
re-assessment opportunities
on “Perform” assessment/task
will be provided:
● Students will participate
in new learning
opportunities meeting
the student needs (i.e.
small group instruction,
Edgenuity, video
instruction, extra
assignments) and be
reassessed using a
parallel assessment to
show mastery within a
3-week period.
● Students can earn up to
80% on the
re-assessment when
completing re-learning
opportunities.
● HS credit courses will
follow HS guidance
when a student did not achieve
mastery (80%) on “Perform”
assessment/task will be
provided:
● Students must attempt the
initial assessment in order to
be provided an opportunity to
re-test.
● Students will participate in
new learning opportunities
meeting the student needs
(i.e. Edgenuity, extra practice,
small group instruction within
the class, recorded
videos/practice, Canvas
course, tutoring) and be
reassessed using a parallel
assessment to show mastery
within a 3-week period.
● One re-assessment
opportunity will be given for
each Perform assessment
(except midterms or final
teacher-made and State
exams).
● Students may earn up to 80%
on a re-assessment after
completing re-learning
opportunities.
● Students may retake portions
of assessments for which they
have not reached mastery, but
the teacher should adhere to
re-assessment grading terms.
(Final grade to not exceed
80% on retake.)
TEACHER EXPECTATIONS
KEY PRACTICES
● Prioritize teaching essential, grade-level standards and assigning tasks/assessments that are aligned to
the standards. The standards being addressed must be listed on all “Rehearse” and “Perform”
assignments.
● If a student is absent for a “Perform” assessment/task, the teacher will allow the student time during class
to ensure completion. Students can, but should not be expected to, make up a “Perform” assessment/task
before/after school.
● Teachers will provide students with specific, timely, content-specific feedback on assignments in the
“Rehearse” and “Perform” categories. Quizzes and formal assessments will be graded and entered into
PowerSchool within 5 days and provide students with their level of mastery of the standards assessed.
Rubrics will be used to provide feedback on projects and writing assignments within 10 days of submitting
and entering into PowerSchool.
● If “Perform” assignments are given at the end of the quarter, students must still have the opportunity for
additional learning and re-assessment opportunities. Teachers would need to adjust the student’s grades
after re-assessing the student by using the school’s grade change process.
● By the end of the quarter, adjust any individual assignment/assessment grade, regardless of grade
category, lower than 50 to a 50% when a reasonable attempt to address the minimum requirements
of the task have been made by the student. Note the actual grade in the comments section in
PowerSchool. If no attempt to complete minimum expectations of the task was made, the grade
shall remain lower than 50%. High school midterms & final exams (teacher-made & State) are the
only exceptions and the actual grade earned will be recorded in Powerschool.
PLC ROLES
● PLCs will create/use standards-aligned common formal assessments, projects, writing assignments for
“Perform” tasks and will track and communicate students’ level of mastery on each standard assessed.
Adopted curricular area mid-unit and end of unit assessments will be “Perform” tasks.
● PLCs will create/use consistent rubrics for projects and writing assignments to measure students’ mastery
of grade-level standards.
● PLCs will remain consistent in which assignments are graded and entered into PowerSchool.
504 PLANS - INDIVIDUALIZED EDUCATION PLANS - ENGLISH LEARNERS
● For students with a 504 plan or Individualized Education Plan (IEP), teachers should assess student
work based on these accommodated assignments and assessments and not compared to their
peers or other norm-referenced standards. While students with accommodations can receive below
grade-level marks, these marks should be based on the students’ performance with specified
accommodations. Additionally, if a student with accommodations is failing, the 504 or IEP team should
reconvene to review and amend the plan as needed.
● For English Learners (ELs), initial formal assessments should not be amplified (adding language scaffolds
for students with various language proficiency levels to ensure equitable access to grade level content).
The retest, as well as informal assessments, should be amplified based on the student’s English
Proficiency Levels. Students should receive a grade with appropriate instructional supports, language
supports, and testing accommodations provided according to the student’s proficiency levels. Students
should not be limited from receiving top grades in a class even with amplified assignments
● The EL Committee should meet to determine further supports needed for the student if the instructional supports,
language supports, and accommodations specified in the English Learner (EL) plan have been implemented and
the student either makes no attempt or has not shown progress toward language acquisition and content mastery.
English Learners can demonstrate the mastery of content in various formats such as projects, portfolios, etc.
● Per Federal Guidance, ELs should not receive grades of “D”, “F”, or other failing grades on assignments
solely due to their limited English proficiency.
EXPECTATIONS FOR PROVIDING FEEDBACK
Grading and feedback should provide students and families with: actionable information that reflects the
student’s achievement, and supports the student’s motivation to learn.
● Teachers will provide students with specific feedback on their level of mastery of individual standards on
all “Perform” assignments/assessments. Teachers will also provide re-teaching/additional learning
opportunities for students to improve their level of understanding before taking a retest to show mastery.
● K-2 students will receive standards-based report cards at the end of each quarter.
● K-5 teachers will use curriculum embedded checklists, conferring, and student conferences to provide
students with feedback about progress towards standards mastery on “Rehearse” assignments/tasks.
● K-5 teachers will utilize tracking systems and conferring to provide weekly and quarterly feedback on
General Learner Outcomes (GLOS).
● In 6-8, teachers will use small group/individual instruction to support reteaching and to provide students
with feedback about progress towards standards mastery on Rehearse and Perform assignments/tasks.
● When rubrics are utilized, specific feedback will be provided to support the highest outcome level on
rubric.
● Feedback will be based on the assignment's standard-alignment and/or lesson learning target.
● MasteryConnect standards feedback reports will be used quarterly for courses with adopted curricula.
ADDITIONAL RESOURCES
GRADING PLANS FOR NCVPS AND EDGENUITY COURSES
● Edgenuity and NCVPS are CMS’ virtual partners. Both platforms have their own Learning Management
Systems that are updated by teachers outside of Charlotte-Mecklenburg Schools. As a result, their
grading plan does not mirror CMS’s current grading plan.
● Schools will need to communicate this to students prior to enrollment in either NCVPS or Edgenuity
courses.
● Please note that with both platforms, CMS schools report the final results of a student’s performance.
NCVPS and Edgenuity
ENGLISH LEARNERS
● Frequently asked questions for English Learners can be accessed here.