Grading Guidelines (7th-12th grade)
The purpose of the Grading Guidelines is to provide a framework for teachers to measure and report student mastery of essential concepts. Best practices include measuring student learning in multiple and varied ways in order to calculate a valid student grade. It is critical that student academic attainment be measured, not by the amount of time a student spends on learning, but by the level of attainment in terms of the skills and knowledge that student has mastered. The student then has the ability to apply that knowledge and use it to problem solve, create and continue to learn and grow.
Assessments account for 80% of a student's grade. Assessments are assignments and measures provided for students to demonstrate their achievement on skills and concepts that have been taught. Assessments include multiple types of assignments that measure learning over the course of the grading period. Multiple measures may include: multiple choice tests, benchmark assessments, quizzes, writing assignments, progress monitoring, projects, labs or any rubric based assignments. Best teaching practices include continual multiple measures of learning.
At times, if a course includes project based learning assessments, those projects may account for up to 20% of the assessment component of the total course grade. An example of a project based assessment: An analysis of geometric shapes in art or a research paper on the history of calculators. Projects give students the opportunity to practice skills that are complex and integrated. Projects may require several days or weeks of student work. Several grades may be assigned to one project required to reflect the essential components of that project. The combination of those essential project component grades will result or be combined into one final project grade that can be up to 20% of the assessment component of a course grade. Students may re-take component portions of a project. As the teacher monitors students' progress on project objectives for their grade they may note lack of student progress insufficiencies in the work and direct students to re-take assignment components connected with that project. At times, projects are a part of the assessment category and may account for as much as 20% of a course grade.
All of these assessments (including projects) account for 80% of a students grade.
Finals should not account for more than 10% of a student's grade. Finals measure a student's mastery of all essential content for the semester. Finals may not be re-taken. Finals are provided for students in December and May. The December benchmark 2 may be used as the final and will not be available for re-testing.
Projects give students opportunity to practice skills that are complex and integrated. Projects may require several days or weeks of student work. Several grades may be assigned to one project required to reflect the essential components of that project. The combination of those grades will result or be combined for one final project grade.
Students may re-take portions of a project. As the teacher monitors students' progress on project objectives for students' grades, they may note lack of student progress and direct students to re-take assignments connected with that project.
At times, projects are part of the assessment category and may account for as much as 20% of a course grade.
The time needed for student learning and the amount of intervention required for student mastery of content varies from student to student. Students need to devote the extra time and take advantage of the additional support they require until they experience success. This extra practice may occur in many different ways and take place in various settings. For example, a student may attend tutoring offered before or after school or a student may receive support from a parent, sibling or friend who has the content knowledge to support the learning of the student. A learning website that offers the student additional practice is also acceptable. If the student provides the classroom teacher with documentation of this support along with completion of and has completed 80% or more classwork/homework then that student is eligible to re-test. Guidelines for re-testing are as follows:
- Re-test no later than four weeks from the original assessment or no later than the end of the quarter
- Grades reflected in the grade book are the best of all attempts
- Documentation of additional practice of tutoring or support
- Completed 80% or more classwork/homework
Students may continue to re-test for content mastery as long as the practice has been substantiated.
Classwork and homework are the students' independent practice of skills and concepts learned in the classroom. Homework should not account for more than 10% of a course grade. 80% of all classwork needs to be completed in order for students to be eligible for re-takes.
Advanced Placement (AP) Classes:
AP, IB AND CAMBRIDGE CLASSES: If a student participates in the AP, IB or Cambridge exam, the student is not required to take the course final. If the score on the AP exam is a 3, the student's grade gets moved up by one letter grade. If a student scores a 4 or 5 on the AP exam, the student will automatically earn an A in the AP course. If the score on the IB exam is a 4, the student's grade gets moved up by one letter grade. If a student scores a 5, 6 or 7 on the IB exam, the student will automatically earn an A in the IB course. If the score on the Cambridge exam is a D, the student's grade gets moved up by one letter grade. If a student scores A, B or C on the Cambridge exam, the student will automatically earn an A in the Cambridge course.
Report Cards/Progress Reports:
Official report cards/progress reports are posted eight times a year (four per semester). Only the final grades on the first and second semester report cards are recorded on the official transcript.
The District grading scale on report cards reads:
A - 90%
B - 80%
C - 70%
D - 65%
F - below 65%