A Pathway to Success
Grades 6 – 12
The following procedures have been established to ensure consistent grading practices.
Purposes of Grades
The purpose of grading should be to show proof of mastery of the content. Grading should serve as a tool to document student’s progress, to provide feedback to the student and family, and to inform instructional decisions. Grading should not be used to motivate or punish students.
There shall be four grading periods during each school year. Progress reports are issued at the midpoint for each grading period. Report cards are issued at the end of each grading period.
2. Grades reported on interim reports and report cards shall be derived from work that measure student learning of knowledge, skills, and competency.
3. Homework and classwork is practice. Students are to learn from their mistakes. In order to learn from their mistakes, we have to make sure that students are not afraid to make them. This fear of making mistakes promotes a culture of cheating. It also encourages some parents to “help” their children with their homework to the point that it no longer becomes the student’s own work. If homework counts too heavily in the grade, the grade may not be an accurate reflection of the student’s mastery of the material.
4. Students will not permanently be assigned a zero for homework assignments. Students with incomplete homework will receive a lunch detention until the assignment is completed. If a student fails to complete an assignment a zero will be placed in the grade book. The student will then have the opportunity to complete the assignment for at least half credit. Students may only turn in assignments completed within the present quarter.
5. When calculating student grades, more weight is given to the summative assignments (assignments designed to evaluate student learning) than the formative assignments(assignments designed to provide practice and guide next-step instruction). Summative assessments will make up 70% of the student’s overall grade. These summative assessments will include tests, quizzes, projects, labs, research papers, etc. Formative assessments will make up 30% of the student’s overall grade. Formative assessments will be homework, practice work, classwork, etc. Parents of current sixth graders may not see a difference since 4th and 5th grade teachers utilized the 70%/30%.
6. All high school courses will administer a final. The final will be comprehensive and measure student learning of the content standards and outcomes presented during the course. The final assessment grade will be 20% of the final semester grade. A final exam schedule will be posted at the beginning of December and May.
7. Students will be allowed to re-take an assessment in order to demonstrate mastery. Any student scoring below a 70% on an assessment will be eligible for a re-take. Each individual teacher will decide the window (number of days) a student has to re-take the assessment. Additionally, the teacher will determine the number of re-takes allowed per quarter (minimum of 2). The grade received on the re-take will be the grade issued to the student. Grades will not be averaged. This policy will not apply to assessments that are governed by state policy or semester and final exams.
In honors' classes, re-takes will be at teacher discretion.
The lowest possible grade a student can receive for an assessment is a 55% if reasonable effort is being applied.
This will only apply if a student has made the effort to complete a re-take of the assessment.
8. Teachers shall return students’ assessed work in a timely manner with meaningful, descriptive feedback in order to facilitate next step learning. We encourage students to take responsibility for their own learning. Students should be responsible for making arrangements with teachers to re-learn and re-take assessments.
9. Students and parents should have received an overview of the course, teacher expectations for students, and the procedures and criteria for determining grades.
10. Teachers will assist students in understanding the grading process and in using assessment data, grades, and descriptive feedback to improve their levels of academic achievement and performance.