In grades 1-6, all nine-week grades shall be determined according to the approved formula of 60/40. (60% Major Grades and 40% Daily Grades)

All grades shall be entered/updated to Ascender Teacher Portal on a weekly basis

Major Grades:

Sixty percent (60%) of the nine-week grade shall be the average of the student’s grades from major tests, major projects & district common assessments;

• No less than 4 major grades will be taken during the nine-week period.

• Teachers shall drop the lowest major grade.

Daily Grades:

Forty percent (40%) of the nine-week grade shall be the average from daily assignments, projects, homework, notebooks, or other activities determined by the teacher.

• No less than 15 daily grades will be taken during the nine-week period

Notes:

• • Administration must confirm that the lowest major grade is dropped in the Ascender Parent Portal.

  • Benchmarks & state assessment scores shall NOT be used as a grade.

Teachers shall allow a student a reasonable opportunity to make up and redo a class assignment or examination for which the student receives a failing grade except in cases involving academic dishonesty. Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. [See EIA (Local)].

Each teacher will provide his or her class procedures regarding make-up and redo opportunities at the beginning or upon enrolling in a course within one of the following: course syllabus, class rules, grade level rules, department rules or campus rules, etc.

ALTERNATIVE ACHIEVEMENT STANDARDS FOR STUDENTS WITH DISABILITIES

The Admission, Review, and Dismissal (ARD) committee, as appropriate, may alter passing standards or grade-level classification of students with disabilities. Such students shall have an individual education plan (IEP) or 504 Accommodation Plan, which may provide for Alternative Achievement Standards. Alternative Achievement Standards shall only be established after intensive interventions or when grade-level standards meet grade-level standards within a reasonable time due to their disability.

In grades 9 - 12, all nine-week grades shall be determined according to the approved formula of 60/40. (60% Major Grades and 40% Daily Grades)

All grades shall be entered/updated to Ascender Teacher Portal on a weekly basis.

Major Grades:

Sixty percent (60%) of the nine-week grade shall be the average of the student’s grades from major tests, major projects & district assessments;

• • No less than 4 major grades will be taken during the nine-week period. 

Daily Grades:

Forty percent (40%) of the nine-week grade shall be the average from daily assignments, projects, homework, notebooks, or other activities determined by the teacher.

• • No less than 15 daily grades will be taken during the nine-week period

Note:

Benchmarks & state assessment scores shall NOT be used as a grade.

Teachers shall allow a student a reasonable opportunity to make up and redo a class assignment or examination for which the student receives a failing grade except in cases involving academic dishonesty. Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. [See EIA (Local)].

Each teacher will provide his or her class procedures regarding make-up and redo opportunities at the beginning or upon enrolling in a course within one of the following: course syllabus, class rules, grade level rules, department rules or campus rules, etc.

ALTERNATIVE ACHIEVEMENT STANDARDS FOR STUDENTS WITH DISABILITIES

The Admission, Review, and Dismissal (ARD) committee, as appropriate, may alter passing standards or grade-level classification of students with disabilities. Such students shall have an individual education plan (IEP) or 504 Accommodation Plan, which may provide for Alternative Achievement Standards. Alternative Achievement Standards shall only be established after intensive interventions or when grade-level standards meet grade-level standards within a reasonable time due to their disability.