The nine week averages will be determined using the following percentages:

Summative Assessment 40% 

• Curriculum-based assessments, district assessments, projects, papers, extended assignments 

• Minimum of three per grading period

Formative Assessment 40%

• Performance tasks, independent daily work, lab reports, oral reports, quizzes 

• Minimum of six per grading period

Formative Practice 20%

• Group classwork, homework, exit tickets

• Frequency will vary

*Note: Students enrolled in dual credit courses will follow the policies required by the institution of higher learning

Formative Assessments & Formative Practice Only: 

Retest opportunities should be provided for all students who originally scored less than 70% on any formative assessment or formative practice.  If possible, intervention and/or reteach should be provided before the second attempt.

Teachers should allow one retake within two weeks of the original administration; offering subsequent retakes is not allowed.

Note: The original grade for any assignment (formative or summative) will be recorded in the gradebook if the student fails to take advantage of a reteach and/or reassessment opportunity.

Elementary Pre-K and Kindergarten

Pre-K and Kindergarten must enter a minimum of 18 graded assignments into the gradebook per quarter (approximately 2 per week) for all content areas.

Elementary 1st - 5th Grades

Reading, Math, and 4th & 5th grade Science must enter a minimum of 18 graded assignments into the gradebook per quarter(Average of 9 Formative Practice, 6 Formative Assessment, 3 Summative Assessment)  (approximately 2 per week). All other grades, content areas and specials have a minimum of nine grades per quarter (Average of 4 Formative Practice, 3 Formative Assessment, 2 Summative Assessment)(approximately 1 per week). Grades need to be entered in the gradebook within a week, including “0” for missing assignment.

Secondary 6th - 12th Grades

Each core content teacher must enter a minimum two graded assignments into the gradebook each week for a total minimum of 18 grades per reporting period.  All other grades, content areas and specials have a minimum of nine grades per quarter (approximately 1 per week). Grades need to be entered in the gradebook within a week, including “0” for missing assignment. 

If a student’s report card grade is less than 50%, the student’s average will be rounded up to 50%. The database will automatically round up the final grade to 50 after the school administrator transfers grades to the report card.  All of the individual assignment grades given during the quarter that are lower than 50 will stay the same in the database. 

A student receiving an incomplete and/or a zero for a missed assignment should be provided opportunities to convert an incomplete grade to an earned grade.  

Note: In unusual cases where the student has missed a large quantity of work, the time may be extended longer than the two week make-up work period. 

The amount of homework assigned should not be excessive; therefore, it is highly recommended that content areas coordinate when homework is due to prevent overloading the students. 

In order to provide the total assessment "picture" of a student's academic progress for a course, any student missing classroom instruction due to an excused absence should receive the following:

• Students should receive credit for satisfactory makeup work after an absence. They will receive a zero with a comment as a placeholder (only) until missed work is completed and turned in.

•  Acceptance of make-up work does not extend past (14) days in any given nine weeks grading period.

Note: In unusual cases where the student has missed a large quantity of work, the time may be extended longer than the two week make-up work period. 

All teachers must obtain an approval from campus principal, or designee, for their course syllabi and grading practices.  Local administrators must consult the Grading Practices/Guidelines before they approve course syllabi of teachers. 

Pre-K & Kindergarten are reported as non-numerical grades:

E = Excellent: Exceeds standards: In addition to a Satisfactory, the student makes applications and inferences beyond expectations. (90-100%)

S = Satisfactory:  Meets standards consistently and independently (80-89%)

N = Needs Improvement: Limited progress or does not meet standards (70-79%)

U = Unsatisfactory: Progressing toward meeting standards (69% and below)

1st-12th grade and Electives are reported as numerical grades.

A = 90–100%

B = 80–89%

C = 75–79%

D = 70-74%

F = 69% and below 

Any student not meeting the 70% requirement may be required to attend summer school.  A Grade Placement Committee (GPC) will determine whether the student would be promoted or placed after summer school requirements have been completed.

Middle School: Academic course letter grades have the following GPA weights:

A = 4.0   B = 3.0   C = 2.0   D = 1.0   F = 0.0

All secondary courses will calculate and report a semester average. Calculated averages reported on Progress Reports or Report Cards may not exceed 100%.

1st Nine-Week Average: 50%

2nd Nine-Week Average: 50%

Middle school and high school courses that are a full year in length will calculate a year-long average. The average will be determined using the semester averages, however half credit will be awarded after a student has passed semester one. Full credit will be awarded after the student has passed semester two OR if the overall average is 70% or above.

1st Semester Weighted at 50% + 2nd Semester Weighted at 50% = Final Grade

If the final grade does not average to 70% for HS credit courses, the student will need to repeat the semester course that caused the average to equate below 70% to earn credit.

• Weekly Grade Reports: Data clerks will run the Blank Missing Grades and Graded Assignment Count reports every Friday to provide to admin. Admin or designee will follow up with any teachers who are missing grades or do not have enough grades.

• Internal Grade Submission Deadline: Establish an internal deadline for teachers to enter grades and comments into the system at least three days before the official report card or progress report finalization date. This buffer allows time for review and corrections.

• Grade Review Meeting: Schedule a meeting with teachers one day after the internal submission deadline to review grade entries and ensure that all grades are entered correctly, including the required number of formative and summative assessments. (This can be done by Principal, AP, IC or Team lead; however this process is overseen and ultimately approved by Principal) 

• Grade Checks: Data Clerks or designated staff should run grade verification reports to check that each teacher has entered the correct number of grades according to campus policy. Any discrepancies should be communicated immediately to the respective teacher for correction.

• Spot Checks: Principals, campus administrators, or ICs should conduct spot checks to verify accuracy and consistency in grading practices throughout the quarter and leading up to progress reports and report cards. 

• Identify Low Performance: Teachers must identify students with grades of 70 or below in any subject.

• Parent Notification: Teachers are responsible for notifying parents of students performing below expectations via email, phone call, or parent-teacher conference. Communication should include specific areas of concern and suggested steps for improvement.

• Documentation: All communications with parents regarding low performance should be documented in the student’s file for reference.  

• Principal Review: Before finalizing the progress reports and report cards, the principal or assistant principal should conduct a final review to ensure all grades are entered correctly and that no students have been missed in the communication of low performance.

• Report Finalization: After the review, reports can be finalized and prepared for distribution to parents. 

• Electronic Distribution: Ensure that progress reports and report cards are distributed electronically to parents via the school’s designated platform on the scheduled date.

• Physical Copies: For parents without access to electronic communication, print and send home physical copies of the reports with students. 

• Parent Conferences: Encourage teachers to schedule follow-up meetings or conferences with parents of students who are struggling to provide additional support and resources.