LISD High School Grading System
LISD High School Grading Systems Guidelines
GRADING/PROGRESS REPORTS TO PARENTS EIA Local The Superintendent or designee shall ensure that each campus or instructional level develops guidelines for teachers to follow in determining grades for students. These guidelines shall ensure that grading reflects a student’s relative mastery of an assignment and that a sufficient number of grades are taken to support the grade average assigned. Guidelines for grading shall be clearly communicated to students and parents.
The District shall permit a student who meets the criteria detailed in the grading guidelines a reasonable opportunity to redo an assignment or retake a test for which the student received a failing grade.
Purpose of Grades The focus of a grading system is to measure student mastery on their learning targets. The purpose of grades is to provide students with feedback about their progress and achievement, guide students about future course work, provide guidance to teachers for instructional planning and communicate progress to parents. As you develop your grading system, reflect on how accurately it reflects a student’s level of mastery of required material.
LISD Grading Policy Expectations
• Grading policy should be focused on student learning and mastery of skills
• Grading policy must be consistent by grade level or course by campus
• Retake or redo opportunities should focus on opportunities to relearn concepts
• Retake or redo opportunities should scaffold based on age level appropriateness
LISD High School Grading Guidelines 2019-2020 School Year
Grading Guidelines Teachers shall develop, through collaboration with their course-level team, a clearly defined “Grading System Plan” that will be submitted to the campus principal for approval. Each teacher shall distribute a copy of the grading system to students and parents at the beginning of each school year or semester and to all new students and parents thereafter. The grading record should be a teacher’s record of evidence to support grades reported on the report card. Grades should be logical, justifiable, and sufficient in number to assure that the report card grade is an accurate measure of the student’s progress and achievement. Teachers are expected to create and implement a grading policy and plan that ensures multiple opportunities for student success.
• In order to be awarded a grade of “70” in a course or subject, a student must demonstrate 70% mastery of the district's curriculum objectives in any recording period.
• Grading process and criteria should be consistent on a campus for each subject/grade level.
• Teachers are encouraged to provide a sufficient number of grades to allow multiple opportunities for students to demonstrate mastery.
• Teachers are required to have an average of one grade per week.
• Teachers shall update grades weekly at a minimum to inform students and parents on academic progress.
• Teachers should review and return all graded work to students within a time frame that will benefit the student. This will provide students with feedback and allow them to identify any areas of weakness and arrange for tutorials, extra study sessions or make-up teach/redo.
• Teachers should provide students with ample opportunities for non-graded practice throughout the learning process. Assessment for learning strategies should be employed to continually assess where the student is in relation to the learning target.
• When calculating a six-week average, no single assignment/assessment grade may count for more than 25% of the total average. Each recorded assignment shall receive a single grade. It should be noted however that some larger, more comprehensive projects may be comprised of multiple, smaller assignments each receiving its own grade.
• Final exams shall be weighted at no more than one-seventh of the semester grade.
• Late work policies should be developed with a focus on student mastery of the learning. Penalties for late work should be minimal to ensure that grading reflects a student's relative mastery of an assignment. Any minimal penalties must be clearly delineated in the grading guidelines submitted to the campus administration for approval.
• Teacher retake and redo policies must be consistent by campus grade level or course including:
• Type(s) of assignment(s)/test(s) eligible for retake or redo
• Number of times a student can retake or redo an individual assignment
• Number of times a student can retake or redo assignments/tests in a specified time period (6wks/semester/year)
• Maximum final grade or replacement grade a student can earn for a retake or redo assignment will be a 70 at the high school level.
Making Up Missed Work Due to Absences
Students who are absent for any reason must make up the work they missed.
• It is the student’s responsibility to check with each teacher the day the student returns from any absence to determine the:
1. Make-up assignments, 2. Specific dates for completing the work, and 3. Dates to complete any missed tests. Note: based on the A/B schedule at the high school level, the term “one day” is equivalent to one class period.
When a student is absent from class due to illness, upon his/her return, the student will be allowed one day for each day of absence to make up the assigned work and/or take a quiz/exam.
• Previously scheduled assignments that were due on the day of the absence will be due on the day the student returns to school.
• Previously scheduled quizzes/exams will be administered on the day the student returns to school.
• The student is allowed one (1) day for each day of an absence to make up assignments and quizzes/exams scheduled during their absence.
• One (1) day of make-up time is allowed for each day of absence (Example: 2 days absent - 2 days to make up work; 4 days absent - 4 days to make up work, etc.).
Any student absent from class due to extracurricular activities will be responsible for obtaining assignments prior to the absence.
• Students who miss class due to extracurricular activities are required to submit missed assignments and taking any missed quizzes/exams on the first day of his/her return to class.
Obtaining Assignments:
1. If a student is absent due to an extended illness (five (5) or more days) and wishes to get assignments before
returning to school, the students and/or family may contact the classroom teachers to request assignments. A minimum two (2) days is needed to obtain work. 2. There may be instances when work is needed before an absence occurs (e.g. scheduled surgery). In order to obtain this work, a parent may submit a note to the teachers explaining the reason for the absence and the dates of the absence. A minimum of two (2) days is needed to obtain work.
Reassessing Individuals The following criteria must be followed to establish the retake/redo process:
• The individual teacher/collaborative teams shall outline which assignment(s) and or test(s) are eligible for retake or redo opportunities
• Students shall be given at least one opportunity to retake or redo eligible failing assignments such as quizzes, homework, daily class work, summative assessment/assignment, major test, or major project within five school days of the notification to the student of a failing grade.
• Re-teach/relearn opportunities should be provided to students as a part of the retake and redo process. A variety of reassessment techniques can be used including oral questioning, observation, retesting, demonstration, and alternative assignments.
• Collaborative teams (course/grade level team) must determine a process for calculating (determining) grades for the retake and redo on assessments/assignments.
• Semester final exams are excluded from the retake or redo policy.
• Students who receive a failing grade due to violation of academic dishonesty are not eligible for the make-up or redo opportunity.
• The process and criteria for retakes/redos should be consistent on a campus for each grade level/subject and must be submitted to the principal for approval.
Teachers may also allow opportunities for all students to demonstrate increased learning and improve their grades. The teacher/team will establish criteria for these opportunities to occur. The calculation/determination of the final grade or replacement grade will be determined by the teacher/collaborative teams.
Administrative Responsibilities Regarding Campus Grading Plans As campus leaders guide teams to develop grading system plans, the following process shall be followed:
• Review LISD Governing Board policy EIA legal and local.
• Read LISD Secondary Grading Procedures (above)
• Complete the LISD Collaborative Team/Teacher Grading System Plan template and submit it to your principal for approval. Refer to the reflective questions to guide your work. Grading process and criteria should be consistent on a campus for each subject/grade level.
• Principals shall be responsible for ensuring that each LISD Collaborative Team Grading Guidelines Plan proposal submitted to them adheres to the LISD Governing Board policy EIA legal and local as well as the Secondary Grading Systems Guidelines.