Grading & Reporting

Grading Practices NASD Policy IKA-E, IK, IKAB, ILBAA

We believe that all students can learn. This requires that students have more than one chance to show adequate performance (passing). Our grading policies reflect this belief. They underscore the need for every student to master essential understandings we now call competencies.

• Formative assessments are designed to prepare students for summative assessments, by introducing and reviewing content and skills. The purpose is to ensure that students can be successful when taking a summative assessment. 

• A summative assessment is the opportunity for students to demonstrate specific course competencies relative to the course’s content and skills. 

• Both formative and summative assessments may be used as evidence of competency in the Student Information System. 

• There will no longer be a designated midterm or final exam category as part of a course grade. Teachers may give students a high stakes summative that may require the student to employ cumulative knowledge and skills as part of the competency assessment process which will count as evidence towards determining competency. One day may be set aside at the end of each quarter for assessment or recovery.

• Even when prepared, students may occasionally perform much lower than their usual pattern of achievement. When such circumstances occur and elements that impinge on learning can be identified and corrected, reassessment is appropriate. Showing evidence of achieving the learning standard is paramount. Conditions for redoing summative assessments for credit will be determined by the teacher consistent with guidelines provided by school administration. 

• A lack of evidence or work completed via dishonest techniques will result in no credit.

• Extra credit is not allowed (extra opportunity is built into the redo practice).

• In order to receive credit in a course students must pass all academic competencies.

Progress Reports, Guidance Office NASD Policy IKAB

• Progress will be reported formally via a mailed report card quarterly (every nine weeks). This progress will be reported using the rating scale on each competency assessed. A course grade will be assigned upon the completion of a course (semester or year-end).

• Intermittent progress ratings on all assessed competencies will be available to parents online throughout the quarter on an ongoing basis in our student information system. 

• Teachers should make frequent use of Student Progress Reports. Teachers shall call parents or have personal conferences as needed to inform parents when students are in danger of failing or experiencing problems academically, socially or behaviorally.

• At a minimum, teachers will contact all parents of students who are not demonstrating basic competency at the close of quarterly Progress Reports.

• A weekly or bi-weekly progress report may be issued, at the request of the parents/guardians, for a student with a demonstrated need. This request should be directed to the Guidance Office. Obtaining and circulating progress reports for teacher comments is the responsibility of the student.

Grading Practices