316P - Evaluation and Grade Assignment

I. Grade Level Placement

The principal shall provide direction to teachers in their evaluations of students and review grade level placement to ensure uniformity of evaluation standards.

Early communication with parents is required when a a child is experiencing academic or developmental difficulty which may necessitate assignment to the same grade level for the following year. Parents' opinions will be included for consideration of grade level placement; however, decisions regarding grade level placement shall be made by the principal after consultation with appropriate instructional staff including, but not limited to, teachers, the assistant superintendent for instruction, instructional directors, instructional supervisors, and/or coordinators of special instructional services.

At the elementary school level, student attainment of the skills and knowledge expected for the assigned grade level, readiness for work at the next grade level, and performance on local and/or state assessments shall be considered before assignment to the next grade level. No student may be retained solely on the basis of achievement on state assessments.

At the middle and high school level, students may advance to the next grade level after earning satisfactory grades for courses taken at the present grade level, following procedures outlined in regulation 316R-B. However, students in grades 6-8 may be retained as described in paragraph (2), above.

II. Prevention, Intervention and Remediation

Programs of prevention, intervention, or remediation shall be made available for students who are educationally at risk. Such students include, but are not limited to, those whose academic achievement does not meet expectations, that fail to achieve a passing grade on locally developed formative and summative assessments, or who fail to achieve a passing score on any Standards of Learning assessment. Such programs may include summer school for elementary, middle and high school students, and school year programs such as tutorial sessions, specialized reading programs, academic review classes, and other special prevention, intervention or remediation options. Student schedules may be affected by the requirement to participate in a prevention, intervention or remediation program. Program availability may be limited to those which may be adequately funded by the school board.

III. Evaluation of Student Progress—Uniform Grading Scale


A. Beginning with the 2012-2013 academic school year, schools shall implement a uniform ten (10) point numeric grading scale, grades 1-12. Student summative grades calculated in prior years shall not be retroactively converted to a ten (10) point scale grading scale.

 

A+

97 – 100

A

94 – 96

A-

90 – 93

B+

87 – 89

B

84 – 86

B-

80 – 83

C+

77 – 79

C

74 – 76

C-

70 – 73

D+

67 – 69

D

64 – 66

D-

60 – 63

F

59 and below



B. The superintendent shall promulgate regulations rewarding student scholastic achievement in advanced coursework. Such coursework may include nationally- or internationally-recognized courses, certain college-level courses, and honors-level high school courses.

C. Students in kindergarten shall be assessed following regulations promulgated by the superintendent.





Cross Reference:

Regulation 316R-A, Instruction-Evaluation and Grade-Level Assignment and Regulation
316R-B, Instruction-Reporting to Parents




Adopted: February 6, 1990
Amended: July 17, 1992
Amended: April 7, 1998
Amended: June 14, 2000
Amended: April 17, 2012