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Grading, Reporting and Appeals- To be Updated

Grading and Reporting

Need to Update 2023 with NEW DCPS policy post pandemic (updated 07/14/2014)

The student's grades indicate his/her understanding and progress in class. Report Cards are given four times a year after each nine week advisory. Progress reports are issued four times a year, in the middle of each advisory. Parents and students must be aware of the students' grades. Parents must personally pick up all report cards at the meetings of the Association of Parents, Students, and Staff. Parents will also be able through Parent Assistant as well as ENGRADE System to monitor student progress throughout the grading period. The grades in ENGRADE will only be as current as the grades entered by teachers; thus, timeliness is appreciated.

Grades for each class are awarded based on:

1. Portfolios/Projects/Exhibits

2. Homework Completion

3. Class Participation

4. Attendance

5. Tests/ Exams

The grades at CHEC are composed in the following manner:

Assessments are weighted according to best demonstration of understanding as well as whether they are formative (to help with seeing how much a student understands) or summative (for a grade) in nature. This weight helps calculate a grade point equivalent in alignment with the four point grading system.

DCSTAR will automatically calculate the same weights for formative and summative grades in the absence of a final exam grade at the midterm grading point (dividing the weight evenly across assessments in the summative category). It is of extreme importance in this model that students have a robust collection of summative work each nine weeks (term/advisory) in order to best represent understanding (e.g., at least 3 projects). For courses that last only 9 weeks assessment types will be weighted as follows: Portfolio Presentation- 12%, Tests- 32%, Portfolio products- 36%, and Classwork/Homework- 20%).

Students also may operate under the myth that homework or formative assessments do not “count,” but it is our job to clearly represent the relationship between a students capacity to do well on summative assessments without formative practice. Use class data to show students the direct correlation between summative and formative assessment.

In order to achieve a rating of exceeds, meets, or not meeting standards (on portfolios and presentation), the student must do work that obtains a grade of or above based on a holistic rubric:

*Students must revise work to standard within the term.

The following are grades and their equivalents:

Grades Percentage Quality Point Equivalent

* An incomplete will be automatically changed to an “F” if work is not completed within 10 days.

Timely and Relevant Feedback

As students and parents will now be able to access data in real time, it will be important to follow these guidelines for timely feedback on assignments.

Students can expect to receive information on homework within 48hrs.
Students can expect to get data from a summative assessment within a calendar week.

Cumulative Grade Point Calculation

For uniformity, each student’s grade point average should be computed as follows:

1. Add the grade point average for 9th, 10th, and 11th grades

2. Multiply the total number from #1 above by 4:

3. Add the grade point averages for the first three (3) quarters of the 12th grade;

4. Add the total number from # 3 above to the number derived in # 2 above;

5. Divide the number derived in # 4 above by 15;

6. This number is the grade point average.

Academic Probation

Students whose grade point average falls below 1.5 in any advisory will be placed on Academic Probation and a contract for improvement will be developed. The contract will include mandatory participation in the after school tutoring program and a presentation in front of a panel. Students will collect and reflect on artifacts relating to attendance, grades, community service, tutoring, peer and teacher letters of recommendation, and a personal goal statement. These students must meet with their respective counselor. The counselor, teachers and SLC administrator will consider the following factors in taking action with students on probation.

1. Attendance

2. Attitude

3. Behavior

4. If grades and attendance do not improve following the contract, the student may be recommended for transfer to his/her home based school.

Academic Standing

In order to maintain good academic standing, and be eligible for co-curricular activities, a student must maintain a 2.0 (C) average. Students with 3.0 and above will earn placement on the Honor Roll.

Selection Procedure for Valedictorian and Salutatorian

The Valedictorian is the student with the highest GPA over three years in high school or middle school The Salutatorian is the student with the second highest GPA over three years in high school or middle school. All students at Bell Lincoln Multicultural School must spend a minimum of three (3) consecutive semesters in school prior to graduation to be considered for either the Valedictorian or Salutatorian designation at the school regardless of whether they have transferred from within the D.C. Public Schools or from another jurisdiction.

Scholarship Opportunities

The Bell Gala Scholarships are awarded to graduating seniors who excel in academics and citizenship. These college funding awards range from $500 to $4000 depending on availability of funds. A student must have an excellent attendance and disciplinary record in order to qualify for the Gala Scholarships.

Graduating Honors System

A weighted grade system will be incorporated for advanced placement courses. The intent is to provide an incentive for students to undertake rigorous courses of study.

Advanced Placement Courses

A = 5.0 B = 4.0 C = 3.0 D = 2.0 F = 0

Honors Courses (pre-university and other courses which require intensive study on the part of the student).

A = 4.5 B = 3.5 C = 2.5 D = 1.5 F = 0.0

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