School Grading Procedure

I. Introduction

The purpose of this grading procedure is to provide a clear and consistent framework for assessing and reporting student performance. This procedure applies to all grade levels and subjects, ensuring that our grading practices are fair, transparent, and aligned with educational standards. By implementing these guidelines, we aim to accurately reflect student learning, identify areas for improvement, and support academic growth.

II. Grading Scale

Our grading scale is designed to provide a standardized measure of student achievement. The following table outlines the letter grades, corresponding percentages, and descriptive indicators of performance:

Letter Grade	Percentage Range	Descriptor
A	90-100%	Excellent
B	80-89%	Good
C	70-79%	Satisfactory
D	60-69%	Needs Improvement
F	0-59%	Failing

III. Assessment Weighting

To ensure a balanced evaluation of student performance, different types of assessments are weighted according to their importance and contribution to the final grade. The following table outlines the weighting of various assessments:

IV. Grading Criteria

A. Academic Performance Criteria

Academic performance is assessed based on the accuracy, completeness, and quality of student work. This includes understanding and application of concepts, problem-solving skills, and the ability to communicate ideas effectively. Grades in this area reflect the student’s mastery of the subject matter as demonstrated through various assessments.

B. Effort and Participation Criteria

Effort and participation grades are based on the student’s engagement in the learning process, including their involvement in class activities, completion of assignments, and willingness to contribute to discussions. This criterion recognizes the importance of active participation and consistent effort in achieving academic success.

C. Behavior and Conduct Criteria

Behavior and conduct are evaluated based on the student’s adherence to school rules, respect for peers and teachers, and overall demeanor in the classroom. Positive behavior and conduct contribute to a conducive learning environment and are essential for academic and social development.

D. Extra Credit and Make-Up Work Policies

Extra credit opportunities are provided to encourage additional learning and reward students for going beyond the standard curriculum. These opportunities are offered at the teacher’s discretion and must align with the educational goals of the course. Make-up work policies ensure that students who miss assessments due to legitimate reasons have the chance to complete their work. Make-up assignments should be equivalent in rigor to the original assessments and completed within a specified timeframe.

V. Grade Recording and Reporting

A. Frequency of Grade Reporting

Grades will be recorded and reported regularly to provide timely feedback to students and parents. Teachers will update grades on a weekly basis to ensure that students and parents have current information on academic progress.

B. Methods of Grade Reporting

Grades will be reported through our online student information system, allowing students and parents to access grade information at any time. Report cards will be issued at the end of each grading period, providing a comprehensive summary of student performance.

C. Communication with Parents/Guardians

Effective communication with parents and guardians is essential for supporting student success. Teachers will communicate regularly with parents through emails, phone calls, and parent-teacher conferences to discuss student progress and address any concerns.

D. Midterm and Final Grade Reports

Midterm grade reports will be issued halfway through each grading period to provide an update on student progress. Final grade reports will be issued at the end of each grading period, summarizing the student’s performance and final grades for the term.

VI. Feedback and Reassessment

A. Providing Feedback to Students

Providing timely and constructive feedback is crucial for student learning. Teachers will provide feedback on all assessments, highlighting strengths and areas for improvement. Feedback will be specific, actionable, and aligned with learning objectives.

B. Opportunities for Reassessment or Improvement

Students will have opportunities to improve their grades through reassessment. Teachers will provide additional support and resources to help students master the material before reassessment. Reassessments will be scheduled within a reasonable timeframe to ensure timely progress.

C. Policy on Retakes and Redos

Students may retake or redo assessments to demonstrate improved understanding and skills. Retakes and redos are subject to teacher approval and must be completed within the same grading period. The higher of the two grades will be recorded.

VII. Academic Integrity

A. Importance of Academic Integrity

Academic integrity is the foundation of a fair and effective educational system. It ensures that grades accurately reflect student learning and achievements. Upholding academic integrity is essential for maintaining trust and credibility in our educational community.

B. Consequences of Academic Dishonesty

Academic dishonesty, including cheating and plagiarism, undermines the learning process. The following table outlines the progressive consequences for academic dishonesty:

Offense	Consequence
First Offense	Warning and zero on the assignment
Second Offense	Parent conference and zero on the assignment
Third Offense	Suspension and zero on the assignment

C. Handling Violations

Violations of academic integrity will be handled through a structured process:

1. Teacher identifies and documents the violation.

2. Teacher meets with the student to discuss the violation.

3. Teacher informs the parents and school administration.

4. Consequences are applied based on the severity and frequency of the violation.

5. A plan for preventing future violations is developed and implemented.

VIII. Special Considerations

A. Grading for Students with Special Needs

We are committed to providing equitable grading practices for students with special needs. Accommodations and modifications will be made in accordance with each student’s Individualized Education Plan (IEP) to ensure fair assessment of their abilities and progress.

B. Grading for English Language Learners

English Language Learners (ELLs) will be graded based on their progress in both language acquisition and content mastery. Teachers will use differentiated assessments and provide appropriate supports to accurately reflect ELLs’ academic growth.

C. Accommodations and Modifications

Accommodations and modifications will be provided to ensure all students have equal access to the curriculum and assessments. These may include extended time, alternate formats of assessments, and additional support during instruction.

IX. Appeals and Disputes

A. Process for Students to Appeal Grades

Students have the right to appeal grades they believe are inaccurate or unfair. The appeal process includes:

1. Discussing the grade with the teacher.

2. Submitting a written appeal to the teacher if the issue is not resolved.

3. If necessary, escalating the appeal to the school administration.
   

B. Procedures for Resolving Grade Disputes

Grade disputes will be resolved through a structured process:

1. Review of the assessment and grading criteria by the teacher.

2. Meeting between the student, parent, and teacher to discuss the dispute.

3. Involvement of the school administration if the dispute is not resolved at the teacher level.

4. Final decision made by the school administration.

X. Commitment

We are committed to maintaining fair, transparent, and equitable grading practices that support student learning and growth. Our grading procedures are designed to accurately reflect student achievements and provide meaningful feedback to guide their educational journey.

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