A world Class Education for the 21
Roll Books – (Maintain as a back-up to Infinite Campus)
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- Differentiating Instruction by Ability and Learning Style
- Performance-Oriented Classes
- Physical Education and Performing Arts Classes
- Evaluating and Grading Special Circumstance Classes
- Grading Scale
- Advanced Placement
- Quality Points
3.5 Roll Books – (Maintain as a back-up to Infinite Campus)All mid-semester and end-of-semester grades should be calculated in accordance with the procedures published in your syllabus and the APS grading policy. Only scores recorded in the roll book and infinite campus should be included in the calculations. In order to document grades appropriately, roll books must be maintained in a uniform manner. The roll book, electronically and manually maintained, must include the following components.
3.6 Evaluating and Grading Students In addition to the progress reports generated mid-semester and end-of-semester, teachers must provide parents with monthly reports of students’ progresses. This will ensure that students are aware of their academic performance prior to the mid-semester and final semester. All grades must be maintained electronically and updated weekly so that the grades are kept current. Grading Formula Demonstration of Mastery (Tests), Quizzes 45% Homework 20% Projects 20% EOCT or Final Exam 15%
Differentiating Instruction by Ability and Learning StyleWhen students of more than one intellectual or ability level are enrolled in a class, lesson plans should reflect an adjustment of the workload and a modification of the grading and instructional procedures to meet the students’ needs and abilities. Furthermore, the learning styles of students should be determined early in the school year; that information should be recorded in the grade/roll book, and lesson plan modifications should be evident. *Short-range assignments are assignments of approximately one week or less from introduction to evaluation. They include, but are not limited to weekly tests, daily class-work, homework, pop quizzes, class participation, minor projects, reports, and lab activities. **Long-range assignments, other than the final exam, should include unit tests, the mid-term exam, and major projects, reports, and lab activities. Performance-Oriented ClassesPerformance-oriented classes are included within the curriculum of the vocational/career technology, fine arts, science, foreign language, and to a limited degree the English, social studies, and mathematics departments. An example for assigning grades for such classes includes:
This grade should be derived from such indicators as effort, observation techniques appropriate for the particular task, ability to plan a program of work and carry it out, and/or ability to work with other members of the class or group.
This grade should be derived from such indicators as the application of skills and techniques in the class.
The grading in the projects and tests area may be combined in certain cases. For example, if the course is of the type that the major thrust of the course is one major project evaluated repeatedly during the semester, then the project’s value cannot exceed 20%. If the course is on the type that written performance testing is a desirable portion of the class rather than projects, then the value of testing cannot exceed 20%. The important factor to keep in mind is that 60% of the grade should be based on the student’s daily performance in class as mentioned above. Physical Education and Performing Arts ClassesAs a recommendation, participation, dressing out for class, observation of rules, attentiveness, teamwork, and effort should account for 60% of the final grade.
Evaluating and Grading Special Circumstance ClassesIt is recognized that there may exist within the curriculum those courses that are not easily adaptable to these guidelines. Instructors who are teaching such courses are encouraged to develop their own grading system. The following steps should be followed:
Only the plans that receive the written approval of the principal or designee may be implemented. Approved alternate grading formats should be included in the grade book. 3.7 Extra Credit and Bonus Points All assignments that are truly worthwhile should be part of the course requirements rather than extra credit. However, there may be occasions when extra credit assignments are appropriate. Such discretion will be left to each teacher. If a teacher does elect to offer extra credit assignments, the offer must be made to all students. 3.8 Grading Scale and Quality Points
Grading ScaleA = 90 - 100 Excellent achievement B = 80 - 89 Above average achievement C = 70 - 79 Average achievement F = Below 70 Failure to achieve (Deficiency notice must have been given to student and mailed home.) S = Satisfactory achievement U = Unsatisfactory achievement Advanced Placement3.25 Advanced PlacementCollege freshmen level courses designed by the College Entrance Examination Board (CEEB) are offered in several areas. They are a part of the regular curriculum and are counted with other courses toward graduation requirements. Students desiring to enroll in the Advanced Placement (AP) program must complete an application and meet several entrance requirements for permission to enroll in an AP course. Students enrolled in AP courses are expected to take the AP exams. Students, who earn a “C” or above in an AP class, will receive ten additional points towards their final average. Students who earn a grade below 74 during the first semester may be removed from the AP course for the second semester.
Quality PointsRegular Courses Advanced Placement A = 4 A = 5 B = 3 B = 4 C = 2 C = 3 D = 1 D = 1 F = 0 F = 0 3.9 Due Dates and Deadlines It is important that students learn to respect due dates and deadlines both for college and the workplace. Due dates and deadlines published in the syllabus should be adhered to. Any student who misses a published due date, due to an unexcused absence, may have his/her grade for that assignment reduced at the teacher’s discretion if this grading policy is documented in the syllabus. A student who misses a due date that was previously assigned because of an excused absence must submit the assignment based upon returning to class. The student must submit a written excuse to be approved by the teacher before the student can receive full credit for the assignment. 3.10 Daily Assignments and Make-Up Students who fail to turn in daily assignments due to unexcused absences are not entitled to make up the work for credit. This type of absence includes class cuts. It is the teacher’s discretion regarding the make-up of assignments based upon these types of absences. Students who miss daily assignments due to excused absences, which are supported by written documentation, are allowed to make the work up within three class periods upon his/her return to school. All inquiries and arrangements for making up tests, class work, and other assignments after absences are the responsibility of the student, not the teacher. Students who fail to inquire about or arrange for make-up will receive no credit for missed assignments. 3.11 Plagiarism/Cheating Cheating and plagiarism are considered very serious academic offenses. Any student who plagiarizes or cheats is to be referred to the administration along with the supporting evidence. The teacher must contact the parent for a conference and refer the student to the principal. The student will be given a “0” for that assignment, and a parent conference with the teacher must be held. The student may receive disciplinary actions including but not limited to suspension.
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