KLEIN INDEPENDENT SCHOOL DISTRICT_______Ulrich ________ School Grading Guidelines

2017-2018

Department: Courses: The purpose of the grading guidelines listed below is to ensure that grading reflects a student’s relative mastery of the designated district objectives and TEKS delineated by the Klein ISD aligned curriculum. Guidelines also ensure that a sufficient number of grades are taken to support the grade average for grading. These grading standards are consistent for all courses listed on this form. All grading practices should be used to promote learning, academic growth, and student achievement. Grades should be seen as a tool for growth. All team members agreed to the guidelines listed below during the meeting held on: ___8/16/17 (Leadership) and 8/17/17 (Townhall)_______

I. Communication

Students and parents are informed in advance of the basis for grading in these courses in the following ways:

Class Discussion Campus Website Handout Schoology Other:

Yes Yes Yes (at townhall and faculty meeting)

No Department Chair visits to individual team members as necessary

II. Course Specific Information: Please describe the procedures for grading related to formative and summative assessments, homework, extra credit, and late work as well as the procedures for parent notification when a student is failing or experiencing a significant decline in grades.

Formative Assessments are progress monitoring tools that determine how we can help students in the process of learning. They are assessments FOR learning and should be used to inform

instructional practices. Formative assessments can be taken as grades, but do not have to be recorded as a grade in the gradebook. Feedback is critical. Summative Assessments measure how much students have learned over time. They are assessments OF learning. They assess mastery of the curriculum standards and help determine effectiveness of mastery. Summative assessments should be created prior to instruction to capture and identify both content and process of learning that represent the desired outcomes. Homework should be clear, meaningful and relevant to learning targets, give students an opportunity to apply learned skills, and allow students to reflect on their learning. It should be varied according to student ability, and should be a minimal weight of the overall grade, if any. Homework is practice and should be learning centered, necessary, reasonable and high quality. Teachers will use homework to inform instructional strategies, provide feedback for improvement, differentiate assignments, and to communicate study habits such as effort, the need to practice, participation, and growth opportunities toward mastery.

Courses: AP DC Pre-AP On-Level Co-Teach/Sped

Minimum # of Daily/Minor GradesPer 9 WeeksSee reference page

9 9 9 9 9

Minimum # of Major Grades Per 9 WeeksSee reference page

3 3 3 3 3

Grade Percentages:Minor/Major/HWSee Reference Page

60/40 with the understanding that HW is calculated into the 40% daily grade at a ratio of no more than 10%

50%/50% - PE and Athletics

60/40 with the understanding that HW is calculated into the 40% daily grade at a ratio of no more than 10%

50%/50% - PE and Athletics

60/40 with the understanding that HW is calculated into the 40% daily grade at a ratio of no more than 10%

50%/50% - PE and Athletics

60/40 with the understanding that HW is calculated into the 40% daily grade at a ratio of no more than 10%

50%/50% - PE and Athletics

60/40 with the understanding that HW is calculated into the 40% daily grade at a ratio of no more than 10%

50%/50% - PE and Athletics

Examples of Daily/Minor Grade Assignments:

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening,

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening,

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening,

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

measure learning through listening, speaking, reading, or writing.

speaking, reading, or writing.

speaking, reading, or writing.

speaking, reading, or writing.

Examples of Major Assignments:

All formal assessments must be limited to a PLC identified power standard as outlined in the planning form.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening,

All formal assessments must be limited to a PLC identified power standard as outlined in the planning form.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

BM (excluded

All formal assessments must be limited to a PLC identified power standard as outlined in the planning form.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

BM (excluded from the 45 min

All formal assessments must be limited to a PLC identified power standard as outlined in the planning form.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

BM (excluded from the 45 min rule), CCA, and

All formal assessments must be limited to a PLC identified power standard as outlined in the planning form.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

BM (excluded from the 45 min rule), CCA, and other “pencil paper test” which may include, but aren’t limited to, essay, short answer, multiple choice - as

speaking, reading, or writing.

BM (excluded from the 45 min rule), CCA, and other “pencil paper test” which may include, but aren’t limited to, essay, short answer, multiple choice - as long as they do not exceed 45 mins in length.

from the 45 min rule), CCA, and other “pencil paper test” which may include, but aren’t limited to, essay, short answer, multiple choice - as long as they do not exceed 45 mins in length.

rule), CCA, and other “pencil paper test” which may include, but aren’t limited to, essay, short answer, multiple choice - as long as they do not exceed 45 mins in length.

other “pencil paper test” which may include, but aren’t limited to, essay, short answer, multiple choice - as long as they do not exceed 45 mins in length.

long as they do not exceed 45 mins in length.

Extra Credit: (if applies)

No extra credit is offered on this campus

No extra credit is offered on this campus

No extra credit is offered on this campus

No extra credit is offered on this campus

No extra credit is offered on this campus

Courses: AP DC Pre-AP On-Level Co-Teach/Sped

Procedure for Accepting Late Work

Late work is accepted throughout the 9 week period without penalty or deduction.

However, there is a deadline for all work assigned within

Late work is accepted throughout the 9 week period without penalty or deduction.

However, there is a deadline for all work assigned within a 9 weeks

Late work is accepted throughout the 9 week period without penalty or deduction.

However, there is a deadline for all work assigned within a 9 weeks

Late work is accepted throughout the 9 week period without penalty or deduction.

However, there is a deadline for all work assigned within a 9 weeks

Late work is accepted throughout the 9 week period without penalty or deduction.

However, there is a deadline for all work assigned within a 9 weeks grading period - which is set

a 9 weeks grading period - which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day).

In the case of a missing assignment, the bottom marking or the personalized rubric should be entered with the understanding that the grade can be revised at any point during the 9 weeks up to 100% without penalty or deduction. Substituted checks for understanding may be interchanged at the teacher’s discretion

As we are using personalized learning rubrics both in planning, instruction, and evaluation; 9

grading period - which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day).

In the case of a missing assignment, the bottom marking or the personalized rubric should be entered with the understanding that the grade can be revised at any point during the 9 weeks up to 100% without penalty or deduction. Substituted checks for understanding may be interchanged at the teacher’s discretion

As we are using personalized learning rubrics both in planning, instruction, and evaluation; 9 week grades can be revaluated at any point in the year with grade change forms

grading period - which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day).

In the case of a missing assignment, the bottom marking or the personalized rubric should be entered with the understanding that the grade can be revised at any point during the 9 weeks up to 100% without penalty or deduction. Substituted checks for understanding may be interchanged at the teacher’s discretion

As we are using personalized learning rubrics both in planning, instruction, and evaluation; 9 week grades can be revaluated at any point in the year with grade change forms

grading period - which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day).

In the case of a missing assignment, the bottom marking or the personalized rubric should be entered with the understanding that the grade can be revised at any point during the 9 weeks up to 100% without penalty or deduction. Substituted checks for understanding may be interchanged at the teacher’s discretion

As we are using personalized learning rubrics both in planning, instruction, and evaluation; 9 week grades can be revaluated at any point in the year with grade change forms

for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day).

In the case of a missing assignment, the bottom marking or the personalized rubric should be entered with the understanding that the grade can be revised at any point during the 9 weeks up to 100% without penalty or deduction. Substituted checks for understanding may be interchanged at the teacher’s discretion

As we are using personalized learning rubrics both in planning, instruction, and evaluation; 9 week grades can be revaluated at any point in the year with grade change forms.

week grades can be revaluated at any point in the year with grade change forms

Timely Methods Used to Notify Parents When Student is Failing:

-Phone call by teacher-Phone call by counselor or administrator -Parent Connect- Progress Reports-Report Cards-Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meeting- Academic RTI committee notification- Behavior RTI committee notification

-Phone call by teacher-Phone call by counselor or administrator -Parent Connect- Progress Reports-Report Cards-Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meeting- Academic RTI committee notification- Behavior RTI committee notification

-Phone call by teacher-Phone call by counselor or administrator -Parent Connect- Progress Reports-Report Cards-Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meeting- Academic RTI committee notification- Behavior RTI committee notification

-Phone call by teacher-Phone call by counselor or administrator -Parent Connect- Progress Reports-Report Cards-Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meeting- Academic RTI committee notification- Behavior RTI committee notification

-Phone call by teacher-Phone call by counselor or administrator -Parent Connect- Progress Reports-Report Cards-Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meeting- Academic RTI committee notification- Behavior RTI committee notification

III. Describe the feedback/progress monitoring procedures, interventions and grading methods to be utilized to re-teach students not demonstrating mastery within a grading period or who are failing. Please include grade repair requirements and grade change procedures.

Course: AP DC Pre-AP On-Level Co-Teach/Sped

Feedback and Progress

-Progress Reports

-Progress Reports

-Progress Reports

-Progress Reports

-Progress Reports

Monitoring Procedures

-Report Cards- 6 week eligibility pull- ESL tracking folders-Parent Connect -504, LPAC, or ARD meetings- Academic RTI committee communications and watch list - Behavior RTI committee communications and watch list -CCA-BM-In addition, pre-assessment is built into planning documents

-Report Cards- 6 week eligibility pull- ESL tracking folders-Parent Connect -504, LPAC, or ARD meetings- Academic RTI committee communications and watch list - Behavior RTI committee communications and watch list -CCA-BM-In addition, pre-assessment is built into planning document

-Report Cards- 6 week eligibility pull- ESL tracking folders-Parent Connect -504, LPAC, or ARD meetings- Academic RTI committee communications and watch list - Behavior RTI committee communications and watch list -CCA-BM-In addition, pre-assessment is built into planning document

-Report Cards- 6 week eligibility pull- ESL tracking folders-Parent Connect -504, LPAC, or ARD meetings- Academic RTI committee communications and watch list - Behavior RTI committee communications and watch list -CCA-BM-In addition, pre-assessment is built into planning document

-Report Cards- 6 week eligibility pull- ESL tracking folders-Parent Connect -504, LPAC, or ARD meetings- Academic RTI committee communications and watch list - Behavior RTI committee communications and watch list -CCA-BM-In addition, pre-assessment is built into planning document

Interventions for Learners

-Bulldog Period Pullouts for extension and intervention-Tutorials-STAAR Saturdays - Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meetings- Academic RTI committee

-Bulldog Period Pullouts for extension and intervention-Tutorials-STAAR Saturdays - Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meetings- Academic RTI committee

-Bulldog Period Pullouts for extension and intervention-Tutorials-STAAR Saturdays - Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meetings- Academic RTI committee

-Bulldog Period Pullouts for extension and intervention-Tutorials-STAAR Saturdays - Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meetings- Academic RTI committee

-Bulldog Period Pullouts for extension and intervention-Tutorials-STAAR Saturdays - Parent/teacher conference-Grade level office conference-504, LPAC, or ARD meetings- Academic RTI committee

decisions - Behavior RTI committee decisions

decisions - Behavior RTI committee decisions

decisions - Behavior RTI committee decisions

decisions - Behavior RTI committee decisions

decisions - Behavior RTI committee decisions

Grade Repair and Grade Change Procedures

Grade Repair is only offered in the four core areas (Math, English, Science & Social Studies)

Students will have the opportunity to receive instruction to recover six weeks grades. When a student enrolls in the Grade Repair program, the students will receive quality instruction. The curriculum will recapture any skills they are lacking so that they are prepared to receive credit and also be prepared for the STAAR in the Spring. This intervention plan may include students attending after school Grade Repair or Grade Repair during

Grade Repair is only offered in the four core areas (Math, English, Science & Social Studies)

Students will have the opportunity to receive instruction to recover six weeks grades. When a student enrolls in the Grade Repair program, the students will receive quality instruction. The curriculum will recapture any skills they are lacking so that they are prepared to receive credit and also be prepared for the STAAR in the Spring. This intervention plan may include students attending after school Grade Repair or Grade Repair during

Grade Repair is only offered in the four core areas (Math, English, Science & Social Studies)

Students will have the opportunity to receive instruction to recover six weeks grades. When a student enrolls in the Grade Repair program, the students will receive quality instruction. The curriculum will recapture any skills they are lacking so that they are prepared to receive credit and also be prepared for the STAAR in the Spring. This intervention plan may include students attending after school Grade Repair or Grade Repair during

Grade Repair is only offered in the four core areas (Math, English, Science & Social Studies)

Students will have the opportunity to receive instruction to recover six weeks grades. When a student enrolls in the Grade Repair program, the students will receive quality instruction. The curriculum will recapture any skills they are lacking so that they are prepared to receive credit and also be prepared for the STAAR in the Spring. This intervention plan may include students attending after school Grade Repair or Grade Repair during

Grade Repair is only offered in the four core areas (Math, English, Science & Social Studies)

Students will have the opportunity to receive instruction to recover six weeks grades. When a student enrolls in the Grade Repair program, the students will receive quality instruction. The curriculum will recapture any skills they are lacking so that they are prepared to receive credit and also be prepared for the STAAR in the Spring. This intervention plan may include students attending after school Grade Repair or Grade Repair during

the school day. The highest grade a student can earn is a 100. This grade will replace the previous six weeks grade for that particular course. Students enrolled in on-level courses shall to complete 70% of the grade repair course. Students enrolled in Pre-AP courses may enroll in grade repair and receive Pre-AP credit but will need to complete 80% of the course.

In addition, as we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Incompletes should be assigned in cases of extensive absences or other extenuating circumstances

the school day. The highest grade a student can earn is a 100. This grade will replace the previous six weeks grade for that particular course. Students enrolled in on-level courses shall to complete 70% of the grade repair course. Students enrolled in Pre-AP courses may enroll in grade repair and receive Pre-AP credit but will need to complete 80% of the course.

In addition, as we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Incompletes should be assigned in cases of extensive absences or other extenuating circumstances

the school day. The highest grade a student can earn is a 100. This grade will replace the previous six weeks grade for that particular course. Students enrolled in on-level courses shall to complete 70% of the grade repair course. Students enrolled in Pre-AP courses may enroll in grade repair and receive Pre-AP credit but will need to complete 80% of the course.

In addition, as we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Incompletes should be assigned in cases of extensive absences or other extenuating circumstances

the school day. The highest grade a student can earn is a 100. This grade will replace the previous six weeks grade for that particular course. Students enrolled in on-level courses shall to complete 70% of the grade repair course. Students enrolled in Pre-AP courses may enroll in grade repair and receive Pre-AP credit but will need to complete 80% of the course.

In addition, as we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Incompletes should be assigned in cases of extensive absences or other extenuating circumstances

the school day. The highest grade a student can earn is a 100. This grade will replace the previous six weeks grade for that particular course. Students enrolled in on-level courses shall to complete 70% of the grade repair course. Students enrolled in Pre-AP courses may enroll in grade repair and receive Pre-AP credit but will need to complete 80% of the course.

In addition, as we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Incompletes should be assigned in cases of extensive absences or other extenuating circumstances

discussed beforehand with an administrator.

discussed beforehand with an administrator.

discussed beforehand with an administrator.

discussed beforehand with an administrator.

discussed beforehand with an administrator.

IV..Reteaching/Reassessment: Learners’ grades should reflect mastery of district curriculum objectives. According to School Board Policy, a student may be allowed a reasonable opportunity to redo an assignment and shall be permitted to retake a test for which the student received a failing grade. Please include any requirements that must be met before redoing a formative assessment or retaking a summative assessment as well as the number of retakes permitted.

Course: AP DC Pre-AP On-Level Co-Teach/Sped

Retake Procedures for Daily/Minor Grade Assignments

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Students must demonstrate

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Students must demonstrate

growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

projects, presentations, or even verbal discussion.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

discussion.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

Retake Procedures for Major Grade Assessments

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on

Students may re-attempt any assignment. Specific time frame will be determined by the PLC and based on intervention time

lines. However, all students may re-take with a maximum grade possible of a 100%.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

based on intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.Assignments that have a “real-time” actualization

intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

intervention time lines. However, all students may re-take with a maximum grade possible of a 100%.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Assignments that have a “real-time” actualization including, but not limited to, concerts,

lines. However, all students may re-take with a maximum grade possible of a 100%.

Students must demonstrate growth through interventions or extension assignments determined by PLC teams. If the re-take score is lower than original test the higher of the two scores will be counted.

Assignments can be re-attempted in any manner determined appropriate by the PLC and could include projects, presentations, or even verbal discussion.

Assignments that have a “real-time” actualization including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

including, but not limited to, concerts, dressing out, and practice logs, are not subject to the re-take policy.

dressing out, and practice logs, are not subject to the re-take policy.

Timeline for Retake of Minor Grades

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

week grades can be revaluated at any point with grade change forms.

revaluated at any point with grade change forms.

Timeline for Retake of Major Grades

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at

Specific time frame will be determined by the PLC and based on intervention time lines.

However, there is a deadline for all work assigned within a 9 weeks grading period which is set for two days prior to the ending of that 9 weeks (unless the teacher wishes to extend to the last day)

As we are using personalized learning rubrics both in planning, instruction, and evaluation, 9 week grades can be revaluated at any point with grade change forms.

can be revaluated at any point with grade change forms.

any point with grade change forms.

Grade Calculation Daily/Minor Grade Retake

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

Grade Calculation Major Grade Retake

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

All students may re-take with a maximum grade possible of a 100%.

Describe any other allowable activities that demonstrate mastery

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning

Include, but not limited to; projects, labs, reenactments, presentations, verbal discussions, oral reports, papers, erase board assignments, web based activities and measurements

Any assignment meant to engage and measure learning through listening, speaking, reading, or writing.

through listening, speaking, reading, or writing.

through listening, speaking, reading, or writing.

The purpose of a course syllabus is to provide students with course information regarding the course description and objectives; learning targets, success criteria, grading procedures, tutoring opportunities; assessments, teacher contacts, materials, supplies, etc. . A Course Syllabus for each teacher must be attached to this document.

My electronic signature indicates that I agree to the grading guidelines for my instructional assignments listed on this document and will implement them as outlined. Further, my signature indicates that an aligned course syllabus for each course I teach is attached.

Teacher Name Course/Courses Syllabi Attached Date

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes