• Guidelines for Grading
    (Also see Student Assessment)
     
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    A teacher’s grades reflect his or her professional judgment of student achievement. The various methods employed in evaluation are factors that influence such judgment. Critical to the exercise of this judgment is the implementation of evaluation methods that are fair and consistent and encourage student success.

     The student’s level of mastery of the designated district student performance objectives should be the major factor in determining the grade for a subject. Grades resulting from re-teaching/re-testing may replace earlier grades. Students overcoming difficulties during the early part of a grading period should not be penalized for their initial performance. Failure or success on one test or one assigned task should not be sufficient basis for failing or passing a grading period.

    For thoroughness in evaluating student progress, the teacher will utilize various learning activities in determining the grade, such as daily class participation, homework, reports, special projects, quizzes, tests, mastery of course objectives, etc. All aspects of the evaluation of student progress should be designed to enhance learning the objectives for the course. Campus principals will be accountable for maintaining consistency in standards for evaluating student progress.

    Scholastic penalties shall not be imposed for a student’s behavior in the classroom or at school related events except for copying, cheating, or plagiarism.

     
    Student Assessment

    The evaluation of student progress is basic to student growth and shall be a continuous instructional responsibility given careful and thoughtful attention. Assessment of student academic achievement, as well as student social growth and development, shall be based on the premise that students have diverse capabilities and individual patterns of growth and learning.

    In assessing student achievement, teachers should consider the following guidelines:

    1. All students in every classroom should know what will be expected of them before instruction begins. It is the teacher’s obligation to identify specific objectives and requirements for particular units or courses and to share these with students and parents.
    2. All students in every classroom should know how they are progressing. This is a continuous process requiring feedback to students and, if necessary, to parents as well. Each campus will implement District procedures for keeping students and parents informed of the students’ progress. [EIA Local]
    3. Student assessment should include both formative and summative evaluations. Formative evaluation (continuous) may be both informal and formal and may include short quizzes, oral discussions, in-class assignments, homework assignments, and a variety of student demonstrations as well as self-evaluations. Summative evaluations (conclusive) appropriately include essay as well as objective tests, projects, portfolios, and demonstrations. 
    4. The evaluation of student progress shall include an assessment of the student’s mastery of Texas Essential Knowledge and Skills as well as the student’s acquisition of knowledge and skills as defined in district curriculum goals and objectives. Teachers should prepare tests and assessment procedures carefully to measure both mastery of and progress toward the goals and objectives of the class. Students should be prepared for the format of tests as well as for content. 
    5. Students who fail to demonstrate mastery of the essential knowledge and skills shall be given the opportunity to re-test following re-teaching or remediation. Students shall be evaluated at the end of each reporting period on their overall progress toward mastery of essential elements and progress toward instructional goals. 
    6. Teachers should remember that to some extent their tests are self-evaluations. This suggests that an appropriate instructional goal is that all students perform well on tests. The use of the “normal curve” or arbitrary cut-off points for grades denies some students the opportunity to succeed. In a typical classroom setting, the normal curve is not adaptable simply because the sample is too small. High standards are not attained merely by becoming a “tougher grader.” Higher expectations are not equivalent to a higher failure rate.
    7. All grades are to be based on academic achievement and mastery of course content and concepts. No grades can be lowered for disciplinary reasons or infraction of school rules. No student may be assigned a failing grade during a six-weeks solely for failure to complete homework assignments designed for independent practice if the student demonstrates mastery of the Texas Essential Knowledge and Skills taught.
    8. It is imperative to inform parents on the report card and/or in conference when a student is working below grade level but is being graded on progress in a modified curriculum and not on expected grade-level performance.
     
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    Parent Links for Report Cards: click on grade level to see an example of the report card in English and Spanish

     Pre-Kindergarten
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     Parent Information on Standards Based Report Cards: