Harby JH has established the following grading practices in accordance with the Alvin ISD Grading Guidelines and additional research on grading practices to support learning.
According to O’Connor (2009), grading serves the following purposes:
· Instructional – To clarify learning goals, indicate students’ strengths and weaknesses related to learning goals and mastery of standards
· Communicative – To inform stakeholders (students, guardians, coaches/sponsors) about the learning program and how well the student is achieving the intended learning goals
· Administrative – To award credit, honors, determine eligibility, and reporting to other schools/employers
· Guidance – to help students make educational and career decisions
All grades at HJH will reflect a student’s ability to master the coursework tied to a learning standard in order to serve the purposes above.
Reteach and Retest/Reassessment of Major Grades for Mastery:
· If any of the following apply, an in-class reteach/reassess is required:
o 35% or more of students in a class period fail an assessment;
o the class average on any major assignment is below a 70; or
o the median average on any major assignment is below a 70.
· If the above do not apply to warrant a whole-class reteach, then the individual students that failed will have an opportunity for reteach/reassessment under the following guidelines:
o The reassessment must be scheduled at the teacher’s convenience.
o Students must provide evidence that they have made attempts to re-learn the material. Teachers may use professional judgment to determine what acceptable evidence is to show mastery.
§ Examples include but are not limited to: mandatory tutorial attendance, test corrections with explanations of why the answer is what it is, completion of alternative assignment to show learning progress prior to retest, written retest exam (short answer or essay format), conference with teacher
o There must be an opportunity cost for students. This can include demonstrating the effort on the student’s own time and additional work to support learning at the teacher’s discretion.
§ Examples include mandatory ECO attendance in teacher tutorial(s), mandatory work completion in Hawk Lab, work completion in lunch detention
· Re-assessment grades for major assignments:
o When time is not a factor (such as timed writing, multiple choice, FRQs, DBQs), students may earn up to 100 if they have truly mastered the material and completed the assigned requirements.
· At least one grade must be posted each week in Skyward for students and guardian(s) to monitor learning progress.
· At least three of the grades each nine weeks must be major grades. If there is evidence that in-class reteach and reassessment is necessary and the calendar must be adjusted appropriately, 2 major grades that nine weeks are acceptable.
· No single grade can count for more than 25% toward the nine week grade.
· “It is best to do it right and on time, but it is better to do it right and late than the reverse” (O’Connor, 2009, p. 100).
· All late work must be turned in before the end of the grading period.
· Late work may receive a penalty to not exceed 5%.
· Teachers will communicate a reasonable timeline, considering circumstances surrounding absences and number of days missed.
· When a student is absent, the circumstance will be considered when entering zeros in the gradebook. Unless an extenuating circumstance, teachers will: enter a zero, check missing assignment, and enter a comment that this assignment should be made up.
· Teachers are required to hold tutorials for 60 minutes per week. This can be separated into two or three days each week (Monday- Thursday).
· Grading practices should support learning. Consider if practices are supporting or inhibiting learning when assigning a grade and make adjustments when necessary to support student learning.
· Grades should include academic achievement only:
· Effort, participation, attitude, attendance, behavior and other personal and social characteristics should not be reported in grades. These should be reported separately in conduct and teachers can use comments to elaborate on these characteristics.
· Use of extra credit and bonus points too often shifts focus from demonstrating what they learned toward collecting as many points as possible. Therefore, extra opportunities to improve grades must involve demonstration of the knowledge and skills in the learning standards.
· When grading a collaborative assignment, the grade should reflect a student’s individual mastery of the content (no group grades).
· Getting work in on time:
· Set clear and reasonable timelines.
· Ensure that the expectations for the task/assignment are clearly established and understood.
· Find out why the work is late and assist as necessary.
· Establish consequences for late work, such as:
§ After school follow up (teacher tutorial, teacher detention, ECO Lab, office referral if chronic lateness)
§ Makeup responsibility within a supervised setting (morning, lunch, after school)
§ Parent contact
§ Notation in the gradebook for each assignment that is late
· Academic Dishonesty: We will pursue excellence with integrity.
· Definition: Academic dishonesty is using a person’s work, concepts, designs, data, ideas, research, or documentation, without giving proper credit to the source. It goes beyond plagiarism to also include lying, cheating, using or providing unauthorized materials in preparation on any assignment, or using or providing unauthorized materials during an assignment, and other acts, such as the theft or falsification of records and files.
· Teacher’s Professional Responsibility: The teacher is responsible for setting the academic expectations and communicating what is allowable and what is not in terms of collaboration on assignments. The teacher should also explain consequences of academic dishonesty and evaluate evidence of student misconduct.
§ The teacher will confer with the student and contact parent/guardian to review the academic dishonesty incident within two days.
§ The teacher will submit an office referral with appropriate documentation.
§ The student may be removed from having a leadership role in a club, scholarship group, student government, athletic team, or other extracurricular activity
§ *The student should still be allowed to complete the assignment to see what was learned; however, there may be grade penalties and/or discipline:
· First offense: Reduction in grade may result in a 0 on the assignment
· Additional offenses: Reduction in grade will result in a 0 and escalating discipline will be assigned
· *Reassessment grades do not apply in this situation
O'Connor, K. (2009). How to grade for learning: K-12 (3rd ed.). Thousand Oaks, CA: Corwin: A Sage Company.