Grading Philosophy The purpose of this grading philosophy is to establish a consistent and fair grading policy for the Algebra, Integrated II, and Integrated III classes. Grades are an indicator of progress and mastery of standards and course content expectations.
Purpose of Grading Students’ Work Provide information that students can use for self-evaluation and growth Encourage students’ growth and progress in learning Communicate achievement to students, parents, and others
Weighted Grading Categories Unit Summative Assessments consist of Unit tests, Unit quizzes or major projects. (55% of total Grade) Formative Assessments consist of short weekly quizzes and minor projects. (10% of total Grade) < > consists of homework and classwork. This category is graded on completeness not correct answers. (15% of total Grade)Semester Final Exam is district mandated and consists of questions based on the content addressed in the corresponding semester. (20% of total Grade)
Quarter and Semester Letter Grades The grade book resets every quarter and the two quarter grades are averaged together for a final semester grade. The following grading scale will be used and helps to determine mastery of the standards addressed in each quarter.
Letter Grade/ Percentage/ Descriptor/ Definition
A 90-100 Exemplary This communicates that a student consistently demonstrates accurate and complete knowledge of content and skills specified in the CCSS, and applies high level order thinking to solve problems in a variety of settings.
B 80-89 Proficient This communicates that a student demonstrates knowledge of content and skills specified in the CCSS with some improvement needed in accuracy and/or consistency in performance, and higher level thinking skills needed to apply that knowledge to solve problems in a variety of settings.
C 70-79 Making Progress This communicates that a student demonstrates knowledge of basic content and skills specified in the CCSS, but requires additional practice and instructional experiences to acquire the higher level thinking skills necessary to solve problems.
D 60-69 Getting Started This communicates that a student needs significant practice and instructional experiences to acquire the knowledge of basic content and skills specified in the CCSS necessary to solve problems.
F 50 - 59 Not yet Achieved This communicates that a student has not demonstrated the basic knowledge of content and/or skills specified in the CCSS and requires additional practice and instructional experiences in order to succeed.
** Below 50 No Attempt This communicates that a student has not shown effort to understand the basic knowledge of content and/or skills specified in the CCSS.