Policies and Regulations NEPN Code: IKA-R

Effective the 2020-2021 school year

Instruction
Grading/Recovery System

Definitions
Make-up Work: Students have the opportunity to make up work missed due to absences. Students and/or parents/guardians have the responsibility to contact teachers and receive assignments. The guidelines for completing make-up work are included in the School Board Policy JH and Regulation JH-R (Student Absences/Excuses).

Recovery: Recovery is an administratively approved opportunity to have a second chance to demonstrate competency in a failed class.

Grading/Reporting

The following regulations are based on the School Board’s philosophy on grading (IKA) and are articulated to promote consistency in grading and reporting student progress. These procedures consider similarities among levels (elementary, middle school, and high school), as well as individual differences within each of the levels. Variations reflect the unique developmental needs of the students and program characteristics at each level. Teachers include comments to give parents/guardians a clear understanding of the individual student’s achievement.

Privacy of student records should be maintained in accordance with Policy JRA/JRA-R. Although student-to-student feedback is appropriate, students assigning grades to other students, or being informed of other student’s grades, is inappropriate. Teachers will record and return student work in a manner that does not publicize the student’s grade to others in the class (e.g. return corrected assignments face-down).

State/District Standards with Accommodations: For the student who participates in instruction according to the established State/District standards with accommodations as outlined on an IEP or Section 504 Accommodation Plan, the District will follow grading procedures as outlined by this policy and regulation. No reduction in grade will be assessed because of accommodations that are used in compliance with the IEP of Section 504 Accommodation Plan guidelines.

State/District Standards Modified by an IEP team: Changing, reducing or lowering the standards within a course is determined by an IEP team and will impact future standards and coursework that may result in the student’s high school transcript indicating the modification of standards was completed.

Parent Teacher Conferences

Parent Teacher Conferences are scheduled twice each year, once in each semester. Individual conferences are scheduled as needed to discuss progress with parents/guardians. Student-led conferences are an option if desired by building staff.

Open arena style conferences are acceptable at the middle and high school level if the area can be arranged to provide a private conference for parents/guardians and students.

Elementary Schools (PreK-5)

  1. Methods and Frequency of Reporting
    1. Teachers continually conduct ongoing evaluation of learning and use varied ways to assess progress, both formal and informal. Methods chosen must be appropriate for the developmental level of students in the primary or intermediate grades and accurately measure the learning of standards in the curriculum. Determination of grades is based on assignments, quizzes, tests, performance activities, and portfolios.
    2. Student progress is communicated to parents/guardians through the Infinite Campus Parent Portal. Report Cards can be printed and distributed to parents/guardians at the end of the quarter upon parent request.
    3. Parents/guardians must be contacted by the school when a student is performing below grade level and has received a majority of 1s (Below Proficient) on grade level standards or is experiencing a significant decline in achievement.
    4. No indication of progress is required on a report card if the student has been enrolled in the classroom less than 15 school days in the grading period.
    5. Art, music, physical education, band, and orchestra grades are recorded at the end of each quarter in Infinite Campus. Additional checklists for band, chorus, and orchestra may be shared at the designated conference times.
  2. Reporting Instruments
    1. Early Childhood
      The Early Childhood Programs use a nongraded and ongoing developmental assessment. Upon entry into Early Childhood Programs, an entrance profile of current developmental skills is obtained. While enrolled in the program, children’s development is monitored through an ongoing assessment and reported to parents/guardians through conferences and updates on individual goals. In addition, home visits are completed twice per year to provide activities and information to parents/guardians. At the time a child exits the Early Childhood Programs, an exit profile of the child’s developmental skills is completed.
    2. Kindergarten, Grades 1 through 5
      Student progress is reported in two categories: learning content strands and learning behaviors. Teachers record student progress in Infinite Campus at the end of each quarter and may record progress more often if they choose. The report of progress indicates the standards that are emphasized each quarter.
      Code Explanations
      4 = The student consistently demonstrates deep understanding and independent mastery of the portions of the grade level standard taught this quarter. The student applies and/or extends processes and skills for that grade level.
      3 = The student demonstrates understanding of the portions of the grade level standard taught this quarter and can apply concepts in a variety of contexts much of the time.
      2 = The student is beginning to demonstrate understanding of the portions of the grade level standard taught this quarter but needs some assistance.
      1 = The student is not meeting the portions of the grade level standard taught this quarter, even with assistance.
    3. Elementary Report Card Guide
      An elementary report card guide is available through the elementary school or may be viewed and/or downloaded from the Sioux Falls School District’s website.
  3. Provisions for Recovery of Grades
    In the event that a student is failing a subject area, opportunities for assigned work to perform the standard for recovery must be made available to all students. Students must have opportunities to complete assigned work which has not been mastered during the initial presentation or assessment, within a reasonable time, as determined by the teacher. Work will receive full credit.
  4. Grading/Credit – including Coursework for Students Assigned to In-School Suspension and Out-of-School Suspension
    Students will receive full credit for all work completed during In-School or Out-of-School Suspension and OSS-A. (JH/JH-R and JK)

Middle Schools (6-8)

  1. Methods and Frequency of Reporting
    1. Student progress is reported in two categories: content standards and learning behaviors. Teachers continually conduct ongoing evaluation of learning and use various means to assess progress, both formal and informal.
    2. Grades are routinely reported through Infinite Campus. Parents/guardians can check student grades at any time through the Campus Portal. Grades may be printed at the end of the quarter upon parent/guardian request. Parents/guardians will be contacted by the school when a student is failing or is experiencing a significant decline in achievement.
  2. Reporting Instructions
    Students in grades six, seven, and eight receive an end-of-quarter progress report. Teachers use the following symbols for each subject area:
    Report Cards Numerical Scale For Report Cards
    A= Excellent 90 - 100
    B= Above Average 80 - 89.9
    C= Average 70 - 79.9
    D= Below Average 60 - 69.9
    F= Failing 59.9 and below
  3. Alternative Sites
    Students who attend alternative sites will have the opportunity to complete all class assignments. All assignments from the alternative site will be included in the evaluation of learning, and students will not be assigned extra work for not being in class.
  4. Provisions for Recovery of Grades
    Recovery is an administratively approved opportunity to have a second chance to demonstrate competency in a failed class. Requests for recovery must be submitted within two weeks following the completion of the quarter to the building principal/designee. Students and parents/guardians will receive the assigned work from the school and the student is responsible for completing the assigned work within the time contracted with the designated principal.
    Although recovery does not guarantee that the student will pass the class, it provides him/her the opportunity to do so. Choice of whether or not to take advantage of this opportunity is the responsibility of the student and parent/guardian.
  5. Grading/Credit - including Coursework for Students Assigned to In-School Suspension and Out-of-School Suspension
    Students will receive full credit for all work completed during In-School or Out-of-School Suspension. (JH/JH-R and JK)
    1. High School Credit in Middle School
      Middle school students who attempt high school credit may decline the credit and take the course for credit during their high school years for grade replacement. Parents/guardians must notify the high school registrar prior to the start of the student’s freshman year. This also applies to middle school students who transfer high school credits from other school districts. Middle school students taking courses for high school credit will follow high school grading and recovery practices.

    High Schools (9-12)

    1. Methods and Frequency of Reporting
      1. Teachers continually conduct ongoing evaluation of learning and use various means to assess progress, both formal and informal. Determination of grades is based on class participation, assignments, quizzes, tests, performance activities, and portfolios.
      2. Grades are routinely reported through Infinite Campus or an approved online reporting system and may be printed upon request. Parents/guardians will be contacted by the school when a student is failing or is experiencing a significant decline in achievement.
    2. End of Semester Assessments
      End of semester assessments are given to all high school students at the conclusion of the course. A semester assessment grade will count for 15% of a student’s final course grade. Students enrolled in an Advanced Placement (AP) course and take the AP exam are not required to take a second semester test for that course at the conclusion of second semester. The student’s score on the AP exam will not affect the final course grade. Students not taking the AP exam will take a semester test for that AP course accounting for 15% of the student’s final grade. Students who have a scheduling conflict between a semester test and an AP exam will be given an alternative testing time for the semester test.
      Students who demonstrate acquisition of course content by achieving a score of 85% or higher on an approved semester test but who have a failing semester grade will be awarded credit or a “D” grade for passing the course.
      1. Students Transferring In
        If a student transfers to the District (from outside or inside the District) during the semester and the student was enrolled in a like-course that the District offers (Biology to Biology, Geometry to Geometry, English I to English I, etc), then the transfer student will take the District semester assessment.
        If a student is enrolled in a class for nine (9) weeks or less and the student was not previously in a like-course, the student has the option of requesting a customized semester assessment developed by the teacher. The assessment will assess the content covered during the student’s enrollment in the course.
      2. Testing Early
        Students are not allowed to test earlier than the semester test window unless they are missing school for a school sponsored activity or with administrator approval for special circumstances.
      3. Retakes
        District semester tests cannot be retaken.
    3. Reporting Instruments
      Students in grades nine, ten, eleven, and twelve receive an end of quarter report card posted online. Paper copies are available upon request. Teachers use the following symbols for each subject area:

      Report Cards Numerical Scale For Report Cards
      A= Excellent 90 - 100
      B= Above Average 80 - 89.9
      C= Average 70 - 79.9
      D= Below Average 60 - 69.9
      F= Failing 59.9 and below

      The transcript for any student in which multiple numerical scales were utilized during their high school career will contain a notation indicating in which school year the numerical scale was changed.
    4. Absences/Make-up Work
      Reporting grades is intended to record evidence of student learning. When students are absent they miss learning opportunities. Students who are absent are responsible for getting assignments for the days missed. All completed make-up work will receive credit based upon the criteria as specified in Policy JH/JH-R.
    5. Grading/Credit – including Coursework for Students Assigned to In-School Suspension and Out-of-School Suspension
      Grading and credit for students assigned to In-School Suspension and Out-of-School Suspension is done in accordance with JH/JH-R and JK.
      Students who attend alternative sites will have the opportunity to complete all class assignments, all assignments from the alternative site will be included in the evaluation of learning, and students will not be assigned extra work for not being in class.
    6. Students Dropping a Course
      Students must submit a written request signed by a parent/guardian and obtain administrator approval to drop a course. In making the decision the administrator shall at a minimum consider the following factors:
      1. appropriate placement with regards to academic abilities and designated course selection option;
      2. class availability of desired replacement course (full sections/schedule conflicts); and
      3. the degree to which the request is arbitrary and capricious.

      Students who drop a course after the first five school days of a semester will receive an “F” grade, which will appear on their transcript and be figured in their grade point average. However, changes to a course of a lower or higher difficulty in the same subject area may occur with approval of the administrator and the teacher after the first five days without receiving an “F” grade.
      Students with extended health absences, with medical documentation, who are not able to complete the required coursework because of the illness may be dropped from the course without receiving an F and the course will not be listed on the transcript with principal authorization. Where Homebound Instruction or Instruction in the Home can be provided, as specified in Policies IHBF and JLCG/JLCG-R, the student will be graded as if the student participated in the course.
    7. Recognition of Grades and Achievement
      It is the practice of the District to recognize student achievement.

     
    Regulation   Board Action
    New 03-24-97 28742
    Revised 02-08-99 29263
    Revised 05-24-01 29867
    Revised 11-08-04 33960
    Revised 11-14-05 34260
    Revised 09-24-07 34847
    Revised 10-12-09 35520
    Revised 08-09-10 35791
    Revised 08-12-13 36694
    Revised 04-27-20 38581
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