Grading Administrative Regulations for Reporting Student Progress
The primary purpose of grades is to measure and communicate what a student knows, understands, and can do as a result of the student’s learning; a secondary purpose for grades is to provide teachers with information for instructional planning. Additionally, grading provides a level of clarity and consistency in grading practices throughout the district.
Campus leadership teams shall, before the beginning of the 2020-2021 school year, develop Campus Grading Policies based on the LISD Grading Administrative Regulations. Each Campus’ Grading Policy shall be submitted to the appropriate Executive Principal for approval. Deviations from the LISD Grading Administrative Regulations may be accepted at the discretion of the Executive Principal and the Associate Superintendent.
Campuses will communicate their Campus Grading Policy to all stakeholders on an annual basis at the beginning of the school year EIA(LOCAL).
The following administrative regulations were developed with input and feedback from the district’s Assessment and Grading Committee with input from stakeholders. These administrative regulations will be reviewed on an annual basis.
LISD Grading Administrative Regulations, in accordance with legal and local grading policies, are as follows:
Report Cards - The purpose of report card grades is to communicate the student’s level of mastery of the designated Texas Essential Knowledge and Skills (TEKS)‐based instructional objectives. EIA (LEGAL)
- A student’s 504 Plan or Individualized Education Program (IEP) determines appropriate application of these administrative regulations. EIE (LOCAL)
- Students who have modified curriculum in any one or more content area, the general education and/or special education teacher should apply the appropriate code to the student’s report card.
Progress Reports - Interim progress reports shall be issued for all students after the third and sixth week of each grading period. EIA (LOCAL)
Gradebook - All grades recorded in the gradebook will relate directly to one or more TEKS‐based instructional objectives. EIA (LOCAL)
- Students will have a minimum of nine grades per content area each nine weeks and the grades should be evenly distributed throughout the grading period. The District assessment Recorded Grade will not count as one of the nine minimum grades required.
- No single grade shall count more than 15% of the reported grade for a grading period.
- District assessment grades will be recorded and reported to parents on report cards each nine-week grading period. Report cards will report a student’s performance level as either Does not Approach (DNA), Approaches (A), Meets (M), and Masters (Ma). Performance levels will be based on STAAR performance levels from the previous school years.
- District assessment scores will be scaled based on the 2019-2020 STAAR performance levels to reflect a Recorded Grade (as shown below). District assessment Recorded Grades will account for 10% of each student’s overall nine-week grade and will not count as one of the nine minimum grades required.
- IMPORTANT NOTE: Students who attend school virtually because of COVID will take district assessments. Their scores will be reported on the report card as described above, but their scores will not be scaled or recorded as grades.
- Campus written district assessments for non-EOC tested core content subjects will be scored, graded, and reported the same as district assessments prepared by C&I.
Grades are recorded during the nine-week period in which the work occurs.
Exceptions must be approved by the campus principal.
As addressed in the student’s IEP, district assessment scores for students who receive modified content will not contribute to a student’s nine week grade.
In order to provide students and parents with timely feedback, grades are entered into the online gradebook within seven calendar days of the assignment or assessment due date. Exceptions must be approved by the campus principal.
If a student scores less than an 80 on an assessment, re-teaching/intervention followed by at least one opportunity to demonstrate relative mastery of the specific TEKS objectives will occur as defined by EIA (LOCAL). The grade for the second opportunity shall replace the initial grade up to a maximum grade of 80. Campuses, in their Campus Grading Policy, may set a reasonable time limit for students who need additional opportunities to demonstrate mastery. The policy and practice of giving multiple opportunities to demonstrate mastery will be applied in the best interest of the individual student. Reteach/intervention and additional opportunities should occur within the same nine‐week period.
Reassessments of student work must be authentic assessments (simply correcting an assessment is not an authentic assessment).
If more than an assessment category is deemed necessary by campus leadership teams, apply weights and categories for clarity and consistency at the campus level.
Because district assessments are administered at the end of the nine-week period and they contribute to the student’s nine-week grades, finals are not mandatory.
The following recommendations, developed by the assessment and grading committee, should be taken into account by campus leadership teams as Campus Grading Policies are developed. However, these items are not mandatory and campus leadership teams may deviate from these recommendations.
In accordance with best practices for grading, it is recommended that no grade below a 50 be recorded in the gradebook.
Since it is recommended that campuses only record assessments as grades in the gradebook, it is also recommended that gradebooks include only an assessment category.
In accordance with best practices for grading, it is recommended that work intended to give students practice not be recorded in the gradebook, and that only assessment scores be used in the calculation of student grades.
In accordance with best practices for grading, it is recommended that student grades only reflect student mastery of content. Grades should not reflect student behaviors. If campuses choose to implement a “late work” policy, it is recommended that there be no penalties for students who turn in work within 5 days of the due date. Penalties for work turned in more than 5 days may be determined by each campus.(All IEPs and IAPs that include accommodations and/or modifications allowing for extensions to the 5 days must be followed).