CORPUS CHRISTI INDEPENDENT SCHOOL DISTRICT
DISTRICT GRADING GUIDELINES
The purpose of grades is to communicate to parents/guardians the academic achievement of a student toward the mastery of standards in all coursework, including courses with Texas Essential Knowledge and Skills (TEKS), and those with the following standards: student expectations found in program descriptions for Dual Credit (DC), Advanced Placement (AP), International Baccalaureate (IB), and Advanced Technical Credit (ATC) courses. Report cards and progress reports serve as written notice to a parent/guardian of a student’s current level of achievement in each class, subject, or course during a specified period of time. Grades are not indicators of disciplinary action or nonacademic performance.
The District requires a combined use of the following grading practices:
Multiple measures (more than one type of assessment to examine the same kind of knowledge as well as more than one assessment to evaluate learning of the same body of knowledge).
Use of defined performance criteria, including rubrics for which student responses, products, or performances are evaluated to ensure consistency in scoring and clarity of student performance expectations.
Continuous and timely feedback on assessments.
Guidelines for grading student work in all courses include:
1. Grades entered in the teacher's gradebook and report card grades will reflect progress toward and achievement of knowledge and skills as outlined in the TEKS, and DC, AP, IB, and ATC program course descriptions. Teachers will enter grades into the electronic gradebook sanctioned by CCISD, on a weekly basis for Interim Progress Reports (IPRs).
2. For elementary, a minimum of one grade each week for each six-week reporting period must be recorded for each class. An average of one grade for each class will be recorded weekly in the electronic gradebook sanctioned by CCISD and made available to parents.
For secondary, for each six-week reporting period, teachers must record and publish a total of eight grades, with a minimum of one grade being recorded each week in the electronic gradebook that is made available to parents. A total of four grades must be recorded and published prior to the interim report being issued.
3. For elementary, no single recorded grade will be weighted more than 25 percent of the final grade for any reporting period.
For middle school, all grades will be categorized as major or minor and no single grade from either category will count for more than 20% of the overall average for the grading period. Grades categorized as major will count for 40% of the overall average and grades categorized as minor will count for 60% of the overall average for the grading period.
For high school, all grades will be categorized as major or minor and no single grade from either category will count for more than 25% of the overall average for the grading period. Grades categorized as major will count for 50% of the overall average and grades categorized as minor will
count for 50% of the overall average for the grading period.
4. Mid-course and end-of-course (EOC) examinations may be administered at the secondary level. The decision to administer a mid-course or end-of-course examination will be consistent across the academic department and must be submitted in writing to the Campus Advisory Team (CAT) for final approval. The weight value of the mid-course and end-of-course examination must not be more than 25 percent of the final grade for any six-week reporting period. Mid-course and end-of-course examination exemptions are not permitted.
5. A student found to have engaged in academic dishonesty will be subject to grade penalties on assignments or tests as well as disciplinary penalties in accordance with the Student Code of Conduct. [See EIA (Local)] Grade penalties will be consistent across the campus.
6. The teacher of record will determine the final yearly grade. For purposes of dual credit, the final grade must be submitted according to the college grade reporting deadline and will determine the final grade for the District.
7. Grade changes are the responsibility of the teacher of record. For purposes of dual credit, no grade changes may be made after submission to the college without approval of the college department chair.
8. When grades are determined to be mathematically incorrect, the principal will direct the teacher to adjust the grade. [See EIA (Local)]
9. In accordance with campus grading guidelines, a student may be permitted a reasonable opportunity to redo an assignment or retake a test within the grading period for which the student received a failing grade. Campus grading guidelines will define the opportunity, time frame, and grade to be awarded.
10. A student will be permitted to take tests administered in any class missed because of an absence. A student will receive a grade of zero for any assignment or test not made up within the allotted time. The allotted time to make up work or tests that have been missed consists of one day for each day’s absence.
11. A student will receive a grade penalty not to exceed 20 percent for makeup work after an unexcused absence.
12. A teacher will not impose a grade penalty for make-up work after an absence because of suspension.
13. A teacher will not impose a grade penalty for a student whose attendance drops below 90 percent of the days the class is offered. A student who does not meet the attendance requirement and is not granted extenuating circumstances by the campus attendance committee [See (FEC Local)] will be denied credit. However, the final grade earned by the student will not be altered. For a student not enrolled in a credit earning
course and whose attendance drops below 90 percent, alternatives to retention may be considered by the campus attendance committee.
14. The teacher will request a parent/teacher conference when a student is not achieving progress toward or achievement of the TEKS. [See EIA (Local)]
15. A student or parent who feels that the grade received by the student has not been determined according to the District/campus grading guidelines is encouraged to discuss the concern with the teacher. If the concern is not resolved, the student or parent may present the concern to the principal. The principal will investigate the facts to ensure that the grade is accurate and was determined in accordance with the
established grading guidelines. [See EIA (Local)]
16. Each campus principal and staff will:
a. Disseminate the District and campus grading guidelines to all teachers, students, and parents.
b. Communicate, discuss, and review the District and campus grading guidelines to ensure that they are understood by all stakeholders (teachers, students, and parents) at the beginning of the school year and twice yearly thereafter.
c. Ensure that each grade-level team or department develops consistent grading and examination procedures that are in accordance with Board policies, administrative regulations, state-prescribed TEKS, program course descriptions, and District grading guidelines. Campus grading guidelines will address grade weighting, makeup work, late work, and opportunities for redoing assignments. The campus grading guidelines are to be approved with signatures by the Campus Advisory Team (CAT).
d. Determine a consistent late penalty to any assignment or project turned in after the due date.
e. The District guidelines for grading shall be available on the District’s website. A signed copy of the campus grading guidelines should be filed in the principal’s office not later than five workdays after the beginning of a course. [See EIA (Local)]
f. Submit a copy of the campus grading guidelines to the appropriate school director and executive director for educational support by the tenth day of the new school year.
CRITERIA FOR PROMOTION
Students will be promoted or awarded credit based on the following:
1. Grades 1, 2, and 3 -- A final grade of 70 or above in each of the following: language arts, reading, and mathematics.
2. Grades 4 and 5 -- A final grade of 70 or above in each of the following: language arts, reading, mathematics, science, and social studies.
3. Grades 6, 7, and 8 -- A final grade of 70 or above in each of the following: language arts, mathematics, science, social studies and a composite average of 70 or above in all courses taken. High school credit is earned for certain courses taken in middle school based on an average of 70 or above for a semester grade. High school credit is also earned when the final average of semester one and two is 70 or above for a course within the same school year, excluding grades earned in summer school. Failure of a student to earn credit in one of the high school credit courses will not cause the student to be retained.
4. Grades 3-8 Texas Assessment Program -- A student who fails any state-mandated assessment must receive accelerated instruction in the applicable subject area, which may include instruction outside of normal school operating hours.
Grades 5 or 8 Texas Assessment Program -- A student who fails the state-mandated assessments in reading or mathematics and who is promoted to the next grade level must complete the required accelerated instruction as a condition of promotion by the grade placement committee (GPC) and must be assigned a teacher in the next grade level who meets state and federal qualifications to teach the subject in which the student failed.
5. Grades 9, 10, 11, and 12 -- High school credit is earned based on an average of 70 or above for a semester grade. High school credit is also earned when the final average of semester one and two is 70 or above for a course within the same school year, excluding grades earned in summer school.
GRADE PLACEMENT COMMITTEE
The District will notify the parent or guardian of a student who has failed to demonstrate proficiency on the first administration of a grade advancement test. The following information should be made available to the parent or guardian within five working days of the District’s receipt of the test results: a description of the District’s grade advancement policy, notice of accelerated instruction to which the student has been assigned, and notice of the possibility that the student might be retained at the same grade level for the next school year. In addition, the notice will encourage parents or guardians to meet immediately with the student’s teacher to outline mutual responsibilities to support the student during accelerated instruction. [See also (EIE Legal)]
After a student fails to perform satisfactorily on an assessment instrument the second time, a GPC will be established to prescribe the accelerated instruction the student is to receive before the assessment instrument is administered the third time. All efforts of support and the accelerated instructional plan will be documented in the District’s instructional management system.