Oct.

20, 2010 D R AFT

Carrollton-Farmers Branch ISD

GRADING PROCEDURES
The Carrollton-Farmers Branch ISO is committed to creating an environment where quality
instruction, assessment and evaluation occur to improve student learning. The primary purpose of
awarding grades is to communicate student achievement in relation to the state standards, T.exas
Essential Knowledge and Skills (TEKS). Multiple formative and summative assessment tools are
used to provide feedback and accurately assess students' mastery of TEKS. The final grade
awarded to the student is based only on summative assessments in a variety of formats.

Summative assessments are designed to provide information about a student's mastery of the
curriculum/learning goal(s). Summative assessment occurs at the ena of a sequence of
instruction after frequent feedback from formative assessments. Sumrnative assessment is
assessment OF learning.

Formative assessments provide guidance to the student and the teacher regarding progress
and/or improvement needed toward a learning goal. Formative assessment dir.ects the teacher's
instructional decisions regarding adjustments or reteaching needed to ensure student success on
the curriculum/learning goal(s). It also communicates to the student any learning adjustment
needed prior to the summative assessment. Formative assessm'ent ls assessment FOR learning.

Grades reflect a .student's masterylachievement of the standards; therefore, the following

principles guide our grading and assessing practices.

1. Assessment is organized around objectiyc9S developed from the standards; therefore,

content grad~s shall represent only the student's acquisition of knowledge and skills and
shall not include any non-academic factors such as behavior, conduct, effort, or
compliance.
2. Mean is the measure of central tendency used most frequently to communicate the
student's current acquisition of knowledge and skills. However, if the mean does not
accurately reflect the student's learning, the teacher should consider calculating the
grade based on the median or mode.
a:. The teacher will e)(!amine the preponderance of assessment evidence over the course of
the grading period and use professional judgment when assigning a grade. For example,
if assessment data indicate that a student has mastered learning goals toward the end of
the grading period that he/she did not demonstrate understanding of earlier in the
semester, the more recent achievement data will be given added consideration (weight).
The teacher requesting an exception to the grading procedures (not using mean, median,
mode) must sUbfllit a written rationale to the campus principal for approval. (See
Appendix A)
4. Students are held accountable for completing all assigned work. Work not submitted on
time will be recorded as an "INC" for "Incomplete." Due to the mathematical implications
of the ratio of zero on a 100 point scale, a zero will only be computed into a stUdent's
grade if he/she does not complete the summative assessment by the end of the
semester.
5. All evidence used to determine grades should come from individual evidence of
achievement and not depend on the achievement of other students. Therefore, the use
of group grades for cooperative learning projects is inappropriate.
Oct. 20, 20 I 0 D R AFT

Professional Judgment
Teachers shall exercise professional judgment to ensure a student's grade accurately reflects
achievement of standards. Professional judgment includes the use of sound assessment
practices and a defensible, credible logic based on the district's grading procedures and
principles . The resulting grade must be the most accurate representation of a student's master

Grading Scale
The grading system for Carrollton-Farmers Branch Independent School District is as follows :

100 - 90 A
89 - 80 B
79 - 70 C
69 -0 F

The awarding of grade points is as follows :

100 - 90 4 grade points

89 - 80 3 grade points
79 - 70 2 grade points
68* - 0 0 grade points
*A grade of 69 shall not be awarded on the report card.

An "Incomplete" or "INC" will be issued based on a student's non-attendance in class and/or

missing summative assessment(s). If a student enrolls in the last 15 days of the grading period
withou~ grades from the previous school, an "NG" for "No Grade" will be issued.

EJjJJrt
In addition to reporting a student's academic mastery of standards, the report card shall also
denote the student's efforts toward achievement.

A quality work ethic is defined as:

• Timeliness - turns in work by stated due date; arrives in class on time
• Persistence - strives to achieve personal best even when faced with challenges
• Focused participation - remains on topic; demonstrates commitment to class activities or
discussions and group/team projects
• Preparedness - arrives at class having completed prerequisite work and bringing
necessary supplies and resources.

Letter Definition
Grade
Student exemplifies every aspect of a quality work ethic on a daily basis. Commitment
to excellence and to produce work which represents a personal best is always evident.
A
Student consistently exhibits the majority of quality work ethic attributes. The student
B generally produces work which represents a personal best.
The student is inconsistent in meeting the majority of quality work ethic attributes.
While work is normally turned in on time, the student rarely goes beyond minimal
C ex~ectations and seldom strives for personal best.
The student rarely meets the majority of quality work ethic attributes. The student
F needs frequent extensions to turn in work and work very seldom meets personal best.

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Oct. 20, 2010 D R AFT
Conduct
In addition to reporting a student's mastery of standards, the report card shall also denote the
student's conduct. Conduct includes:
• Citizenship- follows school and class rules
• Service - gives of self to others
• Responsibility - makes appropriate choices; accepts responsibility for choices
• Integrity - demonstrates honesty and fairness to others
• Cooperation - works well with others
• Respect - appreciates others' diversity and demonstrates consideration

Letter Definition
Grade
The student exemplifies all aspects of conduct on a daily basis and serves as a
positive role model for others. Occasional lapses are minor and always followed by
A the student's acceptance of responsibility.
The student consistently exhibits the majority of the conduct attributes. Occasional
lapses are minor and are generally followed by the student's acceptance of
B responsibility.
The student is inconsistent in meeting the majority of the conduct attributes. Lapses
result in a distraction to the learning environment and the student's reluctance to
C accept personal responsibility.
The student rarely meets the majority of the conduct attributes. Frequent lapses
result in a distraction to the learning environment and the student's denial of
F responsibility for actions.

\)'
Additional Eleme"tary Grading Scales
PreKindergarten and Kindergarten
The indicators on the report card are marked using the codes below:
M = Mastered
P = Making progress
N = Needs more time and help
NA = Not assessed

,In all grades" including prekindergarten, other areas of study such as art, music, and physical
education, are marked as follows:
A = Exceptional performance exceeding standard expectations
B = Successful performance of standard expectations
C = Inconsistent performance with progress towards standard expectations
F = Unsatisfactory performance with little progress towards standard expectations

A~signflielf't of Formative Grades

Formative assessment provides ongoing feedback and will be recorded a minimum of two times
per summative assessment. The formative assessments recorded must align to the standards of
the summative they precede and are solely to provide guidance to the student and teacher on
progress towards learning goals. Formative scores will not be calculated in the final grade.

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Oct. 20, 2010 D R AFT
Fo.rm~tive assessment takes place both formally and informally. Formal assessment occurs
when regular instruction is stopped to assess student understanding. Informal assessment
happens during the course of instruction.
I
Examples of informal formative assessments Examples of formal formative assessments
include, but are not limited to the following: include, but are not limited to the following:

• Class discussions
I
• Classroom assessments
• Daily practice • District assessments
• Teacher observation • Performance assessments
• Questioning
• Checking for understanding

Assignment of Suntmative Grades

A minimum of three summative grades with reassessment opportunity is required each nine
weeks. Exception to thi~' shall be based on a specific rationale and written mutual agreement
between the principal 'or his/her designee and the teacher. Grades should be based on mastery
of the curriculum. ;,
j'

Examples of summati~eassessments include, but are not limited to the following :

• Tests • Performance assessments

• Projects • Papers
• Presentations • Reports
• Portfolios • District assessments

For special education students at all levels, evaluation of successful achievement will be
based 'On the Individual Education Plan (IEP) goals and mastery expectations .
, I
Reassessment Procedures for Summative Assessments
1. Reassessment provides students the opportunity to demonstrate they have increased their
knowledge, skills, and/or concepts to an advanced level. Therefore , students who have
already demonstrated advanced understanding will not be reassessed. Advanced level is
defined as a student receiving an A or the equivalent of an A on an assessment.
2. Students who fail a summative assessment shall be reassessed. Students who receive a 70
- 89 shall have the opportunity to be reassessed.
3. On a summative reassessment, the teacher shall record the higher of the two grades. A 90 is
the maximum grade for any reassessment.
4. Reassessment occurs under the following conditions:

• The student completes formative assessments/assignments related to the summative (as

determined by the teacher) prior to the reassessment opportunity.
• The teacher selects the time for reassessment, which may include before/after school.
• The student engages in additional learning opportunities/assignments.
• Timeframe:
a Normally within one week of the student receiving the grade on the original
assessment.
a No later than one week into the next grading period if the summative was given
the last week of the grading period .

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Oct. 20,2010 D R AFT
5. Reassessment may be given in a different format than the original assessment subject to the
teacher's discretion.
6. The teacher shall record the higher of the two grades earned.
7. No reassessment shall occur on the semester exam. However, the teacher may use
professional judgment and preponderance of evidence to determine the final grade.

'., Progress Reports and Parent Conferences

At three-week intervals (secondary) or four and a half week intervals (elementary), progress
reports will be given to every student. Teachers are responsible for communicating with parents if
a grade is below 74.

At any time of the year, teachers are encouraged to communicate and confer with parents
regarding their student's academic progress.

Homework
Homework should be reviewed in a timely manner and used as a method to provide students with
specific feedback on their performance of the assigned tasks. Homework should only be
assigned for reinforcement of skills and concepts previously taught in class. Homework should
have value and should result in a higher performance level on summative assessments.

Tu.tOf1ials
;.;....- ---
Tutorials should be used to assist students with concepts/knowledge/skills with which they are
struggling. The teacher may assign tutorials based 0n evidence from formative or summative
assessments. If tutorials are assigned, then attendance is mandatory.

Ac demicBisJU)lleSlJ!
Academic dish0nesty Includes cheating or copying the work of another student, plagiarism and
unauthorized communieatiqn between students during an examination . Evidence may come from
written materials, observati0n, and/or information from students . The determination that a student
has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or
,other supervising professional employee. Students found to have engaged in academic
dishonesty shall be subject to disciplinary action and reassessment. Such action shall be
determined jointly by the teacher and campus administrator.

Semester Exa.ms
Semester exams should be used to certify mastery of objectives by students . All high school
credit course semester exams shall be comprehensive in nature and must measure the mastery
of the Texas Essential Knowledge and Skills. The semester exam counts 20% of a student's final
semester grade.

Senior students may be exempted from final exams during the spring semester only if they meet
the following criteria .
• Better than ninety (90) percent attendance in all classes, all year. (If a student has had to
attend after school make-up during the fall or spring semester, then he/she does not meet
these criteria.)

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Oct. 20, 2010 D R AFT
• : Np more than two (2) or three (3) absences with at least a ninety (90) percent average in the
class requesting exemption from the final exam
• No more than (1) absence with at least an eighty-five (85) percent average in the class
requesting exemption from the final exam

PromotiQn, Retention, and A wa.rdillg of Credit

To be promoted to the next grade level, a student must meet all of the following criteria based on
Policy EIE (local): j

Grades 1- 5
• Overall average of 70 based on grade level standards (essential knowledge and
skills) ,
• Grade of 70 or above in three of the following areas: language arts, math, science
and social studies
• Mastery of ~exas Assessment of Knowledge and Skills (TAKS) for reading and
mathematiCs ; grade 5
AUendan6e "a:minimum of 90% of the days school is in session
i
•
, 1'1,1 "

Grades 6-8 ':.,. I

• An overall ; ~verage of 70 on a scale of 100 based upon course-level

standards (TEKS) for all subject areas
• Grade of 70 or above in three of the following areas: language arts, mathematics,
science, and social studies
• Mastery of Texas Assessment of Knowledge and Skills (TAKS) for reading and
mathematics, grade 8
• A student must pass both semesters or attain an average grade of at least 70 when
averaging two semesters to be awarded credit for a high school credit course.
I

Grades 9 -12 I
Grade level advancement for students in grades 9-12 shall be earned by course credits.
• Mastery of at least 70 percent of the objectives on summative assessments is
required.
• Grade of 70 or above in a one-semester course earns full credit.
• Grade of 70 or above for fall and spring semesters averaged together for full year
course earns full credit.
• Grade of 70 or above in a repeated course earns credit.
The number of credits students need to graduate will vary according to the year the student
entered high school.

.....~
GRADUATION CREDIT REQUIREMENTS
Graduation Plan Number of Credits Needed
Recommended/Distinguished 26 credits
Achievement Plan
Minimum 24 credits

Students are classified according to the number of credits they have earned .

CLASSIFICATION CREDIT REQUIREMENTS

High School Entry Year
2007 and Thereafter
Sophomore 6 credits
Junior 12 credits
Senior 19 credits

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Oct. 20, 20 I0 DRAFT
Retl';ieval of Credit
A student who does not receive credit may retrieve credit through various options such as
summer school, credit by exam (CBE) and Recovery Lab. Students in grades 11 - 12 may also
retrieve credit through correspondence courses.

Grade Points (policies EIC, BID)

The valedictorian, salutatorian, and honor graduates of a senior class will be determined by the
cumulative grade point average calculated through the grading period prior to the final grading
period of their senior year. To be eligible for valedictory, salutatory honors or top ten student
honors, the student shall have attended high school in CFBISD continuously from the schoo/·start
window of said student's junior year until graduation. The school-start window is the period of
time between the first day of school and the last Friday of September.

Students enrolled in Advanced Placement or International Baccalaureate courses receive 6

additional grade points for those courses. Students enrolled In Pre AP courses receive 3
additional grade pOints for those courses.

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Oct. 20 2010 D g, A FT
AppendtxA
Computing the 'Ave,rage'
I
"Not everything that can be counted counts, and not everything that counts can be
counted,"
Albert Einstein
I .

Mean - computing the Median - the middle number Mod, - the number oC'currhig
average by adding all Scores in a list of numbers arranged most frE;lqLlenfly
together and dividing by the sequentially I

number of addends, /'..

I
• The mean will be used most often, provided there are no outliers (isolated , extreme
scores).
If outliers are present, consider using the median or mode.
I· ,
.I

The goal of learning i~, ~~e 'acquisition of knowledge and skills. A stUdent should not be penalized
because it took one st~'oent ionger to learn than another.
In determining grades' ~Qnsider the more recent informati0n an'd discard outmoded evidence if
appn;>priate. ,I