Grading & Reporting
PHILOSOPHY AND GOALS
Ensuring fair and credible evaluation of student learning from classroom to classroom and school to school will directly impact and improve student learning. Students should be held accountable for their learning. We also recognize that grading practices can contribute to long-term student success. An emphasis on evaluating content standards and timely, constructive feedback are cornerstones to grading that reflect student growth and development.
DVUSD GRADING GOALS
Grading practices in DVUSD will encompass the following goals:
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Grades are equitable, accurate, specific, and consistent.
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Grades reflect academic learning and are not used as a punitive tool.
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Grades report the status of academic learning, not behavioral conduct.
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Assessment and grading provide actionable feedback to inform student learning.
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Grading considers learning a process that takes place over time and at different speeds for different students.
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The grading system coordinates and is consistent among common course teachers and/or grade levels to ensure clear expectations for all students.
MEANINGFUL GRADE ENTRIES
Teachers are expected to enter a meaningful grade for each student in the electronic gradebook regularly so that students, parents, and support staff can better monitor student progress. A meaningful grade is a grade entry for an assessment or coursework that measures learning standards. At least one meaningful assessment/assignment grade entry must be entered each week, but an entry that impacts the course grade must be entered at least every 2 school weeks (every 3rd week for classes meeting once per week).
GRADING PRACTICES: 9-12 GRADE SCALES
BCHS uses the DVUSD traditional grading practices, including the 0-100 A-F scale. To better communicate student progress, teachers will include marks for student proficiency for aligned standards on assessments (coursework optionally) using rubrics with the levels: Highly Proficient (4), Proficient (3), Partially Proficient (2), Minimally Proficient (1). It is important to know that the documented performance on the standards is informational and reported separately to support student learning and growth– it does not average into the overall percentage course grade. As a parent or student, grades will look as they always have, with students receiving a percentage and letter grade; however, if you would like to see more information on learning progress, you can click the 
GRADING PRACTICES: BEHAVIOR IN GRADES, LATE WORK & REASSESSMENT
BCHS and all DVUSD schools continue to separate academic achievement and student behavior in our grades to ensure that grades represent student learning. Students must learn and master essential skills and standards to prepare for next-level learning, new course content, and college and career. Below are some practices that we will be using this year to support student learning while also setting expectations and accountability:
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REASSESSMENT: Students may reassess to show mastery of learning for full credit. To reassess, students must complete all coursework related to the content/skill assessed to build up their skills. Students must communicate with their teacher within 5 days of receiving an assessment score to create a reassessment plan. The teacher will determine the reassessment date based on student performance and progress. Reassessments on state and district assessments, end-of-semester exams/ projects, or test-out/ proficiency exams will not be allowed.
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MISSING & LATE WORK: Missing work will be marked with a missing code in the gradebook and will be given a zero (“0%”) and No Evidence marked for associated standards. If the missing work is submitted as Late Work (see terms below), the zero will be changed to reflect the student’s level of learning with no deductions or penalties. Students may submit late work for full credit by the end of a unit or module. Late work will not be accepted if the assignment is in-class work that the student intentionally did not complete, if the work was a timed activity, or if the work was a long-term project (over multiple weeks).
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EXTRA CREDIT: No extra credit will be awarded as it distorts clear evidence of student learning in grading.
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ZEROS: Students who do not show evidence of learning will receive a zero grade for missing/ no evidence work. It is important to remember that zeros greatly impact the overall student grade. Please be sure to turn in work, keep up on assignments and assessments, and communicate with teachers about opportunities to submit missing and late work to avoid heavy grade penalties.
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FAILING GRADES: Grades of “D” and above are passing marks. A " F " course grade indicates that the student has failed the course. For 9th-12th grade levels, no course credit will be awarded for a failing course grade.
CATEGORIES & WEIGHTS
All 9th-12th grade teacher grade books will utilize the following categories:
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CATEGORY |
DESCRIPTION |
WEIGHT |
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Assessment |
This category includes all items used to measure a student’s proficiency toward the learning standards once the student has had sufficient practice and at a specified point in time. This category can include summative tests, performance assessments, reports, unit or module assessments, quizzes, long-term projects, short-term projects, presentations, capstone projects, research papers, and lab reports. |
80% |
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Coursework |
This category includes formative work that provides students with the opportunity to learn content and skills and to receive feedback on their learning. Coursework is assigned to provide meaningful, independent practice, reinforce learning targets, and extend learning. This category can include in-class assignments, quizzes, exit tickets, checks for understanding, and daily activities. |
20% |
|
Practice |
This category includes formative student work that a student completes while in the process of learning specific skills. Student work done inside and outside the classroom, such as classwork and homework, falls into this category. |
0% |
PARENT CONCERNS REGARDING GRADES/ASSESSMENTS/LEARNING
A parent concerned about a grade should always discuss the concern with the teacher before bringing it to the attention of a counselor. Then, if the issue is not resolved, the "chain of command" protocol should be followed: Department Chairperson; Assistant Principal who oversees the teacher/content level; Principal; appropriate District Office staff member(s).