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The Virginia Beach City Public Schools, in partnership with the entire community, will empower every student to become a life-long learner who is a responsible productive and engaged citizen within the global community.
Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goal is that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers and citizens
Our primary focus is on teaching and assessing those skills our students need to thrive as 21st century learners, workers, and citizens. All VBCPS students will be academically proficient; effective communicators and collaborators; globally aware, independent, responsible learners and citizens; and critical and creative thinkers, innovators and problem solvers.
1.
All teachers will engage every student in meaningful, authentic and rigorous work through the use of innovative instructional practices and supportive technologies that will motivate students to be self-directed and inquisitive learners.
2.
VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.
3.
4.
5.
Each school will improve achievement for all students while closing achievement gaps for identified student groups, with particular focus on African American males.
VBCPS will create opportunities for parents, community and business leaders to fulfill their essential roles as actively engaged partners in supporting student achievement and outcomes for student success.
VBCPS will be accountable for developing essential leader, teacher and staff competencies and optimizing all resources to achieve the school division’s strategic goal and outcomes for student success.
January 2014 ii

Introduction ................................................................................................................................................. 1
School Board Policies and Regulations ................................................................................................... 1
Philosophy and Purposes of Grading and Reporting ........................................................................... 2
The Importance of Assessment and Grading ......................................................................................... 2
Communicating Student Progress to Parents ......................................................................................... 2
Principal’s List and Honor Roll ................................................................................................................ 4
Codes for Marking Student Academic Progress K-5 ............................................................................ 5
Codes for Marking Student Academic Progress 6-12 .......................................................................... 6
Secondary Final Assessments and Final Grades .................................................................................... 7
Procedures for Changing a Grade ........................................................................................................... 8
Promotion, Retention, and Placement of Students ............................................................................... 9
References
Attendance ................................................................................................................................... 11
Homework .................................................................................................................................. 13 iii

This set of guidelines describes the procedures for determining student grades and reporting to parents the progress of students attending the Virginia Beach City Public Schools. Its purpose is to ensure that the interpretation of policies and the application of procedures result in consistent grading and reporting practices across the school division.
The School Board policies and administrative regulations governing the administration of grading and reporting student progress are incorporated in the procedures and practices promulgated in this set of guidelines.
 Attendance – School Board Policy 5-17 and School Board Regulation 5-17.1
 Homework - School Board Regulation 6-54.1
 Promotion, Retention, and Acceleration - School Board Policy 5-27 and School Board
Regulation 5-27.1
 Reporting Student Progress - School Board Regulation 5-28.1
and School Board Policy 6-72 and School Board Regulation 6-72.1
 Student Scholastic Records - Board Policy 5-31
 Custody Students – School Board Regulation 5-10.2
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The Virginia Beach City Public School Division supports the belief that students and parents should be provided with periodic formal and informal reports reflective of grade-level academic performance. The purpose of the school division’s grading and reporting system is to communicate how students are performing on the established curriculum. The primary vehicle for delivering this information to students in grades kindergarten through twelve and their parents is the Virginia Beach
School Report Card . Beginning in first grade , Progress Reports are provided midway through the grading period for students who are performing below expected levels.
Teachers engage in daily, continuous assessment of student understanding and use this information as the basis for planning future instruction. The ultimate purpose of assessment is to determine student needs and to plan instruction to support students in achieving identified instructional objectives. Students who have not been successful on a graded assessment must have the opportunity for additional instruction and reassessment.
Evaluation is the attachment of grades to independently completed student work that is representative of academic performance. Grades are assigned once the instructional material
(reflective of grade-level instructional objectives) has been taught and sufficiently practiced. Criteria used for grading are clearly articulated to students and high quality samples are offered as models.
The grading system recognizes progress toward achievement of established standards, even if additional instruction is required to demonstrate mastery of the standards. Note that student work is compared to standards, not to the work of other students.
Grading should be fair, consistent, reliable, and comprehensive. All grades should be supported by appropriate documentation (e.g., anecdotal notes, work samples, checklists, portfolios, rubrics).
Report card comments should be specific and constructively written. They should provide an accurate depiction of student performance.
The use of zero is strongly discouraged because this does not accurately reflect a student’s understanding of the material. When work is not completed on the date due, lowering the grade each day the work is late is an inappropriate practice. A student should be held accountable for work. Lowering the grade each day may give the student a message that there is no point in completing the work.
Effective communication between school and home is a contributing factor to academic success. A positive, productive teacher-parent relationship contributes to cooperative efforts toward a student’s academic achievement. The following means of communication are used to keep parents informed of their children's progress.
PARENT/STUDENT COURSE INFORMATION GUIDES
Parent/Student Course Information Guides are provided online for parents. These guides inform parents of the school's expectations, define what students will be learning, and identify the standards by which student progress will be assessed.
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PROGRESS REPORTS
Progress Reports are issued at the midpoint of each grading period for students, grades 1-12, who are performing below expected levels, including for students with Individualized Education
) Programs. (
Teachers will use the electronic gradebook version of the Progress Report. The progress report will either be a paper copy sent home to parents or an electronic copy to sent to parents with an email address in the Student Information System.
REPORT CARDS
Report cards shall be issued in accordance with the school calendar following the end of each grading period approximately every nine weeks. The dates of issuance are established each year by the division superintendent and published in each school's student-parent handbook.
The purpose of student report card is to communicate formally to parents their children's performance on the grade-level instructional objectives taught during each of the four nine-week grading periods.
Parents return signed report card envelopes the first three grading periods in elementary schools to ensure that they have reviewed them. At the end of the year, a final report card copy should be placed in the student’s cumulative folder. (
)
CONFERENCES
Conferences between parents and teachers are encouraged. This one-on-one interaction promotes involvement of both the home and the school, fosters mutual understanding of the student's progress, clarifies the student's strengths and needs, and allows for the exchange of information and ideas needed to strengthen and reinforce student performance. Conferences may be requested by parents or by teachers .
REPORTS TO NON-CUSTODIAL PARENTS
If the parents of a student are separated or divorced, both parents have the right to be informed of their child's progress in school unless forbidden by a court order on file in the principal's office. To receive written reports and notification of conferences, a non-custodial parent is to submit a written request to the principal. (
)
STUDENT WORK SAMPLES AND OTHER FORMS OF COMMUNICATION
Throughout each grading period, teachers must send home representative samples of student work.
Syllabi, websites, planners, Open Houses, and SchoolNet-Parent Portal are additional methods of communication. Communication with the home should take the form of written notes, telephone calls, e-mails, and/or newsletters.
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To be eligible for the Principal’s List, a student must receive all A’s and satisfactory grades in citizenship, work habits, art, music, and physical education. Receiving an A will prevent a student from earning Principal’s List. Students receiving a major disciplinary action such as an out-of-school suspension will not be eligible for recognition on the Principal’s List.
To make Honor Roll, a student must have a 3.0 grade point average and satisfactory grades in citizenship, work habits, art, music, and physical education. Receiving a C will prevent a student from earning Honor Roll. Students receiving a major disciplinary action such as an out-of-school suspension will not be eligible for recognition on the Honor Roll.
The electronic gradebook program computes Principal’s List and Honor Roll using points listed below. If a teacher uses letter grades in the gradebook, the letter grade is converted to the top number on the grade range, i.e., A = 100.
Letter Grade
A
A-
B+
B
B-
C+
C
C-
D+
D
E
Range
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
73 – 76
70 – 72
67 – 69
64 – 66
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Points
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
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For the following report card categories:
Oral Language, Communication: Speaking, Listening, and Media Literacy, Reading and Responding to Literature, Writing and Research, Written Communication, Mathematics, Science and Social
Studies, Health and Physical Education, Citizenship, Participation and Collaboration, Productivity,
Art, Music, Chorus and Strings
CODES FOR MARKING IN GRADES K-5
AP Advanced Proficient
P Proficient
DP Developing Proficiency
N Novice
NE Not evaluated at this time
The AP - N codes should not be equated to an A-E grading scale.
The purpose of the codes is to report how well a student is achieving grade-level instructional objectives. It is essential that teachers and parents recognize that the students themselves are not being graded. Rather, the codes and grades represent the level of performance demonstrated by students on specific objectives and expectations in a given context and for a specified time period. Additionally, assessment of intelligence and ability are not included in determining the codes or grades.
An AP indicates a student grasps, applies, and extends key concepts, processes and skills. If a student consistently demonstrates proficiency, the student should receive an AP .
A P indicates a student is meeting grade level standards and expectations. The student, with limited errors, grasps, and applies key concepts, processes and skills. If a student regularly demonstrates proficiency, the student should receive a P .
A DP indicates a student is experiencing difficulty meeting grade level standards and expectations. The student is beginning to grasp and apply key concepts, processes and skills.
If a student is receiving extra support and help but is still making slow progress toward meeting grade level expectations, the student should receive a DP .
An N indicates a student does not meet grade level expectations. The student needs improvement in grasping and applying key concepts, processes and skills. If a student is receiving extra support and help but is still not meeting grade level expectations, the student should receive an N .
An NE or a blank box indicates that the criterion was not evaluated during the grading period.
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It is essential that teachers and parents recognize that the students themselves are not being graded.
Rather, the codes and grades represent the level of performance demonstrated by students on specific objectives and expectations in a given context and for a specified time period. Additionally, assessment of intelligence and ability are not included in determining the codes or grades.
GRADING SCALE
A 93-100
A- 90 - 92
B+ 87-89
B 83 - 86
B- 80 – 82
C+ 77 - 79
C 73 – 76
C- 70 – 72
D+ 67 - 69
D 64 - 66
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NE Not evaluated at this time
X Area of concern/needs additional attention
I Incomplete
(
)
Code for Marking Citizenship, Work Habits, Physical Education, Art, Music, and Strings
(3-5)
O Outstanding
S Satisfactory
N Needs
U Unsatisfactory
NE Not evaluated at this time
X Area of concern/needs additional attention
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Final assessments serve as a culminating activity and will be administered in all courses bearing credit toward graduation. See School Board Regulation 5-28.1
. The final assessments are based on course objectives and Standards of Learning.
Graduating seniors who have a “B” average in a given subject, such average to be calculated through the fourth nine-weeks, will be exempt from taking the final assessment in the year course in question. This does not apply to semester courses.
If Virginia Standards of Learning test scores are received in time, any student who passes the SOL test for a specific course may be exempt from taking the final assessment in that course.
The final assessment grades count as 1/9 of the final grade.
The final grade in a semester course is determined by calculating a weighted average of the final assessment grade and the grades for the two nine weeks. Each nine-week grade is to be weighted
4/9 of the total grade, with the final assessment weighted 1/9.
The final grade in a yearlong course is determined by calculating a weighted average of the final assessment grade and the grades for each semester. Each semester grade is to be weighted 4/9 of the total grade, with the final assessment weighted 1/9. There are no midterm assessments in a yearlong course.
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The teacher, as an agent of the School Board, has the responsibility for evaluating pupil progress and providing grades to represent scholastic achievement. If it becomes necessary to administratively correct grades of students which have been miscalculated and issued by teachers, the correction is made at or as near the source of error as possible. Any action taken to affect the changing of a grade shall be in compliance with school board policy concerning access, maintenance, and security of records.
If a student, parent, or legal guardian questions a grade, the procedures listed below will be used.
1.
The student and/or parent or legal guardian will request the teacher to review the grading process and computation.
2.
Following the review, the teacher will decide if a grade change should be made and will inform the student and/or parent or legal guardian of the decision.
3.
The student and/or parent or legal guardian may appeal the teacher’s decision to the principal.
4.
Upon appeal by student and/or parent or legal guardian, the principal confers with the teacher to (a) review the grading system used and weight/value given to tests, projects, class participation, etc., and (b) determine if an error has been made. If an error has been made, the grade correction shall be made by the teacher or by the principal.
5.
If the teacher is not available, the principal will review the grading process and/or computation and will inform the student and/or parent or legal guardian and the teacher of the decision.
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ELEMENTARY
According to School Board Policy 5-27 , placement of students will be made based on an evaluation of the student’s acquisition of basic skills and other evidence of growth as determined by the student’s teacher and principal as evidenced by the following factors: earned credits, SOL test scores, special needs, academic performance, prior retentions, attendance, physical size, reading level, work habits, intellectual ability, parental support, age, and school/family history
Kindergarten students shall be retained in kindergarten only after a conference with the parent(s) or guardian and approval of the principal. In special cases, the school may refer kindergarten students to first grade during the school year. (
) Students in kindergarten, first, second, and third grades shall be promoted to the next grade level if they have successfully met or exceeded grade level standards, objectives, and expectations as clearly indicated by the codes marked on the student's report card.
For students in grades 4-5, performance assessed at "D" or better (sixty-four percent of grade-level instructional objectives) is required for promotion. With the exception of language arts, student performance at the "E" level in any one subject area is not sufficient for consideration of retention.
As soon as it becomes evident that a student is experiencing difficulty in achieving instructional objectives, teachers should confer with the parents. Parent conferences and academic interventions should be documented.
Retention will not be considered unless failure to meet the grade level objectives/expectations is verified by the report card codes/grades earned by the student. A student shall not be retained more than once at any given grade level in grades K-5. When retention is not in the best interest of the student, the student should be placed in the next grade level. If a decision to waive promotion standards is made by the principal and the student is to be placed in the next grade level, teachers should complete a waiver form to be filed in the student's cumulative record folder.
MIDDLE SCHOOL
Students in grades six, seven, and eight are promoted to the next grade on the basis of earning passing final grades in the core subjects of language arts, mathematics, science, and social studies and a passing final grade in either health/physical education or the equivalent of a full-year course in the exploratories/electives. The following factors are also considered: academic performance; ability level; attendance in conjunction with poor classroom performance; chronological age in relation to the normal grade/age group; prior retentions; delayed/advanced physical development; maturity in emotional and social development; work and study habits; student and parent attitude; parental support; and SOL test scores at the end of grades six (6) through eight (8). The use of SOL test scores as the sole criterion in awarding credit is prohibited.
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HIGH SCHOOL
Promotion at the high school level is based upon academic achievement and the meeting of attendance requirements in individual courses. Promotion is based on the number of credits earned.
The use of SOL test scores as the sole criterion in awarding credit is prohibited. An assignment of class standing will be made on the following basis:
Grade 12: at least 16 credits and/or eligible for June graduation
Grade 11: at least 10 credits, but fewer than 16 credits
Grade 10: at least 5 credits, but fewer than 10 credits
Grade 9: fewer than five credits
If a high school senior is in danger of failing to meet the graduation requirements, the student and his/her parents shall be notified of the danger at the earliest possible time.
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Students of school age shall attend their assigned schools during school hours in accordance with state law. Students are considered absent if they are not present on days that school is in session as determined by the School Board approved calendar or during make-up days determined by the
Superintendent or School Board.
EXCUSED ABSENCES
Documented absences are defined as absences for personal illness, serious illness or death in the family, exposure to contagious disease, extremely inclement weather, school-sponsored activity or observance of a recognized religious holiday. The parent or legal guardian will provide written notice to the school of the reason for the absence or tardiness. Preapproved absences are defined as absences for cause and absences that occur with the full knowledge and consent of the parents. The principal, at his/her discretion, may accept as valid the reasons for these absences. Other verifiable reasons may be deemed excused at the discretion of the principal.
UNEXCUSED ABSENCES
Absences for reasons other than those listed above, including out-of-school suspension, are unexcused absences. Truancy is defined as the absence of a student for other than a legitimately recognized reason for all or part of a day when school is in session.
PARENT NOTIFICATION OF ABSENCES
For all absences, the school will contact the home each day of the child’s absence from school using the automatic dialing system.
CLASS ATTENDANCE
Daily and punctual school attendance is essential to each student's academic development. Absence from school is detrimental to student achievement. A student is counted present for state reporting purposes if present for any portion of the day. Attendance is taken in the morning at the elementary level; attendance is taken in each class at the secondary level.
Excused absences for school-sponsored/related activities, authorized visits of students with school personnel, and recognized religious holidays should be noted as such.
All absences require written confirmation from the parent. All absence notes will be preserved until the close of the school term, and the principal will be the judge of the signature validity.
MAKE-UP WORK
Students who receive excused absences will be allowed to make up all assignments that affect the course grade and will be made aware of these assignments. It is the student's responsibility to make up assignments within a reasonable amount of time.
Students who receive unexcused absences may make up assignments at the discretion of the teacher, subject to the requirements communicated (provided) by the teacher at the beginning of the year. It is the student's responsibility to be aware of established guidelines and to follow those guidelines to make up the assignment. Students who are under the penalty of Out-of-School Suspension (OSS) will be provided class work and homework material, if requested by the parent and/or student, so the student may remain current with school instruction as long as enrolled in school.
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PROCEDURES FOR EXCESSIVE AND UNEXCUSED ABSENCES
All excused and unexcused absences will be included in computing excessive absences except as follows:
 School-sponsored/related activities


Authorized visits of students with school personnel
Recognized religious holidays
The school division has specific procedures for excessive absences and unexcused absences. Please refer to School Board Policy 5-17 and School Board Regulation 5-17.1
for detailed information.
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Homework is designed to reinforce and extend classroom learning, prepare students for new information, and promote creative thinking and independent research. Homework provides teachers with critical feedback on how well students understand the concepts, skills, and information presented in class. In certain circumstances, homework assignments may prepare students with the introduction of new information and may include reading assignments, projects, and book reports.
If homework is to be used successfully, teachers, students, parents, and administrators must assume certain responsibilities. (
)
TEACHERS
1.
Teachers will establish routines for assigning homework.
2.
Teachers will collaborate with other teachers in the building to ensure that students do not have an inordinate number of major assignments due at the same time.
3.
Teachers will use discretion in assigning homework. Assignments should be based on the needs of the class and/or student and may be of short or extended duration. Not all homework is written, and frequently the assignment may involve reading, review, or study of material and forms of independent research. Projects and long-range assignments should be given sufficiently in advance, with reasonable time to complete all tasks. Teachers should be aware of the observance of religious holidays when assigning homework.
4.
Teachers will assign tasks which require the use of only those resources known to be available.
5.
Teachers will provide clear directions to ensure that students understand all assignments.
6.
For long-range assignments, the teacher will provide specific written directions for the student including purpose, expectations, procedures to be used, and due dates.
7.
Teachers will hold students accountable for homework assignments by reviewing and assessing those assignments with recognition given for completion and effort. Students’ efforts will be reflected on the work habits section of their report cards at the elementary level.
STUDENTS
1.
Students are responsible for recording homework assignments and directions as appropriate.
2.
Students are expected to utilize good time management skills. They should schedule study time so that projects and long-term assignments are completed over a period of time.
3.
Students are responsible for completing homework assignments by the established due dates.
4.
Students are responsible for requesting additional help and/or clarification of instructions for completing assignments from the teacher.
PARENTS
1.
Parents are not expected to provide initial instruction on a homework topic or skill.
2.
Parents are responsible for monitoring homework by checking to see that the student has recorded and completed the assignment.
3.
Parents are responsible for obtaining missed assignments due to absences.
4.
Parents should arrange for an appropriate learning environment in the home by:
 Ensuring adequate study time
 Providing an atmosphere free from disruptions
 Supplying necessary materials such as paper, pencils, pens, dictionaries, and other materials
Parents will receive an information guide at the beginning of the school year that lists courses and/or grade level objectives as well as suggestions for providing a good learning environment in the home.
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5.
Parents should encourage their child to keep a list of assignments in his or her planner/notebook.
6.
Parents should show a positive interest in homework and school. If problems arise, parents should contact the teacher at the school.
ADMINISTRATORS
Administrators are responsible for communicating and monitoring the implementation of homework guidelines in their respective schools. Administrators will assure that homework policies are communicated to teachers.
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Your virtual link to Hampton Roads’ largest school system
Dr. Sheila S. Magula, Interim Superintendent
Virginia Beach City Public Schools
2512 George Mason Drive, P.O. Box 6038
Virginia Beach, Virginia 23456
Produced by the Department of School Leadership. For further information, please call (757) 263-1088.
The Virginia Beach City Public Schools prohibits discrimination on the basis of race, color, religion, sex, ethnicity, national origin, age, disability, pregnancy and childbirth, or marital status. School Board policies and supporting regulation ( Policies 2-33 , 4-4 , 5-7 , and 6-7 and Regulation 5-44.1
) provide equal access to courses, programs, counseling services, physical education and athletics, vocational education, instructional materials, and extracurricular activities.
Violations of these policies should be reported to the director of Student Leadership at 263-2020 or the assistant superintendent of Human Resources at 263-1133.
Alternative formats of this publication which may include taped, Braille, or large print materials are available upon request for individuals with disabilities. Call or write Department of School Leadership: Virginia Beach City Public
Schools, 2512 George Mason Drive, P. O. Box 6038, Virginia Beach, VA 23456-0038. Telephone 263-1088 (voice);
263-1240 (TDD); or e-mail DeptofSchoolLeadership@vbschools.com.
No part of this publication may be produced or shared in any form without giving specific credit to Virginia Beach City Public Schools.
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