Central Union High School District
BP 5121
Students
Grades/Evaluation Of Student Achievement
The Board of Trustees believes that grades serve a valuable instructional purpose by helping students
and parents/guardians identify the student's areas of strength and those areas needing improvement.
Parents/guardians and students have the right to receive course grades that represent an accurate
evaluation of the student's achievement.
(cf. 5020 - Parent Rights and Responsibilities)
Teachers shall evaluate a student's work in relation to standards which apply to all students at his/her
grade level. The Superintendent or designee shall establish and regularly evaluate a uniform grading
system, and principals shall ensure that student grades conform to this system. Teachers shall inform
students and parents/guardians how student achievement will be evaluated in the classroom.
(cf. 5124 - Communication with Parents/Guardians)
(cf. 6011 - Academic Standards)
During the first week of classes, teachers shall provide students and parents with a written
syllabus of learning expectations and grading criteria in clear, easily understandable language,
indicating how summative assessment throughout the grading period will be calculated into
course grades. Teachers shall discuss classroom assessment practices with students, in an age
appropriate manner, at the beginning of instruction.
Grades should be based on impartial, consistent observation of the quality of the student's work and
his/her mastery of course content and objectives. All practices related to communication about
student achievement should be carried out according to the best current understanding and
application of the research.
The District's policy and procedures on grading and reporting practices, are based upon the
principles that
Individual achievement of clearly stated learning targets should be the only basis for grades,
providing an accurate reflection of what each student knows and can do; the effectiveness of
the communication is determined by the accuracy of the information about student
achievement.
Other characteristics (effort, behavior, attendance, attitude, etc.) should not be included in
grades but should be reported separately.
Different users and decision makers of achievement data need information in different forms
at different times in order to make their decisions.
Grading and reporting should always be done in reference to specified achievement targets,
comparing students' performance against a standard rather than against other students in the class
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(on a curve).
Grades should be calculated to ensure that the grade each student receives is a fair reflection of
what he/she knows and can do, emphasizing the most recent summative assessment information.
Consideration shall be given to the use of appropriate grade calculation procedures to ensure that
assigned grades reflect the intended importance of each leaning goal.
Grades have some value as incentives but no value as punishments.
The teacher of each course shall determine the student's grade. The grade assigned by the teacher shall
not be changed by the Board or the Superintendent except as provided by law, Board policy and
administrative regulation. (Education Code 49066)
(cf. 5125.3 - Challenging Student Records)
Unexcused Absences
If a student misses class without an excuse and does not subsequently turn in homework, take a test or
fulfill another class requirement which he/she missed, the teacher may lower the student's grade for
nonperformance.
(cf. 6154 - Homework/Makeup Work)
(cf. 5113 - Absences and Excuses)
Grade Point Average (GPA)
The Superintendent or designee shall recommend to the Board the methodology to be used in
calculating students' grade point averages.
The Superintendent or designee shall also recommend to the Board whether extra grade weighting will
be assigned for honors courses that are substantially similar in depth, breadth and rigor to an Advanced
Placement course, an entry-level college course or a community college level course.
(cf. 6141.5 - Advanced Placement)
Legal Reference:
EDUCATION CODE
48070 Promotion and retention
48205 Excused absences
48431.6 Required systematic review
49066 Grades; finalization; physical education class
49067 Mandated regulations regarding student's achievement
49069.5 Students in foster care, grades and credits
CODE OF REGULATIONS, TITLE 5
10060 Criteria for reporting physical education achievement, high schools
UNITED STATES CODE, TITLE 20
1232g Family Education Rights and Privacy Act (FERPA)
6101-6251 School-to-Work Opportunities Act of 1994
Central Union High School District
AR 5121
Students
Grades/Evaluation Of Student Achievement
Grades for achievement shall be reported based upon student mastery of the standards for the course
content for each marking period as follows:
Levels of Achievement
Outstanding Achievement (Advanced Proficient)
Student assessment evidence demonstrates exemplary performance in
relation to the California State Content Standards or course standards. The
evidence is characterized by deep understanding of the subject’s content,
and demonstrates excellence in the knowledge and skills addressed during
the grading period.
Competent Achievement (Proficient)
Student assessment evidence demonstrates skilled performance in relation
to the California State Content Standards or course standards. The evidence
is characterized by solid understanding of the subject’s content, and
demonstrates proficiency in the knowledge and skills addressed during the
grading period.
Adequate Achievement (Basic)
Student assessment evidence demonstrates satisfactory performance in
relation to the California State Content Standards or course standards. The
evidence is characterized by generally accurate understanding of the
subject’s content, and demonstrates basic knowledge and skills addressed
during the grading period.
Limited Achievement (Below Basic)
Student assessment evidence demonstrates minimal performance in relation
to the California State Content Standards or course standards. The evidence
is characterized by limited understanding of the subject’s content, and
demonstrates below basic knowledge and skills addressed during the
grading period.
Insufficient Achievement (Far Below Basic)
Student assessment evidence demonstrates unsatisfactory or no mastery of
California State Content or course standards. The evidence is characterized
by a lack of understanding of the subject’s content, and demonstrates far
below basic knowledge and skills addressed during the grading period.
Incomplete
Student has not had sufficient time/opportunity to demonstrate achievement
on standards addressed during the grading period
Grade
Grade
Points
A
4.0
grade
points
B
3.0
grade
points
C
2.0
grade
points
D
1.0
grade
points
F
0 grade
points
I
0 grade
points
The Board recognizes that student performance on the California Standards Test (CST) represents a
valid summative measure of students’ mastery of the California Content Standards and may be used as
an alternate method in determining the student achievement. Therefore, grades for second semester
achievement may be based on performance on the CST in a content area in which the student is
currently enrolled in a corresponding course* if the CST performance level justifies a higher grade.
Any teacher who elects to use the CST as a summative assessment for a course must provide details in
his/her course syllabus explaining how the test will be used as part of the grading process. The
syllabus must be reviewed and approved by the principal prior to the start of the second semester. The
approved syllabus shall be provided to students and parents and clearly specify the level of
performance that students must attain in order to improve their grades. The course grading policy must
include reasonable opportunities for students at all achievement levels to improve their grades based on
CST performance. No student’s score may be lowered as a result of CST performance.
*Not applicable for Advanced Placement courses.
Grades for second semester achievement in Advanced Placement courses may be based on
performance on the Advanced Placement Exam in a content area in which the student is currently
enrolled in a related course. Following the same procedures as described for inclusion of CST results,
AP teachers shall define how the AP exam results will be incorporated into the grading process in the
course syllabus.
Incomplete Grades
An Incomplete is given when a student's work is not finished because of illness or other excused
absence. Under special circumstances, and as approved by the principal, an Incomplete may be given
when students have not fully mastered the standards for that grading period. When/if the student
achieves an acceptable level of mastery, the teacher may adjust the student’s grade for the grading
period in which the Incomplete grade was initially issued to reflect the more recent level of
achievement. If not made up or changed by the end of the following semester, the Incomplete shall
become an F.
Parent Notice regarding Students in Danger of Failing
Whenever it becomes evident to a teacher that a student is in danger of failing a course, the teacher
shall arrange a conference with the student's parent/guardian or send the parent/guardian a written
report. (Education Code 49067)
(cf. 5123 - Promotion/Acceleration/Retention)
(cf. 5124 - Communication with Parents/Guardians)
Grades for Physical Education
No grade of a student participating in a physical education class may be adversely affected due to the
fact that the student does not wear standardized physical education apparel. The Superintendent or
designee shall establish the standards for physical education apparel which enable and facilitate safe
participation in class activities. (Education Code 49066)
Student performance in high school physical education courses shall be based upon evaluation of the
student's individual progress, attainment of goals in each instructional area, tests designed to determine
skill and knowledge, and physical performance tests.
(cf. 6142.7 - Physical Education)
Grades for Citizenship and Effort
Grades for citizenship and effort may be reported each marking period as follows:
Levels of Performance
Outstanding
Student always comes to class prepared; has no unexcused absences; obeys
all classroom and schoolwide rules and has no referrals; follows dress code;
completes all homework and class assignments; participates in classroom
discussions and activities; is always polite and respectful of other students
and adults.
Above Average
Student comes to class prepared; has no more than one unexcused absence;
obeys classroom and schoolwide rules and has no more than one referral;
very rarely violates dress code; completes nearly all homework and class
assignments; participates in classroom discussions and activities; is polite
and respectful of other students and adults.
Satisfactory
Student usually comes to class prepared; has no more than two unexcused
absences; obeys most classroom and schoolwide rules and has no more than
two referrals; on occasion violates dress code; completes most homework
and class assignments; usually participates in classroom discussions and
activities; is generally polite and respectful of other students and adults.
Needs Improvement
Student often comes to class unprepared; has a few unexcused absences;
occasionally disobeys classroom and schoolwide rules and has three-four
referrals; sometimes violates dress code; completes some homework and
class assignments; infrequently participates in classroom discussions and
activities; is sometimes impolite and disrespectful of other students and
adults.
Unsatisfactory
Student rarely comes to class prepared; has several unexcused absences;
frequently disobeys classroom and schoolwide rules and has more than four
referrals; often violates dress code; completes little to no homework or class
assignments; almost never participates in classroom discussions and
activities; is frequently impolite and disrespectful of other students and adults.
Grade
Grade
Points
A
4.0
grade
points
B
3.0
grade
points
C
2.0
grade
points
D
1.0
grade
points
F
0 grade
points
Pass/Fail Grading
The Superintendent or designee may identify courses or programs for which students may, with
parent/guardian permission, elect to earn a Pass or Fail grade instead of an A-F grade. The following
courses may be awarded a Pass/Fail Grade:
Community Service
Office/Teacher’s Aide
CAHSEE Prep (Math/English)
Cafeteria Aide
English 9/10 Support
Algebra I Support
College Going Initiative (Summer Academy) Math/English
Transfer Credits from Non-Accredited Schools
The Special Education Program may arrange Pass/Fail grading as a modification for individual special
education students in accordance with their IEP's.
Students who receive a Pass grade shall acquire the appropriate semester units of credit for the course.
The grade shall not be counted in determining class rank, honors list, or membership in the California
Scholarship Federation. Students who receive an F grade shall not receive credit for taking the course.
Peer Grading
At their discretion, teachers may use peer grading of student tests, papers and assignments as
appropriate to reinforce lessons.
(cf. 5125 - Student Records)
Repeating Classes
With the approval of the principal or designee, a student may repeat a course in which he/she has
earned a “D” or “F” grade in order to raise his/her grade. Both grades received shall be entered on the
student's transcript, but the student shall receive credit only once for taking the course.
The highest grade received shall be used in determining the student's overall grade point average.
Withdrawal from Classes
A student who drops a course during the first grading period of the semester may do so without any
entry on his/her permanent record card. A student who drops a course after the first quarter of the
semester shall receive an F grade on his/her permanent record, unless otherwise decided by the
principal or designee because of extenuating circumstances.
Absences from School
Grades for a student in foster care shall not be lowered if the student is absent from school due to either
of the following circumstances: (Education Code 49069.5)
1. A decision by a court or placement agency to change the student's placement, in which case the
student's grades and credits shall be calculated as of the date the student left school
2. A verified court appearance or related court-ordered activity
(cf. 5125 – Student Records)
Policy CENTRAL UNION HIGH SCHOOL DISTRICT
adopted: November 8, 2005 El Centro, California
revised: June 23, 2009 El Centro, California