BP 400.12
Page 1 of 2
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Policy of the Board of Education
The Governing Board believes that grades and other evaluations of student behavior 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/evaluations that represent an accurate evaluation of the student's
achievement (Education Code Section 49070).
(cf. BP 300.48 - Parent Rights and Responsibilities)
Reports of student achievement shall be sent or given to parents four times each school year in
grades 1-6 and three times each year in kindergarten. Junior high and middle school reports of
student progress shall be sent or given to parents four times each school term, coinciding with
the end of each grading period.
The teacher of each course shall determine the student's grade/evaluation. The grade/evaluation
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 Section 49066).
(cf. BP 605.7 - Pupil Records)
Teachers shall evaluate a student's work in relation to academic standards which apply to all
students at his/her grade level. The Superintendent or designee shall establish and regularly
appraise a uniform grading/evaluation system. Principals shall ensure that student
grades/evaluations conform to this system. Teachers shall inform students and parents/guardians
how student achievement will be evaluated in the classroom.
Grades and other evaluations will be based on impartial, consistent observation of the quality of
the student's work and his/her mastery of academic content standards and objectives. Students
shall have the opportunity to demonstrate this mastery through a variety of methods such as
classroom participation, homework, and tests.
Depending on the grading/evaluation system established by the Superintendent or designee and
to give parents/guardians more information about their children's academic progress, students
may receive narrative evaluations, letter grades, criterion-referenced progress evaluations, normreferenced test scores, or any appropriate combination of these progress indicators.
(cf. BP 605.7 - Pupil Records)
Students with excessive unexcused absences may be given a failing grade/evaluation and not
receive credit for the class(es). Eight absences per grading period shall constitute excessive
unexcused absences for this purpose (Education Code Section 49067). 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/evaluation for
nonperformance.
BP 400.12
Page 2 of 2
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Policy of the Board of Education
(cf. BP 602.6 - Absences and Excuses)
The District established student evaluation system shall require a conference with, or a written
report to, the parent of each student whenever it becomes evident to the teacher that the student is
in danger of receiving a deficient or failing grade/evaluation for the current grading period. This
shall be accomplished by a date which allows the student sufficient time, prior to the end of the
grading period, to achieve a passing grade/evaluation. The refusal of the parent to attend the
conference or to respond to the written report shall not preclude assigning a deficient or failing
grade/evaluation to the student at the end of the grading period (Education Code Section 49067).
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 pupil's achievement
49069.5
Students in foster care, grades and credits
UNITED STATES CODE, TITLE 20
1232g
Family Education Rights and Privacy Act (FERPA)
6101-6251
School-to-Work Opportunities Act of 1994
Other References:
Owasso Independent School District v. Falvo, (2002) 122 S.Ct. 934
Las Virgenes Educators Association v. Las Virgenes Unified School District (2nd Appellate
District 2001) 86 Cal.App.4th 1
Swany v. San Ramon Valley Unified School Dist. (N.D.Cal. 1989) 720 F.Supp. 764
Johnson v. Santa Monica-Malibu Unified School District Board of Education (App. 2 Dist. 1986)
224 Cal. Rptr. 885, 179 C.A. 3d 593
It's Elementary! Elementary Grades Task Force Report, California Department of Education
(1992)
Approved September 8, 1981
Revision Adopted: (Entire Section) February 12, 1985
Revision Adopted: November 12, 1985
Revision Adopted: June 24, 2003
Revision Adopted: March 22, 2005
AR 400.12
Page 1 of 4
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Administrative Regulations
The Superintendent or designee shall prepare and submit an effective system to evaluate each
student’s achievement and periodically this achievement to parents. Parent/teacher conferencing
is encouraged.
The student grading/evaluation system shall help the parent understand the child's areas of
strength and those areas needing improvement. The system shall help the parent understand the
child’s attitudes and behavior.
Placed evenly across the school year, reports shall be made to parents four times each year in
grades 1-6 and three times each year in kindergarten. Junior high and middle school reports of
student progress shall be sent or given to parents four times each school term, coinciding with
the end of each grading period.
The system of reporting shall utilize a report form and necessary parent conferences as
determined by the principal and approved by the Superintendent or designee.
The teacher shall request a parent conference or send a written report to the parent of each
student whenever it becomes evident to the teacher that the student is in danger of receiving a
deficient or failing grade/evaluation for the current grading period (Education Code Section
49067). This shall be accomplished by a date which allows the student sufficient time, prior to
the end of the grading period, to achieve a passing grade/evaluation.
Grades/Evaluation for Achievement
The Superintendent or designee will determine, based on the grading or evaluation system being
used, what levels of performance constitute “deficient” or “failing.” Deficient performance will
be defined to include academic achievement substantially below grade level expectancy after the
student has been provided with reasonable classroom learning opportunities. Notwithstanding
the exception of excessive unexcused absences, failing performance will include little to no
academic achievement after considering the student’s grade level and after the student has been
provided with reasonable classroom learning opportunities.
Student grading/evaluations will be based upon impartial and consistent teacher observation of
the student.
If the Superintendent or designee identifies letter grades as the basis to report a student’s
achievement in a class or program, the reporting procedure for each marking or grading period is
as follows:
AR 400.12
Page 2 of 4
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Administrative Regulations
(90-100%)
(80-89%)
(70-79%)
(60-69%)
(0-59%)
Incomplete
Outstanding Achievement
Above Average Achievement
Average Achievement
Below Average Achievement
Little or No Achievement
4.0 grade points
3.0 grade points
2.0 grade points
1.0 grade points
0 grade points
0 grade points
If the Superintendent or designee identifies a content standards procedure to report a student’s
achievement in a class or program, the following marks will be used:
Advanced
5 (Student often exceeds the grade level standards and produces
work that demonstrates a thorough knowledge of grade level
standards)
Proficient
4 (Student regularly demonstrates proficient performance on the
grade level standards and produces work that demonstrates
adequate knowledge of grade level standards)
Basic
3 (Student often demonstrates basic performance on grade level
standards and produces work that demonstrates partial knowledge
of grade level standards.)
Below Basic
2 (Student demonstrates below basic performance on grade level
standards and produces work that demonstrates a limited
knowledge of grade level standards)
Far Below Basic
1 (Student is not meeting grade level standards and produces work
that demonstrates little knowledge of grade level standards)
If the Superintendent or designee identifies a narrative procedure to report a student’s
achievement in a class or program, the following marks will be used:
O
S
N
U
Outstanding
Satisfactory
Needs Improvement
Unsatisfactory
(Performance is strong and consistent)
(Performance is satisfactory and regular)
(Performance is generally weak and requires improvement)
(Performance is generally unsatisfactory and requires intervention
for improvement)
AR 400.12
Page 3 of 4
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Administrative Regulations
Whenever it becomes evident to a teacher that a student is in danger of obtaining a deficient or
failing grade/evaluation in a subject or course, the teacher shall arrange a conference with the
student's parent/guardian or send the parent/guardian a written report (Education Code Section
49067).
(cf. BP 400.11 - Promotion, Retention, Acceleration of Students)
An “Incomplete” is given only when a student's work is not finished because of illness or other
excused absence. If not made up within six weeks, the Incomplete shall become a failing
grade/evaluation (e.g., F on a letter grading system).
No grade/evaluation of a student participating in a physical education class may be adversely
affected due to the fact that the student, because of circumstances beyond his/her control, does
not wear standardized physical education apparel (Education Code Section 49066).
When reporting student grades to parents/guardians, a teacher may add narrative descriptions,
observational notes and/or samples of classroom work in order to better describe student
progress in specific skills and subcategories of achievement. All comments, grades, or other
student grading/evaluation records will be accurate, substantiated conclusions based on the
teacher’s observation of the student (Education Code Section 49066).
Peer Grading
At their discretion, teachers may use peer grading of student tests, papers, and assignments as
appropriate to reinforce lessons.
Unexcused Absences
Teachers who withhold class credit because of excessive unexcused absences shall so inform the
class and parents/guardians at the beginning of the semester.
When an unexcused absence occurs, the student and parent/guardian shall again be notified of
the district's policy regarding excessive unexcused absences.
(cf. BP 602.6 - Absences and Excuses)
The student and parent/guardian shall have a reasonable opportunity to explain the absences
(Education Code Section 49067).
AR 400.12
Page 4 of 4
GRADES/EVALUATION OF STUDENT ACHIEVEMENT
Administrative Regulations
If a student receives a failing grade because of unexcused absences, the student's record shall
specify that the grade was assigned because of excessive unexcused absences (Education Code
Section 49067).
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.
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 pupil's achievement
49069.5
Students in foster care, grades and credits
UNITED STATES CODE, TITLE 20
1232g
Family Education Rights and Privacy Act (FERPA)
6101-6251
School-to-Work Opportunities Act of 1994
Other References:
Owasso Independent School District v. Falvo, (2002) 122 S.Ct. 934
Las Virgenes Educators Association v. Las Virgenes Unified School District (2nd Appellate
District 2001) 86 Cal.App.4th 1
Swany v. San Ramon Valley Unified School Dist. (N.D.Cal. 1989) 720 F.Supp. 764
Johnson v. Santa Monica-Malibu Unified School District Board of Education (App. 2 Dist. 1986)
224 Cal. Rptr. 885, 179 C.A. 3d 593
It's Elementary! Elementary Grades Task Force Report, California Department of Education
(1992)
Approved September 8, 1981
Revision Adopted (Entire Section) February 12, 1985
Revision Adopted November 12, 1985
Revision Adopted: June 24, 2003
Revision Adopted: March 22, 2005