Grading and Reporting in a standards-based system is a process of accurately reporting the academic and nonacademic performance of students. Student performance will be reported in two separate ways:
1.) Academic Grades - An accurate evaluation of what a student knows and is able to do as defined in Rockwood curriculum documents.
2.) Non-Academic Indicators - Factors that describe the actions and behaviors that support academic achievement as defined in Rockwood Procedures for Grading and Reporting.
Academic Grades
A five letter academic grading scale “A”, “B”, “C”, “D”, and “F” shall be used in grades 6-12. The Board-approved report cards for grades K-5 will be used at all elementary schools. In order to determine academic grades, the following elements will be utilized:
Academic Standards - Standards (measurement topics) for each course/grade level will be defined in district curriculum and used to organize reporting on student academic achievement. Scoring guides that will determine proficiency of standards will be devised by curriculum committees and published in district curriculum documents.
Academic standards (measurement topics) may be weighted as determined by curriculum committees. Teachers should give consideration to patterns, trends, and/or most recent evidence of proficiency when determining a student’s level of proficiency related to academic standards (measurement topics) within a course/grade level.
Teachers will utilize three or more varied assessment opportunities that measure student proficiency of academic standards.
Formative Assessments - Formative assessment is the ongoing collection of information that enables teachers to support a student’s continuous progress towards proficiency of academic standards. Formative assessments provide meaningful feedback for students and teachers. Information gained from formative assessment is used to adjust instruction and affect learning prior to summative assessments.
Summative Assessments - Summative assessments are designed to measure a student’s proficiency of the academic standards. Summative assessments are to be administered after sufficient formative assessment and instruction have occurred.
Final Course Grade - For grade levels reporting an overall course/subject grade, the grade will be determined by applying any weights as required by district curriculum and averaging the scores assigned to all standards
(measurement topics). A five letter academic grading scale “A”, “B”, “C”, “D”, and “F” shall be used to report final course grade. High school and middle school semester grades will be based on cumulative performance over both quarters. At the high school level, semester final course grades will also include a cumulative final exam. Certain courses may require an end of course exam to be included in the final course grade.
Additional Grading Factors - a). Re-Teach/Reassess:
When a student scores below proficient on standards essential to continued academic progress, interventions designed to support student mastery of the standard(s) will be implemented. Reassessment will be provided after a student has satisfactorily completed additional formative work. The most recent score will be recorded. b). Extra Credit:
Extra Credit is not appropriate in a standards-based system as grades must be accurate measures of achievement standards. Opportunities for re-teaching and reassessing shall be available.

c.) Homework:
Homework is an important part of teaching, learning, and parent involvement in the Rockwood School District.
Student work should always receive feedback to further student learning. Teachers will exclude homework from the course grade if it was assigned for pre-assessment or early learning guided practice. Homework assigned as a summative assessment may be included in the course grade based on curriculum guidelines. d.) Late Work:
Students are expected to submit school assignments in a timely manner. Late submissions will be recorded and reported as a non-academic indicator. e.) Participation/Active Engagement:
Performance requirements as listed in the curriculum document will be reported in the academic grade. All other measures of participation will be marked as non-academic indicators. Performance and participation provides an opportunity for students to develop, practice, and demonstrate knowledge and skills. Performance and participation can provide teachers the opportunity to monitor and assess knowledge and skills based on the standards for the course/subject. f.) Attendance:
The procedures for this regulation, including a designation of no credit, are outlined in the attendance policy.
Non-Academic Indicators
Non-academic indicators will be reported at all grades, K-12, on the Board-approved report cards. Non-academic indicators are factors, study habits, and skills that influence academic achievement and promote workplace success, but are not directly tied to the curriculum objectives. Non-academic indicators are consistent district-wide but vary by grade level (primary, intermediate, middle, and high). Non-academic indicators are reported separately from an academic grade, according to district scoring guides.