SSIS Link Handbook Compendium DA Student Handbooks 03 HS Appendix 3

Appendix 3



    2016- 2017



    At SSIS High School, grading and reporting are used to support the learning process and encourage student success. We believe that all of our students, given appropriate support and instruction, can meet or exceed rigorous academic standards.

    Purpose of Grading

    •   Communicate the student’s mastery of the course content standards

    •   Provide information for students to use for self-evaluation and growth

    •   Help identify students for available educational opportunities (IB, AP)

    Purpose of Assessment

    •   Track students’ progress by aligning assessments to course standards

    •   Encourage student growth and progress by helping students identify the gaps in their learning

    •   Provide students with ongoing opportunities to demonstrate their learning


    Formative Assessment: Demonstrates the student’s progress in mastering subject content during the course of instruction for the purposes of informing the student and teacher of gaps in the student’s learning.

    Summative Assessment: Demonstrates the student’s knowledge of a subject after instruction for the purposes of giving an evaluative grade.

    Habits of Learning: The behaviors and dispositions necessary for students to be successful in an academic environment.

    Grading and Assessment Policies:

    •   Summative assessments, which may include tests, projects, products and presentations, will count for a significant majority of the final coursework grade (excluding semester exam grades).

    •   Final evaluative grades should be based on a substantial number and variety of summative assessments.

    •   Feedback on formative assessment is to be given to students in a timely manner and be available to parents. 

    Habits of Learning:

    •  We expect each student to complete all of his or her work, and to participate in class fully.

    •  Habits of learning are not part of the final evaluative grade and are currently reported separately through PowerSchool comments.

    •  Habits of Learning delineated in course standards can be included in grades. Examples of this might be demonstration of safety procedures in a science class or practicing an instrument in a music class. 

    Missing Work and the Awarding of Zeros

    •  Zeros will not be used as final summative assessment grades or in determining a student’s final grade in a course. The student is responsible for arranging with the teacher to take any missed summative assessments.

    •   Make-up assessments may take a different format from the original assessment.

    •   There will be a centralized system to support those students that have significant missing work and not made an effort to submit the work. A referral process coordinated with the teacher and the administration was implemented in the 2013-2014 school year. The referral process will be initiated by the teacher if the student has not completed the missing work within three days of its due date.

    •   Zeros may be used as a temporary placeholder, which may act as an incentive for some students. “Incomplete” or INC will be used in final grade reporting.

    •   Students with incomplete or missing summative assessments at the end of the semester will receive no credit for the class. In such cases, a decision on the final grade in the class will be made jointly by the teacher, counselor, and administration.

    •  Departments will determine consequences related to incomplete or missing formative assessments.

    Late Work and Grading

    •  Work not submitted on the due date can receive an “incomplete” (INC).

    •  Summative assessments submitted or completed after the due date, but within the three day window before the referral process begins (see above policy on missing work), may be lowered no more than one full letter grade (10%) at the discretion of the teacher.

    •  Late work completed after the referral process begins, and submitted before the end of the quarter, should not receive a grade lower than 50% assuming that the requirements of the assignment are met and there is adequate evidence of achieving course learning standards. The teacher has the discretion to award more than 50% if she or he believes the student merits it. 

    •  Individual departments will determine consequences related to late formative assessments.

    Academic Honesty

    •  Please review the academic honesty policy as written in the student handbook for details.   

    Reporting and Comments:

    •  Semester report grades will be standards-referenced in that they will reflect the mastery of student achievement towards a set of SSIS-adopted standards for that subject.

    •  Comments

             •   Are personalized and learning-focused.

             •   Allow parents and students to understand the student’s areas of strength and areas in need of growth.

    Report cards are issued to students at the end of each semester. Letter grades for academic achievement are given in the High School.

    There are two reporting periods during each semester, quarters 1 and 2 for the first semester and quarters 3 and 4 for the second semester.  There are final examinations for most courses at the end of each semester.  Final semester grades are calculated by adding each together each quarter at 40% and final exam grade at 20%.  For example, the final first semester grade is calculated by adding quarter 1 (40%), quarter 2 (40%) and final exam (20%). If there is not a final exam in a given class, each quarter will have an equal weight of 50% when calculating the semester grade.

    Mid-­term or final exams are required for all courses in core subjects (Mathematics, Social Science, English, Science, and Modern World Language). Non-­core classes are not required to have these culminating exams (but may) and so for these classes, 100% of the semester grade may be based on the coursework for that semester only.


    Page last modified 09:25, 27 Oct 2016 by trho?