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Mountain View-Los Altos Union HSD |  BP  5121  Students

Grades/Evaluation Of Student Achievement   

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The Board of Trustees believes that grading practices should support and inspire student learning and should be aimed at reducing failure and promoting improvement of academic achievement for all students.

Grades serve a valuable instructional purpose by helping students and parents/guardians understand performance expectations and identifying a student's areas of strength and those in need of improvement. The Board further believes that parents/guardians and students have the right to receive course grades that represent an accurate assessment of a student's achievement of content and performance standards and that grades are not influenced by a student's behavior, student characteristics and/or non-academic indicators.

The Superintendent shall be responsible for enforcing the Board policy, which establishes the standards on which a uniform grading system that applies to all students in a given course is based. (Board Policy 2120)

Site course teams shall determine grading practices for a given course. Principals and teachers shall ensure that student grades conform to this system. Approved course-level grading practices will be used by all teachers assigned to teach that course.

Teachers shall inform students and parents/guardians how student achievement will be evaluated in the classroom through common course information sheets that are shared by all teachers teaching the same course at each site.

Education Code 49066 provides that the grade assigned by a teacher is final, absent any clerical or mechanical mistake, fraud, bad faith, or incompetency. Pursuant to Education Code 49066, the Board and Superintendent cannot order a student's grade changed unless the teacher, to the extent practicable, is given an opportunity to state the reasons why the grade was given and to be included in all discussions regarding the changing of the grade.

The Board recognizes that assessment and grading have two primary purposes:

1. To increase student achievement by giving students feedback relative to their performance on specific academic standards (accomplished best through formative assessment), and

2. To measure and report student achievement (accomplished best through summative assessment.)

The Board expects:

1. Grades to be fair, timely and accurate and based on clearly defined academic standards, as determined by course teams.

Fair: Grades are aligned, vertically and horizontally so that all students in a course are graded in relation to the same criteria.

Timely: Feedback is provided soon enough after a performance, and assessments/grades are posted in a timely fashion so that students can effectively use the feedback to improve their performance on those academic standards.

Accurate: Grades describe a student's achievement of clearly defined academic standards using valid and reliable measures.

2. Teachers of the same course, (e.g., United States History, Biology Honors) to align their grading and assessment practices in the following areas:

a. the weight of assignments for the various categories of assessment

b. homework policies, late/make up policies, opportunities for revision (within a time frame established at the course or department level), extra credit and grading scales

c. their definitions of what constitute degrees of proficiency. Course teams will use a calibration process to determine those degrees of proficiency.

3. Group work to be considered an essential part of the learning experience. Grades earned through group participation to reflect an individual student's achievement on a designated academic standard and to be awarded to individuals rather than to groups of students

4. Extra credit to be given only when it supports student achievement of academic standards for the course and when it is equitable for all students.

5. Education Code section 48205(b) and BP 6154 requires that all pupils absent from school, pursuant to an excused absence or suspension, shall be allowed to complete all assignments and tests missed during the absence that can be reasonably provided, and upon satisfactory completion, within a reasonable period to time, shall be given full credit therefore. Furthermore, BP 6154 states with respect to unexcused absences that "Students who miss work because of unexcused absences may be given the opportunity to make up missed work for full or reduced credit. Teachers shall assign such make-up work as necessary to insure academic progress, not as a punitive measure."

6. In grading and assessment practices, teachers follow district policy, school and department guidelines and site course team agreements.

Legal Reference:

EDUCATION CODE

41505-41508 Pupil Retention Block Grant

48070 Promotion and retention

48205 Excused absences

48800-48802 Enrollment of gifted students in community college

48904-48904.3 Withholding grades, diplomas, or transcripts

49066 Grades; finalization; physical education class

49067 Mandated regulations regarding student's achievement

49069.5 Students in foster care, grades and credits

51242 Exemption from physical education based on participation in interscholastic athletics

76000-76002 Enrollment in community college

CODE OF REGULATIONS, TITLE 5

10060 Criteria for reporting physical education achievement, high schools

30008 Definition of high school grade point average for student aid eligibility

UNITED STATES CODE, TITLE 20

1232g Family Education Rights and Privacy Act (FERPA)

6101-6251 School-to-Work Opportunities Act of 1994

CODE OF FEDERAL REGULATIONS, TITLE 34

99.1-99.67 Family Educational Rights and Privacy Act

COURT DECISIONS

Owasso Independent School District v. Falvo, (2002) 534 U.S. 426

Las Virgenes Educators Association v. Las Virgenes Unified School District, (2001) 86 Cal.App.4th 1

Swany v. San Ramon Valley Unified School District, (1989) 720 F.Supp. 764

Johnson v. Santa Monica-Malibu Unified School District Board of Education, (1986) 179 Cal.App.3d 593

Management Resources:

CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS

Aiming High: High Schools for the 21st Century, 2002

Taking Center Stage: A Commitment to Standards-Based Education for California's Middle Grades Students, 2001

Elementary Makes the Grade!, 2000

U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS CORRESPONDENCE

Report Cards and Transcripts for Students with Disabilities, October 17, 2008

WEB SITES

California Department of Education: http://www.cde.ca.gov

California Student Aid Commission: http://www.csac.ca.gov

U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr

Policy MOUNTAIN VIEW-LOS ALTOS UNION HIGH SCHOOL DISTRICT

adopted: December 10, 2018 Mountain View, California