THE GRADING SYSTEM (PRE-K-12)

A. Determination of Grades

Teachers should use a variety of ongoing, developmentally appropriate methods to measure student progress such as tests, exams, rubrics, quizzes, projects, reports, homework, class participation and other assignments. Teachers should use their own judgment in determining how much weight to give each graded activity.

Grades should be based on the individual student's mastery of standards, in the Georgia Performance Standards for the grade level in which the student is currently placed, subject to any Individual Education Plan (IEP). Grades should not be determined by a bell curve. Academic grades should not be lowered as a result of unsatisfactory conduct except in cases of cheating.

1. Grades reflect all evaluations, and each piece of work or each assignment may be valued according to the individual teacher's grading rationale. To emphasize the professional judgment of the teacher in determining progress reports and final semester grades, the following caveat is offered: There may be circumstances in which collective semester grades show a definite trend (ascending or descending) in a student's achievement. When these circumstances occur, a modification of a strictly numerical average may be a more accurate evaluation of the overall work of the student.

2. Careful consideration should be given to all work. Failure on one test or one assigned task except for instances of cheating or failing the final exam (e.g., a book report or notebook) is not sufficient basis to prevent passing. One passing grade is not sufficient basis for passing a course when all other grades are failing grades.

B. Grading Categories

Student grades will be determined by using the following categories:

• Major: An assignment or assessment that is cumulative in nature, measuring multiple standards/skills, and/or when there is a significant amount of dedicated instructional time devoted to the content being assessed.

• Minor: An assignment or assessment that measures an individual standard or subset of standards/skills within a unit and/or when there is a small amount of dedicated instructional time devoted to the content being assessed.

• Practice: Daily assignments, observations, and/or engagement activities given in class or for homework given to students to build and/or remediate skills.  Practice has a maximum weight in the grade book as follows:
  • • Elementary (K-5): 10%
    • Middle and High (6-12): 15%

Please see High School Section B. for information about Comprehensive Evaluation Activity/Final Exams.

C. Grading Scale

1. The following academic grading scale shall be used in kindergarten and first grade.

         S Satisfactory 
         N Needs to Improve

         U Unsatisfactory
         NG No Grade

2.  Letter grades (A, B, C, and F) and numeric grades will be used on report cards and transcripts for students in grades two through five. Numeric grades will be used on progress reports, report cards and transcripts for students in grades six through twelve.

3. The following academic grading scale shall be used in grades two through five.

         A 90 and Above
         B 80-89
         C 70-79
         F Below 70

         NG No grade

4. The following academic grading scale shall be used in grades six through twelve.

A 90 and Above
B 80-89
C 70-79

F Below 70
W/(1-100) Withdrew/Pass or Fail
NG No grade
INC Incomplete

5. At the conclusion of a semester, with the approval of the principal, teachers may give students who are absent for extended periods of time an "Incomplete" grade (INC). The student will be given the opportunity to make up the work and have the Incomplete grade changed to a numerical grade. The principal is responsible for establishing procedures for the removal of incomplete grades.

6. No grade (NG) is required on a progress report or report card if the student has been enrolled in the school fewer than 20 school days of the grading period and/or there have been no grades received from the previous school for that time period.

7. Students coming from another school system or private school are given the grade the sending school indicates. The final grade is determined by combining the transfer grade and the grades earned in the Fulton County school.

8. Students withdrawing from a Fulton County school are given the grade they have earned in each subject up to the date of withdrawal.

D. Recovery on Assignments/Assessments (K-12)

• All students will have one (1) opportunity each nine weeks to redo/retake one (1) major assignment/assessment.
  • Eligibility for a redo/retake is for students who receive a 79 or below on a specific major assignment/assessment.
  • Students are eligible to earn a replacement grade on a redo/retake no higher than 79.
  • Student redo/retakes must be completed before the next major assignment/assessment is given or five school days before the end of a marking period if there is not another major assignment/assessment given (exceptions can be made for students who have excused absences during this five-day window).

E. Grade Reporting

• Progress reports are sent home every four and a half weeks.
• Report cards will be sent home every nine weeks.
• Credit for high school courses is earned at the end of each semester.

F.  Modified Curriculum Reporting

1.  Progress reports and report cards will indicate "modified" curriculum where appropriate through the use of course title, course number or other suitable means.

2.  Special Education Reporting

Special education students receive grades on the general education reporting instruments except for students served through the moderately to profoundly intellectually disabled programs. Students served in these programs may use an alternate progress report and report card. Grades for students receiving special education services are determined by the teacher serving the student for each subject area. The course grade for students served by a general and special education teacher for the same subject is cooperatively determined by the teachers.

G. Documentation of Student Grades

All student work considered in the calculation of grades that is not returned to a student, including tests, papers, homework, project rating rubrics and other graded assessments or assignments must be retained for one year per the system document retention schedule.

H. Grade Review

Teachers should make every effort to grade and report student work as fairly and accurately as possible. However, a student and/or parent(s)/guardian(s) who believes that a grade has been erroneously issued may ask the teacher to review the grade or report and to modify it if the teacher determines a modification is warranted. If the student and/or parent(s)/ guardian(s) is not satisfied with the teacher's response, he/she may ask the principal for a review. However, the grading requirements of O.C.G.A. 20-2-989.20, which states that a teacher cannot be required to change a grade provided that system and school policies and guidelines are followed, will be observed. The principal's decision is final.

Courses will not be removed from a student’s transcript unless an error is discovered. No course substitutions will be made on student transcripts. A student may retake a course in which he or she was not successful, but grades for both course attempts will appear on the student’s transcript.

If a parent/student contends that a grade was recorded inaccurately, he or she should refer to the procedure contained in Policy JR, Student Records.

I.  Communications to Parent(s)/Guardian(s)

1. Student progress reports and report cards are to be used to communicate with parents concerning student grades. Communications in addition to written progress reports or report cards by teachers and other school personnel are encouraged. Informal notes, telephone calls and conferences are effective and often necessary follow-ups to formal progress reports or report cards.

2. Teachers should notify parent(s)/guardian(s) by personal contact or in writing if a student is in danger of receiving an F or U as a final grade or is experiencing a significant decline in achievement. This contact should occur as early as possible during the grading period. Documentation of parent(s)/guardian(s) notification should be kept by the school.

3. Seniors:  Six weeks prior to the end of each semester, each teacher will provide the principal a list of all seniors who are failing or in danger of failing

ELEMENTARY SCHOOLS (PRE-K-5)

A. Grading Practices

1. Pre-K: Student's progress is reported through formal and informal conferencing.

2.  The minimum number of grades used to determine the final grade should be nine per semester, per subject area.

3.  In grades Pre-K–1, numeric grades do not appear on report cards but teachers may maintain them in gradebooks to help them to determine letter grades.

4. Summer projects should not be required. However, summer reading should be strongly encouraged.

B. Additional Student Evaluation

In addition to providing a grade in each subject area, teachers also provide feedback regarding effort, social skills, work/study habits and general conduct.

C. Mastery of Content
 

Teachers should provide opportunities for each student to continue learning material that has not yet been mastered.

MIDDLE SCHOOLS (6-8)

A. Grading Practices

1. At the beginning of each semester, teachers should provide students, parent(s)/guardian(s) a syllabus containing the general content of the class and a clear explanation of the procedures by which the final grade will be determined. A copy of the syllabus should be kept by the principal or designee and be available upon parental request.

2. The minimum number of grades used to determine the final grade must be nine per semester, per subject area. (Nine-week classes must have a minimum of four grades.)

3. Parent(s)/guardian(s) of eighth grade students in danger of receiving an F as a final grade at the end of the semester should be contacted in writing and informed of the potential effect on placement in high school and eligibility for all competitive participation activities (refer to Administrative Procedure IDE). Documentation of parent(s)/ guardian(s) notification should be kept by the school.

4. Summer projects should not be required. However, summer reading should be strongly encouraged.

B. Class Placement and Changes

School administrators are expected to recommend courses that are academically appropriate for each student. Parents/students are expected to carefully review course information before selecting or agreeing to a particular course. Questions or concerns about the appropriateness of a course should be directed to the teacher of that course, a guidance counselor, or a school administrator prior to the beginning of the course. Prior to the end of each semester, teachers should review class selections for students who have an average of 75 or below in that course and consult with the student and/or parent/guardian if a course change would be appropriate in the opinion of the teacher.

Students are expected to complete courses for which they are enrolled. If changes are necessary, they should be requested in writing by the parent/guardian within the first ten (10) school days of the course. All course changes must meet the following criteria:

an FTE-eligible course is available for the student, space is available in an already scheduled course, the student’s graduation requirements can be met within four years, and is approved by the teacher and guidance counselor.

Any parent not satisfied with the decision of the teacher and guidance counselor regarding course changes may contact the principal or his/her designee.

Students may be allowed to transfer out of a course outside the 10 day period in the event of an exceptional hardship or in response to a teacher recommendation. Failure in the course alone should not be considered an exceptional hardship. Factors which interfere with a student’s mastery of the content such as a catastrophic event or extended illness would be examples of an exceptional hardship. Requests for exceptional hardships should be made in writing by the parent to the principal.

The Superintendent’s designee should develop forms necessary to ensure the consistent implementation of this policy.

HIGH SCHOOL (9-12)

A. Grading Practices

1.  At the beginning of each course, teachers should provide their students with a syllabus containing, at a minimum, a description of material to be covered and evaluation activities to be used, including how the final grade will be derived and opportunities for recovery.

2. A copy of the syllabus shall be on file with the department chair or curriculum assistant principal and be available upon parent request.

3. Teachers are expected to base the final grade on at least nine graded activities per semester of which at least three must be evaluation methods other than tests.

4. Seniors: The principal or principal's designee is expected to make reasonable efforts to establish personal contact with the parent(s)/guardian(s) of any senior whose performance indicates that the student may not be eligible to graduate at the end of the current semester. Documentation of parent(s)/guardian(s) notification should be maintained by the school.

5. No summer projects should be required except for students enrolling in Advanced Placement, honors, and International Baccalaureate courses. Summer reading should be strongly encouraged.

B. Comprehensive Evaluation Activity/Final Exams

Comprehensive Evaluation Activities and/or Final Exams are not required for any course.  If a teacher chooses to administer a comprehensive evaluation activity or final exam, the following provisions must be met:

• A final exam cannot count for more than 25% of a student’s final grade
• A final exam cannot be given if the course has a state-mandated End-of-Course assessment, AP exam or IB exam
• Attendance may not be used as exam exemption criteria

In accordance with State Board Rule, students taking an End-of-Course (EOC) assessment, must have the EOC count as a weighted percentage of the student’s total grade as specified by State Board Rule.

C. Honor Points

Students enrolled in Advanced Placement, honors, International Baccalaureate and joint enrollment/postsecondary options courses receive an additional seven points to be added to a passing final grade. Joint enrollment/postsecondary options courses include approved courses at both colleges and technical schools.

D.Class Placement and Changes

School administrators are expected to recommend courses that are academically appropriate for each student. Parents/students are expected to carefully review course information before selecting or agreeing to a particular course. Questions or concerns about the appropriateness of a course should be directed to the teacher of that course, a guidance counselor, or a school administrator prior to the beginning of the course. Prior to the end of each semester, teachers should review class selections for students who have an average of 75 or below in that course, and consult with the student and/or parent/guardian if a course change would be appropriate in the opinion of the teacher.

Students are expected to complete courses for which they are enrolled. If changes are necessary, they should be requested in writing by the parent/guardian within the first ten (10) school days of the course. All course changes must meet the following criteria: an FTE-eligible course is available for the student space is available in an already scheduled course the student’s graduation requirements can be met within four years be approved by the teacher and guidance counselor.

Any parent not satisfied with the decision of the teacher and guidance counselor regarding course changes may contact the principal or his/her designee.

Students may be allowed to transfer out of a course outside the 10-day period in the event of an exceptional hardship or in response to a teacher recommendation. Failure in the course alone should not be considered an exceptional hardship. Factors which interfere with a student’s mastery of the content such as a catastrophic event or extended illness would be examples of an exceptional hardship. Requests for exceptional hardships should be made in writing by the parent to the principal.

The Superintendent’s designee should develop forms necessary to ensure the consistent implementation of this policy.