316R-A - Evaluation and Grade Assignment

  1. General

    Students shall be challenged to pursue a high level of performance. 

    Each teacher shall make use of all available information including results of teacher-made tests and other measures of skill and content mastery including SOL tests, writing assignments, and teacher observation of student performance to evaluate student achievement.

    All achievement grades will be based on achievement or performance.

    Achievement grades shall not be used as a punishment or reward for behavior.

    Grade level placement for children older than their classmates and who have repeated the grade or several grades shall include consideration of size, age, and number of times previously retained in addition to the established criteria for determining grade level placement. 

    All teachers or designated personnel are responsible for maintaining cumulative files in accordance with Policy 416P, Instruction-Student Scholastic Records and cumulative record guidelines.

  2. Elementary Students

    1. The grade level will be indicated for reading and mathematics on the report card, and achievement grades will reflect student mastery at the level indicated.

    2. Those students who receive instruction using an adjusted curriculum (instructional content that is modified or below-grade level) shall have a notation on their report cards that identifies that their achievement is derived from an adjusted curriculum. 

    3. Early intervention, prevention and remediation strategies will be employed to assist struggling learners before retention.

    4. Students who fail reading or mathematics may be assigned to the same grade level for the following year as determined by the principal after consultation with parents, teachers and other instructional staff, as appropriate. 

    5. Students with disabilities should progress with their peers to the next grade level, unless the principal, in consultation with the Individualized Education Plan team, determines that promotion to the next grade-level is not in the best interest of the child.

  3. Middle School Students

    1. To be promoted to the next grade level, middle school students must pass, at minimum, four subjects; two of which must be from among English/language arts, mathematics, science and history. Promotion to the next grade level may be contingent upon a variety indicators including, but not limited to, reading assessments, math assessments, or other valid measures of student progress toward mastery of instructional content.

    2. Students experiencing academic or developmental difficulty, but who otherwise meet the criteria in (1) above, may be retained at their present grade level for the following year as determined by the principal after consultation with parents, teachers and other instructional staff, as appropriate.

    3. Students who do not make expected academic progress may be retained at their present grade level for the following year as determined by the principal. 

    4. Students admitted to Frederick County Public Schools alternative programs will be considered for grade assignment based upon successful completion of program requirements.

    5. Students may be promoted to grade 9 by a) successfully earning passing course grades in English/language arts, mathematics, science and social studies in grade 8; b) or by meeting Standards of Learning test achievement expectations in English, writing and mathematics at grade 8; c) or a combination of passing grades and Standards of Learning test achievement at grade 8; d) or other measures of student mastery of instructional content as described in (1) above. 

    6. Students with disabilities should progress with their peers to the next grade level, unless the principal, in consultation with the Individualized Education Plan team, determines that promotion to the next grade-level is not in the best interest of the child.

  4. High School Students

    1. Assignment of students to grades 9 through 12 is based on the following schedule of accumulated credits for successfully completed coursework . Exceptions may be approved by the principal.  

      Nine............................................. 0 credits

      Ten............................................... 5 credits

      Eleven........................................ 10credits

      Twelve....................................... 15credits

    2. Students with disabilities shall make appropriate progress toward meeting achievement goals as defined in their Individualized Education Plans including credits toward their desired high school diploma option, as prescribed by the Board of Education of the Commonwealth of Virginia.

  5. Communication

    1. All teachers shall communicate with parents the achievement level represented by the grade. The teacher shall also ensure that grades are interpreted accurately by parents. Parents and/or guardians should be properly informed by the building principal regarding the possibility of a child's need to be retained at an elementary or middle school grade level. Earned credit requirements for high school student promotion should be communicated to parents.
       
    2. A record indicating the type of communication and dates should be maintained.
 
Cross Reference(s):
Regulation 311R, Students- Interscholastic Competition
 
Policy 416P, Instruction- Student Scholastic Records
 
 
Adopted: June 20, 1983 
Amended: June 3, 1986 
Amended: April 28, 1989 
Amended: August 15, 1991 
Amended: July 7, 1992 
Amended: April 7, 1998
Amended: June 28, 2000 
Amended: January 4, 2001 
Amended: December 21, 2004 
Amended: June 11, 2007 
Amended: April 30, 2012