The evaluation of the academic achievement of students in the District is based on the premise that students have diverse capabilities, interests and individual patterns of growth and learning. It is essential that the professional staff have adequate information to assess a student's educational needs, growth patterns and other factors necessary to design instructional plans for the student. Sharing of information among parents/guardians, teachers and students is an integral part of the evaluative process.

Through the District's methods of student evaluation and parent/guardian-student-teacher communications, the District strives to meet the following objectives:

1. Parents/guardians are to be informed regularly, at least four (4) times a year, as to the progress their children are making in school.
2. Parents/guardians will be alerted and conferred with as soon as possible when a student's performance or attitude becomes unsatisfactory or shows marked or sudden deterioration.
3. Insofar as is possible, distinctions will be made between a student's attitude and academic performance.
4. At comparable levels, the District will strive for consistency in grading and reporting, except when inappropriate for certain classes or students.
5. When grades are given, the school staff will take particular care to explain the meaning of the marks and symbols to students and parents/guardians.

The issuance of grades on a regular basis serves to promote a process of continuous evaluation of student performance in the District.

Grading shall not be influenced by pressure from parents/guardians. In addition, grades are not to be used as disciplinary measure.

Grading System

Letter grades will be used in grades K-12. Special symbols and terms appropriate to the non-graded programs may be used to indicate student progress.

Grading will be based on factors such as: class and homework assignments, both oral and written, class participation, special assignments, research, activities of various types and kinds, special contributions. Even though it may be difficult to establish the quality of letter grades and the methods used in arriving at a grade, there must be justification for the grades given. There must be a record which reveals how the teacher arrived at the evaluation.