SAHS Grading

Grade reporting is a critical process for any school. It provides the major communication link between the classroom teacher and both students and parents regarding student academic development and progress. The following statements are the basis for our beliefs at Stillwater Area High School.
 
We believe student report cards, in particular, letter grades shall…
  • Primarily reflect academic achievement - what a student knows and is able to demonstrate they understand or can do
  • Be fair and evidence-based
  • Relate directly to our school district’s ELO’s (essential learning outcomes) and LT’s (learning targets) aligned with district, local, state and national standards
  • Be developmentally appropriate for the age and maturity of our students
  • Support the success of growing learners with a growth mindset
  • Encourage academic growth through continuous feedback via electronic systems like Skyward
  • Be a result primarily of summative assessments – assessments which provide a demonstration of mastery from homework and information gained from previous formative assessments
 
We also believe…
  • That as highly qualified educators, we have the knowledge and experience in determining each student’s level of understanding and achievement in the determination of course grades
  • That as highly qualified educators, we have the responsibility to provide engaging and applicable lessons on a daily basis
  • Students are primarily responsible for their own learning and in turn, have the responsibility to take advantage of their learning experiences, each and every day
  • Students and/or parents are responsible for contacting the classroom teacher first rather than administration when questions arise in the classroom setting in regard to student performance including learning and grading
  • Academic dishonesty or cheating is an ethical issue that should result primarily in disciplinary action. In addition, academic integrity is a critical component within our curriculum. The student, his/her parent/s and teacher may choose to discuss the appropriate response and consequences in such instances
  • We value learning and the response of continued learning when a student is failing as a result of academic dishonesty or cheating
  • The use of a “zero” in a grade book, in most cases, will be used when work has not been attempted by the student or turned in to the teacher for grading. Therefore, the use of “zeros” in the gradebook will be used only when appropriate by the teacher
  • Final determination on all test “retakes” will be made at the teacher’s discretion. No “retakes” will be permitted on Semester or Final Examinations. Other test “retakes”, when approved by the classroom teacher, are provided only in cases where clear effort has been given toward the initial exam and additional learning or work. Students retaking formative assessments are expected to make strong and adequate effort to perform in preparation for a second attempt at demonstrating mastery
 
Grade Changes and P/F Options 
Grade changes require the teacher of the affected course to notify the appropriate counselor and assistant principal of the new grade and the reason for the change. Teachers may also recommend to counselors and administration the use of P (“Pass”) in lieu of letter grade. Grade changes and use of P as a grading option are limited to instances of extenuating circumstances on the part of the student (i.e. medical issue).
 
Incomplete Grades
In circumstances where an incomplete is granted a teacher, administrator and student shall agree upon the decision to grant an I for incomplete. There is a two week window for student to meet expectations for the course and then a teacher may email a grade change for the incomplete. An F may result after the two week window. The use of “I” as a grading option is limited to instances of extenuating circumstances on the part of the student (i.e. medical issue).