The report card of the elementary schools provides an opportunity to provide information concerning the child’s progress.  The report card:

Indicates the reading and math levels at the end of each reporting period.

Shows by letter grades the numerical average of the child’s work in reading/language arts, English/speaking/listening, writing, and mathematics.

Shows progress under each core subject listed above by using: 

• Shows progress under each core subject listed above by using:  + = Advanced, = Proficient, — = Basic, and X = Below Basic.
• Shows progress in non core subjects and the quality of the child’s work habits and social attitudes by using:  O = Outstanding,  Ö = Satisfactory, X = Unsatisfactory, and NI = Needs Improvement.
• Allows teachers and parents to record pertinent comments which explain the child’s progress as the need arises.

The following letter grades are used to indicate the quality of the child’s progress in the core subject areas: A = 100-90, B = 89-80, C = 79-70, D = 69-60, F = 59-50.

Elementary report cards are distributed quarterly for students in grades one through twelve and are issued in November, February, April, and June.

Secondary report cards are computerized and are distributed every nine weeks. The report card for grades six through twelve is as follows: A = 100-90, B = 89-80, C = 79-70, D = 69-60,       F = 59-50, I = Incomplete.  Citizenship grades are as follows: E = Excellent, S = Satisfactory and U = Unsatisfactory.

Grades are based on the following:

• Assignments well prepared and on time
• Mastery of subject
• Meaningful class contribution
• Written work neatly and thoroughly done
• Evidence of ability to apply principles demonstrated
• Sufficient initiative and ability to work independently
• State standards for core subjects satisfactorily mastered

• Parents/guardians of students in grades one through twelve who are failing subject(s) must receive warning notices/interim progress reports mid-way (22/23 days) through the marking period and must be referred to the Solutions/SAP Team for support/intervention plans.
• Parents of students who are in danger of failing for the year must be notified in writing by the beginning of the second semester and must be referred to the Solutions/SAP Team.

• Progress reports for English Language Learner (ELL) students are available in the parents’ preferred mode of communication.
• English Language Learners must be graded using the same grading system as all other students.

• Progress monitoring must take place to ensure that the elementary and secondary grades are awarded, based on the students’ IEP goals, as evidenced by the above reporting requirements. 
• Students with IEPs who are not meeting their IEP goals must reconvene the IEP meeting.
• Students with SAP needs will have a SAP member attend the IEP meeting.

• Students must be referred to the school’s Solutions/SAP team to identify appropriate interventions and instructional support plans.
• Plans must include measurable goals and will be monitored by the principal and members of the Solutions/SAP Team.

• Kindergarten students may not be retained unless there is consensus among the Solutions/SAP Team members and the proposed retention is based on tangible data, i.e. work samples, assessment data, etc.
• The final determination must be made among the principal teacher, and parent. 
• Appeals may be made to the Assistant Superintendent or designee.

Guidelines for students who receive a final failing grade in two or more core subjects:

• Students may be assigned to the next grade with the condition that they must participate in 40 or 80 hours of additional instruction during the next school year. The principal or his/her designee will monitor these instructional hours.
• The district will provide opportunities for students to receive additional help. 
• Parents in schools that qualify for Supplemental Educational Services will have the option to receive support from instructional services providers approved by the District.

Guidelines for students who receive a final failing grade in three or more core subjects:

• Students will be retained in their current grade.

Credits needed for high school grade-level status:

• Grade 9 to 10: 7 credits
• Grade 10 to 11: 13 credits
• Grade 11 to 12: 20 credits

Guidelines for the promotion/retention of students in grades 9 through 11:

• Students who qualify will have the opportunity to recover up to two credits not earned during the previous school year through the Credit Recovery Program, which is offered during the second semester and during the summer.               

Guidelines for the promotion/retention of students in grade 12:

• Students deficient in credits will receive a letter by January 1 stating their credit deficiency and the availability of credit recovery.

In order to participate in credit recovery, students must meet the following guidelines:

• Enrolled senior with a minimum of 20 credits
• No more than 15 unexcused absences 
• In good academic standing for the current year and not in danger of failing additional core subjects
• Recommendation from each currently rostered teacher
• Recommendation from the 12th-grade counselor
• Meets the end of the application deadline which is the end of the first semester

• Students must have their progress reviewed quarterly by the IEP team to determine whether they have successfully met their academic goals. Promotion and retention will be based on this review.

• Students may not be retained in a grade based solely on their lack of English Language Proficiency.  All correspondence to parents/guardians concerning failures and/or retentions must be in the students’ primary/home language.