Grading Procedures

K-12 Grading Procedures

Elementary (Grades K-5)

All graded assignments must have a minimum of 10 questions/graded components or based on a rubric.  Teachers should make every effort to not give a zero on an assignment as DCPS supports demonstrating learning over effort.  Students will be given multiple opportunities to work toward mastery after reteaching and reassessing content knowledge and should be reflected in the grading practices. Grades K-5 will operate on a non-weighted scale.. When working with students with disabilities, modifications to the grading procedures must be driven by the students’ Individualized Education Plan (IEP).  Additional support courses at the secondary level are graded based on student growth and designed to provide an individualized plan to support student needs.

General Guidelines and Definitions

• Assessments include teacher and division-made tests, quizzes, class projects, performance tasks and other assignments that are designed to determine mastery of learning objectives.
• Assignments include in-class assignments and activities to allow students to practice learning objectives and work toward mastery. Not all assignments and practice are required to be graded.

K-5 Assignment Breakdown Per Subject

6-8 Grading Procedures

All graded assignments must have a minimum of 10 questions/graded components or based on a rubric.  Teachers should make every effort to not give a zero on an assignment as DCPS supports demonstrating learning over effort.  It is suggested that students have opportunities to work toward mastery after reteaching and reassessing content knowledge and should be reflected in the grading practices. When working with students with disabilities, modifications to the grading procedures must be driven by the students’ Individualized Education Plan (IEP).  Additional support courses at the secondary level are graded based on student growth and designed to provide an individualized plan to support student needs.

General Guidelines and Definitions

• Assessments include teacher and division-made tests, quizzes, class projects, performance tasks and other assignments that are designed to determine mastery of learning objectives.
• Assignments include in-class assignments and activities to allow students to practice learning objectives and work toward mastery. Not all assignments are required or should be graded/recorded in the gradebook as some are just intended for practice and are intended to give teachers insight into student learning.
• For electives and classes earning high school credit, teachers should follow the grading guidelines and procedures for Grade 9-12.
• Homework assignments are intended for practice and not included in grading. This does not include reading and studying as DCPS wants to encourage students to read and reflect on the learning from that day beyond the school day whenever possible.
• Students will complete writing portfolios in English to document writing proficiency and growth.
• All students will participate in a balanced assessment plan to ensure a variety of assessment tools are utilized to measure learning objectives.

9-12 Grading Procedures

All graded assignments must have a minimum of 10 questions/graded components or based on a rubric.  Teachers should make every effort to not give a zero on an assignment as DCPS supports demonstrating learning over effort.  It is suggested that students have opportunities to work toward mastery after reteaching and reassessing content knowledge and should be reflected in the grading practices.  Beginning in grade 3, students will be graded on a categorically weighted scale to emphasize content mastery. When working with students with disabilities, modifications to the grading procedures must be driven by the students’ Individualized Education Plan (IEP).  Additional support courses at the secondary level are graded based on student growth and designed to provide an individualized plan to support student needs.

General Guidelines and Definitions

• Assessments include teacher and division-made tests, quizzes, class projects, performance tasks and other assignments that are designed to determine mastery of learning objectives.
• Assignments include in-class assignments and activities to allow students to practice learning objectives and work toward mastery.
• Students will complete writing portfolios in English to document writing proficiency and growth
• Students will participate in an EOC performance assessment in History and Social Science to earn the verified credit needed for graduation
• All students will participate in balanced assessment plan to ensure a variety of assessment tools are utilized to measure learning objectives
• Students enrolled in CTE and Fine Arts courses may require end-of-course projects, certifications or performance-based assessments to demonstrate mastery of SOLs/competencies.
• Homework assignments are intended for practice and not included in grading. This does not include reading and studying as DCPS wants to encourage students to read and reflect on the learning from that day beyond the school day whenever possible.