• IKA: Grading Systems and Student Progress


    The Board believes students respond more positively to the opportunity for success than to the threat of failure. Therefore, the District seeks to make achievement recognizable and possible for students and emphasizes achievement in evaluating student performance.

    The administration and professional staff devise grading systems for evaluating and recording student progress. The records and reports of individual students are understandable to parents, guardians, and teachers.

    Students, parents, and guardians benefit from accurate and timely access to grades. As a result, the District invests in digital grading systems. The District encourages teachers to promptly enter grades into the digital system and use the tools provided to communicate progress directly to students, parents, and guardians.

    The Board approves the grading and reporting systems as developed by the faculty upon recommendation of the Chief Executive Officer.

    The Board recognizes that any grading system, however effective, has subjective elements. Nevertheless, the following are fundamental principles that must guide all instructors in the assignment of marks and achievement:

    • The achievement mark given by the teacher in any subject should represent the most objective measurement available of the individual student's achievement. Teachers use various evaluation measures. In addition, teachers keep accurate records to substantiate the grade given.
    • An individual should not receive a failing grade unless they have not met the stated minimum requirements.
    • Grades are a factor used to motivate students. Therefore, poor or failing grades should trigger a variety of instructional and intervention activities to assist the student in achieving better grades by the next grading period, if possible. Such instructional and intervention activities include: identifying and implementing external programs that increase proficiency achievement among high school students; reprogramming school schedules to maximize the time available for instruction and student time for tasks; and tutoring services.

    Student Progress

    The Board believes that it is essential for schools to keep parents and guardians informed of student progress in school. Parents and guardians have access to digital grade books and/or a paper grade record to provide ongoing student progress.

    Report cards are provided to parents and guardians of children in grades one through 12, four times per year. Progress reports are sent to parents and guardians at the midpoint of each grading period to take corrective steps to remedy deficiencies or acknowledge positive progress. Students in danger of failing must receive supplementary, interim reports. Direct notification of parents and guardians is encouraged. Teachers use conferences with parents and guardians as an integral part of the reporting system.

    Progress reports shall also notify parents and guardians of incomplete course work and unexcused absences.


    • Adopted: September 6, 2001
    • Amended: March 29, 2022

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