Academic dishonesty includes copying content from another person, entity, or AI technology such as ChatGPT (either directly or with modification) and representing it as your own work or product. It further includes unauthorized communication between students about items during or after an assessment. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or another supervising professional employee, taking into consideration written materials, observation, or information from students. Depending on the severity of the incident, a student found to have engaged in academic dishonesty may be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Consequences may include a repeat of the assignment, an alternative assignment, and/or other disciplinary action as appropriate.

Assessments are an integral part of the learning process as a means to diagnose needs, inform instruction, and demonstrate and assess mastery of the Texas Essential Knowledge and Skills (TEKS) of a course. Students should have a clear understanding of the purposes of assessments and how they measure course objectives and expectations. Teachers shall communicate expectations in advance of major tests, projects, and exams.  When students fail to demonstrate mastery of the standards (TEKS) or class objectives, the teacher will intervene by reteaching, tutoring, and/or reviewing the content/skills. 

Students should be made aware of the format and content of any potential assessment before it takes place. Assessments should follow instruction, guided practice, checking for understanding, and sufficient independent practice. Assessments can be summative and reflect student mastery of the Texas Essential Knowledge and Skills (TEKS). They can also be formative, which provides a teacher with information related to a student’s understanding of the TEKS, which should have an impact on instruction. Examples of assessments include, but are not limited to, quizzes, projects, unit assessments, and performance tasks. 

Teachers shall assist students in interpreting assessment results. At a minimum, this interpretation shall include reviewing certain test items and/or rubrics in class, providing opportunities for students to analyze their mistakes, working individually with students,  and/or communicating this information to parents. Teachers will use assessment results to adjust instruction or create a plan to reteach and/or provide intervention depending on the type of assessment given.

As partners in the learning process, parents/guardians shall have access to all materials made available to students. After assessments have been administered, they shall be made available for review by parents. If assessments contain copyrighted or otherwise restricted items, the preferred method for such review is at the campus through an appointment with the teacher. The campus may specify reasonable hours for such review. In circumstances where review during the regular school day is not possible or in the event a teacher wishes to retain control of the test on campus, the campus shall designate at least two days per week for review appointments. Parents may schedule a time at which the teacher is available on these days to meet with the teacher to review an assessment instrument. Parents may not make a copy or picture of test items during the review.

If a student is failing any subject at any grade-reporting period, the report card shall state the need for the parent to schedule a conference with the appropriate teacher(s) and shall state the requirements in the law for receiving credit or being promoted. When the parent contacts the school to schedule these conferences, at least two alternative dates shall be given by the campus for the conference. Married students, emancipated minors, and adult students living alone shall be exempt from this requirement, as designated by district policies.

In addition to communicating through the written report, prekindergarten, kindergarten, and elementary teachers shall offer a parent conference for all students near the end of the first reporting period. 

Conferences may also be scheduled at the request of a teacher or parent.

Refer to policy EHDB (LOCAL) for information on credit by examination with prior instruction.

Refer to policy EHDC (LOCAL) for information on credit by examination without prior instruction.

Kindergarten acceleration is addressed in policies EHDC (LOCAL) and FD (LOCAL).

• Some students may need multiple opportunities to show an understanding of particular tasks/skills before a final grade is given. 
• Students shall earn credit only for work aligned to content TEKS or class standards and objectives. 
• Be mindful of students' accommodations or any special circumstances when designing assignments to be certain all students have the opportunity to appropriately demonstrate learning.

To ensure equity of access across all campuses for students, teachers are required to plan for instruction utilizing the curriculum documents, resources, and scope and sequence provided by the district. 

Close communication and cooperation between home and school are essential for the educational welfare of each student. 

Promotion and course credit shall be based on mastery of the curriculum and in accordance with applicable state and federal laws and regulations and district policies. Expectations and standards for promotion have been established for each grade level, content area, and course.

Participation in extracurricular components of a course shall have no bearing on the student’s grade. However, co-curricular activities such as concerts, performances, and/or competitions that support the TEKS in a course, could have an impact on a student’s grade. 

The school year is divided into four nine-week grading periods. Each semester consists of two nine-week grading periods. Grade reports/report cards shall be issued to students in grades 3–12 every nine weeks. Portfolio reporting in kindergarten–grade 2 shall occur three times a year.  Formal written reporting to parents of prekindergarten students shall occur once every twelve weeks. Grade reports/report cards must be signed and returned to the school or acknowledged electronically through the online platform.  

The District shall issue grade reports/report cards through the district’s online electronic platform. Parents may request a paper copy from the campus of their student’s grade reports. 

Each kindergarten–grade 12 teacher who has a student who is failing, near failing, or who has had a significant drop in grades at the end of the first four weeks of each nine-week grading period shall notify the student’s parent by sending an unsatisfactory grade notice. Interim progress reports may be issued at the teacher’s discretion.

Students’ grade averages should reflect mastery of essential knowledge and skills as demonstrated through a combination of daily assignments and assessment grades. 

• Grades will reflect student learning only according to EIA(LOCAL); grades will not be inflated or deflated based on non-academic behavior, such as providing credit for bringing items to class. 
• Absent students are expected to complete missing assignments within a reasonable amount of time; teachers should clearly outline the expectations for students in advance or upon return.
• Students who have an unexcused absence on the day of an assessment may be given an alternative assessment that covers the same standards/objectives.
• Teachers must update the district grade book a minimum of once per week. 

Grades should be a balance of the standards learned during the reporting period. They should be justifiable and sufficient in number to assure that the report card grade is an accurate measure of the student’s progress and achievement (see minimum and maximum number of grades for each grade level). 

Homework may be used as part of the learning process to support, enrich, or reinforce topics covered in class and used as feedback for the student in the learning progression before a final assessment is given. A consistent plan for homework assignments shall be developed in each grade level/content team on each campus and communicated to students and families at the beginning of the school year.  Assignments must be related to state and/or local curriculum standards. While students should be able to complete homework assignments independently, parents are encouraged to oversee the assignments if needed.  A student’s lack of resources should not impede his or her ability to successfully complete a homework assignment. 

The provisions in this policy do not apply to courses taken in dual credit or dual enrollment programs.

Assessments and assignments are planned sequentially for the progression of learning and are intended for students to demonstrate learning/mastery of the class standards and objectives; therefore, late work may be accepted based on reasonable guidelines established at the campus level. These guidelines for students must be fair and consistent and take into account the specific needs of each student. Providing students with check-ins for feedback before an assignment or project is completed, can alleviate late work.

Students are expected to make up assignments and tests after absences. Students will be permitted to take tests administered in any class missed because of absence.

For any class missed, the teacher will assign the student makeup work based on the instructional objectives for the subject or course and the needs of the individual student in mastering the essential knowledge and skills or in meeting subject or course requirements. Consideration of the number of days absent should play into the time given for a student to make up the work. 

A student shall be responsible for obtaining and completing the makeup work in a satisfactory manner and within the time specified by campus guidelines.

An Incomplete Grade ("I") is a nonpunitive grade given at the end of the nine-week grading period, that is approved by authorized District staff, when a student has a justifiable and documented reason, beyond the control of the student, for not completing the work on schedule. The student must make arrangements with their teacher to finish the coursework and resolve the incomplete grade. 

The purpose of major grades for grades 6-12 is to evaluate student mastery of the knowledge and skills. Major grades evaluate mastery of TEKS, concepts, understanding, and district objectives. Students’ grades shall not be penalized for disciplinary reasons. In courses for high school credit, assignments and assessments taken as major grades (see examples below) should be the same by campus within a course, as agreed upon by the collaborative team. The list below provides examples of typical major grades. Although this list contains several examples, it should not be considered an all-inclusive list. 

A variety of assignments may be used in this category, including but not limited to:

• Writing compositions** 
• Lab reports
• Performances
• Portfolio** (these can be original works or works to show mastery after a reteach/ reassess) 
• Skills practice
• Presentations** 
• Research projects** 
• Special projects** 
• Products of the stages of work 
• Tests/Major Assessments 

**Rubrics or specific guidelines should be used to score these types of assignments.

The purpose of daily grades is to determine progress toward mastery of the Texas Essential Knowledge and Skills (TEKS), not to evaluate a student’s final achievement of a topic. These grades help determine the student’s progress in the learning process, diagnose any problems, and aid in getting the help needed to learn the material.

Minor/Daily grades should be based on individual student performance and not on whole class performance and behavior. The list below provides examples of typical daily grades. Although this list contains several examples, it should not be considered an all-inclusive list. A variety of assignments may be used in this category, including but not limited to:

• Journals
• Lab activities/reports
• Learning centers/stations
• Notebooks
• Oral assessment
• Skills practice 
• Quizzes
• Products of the stages of work
• Computer activities (excluding diagnostic assessments/interventions)
• Writing compositions

Students who fail to demonstrate mastery of essential knowledge and skills shall be retaught and given an opportunity to demonstrate mastery. This applies to all courses at all grade levels.  A variety of methods may be used to reassess mastery including, but not limited to:  assessments, assignments, projects, and oral and written responses.  A grade of 70 indicates minimal mastery, above 70 indicates a degree of mastery, and below 70 indicates non-mastery and shall require reteaching. As deemed appropriate by the teacher, reteaching may require different materials,  instructional strategies, grouping, or settings and may occur during the school day or outside school hours. 

Bilingual Program 

Emergent bilingual students in a bilingual program shall be provided content area instruction in both the primary language and English language and shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. Grades provided for this program shall be a reflection of their mastery of the TEKS.  

ESL Program 

Emergent bilingual students in an ESL program shall be provided content area instruction using second language acquisition methods in English and shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. Grades provided for this program shall be a reflection of their mastery of the TEKS. 

Special Education/504

All teachers working with a student identified with a disability and served through Special Education or Section 504 shall follow the accommodations/modifications as determined and documented in the student’s Individual Education Plan (IEP) or Section 504 Individual Accommodation Plan (IAP). 

Instruction, assessment, and grading of students with disabilities shall be reflective of the accommodations/modifications documented in the IEP/IAP. When a student is in jeopardy of failing a class, the teacher must document parent/guardian/adult student communication and use of IEP/IAP-determined accommodations/modifications. 

If a student is failing a class and/or fails to maintain progress toward an IEP goal for one reporting period, best practice states that the ARD committee should consider the need to meet and evaluate current supports and services that are not currently resulting in “progress.”