Grading Policies

Lisle High School Grading Philosophy:

Our approach to assessing students should accurately reflect student progress toward the acquisition of the learning standards. Departments incorporate these statements into their curricular, instructional, assessment and grading practices.

Grading Understandings

1. Grades communicate student achievement of learning standards; students’ grades should not be reduced or inflated due to student behaviors outside of the standards.

2. Standards are clearly communicated to students with clear indicators of proficiency and exemplars.

3. Grading policies are consistent among teachers of a course and common assessments are utilized to measure student achievement.

4. Students learn at different rates and should have multiple opportunities to demonstrate their knowledge of standards; students are expected to take steps to correct errors of knowledge, understanding or skills.

5. Formative assessments are used to provide timely and descriptive feedback in order to allow students to self-assess progress towards a standard.

General Grading Scale

A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 50-59

  • If a student does not complete any work on the task/assignment, the teacher may assign a zero.
  • The only score below a 50 is a 0. Any other percentage does not exist.
  • If a student is absent from class, an incomplete will be the placeholder until the deadline.

Grading Procedures

  • Grades will accumulate throughout the semester. All communication will focus on the student’s semester grade to date.
  • GPA will still be determined by the semester grade.
  • Quarters will eliminated. Instead, parents will be notified of a “quarterly progress window” during which a student’s grades will be completely updated in Power School (prior to PT Conferences).
  • Eligibility will be determined on a weekly basis throughout the semester.

Grading Categories

All Grade books will have 2 categories: Formative and Summative
  • Formative- the practice work leading to the acquisition of the learning standards. It is not weighted as heavily because it is a learning tool.
  • Summative- the demonstration of knowledge or acquisition of the learning standard. It is weighted significantly more because this is what we need to communicate: What has the student learned.


Grading Research Resources