Mt. Diablo USD
Board Policy
Grades/Evaluation Of Student Achievement

BP 5121 
Students

The Governing Board believes that grades/rubric scores serve a valuable instructional purpose by helping students and parents/guardians identify the students' areas of strength and those areas needing improvement.  Parents/guardians and students have the right to receive course grades/rubric scores that represent an accurate evaluation of the students' achievement.

(cf. 5020 - Parent Rights and Responsibilities)
(cf. 5125.2 - Withholding Grades, Diploma or Transcripts)
(cf. 6146.4 - Differential Graduation and Competency Standards for Students with Disabilities)

The Superintendent or designee shall establish a uniform grading system that shall be applied to all students in that course and grade level. Teachers shall inform students and parents/guardians how academic performance will be evaluated in the classroom.

(cf. 0410 - Nondiscrimination in District Programs and Activities)

A teacher shall base a student's grades solely on the quality of the student's academic work and his/her mastery of course content based on district standards. Students shall have the opportunity to demonstrate this mastery through a variety of methods, including, but not limited to, tests, projects, portfolios, narrative descriptions, observational notes, samples of classroom work, and/or class discussion as appropriate. Other elements that are not a direct measure of knowledge and understanding of course content, such as attendance, effort, student conduct, and work habits, shall not be factored into the academic grade but may be reported separately.

(cf. 6011 - Academic Standards)
(cf. 6162.5 - Student Assessment)

Whenever a student misses an assignment or assessment due to either an excused or unexcused absence, he/she shall be given full credit for subsequent satisfactory completion of the assignment or assessment. Teachers shall inform students and parents/guardians of this at the beginning of each course.

(cf. 6154 - Homework/Makeup Work)

Teachers shall evaluate a student's work in relation to curriculum standards or course content, which apply to all students at their grade level, not in relation to the work of other students in one particular class.  The Superintendent or designee shall establish and regularly evaluate a uniform grading/scoring system, and principals shall ensure that student grades/rubric scores conform to this system.  Teachers shall inform students and parents/guardians how student achievement will be evaluated in the classroom.

Grades/rubric scores should be based on impartial, consistent observation of the quality of the student's work and his/her mastery of curriculum standards, or course content and objectives.  Students shall have the opportunity to demonstrate this mastery through a variety of channels such as classroom participation, homework, tests and portfolios.  The Board recognizes that portfolios may be especially useful in assessing how skills, knowledge and thought processes have been combined from a number of different subject areas.

(cf. 6030 - Integrated Academic and Vocational Instruction)

When reporting student grades/rubric scores to parents/guardians, teachers may add narrative descriptions, observational notes and/or samples of classroom work in order to better describe student progress in specific skills and subcategories of achievement.

Behavior, effort and attendance shall be reported in separate evaluations, not in the student's academic grade/rubric scores.

(cf. 5113 - Absences and Excuses)
(cf. 5123 - Promotion/Acceleration/Retention)
(cf. 5124 - Communication with Parents/Guardians)
(cf. 5125.3 - Challenging Student Records)
(cf. 6154 - Homework/Make-up Work)

Unexcused Absences

If a student misses class without a valid excused absence and does not subsequently turn in homework, take a test, or fulfill a class requirement which he/she missed, the teacher may lower the student's grade/rubric scores for nonperformance.

Excused Absences

If a student is absent and that absence is an excused absence, the teacher shall provide to the student the classroom assignments, homework assignments, and an outline of topics covered during class(es) that the student missed, at the request of the student, parent or guardian.  The teacher is encouraged to provide this information to the student regardless of request.  Teachers shall inform students and parents/guardians of this at the beginning of each course.

Report Card

At all grade levels, report cards may include reports of student progress on specific academic standards applicable to the course and grade level.

When reporting student performance to parents/guardians, teachers may add narrative descriptions, observational notes, and/or samples of classroom work in order to better describe student progress in specific skills and subcategories of achievement.

In the event of a federal, state or local emergency where the district is mandated to modify classroom instruction to include partially or fully remote learning for all students, the Superintendent or Designee, may approve the use of alternative grading marks (i.e Credit/ No Credit/ NA) which will not impact a students’ GPA.

A report card for a student with a disability may contain information about his/her disability, including whether that student received special education or related services, provided that the report card informs parents/guardians about their child's progress or level of achievement in specific classes, course content, or curriculum. However, transcripts that may be used to inform postsecondary institutions or prospective employers of the student's academic achievements shall not contain information disclosing the student's disability.

(cf. 5125 - Student Records)
(cf. 6159 - Individualized Education Program)
(cf. 6164.6 - Identification and Education Under Section 504)

A grade assigned by the teacher shall not be changed by the Board or the Superintendent except as provided by law, Board policy, or administrative regulation. (Education Code 49066)

(cf. 5125.3 - Challenging Student Records)

The Superintendent or designee shall determine the methodology to be used in calculating students' grade point average (GPA), including the courses to be included within the GPA and whether extra grade weighting shall be applied to Advanced Placement, International Baccalaureate, honors, and/or concurrent postsecondary courses.

(cf. 6141.4 - International Baccalaureate Program)
(cf. 6141.5 - Advanced Placement)
(cf. 6172 - Gifted and Talented Student Program)
(cf. 6172.1 - Concurrent Enrollment in College Classes)

Legal Reference:
EDUCATION CODE
41505-41508  Pupil Retention Block Grant
48070  Promotion and retention
48205  Excused absences
48800-48802 Enrollment of gifted students in community college
48904-48904.3 Withholding grades, diplomas, or transcripts
49066  Grades; finalization; physical education class
49067  Mandated regulations regarding student's achievement
49069.5  Students in foster care, grades and credits
51242 Exemption from physical education based on participation in interscholastic athletics
69432.9 Cal Grant program; notification of grade point average
76000-76002 Enrollment in community college

CODE OF REGULATIONS, TITLE 5
10060  Criteria for reporting physical education achievement, high schools
30008 Definition of high school grade point average for student aid eligibility

UNITED STATES CODE, TITLE 20
1232g  Family Education Rights and Privacy Act (FERPA)
6101-6251  School-to-Work Opportunities Act of 1994
CODE OF FEDERAL REGULATIONS, TITLE 34
99.1-99.67 Family Educational Rights and Privacy Act
COURT DECISIONS
Owasso Independent School District v. Falvo (2002) 122 S.Ct. 934
Las Virgenes Educators Association v. Las Virgenes Unified School District (2nd Appellate District 2001) 86 Cal.App.4th 1
Swany v. San Ramon Valley Unified School District  (N.D.Cal. 1989) 720 F.Supp. 764
Johnson v. Santa Monica-Malibu Unified School District Board of Education (App. 2 Dist. 1986) 224 Cal. Rptr. 885, 179 C.A. 3d 593

Management Resources:
CSBA PUBLICATIONS
Research-Supported Strategies to Improve the Accuracy and Fairness of Grades, Governance Brief, July 2016
U.S. DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS CORRESPONDENCE
Report Cards and Transcripts for Students with Disabilities, October 17, 2008
WEB SITES
CSBA: http://www.csba.org
California Department of Education: http://www.cde.ca.gov
California Student Aid Commission: http://www.csac.ca.gov
U.S. Department of Education, Office for Civil Rights: http://www.ed.gov/about/offices/list/ocr

CDE PUBLICATIONS
Elementary Makes the Grade!, 2001
WEB SITES
CDE:  http://www.cde.ca.gov
Advanced Placement Challenge Project:  http://www.apchallenge.net

Policy	MT. DIABLO UNIFIED SCHOOL DISTRICT
adopted:  	April 8, 2008		Concord, California
revised:	April TBD 2020	Concord, California