Grading Policy

 

 

 

BENJAMIN BANNEKER ACADEMY FOR COMMUNITY DEVELOPMENT GRADING POLICY

2020-2021

VISION

BBACD will create a collaborative and professional learning environment where all stakeholders have a voice, students feel safe and are challenged with rigorous daily instruction in every classroom and are provided with opportunities for college access in preparation for the 21st century workplace.

  

MISSION

                               Empower, Motivate, Collaborate, Integrate & Innovate. 

Strive for Excellence.      Continue the Legacy.

 

THEORY OF ACTION

IF scholars are provided with opportunities for rigorous instruction and opportunities to collaborate with one another, THEN scholars academic, social and emotional capacities will increase.

 

INSTRUCTIONAL FOCUS

Scholars will have opportunities to engage in rigorous and critical thinking activities that promote awareness and understanding of their own thought processes (Metacognition).

 

 

The grading policy at Benjamin Banneker Academy for Community Development demonstrates that students are graded primarily on the basis of achievement and factors such as class participation and completion of assignments. Here are a few items that must be considered:

  1. Teachers will input numerical grades via Skedula (PADS).
  2. The report card and transcript continue to demonstrate numerical grades and can be obtained from guidance counselors and administrative team.
  3. Honor roll is determined based upon the calculation of the student’s weighted GPA at the end of each term.

 

REPORT CARDS/PROGRESS MONITORING

Report cards are distributed to scholars, electronically or in hard copy, six times a year, at the conclusion of each marking period.  In January and June, scholars receive updated transcripts which reflect students’ final grades and an updated credit count.  When recent report cards are not available, progress reports are printed for parent teacher conferences to be used as a catalyst for discussions. Parents can and should use IO Education/Pupilpath as a forum to obtain grade and attendance information daily.

 

DEGREES OF DIFFICULTY

Benjamin Banneker Academy for Community Development aims to meet the needs of our diverse student body to prepare them for college and the 21st century. Courses are offered at different degrees of difficulty in a wide variety of subjects.  The criteria which determine course difficulty include: the degree of in-depth examination of subject matter, critical thinking skills, background knowledge and initiative.  Advanced Placement courses are taught at the college level. Students can take courses through College Now, MEC Pipeline and Dual Credit Pipeline (St. Joseph’s College, SUNY Albany, SUNY Stony Brook and Syracuse University). Students taking Advanced Placement courses may earn college credit in courses depending on their level of achievement (Score of a 3-5) on Advanced Placement tests.

 

All courses are open to all students with the ability, interest, and commitment to do the necessary work.  Parents may appeal a teacher’s course recommendation to the principal.  A student’s retention in any course depends upon his/her performance in the course. Students who are not ready to take a Regents course are given term 3 or 4 courses to better prepare them for Regents examinations.

 

COURSE SELECTION

Proper selection of a course of study is a matter of careful analysis by the guidance and administrative team, which requires cooperation among the student and parent.

As each student proceeds through high school, his/her plans may change because of factors such as the establishment of new goals, his/her level of achievement in courses, changing conditions at home, or other reasons, which would suggest a re-designing of a program. Parents should follow the progress of their children and work closely with school personnel to assure maximum growth and development of their children.

 

COURSES GRADED

As a policy, the final grade is, at minimum, a calculation of the average of the first, second, and third report card scores (HSST report card grades in PADS).  Scholars cannot receive a final grade score of 60. 

 

If the average of the three report card grades falls between 60-64 the final grade must be no less than a 65.  If the average of the three report card grades falls below a 60, the final grade will be a 55, unless the grade is increased by teacher discretion. 

 

Within 20 days of the end of the marking period, a student can submit work due to an absence as a result of illness or death in the family. 

 

 

 

SCALE MARKS

The default numeric system is used towards grades.

Range of marks that can be awarded are 55-100 in increments of 5.  Scores over 90 can be awarded in single point increments. 

The minimum grade a scholar can receive to pass a course is 65.

The lowest grade a scholar can earn is 45, indicated by an NS (No Show), and 55 for failing to meet the requirements of the course.

If there is not enough scholar work to determine mastery a scholar will receive:

  1.         NX-No credit-home school/grade updated
  2.         NL-New admit
  3.         NS-No show

WEIGHTED COURSES

Advanced Placements (AP) and college level courses taught within BBACD will receive an additional 10% weight in GPA calculations.

Honors level courses will receive an additional 5% weight in GPA calculations.

 

GRADES AWARDED

Students received personalized feedback through comment codes on report cards

Scholars and families receives grades through Pupilpath which is part of our electronic communication system (IO Classroom) and parent teacher conferences. In addition, student progress can be discussed at anytime during the school year including the four schedule NYCDOE parent teacher conference dates.

Grades can be changed after they are finalized within 20 days with proof of why the grade is being changed.

 

CONSIDERATIONS

Grades relate to promotion decisions based on the number of credits that a scholar receives. Scholars must also having passing marks in 5 or more regents examinations including ELA and Algebra.

9th grade-8 credits

10th grade-20 credits

11th grade 30 credits

12th grade 44 plus credits

 

Grading policy will be made available through hard copy in the main office, school website and parent-student handbook and staff policy manual.

All gradebook dated is store on the IO Classroom system.

 

To ensure coherency, grading policies for individual teachers has and will continue to be discussed during teacher teams and PD Committees. Opportunities for updates are available annually.

 

 

 DEPARTMENT GRADING

 

Science

 Mission: As a team we will work to foster genuine student interest in science as well as increase scientific literacy to improve critical thinking by having students collect, analyze and interpret data in order to make real-world connections and solve problems.

Grade Specific Focus: 

9th & 10th Grade: Literacy 

Supporting Instructional Strategies: Cornell Notes, Interactive Notebooks Critical Thinking CER

 

11th & 12th Grade: Applied Math

Supporting Instructional Strategies: Test Taking Skills, Critical Thinking, Academic Writing using Numbers to Support Claims

 

Grading Policy (Brick and Mortar and Remote)

Regents Science Classes

  • 35% Examinations 
  • 30% Projects 
  • 15% Homework 
  • 20% Classwork/Participation

Science Lab

  • 100% Labs 

Advanced Placement (AP) Biology, Chemistry, and Environmental Science

  • 30% Examinations
  • 30%Quizzes/Formative Assessments
  • 25% Labs
  • 15% Projects

 

Syracuse Dual Credit (Physics)

  • 50% Examinations 
  • 20% Projects 
  • 10% Homework 
  • 20% Classwork/Participation

 

 

Math

 

Focus: To improve student resilience and confidence on rigorous mathematical tasks to encourage productive struggle on and change mindsets toward assessments

 Grading policy for in school learning only or a combination of in school + remote learning (Blended Learning).

 

  • Examinations: 30%
  • Quizzes and Exit Tickets: 20% 
  • Tasks/Projects: 30%
    • Classwork, e.g. EDpuzzle
  • Homework: 20%
    • E.g. DeltaMath

Grading policy for remote learning only.

 

  • Examinations: 30%
  • Quizzes and Exit Tickets: 20%
  • Tasks/Projects: 50%
    • Classwork
    • Homework
    • Participation? (depends on DOE policy change)

 

 

Physical Education

 

Focus: To improve the overall physical abilities of each student through behavioral and physical practices. 

 Grades are based on a 100- point scale.

 

  • 40 points are for participation in class
  • 20 points are for warm ups in class
  • 40 points are for changing into appropriate clothing e.g. t-shirt, jogging suits, sneakers, shorts. In addition, points will be deducted for repeated inappropriate behaviors. Electronics are not allowed in class.

 

Remote Learning 

  • 40 points Class Engagement
  • 40 points Edpuzzle Assignments
  • 20 Project

 

According to the NYS Department of Education, students are required to take 3.5 years of Physical Education in order to graduate and receive their high school diploma. Parents, this goal can only be achieved with your guidance and support.

 

Social Studies

 

Focus: To develop critical and analytical thinkers and leaders through the use of common discussion-based protocols and evidence-based learning

    

 

 

Brick and Mortar Remote Learning
 

  In-Class Assignments– 20%

(daily worksheets, exit slips, completion of class tasks, etc)

  Home Assignments– 20%

(comprehension, examining, critical thinking and/or analytical tasks that serve to prepare for or reinforce class activities) 

  Engagement- 30%, 25%, 20%*

(involvement in class discussions or any interactive sessions, participation in pair or small group dialogue, self-reflection or written feedback to peers)

  Assessments- 30%, 35%, 40%*

(projecs, exams, quizzes, essays, debates, presentations)

 

*percentages (grading value of that specific category) change depending on the marking period.  The first percentage is marking period 1.

 

 

  Assessments– 34%

(projects, exams, quizzes, essays, debates, presentations)

 

  Assignments– 33%

(daily worksheets and tasks)

 

  Engagement– 33%

(participation in synchronous mtgs, class discussion through google classroom, submission of and response to recordings)

 

 

Social Studies/Sciences-based AP Courses

          Assessments 40%

          Individual Tasks 20%

          Collaborative Tasks 20%

          Engagement 20%

 

 Foreign Language

 

Instructional Focus *Emphasis on productive and receptive skills in Spanish *Nexus between students’ culture(s) and Hispanic culture *Incorporation of technology *Use and creation of materials that are culturally responsive * Implementation of inquiry based instruction *Cultivation of a classroom environment that promotes student collaboration

 

Grading Policy

Exams/Quizzes 50% 

Homework//Projects 30% 

Classwork /Participation/Preparedness 20%

 

Grading Policy-AP Spanish Language and Culture 

 Your grade will be calculated according to the following criteria:

 

Class Participation & Homework               20%

Quizzes / Films / Assignments                     15%

In-class Writing – Compositions                  20%

Oral Evaluations:  Interview/Presentations/Dialogue    15%

Exams       30%

Arts Department

 

Instructional Focus for 20-21 School Year Students will develop and utilize content based vocabulary during discussions, writings and projects to deepen their understanding of the arts/health disciplines and their ability to communicate it to others.

 

Arts/ Health Department Information 

Remote Learning Grading Policy 

Participation and grading will change for remote learning as follows: Grading: 

80% Class work/ assignments 

20% Tests/ Projects Daily online assignments will be given through google classroom or another online tool. 

Students are expected to complete assignments in a timely fashion. Tests and projects will be given at the end of each unit. 

 

Brick and Mortar Grading Policy Grade breakdown: 

40% Class Participation (including being prepared, executing workouts and all class work 20% Class work 

20% Journals/quizzes 

20% Tests and projects 

 

ELA Department

 

Focus: To Improve the higher order cognitive ability of each student through a focus on close reading and annotation skills.

 

Category Percentage
Classwork & Quizzes 20%
Homework 10%
Participation 10%
Essays/Projects 30%
Exams 30%

 

Remote Learning Grading Policy

Category Percentage
Classwork & Quizzes 30%
Homework 10%
Essays/Projects 30%
Exams 30%

 

 

* Stony Brook University: Introduction to Film – Syllabus in Progress, Grading policy TBA

Area of Concern – Students enrolled in honors classes not maintaining 85 average – do they deserve to receive the additional boost in their GPA?

 

 

Stony Brook Courses (Scerri)

Category Percentage
Classwork & Quizzes 10%
Homework 10%
Essays/Projects 20%
Exams 30%
Current Events 20%
Participation 10%

 

*Advanced Placement (AP) English Literature & Composition

 AP Courses (Egashira)

Category Percentage
Classwork & Quizzes 10%
Homework 30%
Essays/Projects 40%
Exams 10%
Participation 10%

 

 Advanced Placement (AP) Capstone Seminar and Research

30% – Class Participation

20% – Formative assessments, prepared oral reports, including objective tests that

assess for a basic understanding of assigned readings

50% – EOY Task Projects

***Regent examinations are worth 30% of all regent bearing courses. Scholars who are absent for an examination will receive a zero. What does this mean? If a scholar maintains a 93% average over three marking periods but is a no show for their regent examination, they will potentially only receive a grade of 70% for the course.

                                                           

Policy on Plagiarism

Plagiarism is the act of taking the words of another person and using them as one’s own. This includes copying words or ideas from a book, magazine or other print source, downloading material from the Internet and copying work from another student. In the last case, both the student who does the copying and the student who allows the copying are equally guilty.

Plagiarism impedes a writer’s development of the many essential skills that comprise the writing process. Plagiarism is also unfair to the vast majority of BBACD students who work honestly and diligently to produce their own work. BBACD is a merit-based, competitive-entry school. Students who remain at Lowell by cheating thus deprive other students of a fair and honest chance to enter the school.

Writing skills drive the work students do at the university level and form a crucial component of most, if not all, professional jobs. Teaching students how to write effectively is thus one of the primary objectives of BBACD English classes. To accomplish this objective, we stress the importance of writing as a process. Good writing does not emerge perfectly formed from the pen or printer after one quick draft. Good writing is crafted: developed, organized, refined, revised, edited and then revised and edited again, using appropriate citations where needed.

With the growing popularity of the Internet, plagiarism has become more of a problem at BBACD. As educators, we feel a moral and ethical obligation to do our part to maintain rigorous academic standards. We cannot accomplish this goal alone, however, and require the support of the entire school community to succeed.

We believe the following:

            Plagiarism is a form of academic dishonesty, unacceptable at BBACD.

            We need the support of the entire BBACD community — students, teachers, administrators, counselors, deans and especially parents — to ensure an honest academic environment at the school.

* All students enrolled in Honors and AP are to practice strict academic honesty.  If a student is found to have plagiarized–even once–they will be removed from the program.

ACADEMIC HONESTY POLICY

The school’s purpose is the fostering of academic excellence. An essential element in a climate of learning is intellectual honesty. To this end, the first rule of the school shall be:

Cheating in any form is unacceptable behavior.

Neither pressure for grades, inadequate time to complete an assignment, tests not adequately proctored, nor unrealistic parental expectations justify cheating. Cheating places the value of grades over learning and runs counter to our values at BBACD.

SHARED RESPONSIBILITY FOR ACADEMIC HONESTY

Teachers, parents and students must understand, accept, and share responsibilities if this policy is to be effective.

STUDENT RESPONSIBILITIES

The student will:

            set aside sufficient time to study

            participate actively in class and attend regularly

            protect work–do not lend or borrow homework

            not look at another test or allow his or her test to be seen

            not talk during a test or about the test until all classes have had a chance to take it

            not represent as his own the work of a parent, brother, sister, or anyone else

            not change a test item in any way when the testis returned for review

            not allow one member of a team to do the whole task

            learn how to attribute work properly by citation, footnote, and bibliography

PARENTAL RESPONSIBILITIES

The parent will:

            communicate to the child values of moral and ethical behavior

            refrain from placing undue pressure for high grades

            be aware of a student’s need for a quiet time a place for study

            support the student’s efforts, but not edit, type, or in any other way do the work

            encourage wise use of time

TEACHER RESPONSIBILITIES

The teacher will:

            make the classroom policy known to all students

            be specific as to whether work is to be cooperative or individual

            prepare students for tests and test on test days

            inform students if unannounced tests will be used in the  course

            carefully proctor tests

            secure grade book and mark documents so that grades are private and safe

CONSEQUENCES

The consequences of cheating are the following:

Cheating on test or homework:

First Instance:

The student will receive an “F” on the assignment or test.

The teacher will confer with the student and notify the parent of the incident and its consequences.

 

Second Instance:

As listed in the first instance and one or more of the following:

A conference will be scheduled with administrator, parent, teacher, and student.

The semester mark will be a 55.

If it is an advanced placement course, student will be removed.

 

 

****Grading policy will be reviewed and updated on an annual basis.*****