Grading Policy

BENJAMIN BANNEKER ACADEMY FOR COMMUNITY DEVELOPMENT GRADING POLICY

2017-2018

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

The mission of Benjamin Banneker Academy for Community Development is to provide rigorous, student centered instruction in every classroom and to instill intellectual curiosity and excellence, integrity and cultural awareness in every student. Through student programs and strategic partnerships, we seek to create opportunities for college access, lifelong learning and fulfilling careers. We will provide opportunities for members of our community to share ideas and resources aligned to enhance the educational experience for our scholars.  We are dedicated to creating and maintaining a supportive and collaborative learning environment that encourages our students’ physical, social, emotional and academic growth. Creating opportunities for our students to engage in technology based learning for the 21st century.  In addition, we will enhance our professional learning community where teachers collaborate to improve their instruction and student outcomes.

INSTRUCTIONAL FOCUS

Scholars will use evidence to support claims and refute counter-claims through student centered instruction, have opportunities to engage in intellectual risk in the classroom, build stronger literacy skills in all content areas, give and receive actionable feedback and develop their ability to work collaboratively and communicate effectively to support preparedness for college and beyond.

 

 

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 counselor and administrative team.
  3. Honor roll is determined based upon the calculation of the student’s Unweighted GPA at the end of each term.

REPORT CARDS/PROGRESS MONITORING

Report cards are distributed to students in school six times a year. Reports In January and June demonstrate students final grades where students receive credit.  At times during the school year, progress reports can be printed out for parents that can be used as catalyst for discussions during parent teacher conferences. Parents can use Pupilpath as a forum to obtain grade and attendance information.

 

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 and MEC Pipeline.  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.

 

DEPARTMENT GRADING

Science

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

Science Lab

  • 100% Labs

 

Math

  • 40% Examinations
  • 20% Tasks/Projects
  • 20% Homework
  • 20% Classwork & Participation

 

Physical Education

  • 40% Summative Assessment
  • 30% Practical Application
  • 30% Classroom Environment

 

Social Studies

  • 40% Examinations
  • 30% Projects
  • 20 % Homework
  • 10% Class Participation

 

Foreign Language

  • 50% Examinations
  • 30% Projects/Homework
  • 20 % Class Participation

 

Arts Department

  • 30% Projects/Exhibits
  • 30% Presentation/Performances
  • 20% Exams/Quizzes
  • 10% Homework
  • 10% Attendance

 

ELA Department

  • 30% Examinations
  • 30% Essays/Projects
  • 20% Classroom quiz
  • 10% Homework
  • 10% Attendance/ Class Participation

 

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.