BENJAMIN BANNEKER ACADEMY FOR COMMUNITY DEVELOPMENT GRADING POLICY
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.
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.
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:
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 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 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.
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.
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.
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:
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.
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.
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.
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
Regents Science Classes
Advanced Placement (AP) Biology, Chemistry, and Environmental Science
Syracuse Dual Credit Classes TBD
Focus: To improve student resilience and confidence on rigorous mathematical tasks to encourage productive struggle on and change mindsets toward assessments
Focus: To improve the overall awareness of each student’s mental, physical and social well being.
Focus: To improve the overall physical abilities of each student through behavioral and physical practices.
Focus: To develop critical and analytical thinkers and leaders through the use of common discussion-based protocols and evidence-based learning
Focus: To encourage the use of the target language within and beyond the academic setting and to expose students to the target culture while promoting student achievement within all four domains (listening, reading, speaking, writing)
Focus: To deliver an engaging and accessible technology based arts curriculum to scholars of all backgrounds and levels.
Focus: To Improve the higher order cognitive ability of each student through a focus on close reading and annotation skills.
* 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?
*Advanced Placement (AP) English Literature & Composition
“The breakdown of your marking period grade is as follows:
10% – Class Participation
20% – Formative assessments, prepared oral reports, including objective tests that
assess for basic understanding of assigned readings
20% – Summative assessments, which simulate testing conditions for the AP Exam
50% – Essays/Exams/Projects”
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
*Stony Brook Journalism
Class Participation = 10%
Current Events = 20%
Projects = 20%
Homework = 10%
Classwork = 10%
Exams = 30%
***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:
* 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.
The student will:
The parent will:
The teacher will:
The consequences of cheating are the following:
Cheating on test or homework:
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.
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.*****