Grade Scale

Coursework, curriculum and all textbooks are aligned with the B.E.S.T. Standards and state requirements. In addition, the student-centered curriculum is enhanced with data-driven instruction that is both diagnostic and differentiated.  Lessons involve hands-on classroom activities that incorporate relevant life experiences and educationally beneficial homework assignments. The integration of technology into the curriculum enhances the educational experience and allows for real world connections and application of concepts learned.

Classroom teachers provide help sessions, tutorials and test preparation after school. Students are encouraged to take advantage of this additional help to ensure their success in core subject areas.

Teachers will NOT “teach the test”. Assessments and student work samples will measure benchmark mastery and will determine individual instructional needs. We feel that students who are exposed to the B.E.S.T. Standards as a part of their everyday curriculum will ultimately perform more effectively on the test, because the test becomes second nature to them. Students will participate in a multitude of activities designed for creativity, interest and positive performance in the classroom and on the State Progress Monitoring Plans.

Grade Scale:

In arriving at the academic grades of all students, teachers are expected to carefully distinguish between the academic grade and the student's conduct. All progress reports shall provide some form of evaluation concerning the student's conduct or deportment. In no case shall the student receive an academic grade which is contingent upon his/her conduct.

Letter Grade	Percentage Equivalent	Progress Description
Grade “A”	90% through 100%	Outstanding Progress
Grade “B”	80% through 89%	Above Average Progress.
Grade “C”	70% through 79%	Average Progress
Grade “D”	60% through 69%	Lowest Acceptable Progress
Grade “F”	0% through 59%	Failure
Grade “I”	0%	Incomplete

 

The State Grade Point Average, Cumulative is used to determine if the student has met the state high school graduation requirements of a minimum of 24 credits and a 2.0 GPA based on a 4.0 scale.

This grade point average is calculated as specified in Section 1003.437, F.S., by assigning quality points of “A” = 4, “B” = 3, “C” = 2, “D” = 1, “F” = 0, and “Incomplete” = 0 to the letter grades displayed on the automated permanent record (“+” and “-” signs are ignored).

Grades of NG (No Grade Assigned), W P (W withdrew Passing), and WF (Withdrew Failing) are not applicable for inclusion in the Grade Point Average State, Cumulative

The report card provides a grade for the student's academic performance in each class or course, the student's conduct and the student's attendance.  Student evaluations are reported to parents as a formal student report card at quarter intervals.  Each report card contains information regarding a student's performance at grade level or below, behavior and attendance.  The final report card contains information regarding a student's promotion or non-promotion.

Interim Progress Reports:
Interim progress reports are to be issued near the midpoint of the quarter grading period.

Interim conferences or written progress reports or both are recommended for those students having such need of them.

Middle grade students enrolled in high school Algebra I must take and pass the statewide standardized EOC assessment to earn high school credit. Also, the Algebra 1 EOC assessment will constitute a percentage of the student’s final course grade (based on individual district requirements).

Middle grade students enrolled in high school Algebra I must pass the statewide standardized EOC assessment to qualify for a standard high school diploma. However, if the middle grades student does not pass the EOC assessment in middle school, the student will have multiple opportunities in high school to retake the course and/or the assessment.

Middle grade students enrolled in high school Geometry, or Biology I must take the statewide, standardized EOC assessment, and the results of the EOC assessment must constitute a percentage of the student’s final course grade (based on individual district requirements). Students must pass the course but are not required to pass the EOC assessment to earn high school credit.

Neither middle grade students nor high school students enrolled in high school geometry are required to pass the statewide, standardized EOC assessment to qualify for a standard high school diploma scholar designation.