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Beginning March 8, the District is migrating to a new web site.  The new website should be fully available at (or by Saturday morning (March 9).  Content on this site will remain in archive form only; this site is no longer being actively updated.  Content from here will be moved to the new site, but it will take some time; once content has been moved, it may disappear from this old site to avoid confusion.
Thank you for your patience during this process.

Posted:  03 / 08 / 2019 - 5:04pm ~~ Upated:  03 / 09 / 2019 - 8:52pm

Grading Guidelines

Below are the Grading Guidelines. If you would like to download a PDF of the guidelines, then please pdfclick here.


Secondary Grading Practices


The revised guidelines contained in this document reflect the newly amended Chapter 4 Regulations and the Danielson Framework for Teacher Effectiveness.  The goals of the guidelines are to 1) Provide a common grading framework across classrooms and buildings. 2) Be responsible to the accountability requirements being placed upon public schools by the State and Federal Governments and 3) Have a system that measures student achievement toward the mastery of the PA Core Standards.

Grading Guidelines

  1. Grades shall be determined to ensure that the grade each student receives is a fair reflection of his or her skills and knowledge using a variety of assessment tools.
    1. Follow specially designed instruction/guidelines as outlines in respective documents (IEP/GIEP,LIEP/504) for students with exceptional learning needs.
    2. Follow individual guidelines on a case by case basis for students who participate in Homebound instruction.
  2. Grading procedures shall be directly related to clear criteria and standards that show evidence of student contribution to their development.
    1. Grades will be based on specified criteria, and students will be informed of those criteria prior to the summative assessment.
    2. Individual achievement of skills and knowledge shall be the only basis for grades.
  3. Effort, participation, attitude, and other behaviors shall not be included in the grades, but shall be reported separately as Student as Responsible Learner goals.  Progress monitoring sheets may be used to address student work skills and responsibility.
  4. Late/Incomplete summative work (i.e. projects, essays, labs, etc.) will be handled as follows:
    1. Teachers will set due dates and deadlines for all summative assessments and homework that will be part of a student’s grade.  Due dates and deadlines must be clearly stated at the beginning of the unit for students.
    2. Students are expected to complete all required work an d will be given opportunities to do so. It is the students’ responsibility to work with the instructor and identify missed assignments.  Teachers will notify students and parents of missed work.  Teachers will provide students and parents with progress monitoring sheets indicating missing work.
    3. Work handed in late, if penalized, shall not exceed 2% per day.
    4. Students shall have five days to make-up any missed work.  Additional days may be granted by teacher or administrator based on circumstances.
    5. Teachers may exempt students from penalties for extenuating circumstances.
    6. Care should be taken to ensure that penalties (if used) do not distort achievement or motivation.

      If a student refuses or fails to make up summative assessments, teachers will do the following:
      1. Parents would be notified
      2. Re-teaching opportunities  shall be provided.
      3. Administration should be notified
  5. Absences shall be handled as follows:
    1. Students shall not be penalized for absence.
    2. Absent students shall be given make-up opportunities for all missed summative assessments without penalty
  6. Teachers shall grade and/or provided feedback on summative assessments within a reasonable amount of time.
    1. Feedback on formative assessments should be immediate and ongoing.
    2. Scores from summative assessments only shall be included in course grades.

      Formative assessments are used to monitor student learning to provide ongoing feedback that can be used by teachers to improve their instruction and by students to improve their learning.  i.e. discussion for checking of understanding concepts, polls, quizzes

      Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the end of a defined instructional period by comparing to a set of standards.  i.e. midterm exam, final project
  7. Students will be required to remediate prior to reassessment. When reassessment measures are made, the following criteria should apply:
    1. Re-teaching of material should occur for all students who have not demonstrated the acquisition of the identified content.
    2. Teachers may use the following model for re-testing and grading:

      Minimal Performance Model
       1. Students achieving a grade of 81% or above will not have the option to re-test.

      2. A maximum grade of 80% can be earned if re-testing
      *The model used must be identified at the beginning of the course. written in the course syllabus, and used for all students.

    3. Alternative assessment options can be provided in order for the student to reflect his/her knowledge.
    4. Retaking of the entire assessment is not always necessary. Teachers are encouraged to reassess areas where students fall below proficiency level.
    5. It is required that parents be informed of any re-teaching, remediation, or retesting that occurs.
    6. Teachers will notify parents of any student scoring below 69%.
  8. Teachers shall use quality assessment instruments. (see glossary).
  9. Where feasible, students shall be involved in decisions about methods of assessment.
    1. Teachers will provide to students and parents a written overview of course requirements and expectations, including assessments measures and grading, during the first week of classes in each course.
    2. Teachers will provide students with a scoring guide before each summative assessment is administered.
    3. Self assessment and the monitoring of progress by students is a component of the overall assessment process.
  10. Homework is a formative assessment tool designed to provide feedback to the instructor and provide practice opportunities to the student.
    1. Teacher’s may select a homework format from the following models

      Option 1 Option 2
      Value Added Percentage Value
      For every three homework assignments completed, (with reasonable effort) the student will receive 1 point that can be added to a summative grade. The value of homework should not exceed 15% of a student’s total grade

    2. Summative assessments that may be completed at home are not considered “homework.”
  11. It is encouraged that parent comments are utilized on report cards. It is also recommended that parent phone calls and progress reports are used throughout the reporting period.


Last modified on Monday, 27 August 2018 21:11

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