PTHS Student Handbook 2020-2021

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INTERPRETATION OF LETTER GRADES Semester grades must be calculated using percentages. Plus and minus symbols may be used in all grade reporting. In figuring the semester grade, the comprehensive semester grade will reflect student learning throughout the entire semester, including any final summative assessment administered. A final summative assessment can count for up to 20% of the semester grade. Each department may decide the percentage for the summative assessment; however the percentage must be consistent within common classes. Each semester grade will stand on its own. There will be no conditional grades given. An “I” indicates that work has not been satisfactorily completed. Incomplete grades may be given only for health reasons or circumstances approved by the administration. Incomplete work must be completed within two weeks after the close of the grading period unless approved by administration. All incomplete assignments, tests, and exams will be recorded as a “0” if the student does not complete the work within the required make-up time frame.

CRITERIA FOR DETERMINING GRADES What does it mean to earn a/an

Characteristics of work to earn that grade…

Superior command of the knowledge, skills, and practices embodied by the content-area standards assessed within course. • Assessment scores indicate a superior level of understanding of concepts and skills. • Oral performance/evaluations demonstrate high level of fluency, accuracy, and good pronunciation. • Assignments are on time, complete, well organized, and of superior quality and show attention to detail. • Learning goals are fully or consistently met and exceeded. Solid command of the knowledge, skills, and practices embodied by the content-area standards assessed within course. • Assessment scores indicate a solid grasp of concepts and skills. • Oral performance/evaluations demonstrate good level of fluency, accuracy, and pronunciation. • Assignments are generally on time, complete, thorough, and organized with some attention to detail. • Most of the learning goals are fully or consistently met. Partial command of the knowledge, skills, and practices embodied by the content-area standards assessed within course. • Assessment scores indicate partial acquisition of skills and concepts. • Oral performance/evaluations demonstrate a satisfactory level of fluency, accuracy, and fair pronunciation. • Assignments are generally complete, but quality, thoroughness, timeliness, and organization vary. • More than half of the learning goals are fully or consistently met. Limited command of the knowledge, skills, and practices embodied by the content-area standards assessed within course. • Assessment scores indicate limited acquisition of skills and concepts. • Oral performance/evaluations demonstrate a weak level of fluency and accuracy and poor

A (100 – 92%)

B (91 – 83%)

C (82 – 74%)

D

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