The most significant information a grade should convey is to indicate clearly at what level a student has met the learning goals for the course--Can they do science? Do they know science?

It is my firm belief that every student can meet minimum learning goals in science, and it is my commitment to provide a variety of the best learning opportunities for all students to work toward, meet, and exceed those goals. This does not mean that students will be able to meet those goals without effort. For some students, the minimum will be a challenge. Minimum goals set a floor for expected achievement for all students, with lots of room to grow, stretch, and expand beyond as the student desires. It is hoped that all students will strive to do far more than the minimum required.

There are many examples of minimum standards in place in the everyday world--minimum scores needed to pass the bar, get a nursing certificate, or earn a drivers license. Can you do the work, or not? Have you met the goals, or not?

Grades on assignments and assessments will be A, B, or C, or an I will be given indicating that minimum standards have not been met. No "D" or "F" is given, as a "D" grade is considered to be below the standards to which everyone is held. Work that is below the 70% standard will be marked "I" for incomplete, and will need to be brought up to standards before any grade is assigned to your work for the course. Doing substandard work in class, just like in the work world, is not acceptable. A student can fail if he/she allows it to happen, but he/she will never receive a D or an F grade on any work done. Any "I" remaining on a student's record means no credit will be earned for the course until the missing or substandard work is completed to standards.

Individual achievement of stated learning goals will be the primary basis for assignment of grades. Students will always know beforehand what goals and objectives they will be expected to meet, and will have ample practice working toward those goals.

To the extent possible, the grade each student earns will be a fair reflection of his/her achievement of the learning objectives/goals. If the student feels that the grade is not a true reflection of his/her achievement of the learning goals, they can demonstrate their level of achievement and earn a higher grade as described below.

Homework, practice quizzes, pretests, seat work, and other such activities will be used to guide instruction and to provide feedback to students. Students are expected to complete all assigned work. Assigned, non-graded work that is not completed will be identified as "I." A student who does not attend closely to practice work will not likely be able to meet standards when assessed.

Written tests used to determine level of achievement will usually consist of two parts graded separately. The first part will assess minimum achievement of the basic learning goals of the unit. A score of 70% or above on this portion earns at least a "C" grade, indicating that the student has met the minimum standards for the learning unit. If the 70% standard is not met, the test will be designated as "I," meaning there is "Insufficient evidence" of achievement of the basic goals. Students receiving an "I" will be given additional instruction in order that they can meet the minimum standards, and will be reassessed following the additional instruction. Students receiving an "I" may be asked to participate in alternative learning sessions with the teacher outside of class before school, during advisory time, or after school in order to help them meet minimum standards.

The second part of the test will assess the learning goals and objectives at a more advanced level. If the student scored at least 70% on the first part of the test, a score of 50% on the second portion earns a "B" grade, and a score of 75% earns an "A." In the very unlikely event that a student demonstrates proficiency on the advanced portion, but not on the basic portion, the teacher will determine a fair grade for the achievement demonstrated.

Assessments other than tests will be used as appropriate to the subject matter. A minimum score of 70% will be the standard to which students are held accountable on alternative assessments. Students will be given a scoring rubric at the time the alternative assessment is announced so they will know exactly what level of performance will be required in order to meet standards.

All grades are entered in the gradebook in pencil--that is, they can always be improved if the student takes the initiative. Students can contact the teacher at any time prior to the end of the term to request another assessment to demonstrate that they have achieved goals that they did not meet earlier. In simple terms, students can retest or redo alternative assessments after appropriate remedial instruction to earn higher grades at their option.