Grading Policies
2026-2027 Grading Administrative Regulations for Reporting Student Progress
Roscoe Wilson Elementary
The primary purpose of grades is to measure and communicate what a student knows, understands, and can do as a result of the student’s learning; a secondary purpose for grades is to provide teachers with information for instructional planning. Additionally, grading provides a level of clarity and consistency in assessment practices throughout the district.
Campus leadership teams shall, before the beginning of the 2026-2027 school year, develop Campus Grading Policies based on the LISD Grading Administrative Regulations. Each Campus’ Grading Policy shall be submitted to the appropriate Executive Principal for approval. Deviations from the LISD Grading Administrative Regulations may be accepted at the discretion of the Executive Principal and the Chief Academic Officer.
Campuses will communicate their Campus Grading Policy to all stakeholders on an annual basis at the beginning of the school year EIA(LOCAL). The Campus Grading Policy shall also be posted on campus websites.
The following administrative regulations were developed with input and feedback from the district’s Assessment and Grading Committee with input from stakeholders. These administrative regulations will be reviewed on an annual basis.
LISD Grading Administrative Regulations, in accordance with legal and local grading policies, are as follows:
Report Cards - The purpose of report card grades is to communicate the student’s level of mastery of the designated Texas Essential Knowledge and Skills (TEKS)‐based instructional objectives. EIA (LEGAL)
A student’s 504 Plan or Individualized Education Program (IEP) determines the appropriate application of these administrative regulations. EIE (LOCAL)
For students who have modified curriculum in any one or more content areas, the general education and/or special education teacher should apply the appropriate code to the student’s report card.
Progress Reports - Interim progress reports shall be issued for all students after the third and sixth week of each grading period. EIA (LOCAL)
Gradebook - All grades recorded in the gradebook will relate directly to one or more TEKS‐based instructional objectives. EIA (LOCAL)
Gradebook
Students will have a minimum of 9 grades in the content area of Math and 9 grades in the content area of Reading each nine weeks, and the grades should be evenly distributed throughout the grading period.
Students will have a minimum of 6 grades in the content area of Social Studies and 6 grades in the content area of Science each nine weeks, and the grades are to be evenly distributed throughout the grading period.
No single grade shall count more than 16.6% of the reported grade for a grading period in Science and Social Studies and no more than 11.1% in Math and Reading.
Grades must be recorded during the nine week period in which the work occurs. Exceptions must be approved by the campus principal.
In order to provide students and parents with timely feedback, grades must be entered into the online gradebook within seven calendar days of the assignment or assessment due date. Exceptions must be approved by the campus principal.
District Assessments
For grades 3 through 5, report cards will report a student’s performance level as either Does not Approach (DNA), Approaches (A), Meets (M), and Masters (Ma). Performance levels will be based on STAAR performance levels from the previous school years.
District assessments will not factor into students’ grades in elementary school.
All Math and Reading district assessments will be given according to the district timelines.
Science and Social Studies district assessments will be administered according to the sequencing of the campus IB-PYP Program of Inquiry (POI).
TIA Pre and Post Tests
The TIA pre test will not count as a grade.
The TIA post test will serve as the 4th nine weeks District Assessment for non-STAAR tested grade levels in the core content areas. This assessment will not count as a grade.
Reteaching/Intervention
If a student scores less than a 70 on an assessment, re-teaching/intervention followed by the opportunity to demonstrate relative mastery of the specific TEKS objectives will occur as defined by EIA (LOCAL). The grade for the second opportunity shall replace the initial grade up to a maximum grade of 80.
Reassessments of student work must be authentic and should differ from the initial assessment, but still include the same TEKS (simply correcting an assessment is not an authentic assessment). Assessments could include, but are not limited to: Common Formative Assessments, exit tickets, and open-ended responses, that are completed independently.
Grade Weights
There will be one category in the gradebook: an assignment category. All grades will carry equal weight within the content area
Artificial Intelligence & Grading
AI should not replace teacher judgment or evaluation. Any AI-generated grades entered in TEAMS must be reviewed by teachers for accuracy. AI-generated feedback to students should not be used in grading constructed responses on district assessments. Administrators, teachers, and staff will remain the experts in providing student feedback and grading. Any district selected and approved AI used for grading must be communicated to students and parents.
Grades Below a 50
In accordance with best practices for grading, it is recommended that no grade below a 50 be recorded in the gradebook.
Homework/Practice
In accordance with best practices for grading, homework assignments intended for practice will not be graded.
Late Work Policy
In accordance with best practices for grading, it is recommended that student grades only reflect student mastery of content. Grades should not reflect student behaviors. No grade penalty will be assigned for late work.