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Policy IKA
The purpose of the grading system will be to establish a common mechanism of scoring to assess a student’s progress.
Scoring shall be an objective measure of how a student is performing in relation to specific material to be learned (as guided by the district curriculum frameworks and the Maine Learning Results). The purpose of scoring shall be to communicate progress toward accomplishment of identified achievement targets. Students should know in advance how scoring will occur in each class and they should know the standards in which they are expected to demonstrate proficiency. To ensure that every student and family has the information and resources they need, our schools, educators, and staff will clearly and consistently communicate all important and relevant information related to the grading system used in South Portland throughout the student’s educational career.
The primary purpose of the scoring system shall be to fairly, clearly, accurately, and consistently communicate learning progress and achievement to students, families, postsecondary institutions, potential employers, and other relevant stakeholders and audiences.
The scoring system will measure, report, and document student proficiency against a set of clearly defined targets in all content areas as well as in communication, collaboration, critical thinking, creativity and innovation, problem solving, initiative and professionalism, and global awareness.
The scoring system will measure, report, and document academic progress and achievement separately from Habits of Work.
Scoring of a student’s work should provide both the student and the teacher with an indication of how well the student is progressing towards proficiency in the targets aligned to the lesson, unit or performance task.
Feedback should be specific and corrective to provide students with information as to where they are in relation to the target, the task, and what they need to do to improve their performance.
Adopted: Prior to 1986
Revised: March 5, 2002
Revised: July 8, 2002
Revised: March 16, 2015
Revised: March 9, 2020
*Please excuse any formatting errors.
