• Grading Policy

     
    Grading Practices
     
    The Humble Independent School District affirms its stand on academic emphasis in the grading practices. The actual grade reflecting the student's relative mastery of an assignment will be recorded and averaged to determine nine weeks grades. 
     
    Students in Kindergarten, first and second grade will be evaluated using a developmental continuum.
     
    The following grade scale is used in grades 3-5 to assess reading, composition/grammar, spelling, mathematics, science and social studies:
    90-100 - A
    80-89   - B
    70-79   - C
     0-69    - F    
    Grades are based on combinations of the following:
    • Tests administered during the grading period
    • Notebooks, reports, and other class projects
    • Classroom participation, daily work, and homework
    • Quality of work
    • Promptness in fulfilling assignments
     
    The comprehensive performance of students in grades 3-5 will be assessed for physical education, music, art, PE conduct, music conduct, and classroom conduct using the following scale:
    E (excellent)
    S (satisfactory)
    N (needs improvement)
    U (unsatisfactory)
    Work habits influence academic performance, and thereby influence mastery of the essential elements of the curriculum. The assessment of these learner characteristics is based on teacher observation of established expectations. Social behavior is related to the conduct grade recorded. Conduct grades are based on the student's compliance with the Humble ISD Discipline Plan and the rules of the campus and classrooms. Participation plays an important part in computing E, S, N, and U grades. Inappropriate attire impacts participation and jeopardizes safety. 
     
    Re-teaching/Reassessment
    The intent of Humble Independent School District's re-teaching/reassessment practice is to ensure that students have an opportunity to master the District's curricular objectives. Re-teaching in the District may be integrated into lessons during guided practice and may be a part of the explanation phase when checking for understanding is done. The teacher will determine when re-teaching should be scheduled. For critical skills, it will be done immediately; for recurring sills, it may deferred.