Grading Policy

The Humble ISD 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 the nine weeks grade.
Students in pre‐kindergarten, kindergarten, first and second grades will be evaluated using a developmental continuum. The following grading scale is used in grades 3-5 to assess reading/language arts, mathematics, science, and social studies:
  • 90 – 100   A
  • 80 – 89  B
  • 70 – 79  C
  • 0 – 69    Failing
The comprehensive performance of students in grades 3-5 will be assessed for physical education, music, penmanship, 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.  
  • Late Work  

Assignments and tests must be completed and turned in on the assigned date in order to receive full credit. In an effort for the student's work to reflect mastery of the content presented in the assignment, no more than 10 points will be deducted for late work. 

  • Re‐teaching/Reassessment  

The intent of Humble ISD's reteaching/reassessment policy 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 my be a part of the explanation phase when checking for understanding is done. Within a campus-wide process each teacher will determine when re-teaching should be scheduled. For critical skills, it will be done immediately; for recurring skills, it may be deferred. 

  • Reassessing Individuals 

After reteaching, the teacher may use a variety of reassessment techniques to determine mastery. These techniques may include oral questioning, retesting, demonstration, an additional assignment, or an alternative for the assignment. This applies to all forms of assessment. If a teacher chooses to retest an individual to determine mastery, an average of the two grades or the higher of the two grades shall be used in calculating the grade-cycle average. 

  • Reassessing Groups 

An entire class or group will be retaught and reassessed when the teacher determines that half (50%) or more of the class have failed to perform at mastery level (70%). The higher of the two grades shall be recorded for each class member. 

  • Tutorials 

The purpose of tutorials is to provide additional direct instruction and other assistance for students who are experiencing difficulty in the regular classroom.