K-1 Grading Information

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

• The first two trimesters are the most accurate representation of student learning.  
• Indicators of student learning generated during the third trimester should not negatively impact students if they are putting forth their best effort toward success.
• Students are to continue to be engaged in their learning as the lesson is presented.

Report of Student Progress/Grading Plan for the Third Trimester:

• Students will continue to progress to end-of-year learning targets through remote learning. Indicators will reflect student understanding and growth. For example, if a student shows continued progress toward an end-of-year goal and it is noted on the report as “P” for Progressing, their end-of-year indicator would remain “P.” If teachers note evidence in meeting or exceeding a standard, then a student would receive an “M” for meeting or an “E” for exceeding, respectively

Examples of the grading assessment can also be found in the chart below.

To view a video detailing the K-1 changes with examples, please click this link.

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

• The first two trimesters are the most accurate representation of student learning.  
• Indicators of student learning and grades generated during the third trimester should not negatively impact students if they are putting forth their best effort toward success.
• Students are to continue to be engaged in their learning as the lesson is presented.

Therefore, a student’s default grade for the trimester will be as follows:

• The average of the first two trimesters will be used if the following conditions are met by the student for the third trimester:
  • The student must finish with a 60% average or higher for the remainder of the third trimester.
  • Failure to finish with a 60% average or higher (i.e. 59% and below) will result in the student receiving a grade of 59% for the third trimester. This grade will be averaged in with the other pertinent grades to arrive at the final grade average.
  • If a student scores above the default average, calculated by taking the average of the first two trimesters grading periods, the student will receive the higher grade.  

Examples of the grading assessment can also be found in the chart below.

To view a video detailing the 2-4 changes with examples, please click this link.

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

• The first three nine-week grading periods are the most accurate representation of student learning for a full-year course.  
• Grades generated during the fourth nine-week grading period should not negatively impact students if they are putting forth their best effort toward success.
• Students must continue to be engaged in their learning as the material presented during the fourth nine weeks will be important for success in future courses.

Therefore, a student’s default grade for the fourth nine-week grading period will be as follows:

• The average of their grades from the first three nine-week grading periods for a full-year course.
• The average of the first three nine weeks will be used if the following conditions are met by the student for the remainder of the fourth nine weeks:
  • The student must finish with a 60% average or higher for the remainder of the fourth nine-weeks.
  • Failure to finish with a 60% average or higher (i.e. 59% and below) will result in the student receiving a grade of 59% for the fourth nine-week grading period. This grade will be averaged in with the other pertinent grades to arrive at the final grade average.
  • If a student scores above the default average, calculated by taking the average of the first three nine-week grading periods for a full-year course, the student will receive the higher grade.

Examples of the grading assessment can also be found in the chart below.

To view a video detailing the 5-6 changes with examples, please click this link.

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

• The first three nine-week grading periods are the most accurate representation of student learning for a full-year course.  
• The first nine-week grading period of a second semester course is a sufficient sample size to represent student performance in that course.  
• Grades generated during the fourth nine-week grading period should not negatively impact students if they are putting forth their best effort toward success.
• Students must continue to be engaged in their learning as the material presented during the fourth nine weeks will be important for success in future courses.

Therefore, a student’s default grade for the fourth nine-week grading period will be as follows:

• The average of their grades from the first three nine-week grading periods for a full-year course.
• The same as their grade from the third nine weeks for a second semester course.
• The average of the first three nine weeks will be used if the following conditions are met by the student for the remainder of the fourth nine-weeks:
  • The student must finish with a 60% average or higher for the remainder of the fourth nine-weeks.
  • Failure to finish with a 60% average or higher (i.e. 59% and below) will result in the student receiving a grade of 59% for the fourth nine-week grading period.  This grade will be averaged in with the other pertinent grades to arrive at the final grade average.
  • If a student scores above the default average, calculated by taking the average of the first three nine-week grading periods for a full year course or by duplicating the percentage of the third nine-weeks for a semester course, the student will receive the higher grade.  
  • Failure to finish with a 60% average or higher for the remainder of the fourth nine-weeks may have implications on course selections for the 2020-2021 school year and requests to change course levels once the school year has started.
  • For eighth grade Technical Education and Family and Consumer Sciences courses: The final rotation of seven-week courses will be graded differently. They will be graded on a Pass/Fail basis due to the fact there are no previous grades.

Examples of the grading assessment can also be found in the chart below. 

To view a video detailing the 7-8 changes with examples, please click this link.

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

The first three nine-week grading periods are the most accurate representation of student learning for a full-year course.   

• The first nine-week grading period of a second semester course is a sufficient sample size to represent student performance in that course.
• Grades generated during the fourth nine-week grading period should not negatively impact students if they are putting forth their best effort toward success.
• Students must continue to be engaged in their learning as the material presented during the fourth nine weeks will be important for success in future courses.
• A pass/fail system was considered for the high school grades; however, doing so could have negative short-term and long-term impacts on Seneca Valley students as it relates to student engagement/motivation, quality point average (QPA), scholarship and grant opportunities, and National Collegiate Athletic Association (NCAA) eligibility, to name a few. 

Therefore, a student’s default grade for the fourth nine-week grading period will be as follows:

• The average of their grades from the first three nine-week grading periods for a full-year course.
• The same as their grade from the third nine weeks for a second semester course.
• The average of the first three nine weeks will be used if the following conditions are met by the student for the remainder of the fourth nine-weeks:
  • The student must finish with a 60% average or higher for the remainder of the fourth nine-weeks.
  • Failure to finish with a 60% average or higher (i.e. 59% and below) will result in the student receiving a grade of 59% for the fourth nine-week grading period.  This grade will be averaged in with the other pertinent grades to arrive at the final grade average.
  • If a student scores above the default average, calculated by taking the average of the first three nine-week grading periods for a full year course or by duplicating the percentage of the third nine-weeks for a semester course, the student will receive the higher grade. 
  • Failure to finish with a 60% average or higher for the remainder of the fourth nine-weeks may have implications on course selections for the 2020-2021 school year and requests to change course levels once the school year has started.

Fourth Nine Weeks Quarterly exams: Quarterly exams will not be given during the fourth nine weeks. Apply the same philosophy and formula to the Quarterly Exam grade. Those fields will be populated with the same percentage as the fourth nine-week grade.

Examples of the grading assessment can also be found in the chart below. 

To view a video detailing the 9-10 changes with examples, please click this link.

Throughout the remainder of this grading period, teachers, school counselors and paraprofessionals will be closely monitoring student performance and reporting to their principals on a weekly basis. In addition, we urge you to reach out to your teachers, school counselors and administrators to discuss any challenges you may be experiencing so that we can assist you; we are here to serve you and support you in any way we can. Knowing that there is no perfect solution in these imperfect times, we will continue to do our best to make decisions that reflect the values and beliefs we hold true within the Seneca Valley School District. As is always the case, individual student and family circumstances will be considered when making grades final.

The following are our grading conclusions:

• The first three nine-week grading periods are the most accurate representation of student learning for a full-year course.   
• The first nine-week grading period of a second semester course is a sufficient sample size to represent student performance in that course.  
• Grades generated during the fourth nine-week grading period should not negatively impact students if they are putting forth their best effort toward success.
• Students must continue to be engaged in their learning as the material presented during the fourth nine weeks will be important for success in future courses.
• A decision to default to a pass/fail system for this fourth nine-week grading period could have negative short-term and long-term impacts on Seneca Valley students as it relates to student engagement/motivation, quality point average (QPA), scholarship and grant opportunities, and National Collegiate Athletic Association (NCAA) eligibility, to name a few.    

Therefore, a student’s default grade for the fourth nine-week grading period will be as follows:

• The average of their grades from the first three nine-week grading periods for a full-year course.
• The same as their grade from the third nine weeks for a second semester course.
• The average of the first three nine weeks will be used if the following conditions are met by the student for the remainder of the fourth nine-weeks:
  • The student must finish with a 60% average or higher for the remainder of the fourth nine-weeks.
  • Failure to finish with a 60% average or higher (i.e. 59% and below) will result in the student receiving a grade of 59% for the fourth nine-week grading period.  This grade will be averaged in with the other pertinent grades to arrive at the final grade average.
  • If a student scores above the default average, calculated by taking the average of the first three nine-week grading periods for a full year course or by duplicating the percentage of the third nine-weeks for a semester course, the student will receive the higher grade. 
  • Failure to finish with a 60% average or higher for the remainder of the fourth nine-weeks may have implications on course selections for the 2020-2021 school year and requests to change course levels once the school year has started.

Fourth Nine Weeks Quarterly exams: Quarterly Exams will not be given during the fourth nine weeks. Apply the same philosophy and formula to the Quarterly Exam grade. Those fields will be populated with the same percentage as the fourth nine-week grade.

Examples of the grading assessment can also be found in the chart below (if viewing on a mobile device, tap on the chart for full view).

To view a video detailing the 11-12 changes with examples, please click this link.