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Bookmark not defined.0-11  \nReteaching/Regrading Guidelines 111  \nHomework Policy Error! Bookmark not defined.1-13  \nTimeline for Grade Reporting Error! Bookmark not defined.4  \nReport Cards/Grade Reports 144  \nProgress Reports Error! Bookmark not defined.4  \nTimely Posting of Grades Error! Bookmark not defined.4  \nTutorials 15  \nSTAAR/EOC Accelerated Instruction 15  \nParent-Teacher Communication 16  \nPromotion, Retention, and Placement 17  \nGrade Level Requirements EIE (Local Policy) 177 Discrimination Policy 18  \nRevision History 18-19  \n*Latest Update: July 21, 2026  \nIntroduction  \nThis document is intended to define the philosophy, purpose and procedures behind the grading practices adopted by Duncanville ISD for the core content areas (English, math, science, social studies, and world languages) . Additionally guidance is provided for grading in elective courses. As you read this document, focus on the common understanding that grades should only convey what a student knows and what a student is able to demonstrate as related to the academic standards. Grades are for the purpose of providing students and parents with meaningful feedback on student learning and with documentation of academic progress. Additionally, grading and academic progress also inform instructional decisions to support student achievement. “Parent” includes a guardian, conservator, or other person having lawful control of a student.  \nBeliefs and Practices  \nAs educators in Duncanville ISD, we are committed to grading practices that support the learning process, that encourage student success, and that accurately reflect students’ progress toward mastery of the state standards, the Texas Essential Knowledge and Skills (TEKS) . Our beliefs about learning and grading practices are grounded in the following statements:  \n● All students can learn.  \n● Students learn in different ways.  \n● Students learn in different time frames.  \n● Errors are inherent to the learning process.  \n● Assessment is a process for providing feedback that influences learning.  \n● Grades should accurately reflect mastery of the standards (TEKS and AP standards) .  \nAs evidence of the district commitment to these beliefs, the following grading and assessment practices were implemented in the 2017-18 academic year. These remain district expectations for the 2026-2027 school year.  \n● All assignments and assessments are aligned to learning standards.  \n● All student grades are reflective of student learning.  \n● Expectations for student learning should not be compromised by failure to meet deadlines. If a student misses a deadline, the student is still expected to master the content.  \n● Students are expected to complete all assignments on time and in their entirety.  \nGrade Reporting  \nThe District shall determine instructional objectives that align to the Texas Essential Knowledge and Skills for grade level subjects or courses. These objectives shall address the skills needed for successful performance in the next grade or next course in a sequence of courses. Reduction or threat of reduction of grades or academic standing for disciplinary purposes shall not be used.  \nAcademic Honesty  \nStudents found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during ","cbCaifUb97ICspy5","https://ap.wps.com/l/cbCaifUb97ICspy5","pdf",487300,"English","# Introduction\n# Beliefs and Practices\n# Grade Reporting\n## Academic Honesty\n## Guidelines for Minimum Number of Grades\n## Grading Categories and Weighting\n# Grading Components\n# Late Assignments and Make-Up Work\n# Guidelines for Grading Periods\n## Semester Averages\n## Reteaching/Regrading Guidelines\n# Homework Policy\n# Timeline for Grade Reporting\n# Report Cards/Grade Reports\n## Progress Reports\n## Timely Posting of Grades\n# Tutorials\n## STAAR/EOC Accelerated Instruction\n## Parent-Teacher Communication\n# Promotion, Retention, and Placement\n# Grade Level Requirements and Policies\n# Revision History","[{\"question\":\"What is the purpose of grading in Duncanville ISD under these guidelines?\",\"answer\":\"Grades are intended to convey what a student knows and can demonstrate relative to academic standards, providing meaningful feedback and documentation of progress. Grading and academic progress also support instructional decisions to improve student achievement.\"},{\"question\":\"How do the guidelines define academic dishonesty and its consequences?\",\"answer\":\"Academic dishonesty includes cheating or copying, plagiarism, and unauthorized communication during an examination. Penalties can include grade penalties on assignments or tests and disciplinary actions, with state-assessment dishonesty potentially leading to non-scoring and reassessment later.\"},{\"question\":\"What are the minimum grading requirements during each grading period?\",\"answer\":\"The district requires a sufficient number of grades to accurately reflect each student’s progress, selected from tests, quizzes, graded homework, participation, assignments, and performance grades. The minimum numbers vary by grade level, including specified weekly requirements for PreK/K and grades 1 through 2-5.\"}]","Duncanville ISD Grades PK-12 2026-2027 Grading Guidelines | PDF",1790802081]