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The document emphasizes academic excellence, student belonging, operational stewardship, and staff capacity through aligned systems and professional learning. It provides governing grading policy rules, including how teachers reflect relative mastery, restrictions on minimum grades regardless of work quality, and provisions for reasonable retesting or redo after failing grades. 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Supporting Staff. Strengthening Community.  \nCore Values-Fundamental Beliefs  \n● Excellence: We hold high expectations for ourselves and others, pursuing continuous improvement and delivering work that reflects our commitment to students  \n● Service: We serve through responsible leadership, teamwork, and a shared commitment to our students.  \n● Gratitude: We lead with appreciation, recognizing progress, effort, and contributions.  \n● Optimism: We approach challenges with a forward-looking mindset and believe every learner can grow with the right support and opportunities. (Operate from what is working)  \n● Relationships: We build trust through respect, clarity, and consistency.  \nBoard of Trustees Commitments  \n1. We are committed to providing safe, secure, and supportive environments for working and learning.  \n2. We are committed to maximizing achievements for all students.  \n3. We recognize the invaluable contributions of our teachers and staff and are dedicated to supporting their professional growth and well-belong.  \n4. We are committed to providing appropriate and innovative resources and curriculum.  \n5. We are committed to exercising fiscal responsibility for the long-term benefit of the parents, guardians, citizens, and employees of the District.  \n6. We believe that public education is best defined by the local community, with limited government involvement.  \nRevised: May 22, 2026 1  \n\n| Goals and Objectives |\n| --- |\n| Purpose-Academic Excellence\u003Cbr>All students receive high quality instruction, achieve academic growth and are prepared for their next step.\u003Cbr>● Increase College, Career, and Military Readiness from 72% in 2025 to 85% in 2029.\u003Cbr>● Increase the percentage of 3rd graders performing at or above grade-level peers on a Nationally Normed Reading Assessment from 62% in 2025 to 68% by 2029.\u003Cbr>● Increase the percentage of 3rd graders performing at or above grade-level peers on a Nationally Normed Math Assessment from 62% in 2025 to 68% by 2029.\u003Cbr>● Strengthen instructional consistency across all campuses through aligned practices that support rigorous learning for every student.\u003Cbr>● Develop targeted supports for high-need student population groups such as Special Education and Emergent Bilingual to improve the student learning experience, outcomes and campus capacity. |\n| Purpose-Student Experience\u003Cbr>Every student experiences a strong sense of belonging and the support needed to achieve academic growth.\u003Cbr>● Implement consistent, campus-based systems that promote student belonging and positive recognition.\u003Cbr>● Design and lead classroom cultures grounded in strong student relationships, predictable routines, and purposeful mentoring and support.\u003Cbr>● Enhance the experience in student programs such as Advanced Academics, Career and Technology, Fine Arts, and Athletics by strengthening engagement and building meaningful connections between students and staff. |\n| Purpose-Operational Stewardship\u003Cbr>District Operations are efficient, reliable, and aligned to instructional and organizational priorities.\u003Cbr>● Align operations, finance, and facilities decisions with instructional and organizational priorities.\u003Cbr>● Increase public trust by making our financial practices and decision-making more understandable and accessible to the community. |\n| People\u003Cbr>SCUC attracts and retains exceptional employees by investing in the employee experience.\u003Cbr>● Align compensation, benefits, and support systems to remain competitive and to support a stable workforce.\u003Cbr>● Strengthen staff capacity in high-need areas by providing targeted professional learning, cross-training, resources, and coaching that build consistent performance and behavioral practices.\u003Cbr>● Establish a clear, shared definition of excellence to align expectations, practices, and supports district-wide.\u003Cbr>","cbCaiuuePShoBs2z","https://ap.wps.com/l/cbCaiuuePShoBs2z","pdf",921806,27,"English","# Goals and Objectives\n## Purpose-Academic Excellence\n## Purpose-Student Experience\n## Purpose-Operational Stewardship\n# Board Policy\n## EIA (LEGAL) Grading Policy\n## EIA (LOCAL) Grading Policy\n## Additional Board Policies related to grading\n# Student Mastery of Learning","[{\"question\":\"What principle must a classroom teacher follow when assigning grades?\",\"answer\":\"A teacher must assign a grade that reflects the student’s relative mastery of an assignment.\"},{\"question\":\"Does the grading policy require minimum grades regardless of work quality?\",\"answer\":\"No. The policy may not require a minimum grade for an assignment without regard to the student’s quality of work.\"},{\"question\":\"What opportunity does a student have after receiving a failing grade?\",\"answer\":\"The policy may allow the student a reasonable opportunity to make up or redo the class assignment or examination to improve the result.\"}]","SCUC ISD Secondary Grading Guidelines 2025-26 - Board Policy EIA Grading Policy | PDF",1790481536,68]