Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 1 of 16
EIA(REGULATION)-X
Grading
Guidelines
Grading guidelines are developed to clarify and ensure adherence to
Board-approved grading policies [see EIA(LEGAL) and EIA(LOCAL)]
and to ensure consistent grading practices across all classrooms and
schools. Grading should be both formative and summative in nature.
To ensure compliance with Board policy, these guidelines should be
reviewed in conjunction with Board policy EIA(LOCAL). These
guidelines are intended to clarify Board policies, not to duplicate all
policy requirements.
To maintain effective communication with stakeholders regarding
grading guidelines, the Superintendent or designee will conduct focus
groups and form a committee when revising or developing district
wide grading procedures. The Academics Division, in collaboration
with the School Leadership Division, will review grading procedures to
ensure compliance with Board policies and regulations related to
grading. The district will communicate the common grading
procedures to campus staff, parents, and students in writing as
directed by the campus principal. Principals will develop procedures
to communicate the campus grading practices and will report student
learning progress to all parents, campus instructional staff, sponsors
of extracurricular activities, and the Executive Director of Leadership.
Teachers will consistently implement common grading procedures in
compliance with this regulation and will communicate the common
grading procedures to parents and students in writing as directed by
the campus principal. Teachers shall provide a written copy of their
grading procedures to students and parents to include opportunities
for tutoring and redoing a failed assignment. The grading guidelines
outlined in this regulation will be used for all students unless
otherwise specified by an ARD or LPAC Committee.
Finality Purposes
Grades should reflect adherence to the purposes for grading outlined
in policy EIA(LOCAL) including equity and access to rigorous
learning, communication, motivation, instructional decision making,
and documentation of learning.
Three Week
Progress
Reports
The District shall provide progress reports to parents or guardians
after the third and sixth week of each grading cycle for all students in
grades 1 through 12. Teachers are encouraged to issue progress
updates to all PreK- 12 students to communicate standards mastery
and provide specific feedback about effort exhibited by the student in
his or her learning. If a student’s performance in any subject or class
is below 70 or whose average is deemed borderline according to
District guidelines it will be recorded and communicated using District-
approved reporting forms and/or software programs.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 2 of 16
EIA(REGULATION)-X
Report Cards
The District shall give notice (written and/or electronic) to parents or
guardians of a student's grades in each subject or course at the end
of each grading cycle as specified by the District calendar. District
grading cycle periods generally follow a standard nine-week cycle,
however, it is not uncommon for grading cycles to vary between eight
and ten week periods. Language in this document will default to
references of nine-week cycles.
Reteach/Retesting
Teachers will formatively assess students on a daily basis. For
students who are not demonstrating mastery (70% or better), grade
recovery will be on-going throughout a cycle. The teacher will reteach
student(s) either during class with a teacher-led small group
instruction or through tutorials within 5 school days. When greater
than 50% of the number of students in a class have not mastered the
TEKS the teacher must reflect on the initial instruction and plan
reteach. Reteach should include different instructional strategies than
what was used initially during the “first teach”. After implementing the
reteach within 5 school days, the teacher will re-assess students and
compare to the initial assessment.
When re-teaching occurs, the teacher will document through the
district grade book. Reteach grades (a maximum of 70) including
reteach grades on exams and quizzes will be entered as the final
grade in the grade book. Reteach grades will be entered in the special
code section, and preceding grades will be entered in the comment
section.
Retest opportunities are available after re-teaching has occurred and
within five school days of receiving the original assessment grade.
For all advanced coursework, including AP, IB and dual credit, the
course syllabus will outline reteach/retest opportunities for each
course. The reteach/retest opportunities must align with higher
education partner institution policies for dual credit and dual
enrollment courses.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 3 of 16
EIA(REGULATION)-X
PreK and
Kindergarten
Grading
Guidelines
PreKindergarten and Kindergarten teachers evaluate student mastery
of district curriculum and state standards by observation and student
performance. This information is communicated to parents on the
PreK and Kindergarten report card and during parent conferences.
The report card is sent to parents every grading cycle. This report
reflects the progress of a student in the areas of:
• Listening and Speaking/Phonological Awareness
• Comprehension
• Writing/Fine Motor
• Social Studies
• Mathematics
• Print Awareness/Reading Readiness
• Work Habits and Social Development
• Science/Health
• Art, Music Physical Education
An explanation of symbols and letters used for Language Arts,
Mathematics, Science/Health, Social Studies, Work Habits and Social
Development is as follows:
PreKindergarten
• Shaded-The skill is not assessed this grading period.
• 1-The skill has been introduced, and the child has shown
consistent success for the grade level expectations.
• 2-The skill has been introduced, and the child meets current
grade level expectations.
• 3-The skill has been introduced, but more practice is required.
Kindergarten
• Shaded-The skill is not assessed this grading period.
• M - The skill has been introduced, and the child consistently
meets current grade level expectations.
• S - The skill has been introduced, and the child is making
satisfactory progress.
• N - The skill has been introduced, but the child needs more
time and assistance.
Homework
Teachers should only provide homework assignments that reinforce
skill building toward the mastery of learning. Reading should be
included in this process, however, should not be graded.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 4 of 16
EIA(REGULATION)-X
Grades 1-5
Grading
Guidelines
A minimum of ten grades per grading cycle period, per subject area
are required to document academic performance. The minimum
number of grades is subject to change based on committee
recommendations.
Grades must be taken during the entire grading period. Teachers are
required to enter/update grades in the district grade book a minimum
of one time per week for each class throughout the course of the
grading cycle.
Homework
Teachers may assign homework that is used to reinforce and support
mastery of learning. Homework should be based only on content
standards previously taught and at a level of difficulty that can be
completed independently by students. Student-parent reading is
encouraged, however, should not be graded.
Test and/or
Project Grades
Teachers should use a variety of assessment methods such as unit
tests, project evaluation, and nine-week tests to determine mastery of
identified content learning standards.
Makeup Work and
Incomplete
Grades Related to
an Absence
Students will be permitted to make up assignments and tests without
grade penalty after an excused or unexcused absence. Giving zeros
as a grade is not a best practice, and, therefore, a zero can be
recorded only after a parent call/notification has been made and the
student has been given two school days for every day missed or two
school days after parent notification to complete the assignments or
tests. An incomplete (I) grade on the nine-week report card will be
recorded if the makeup time has not elapsed prior to the end of the
nine-week period. An incomplete for a nine-week grade that is not
made up by the end of the following grading cycle will be recorded as
the actual grade average earned. Grades of incomplete must be
reviewed by the school’s attendance committee or grade placement
committee. The campus committee will determine the method for
students to remediate the incomplete grade.
Late Work Not
Related to an
Absence
Students must be given at least one opportunity to submit late work
not related to an absence. Late work will be accepted for a maximum
grade of 70.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 5 of 16
EIA(REGULATION)-X
Grade Weights
Grades for each cycle shall be determined by a combination of daily
grades, major grades, and/or projects related to the TEKS. The
following weights will be used to determine nine-week grades as
follows:
Minor Grades:
(8 grade minimum)
Classwork/Assignments/Quizzes
80 percent of grading
cycle period
Major Grades:
Tests/Projects/Products/Benchmark
Exams/Common Assessments
(2 grade minimum)
20 percent of grading
cycle period
Students are graded with numerical grades for:
a. Language Arts (consisting of):
i. Reading (weighted ½)
ii. Writing (weighted ½)
b. Mathematics
c. Science/Health
d. Social Studies
Reading and Writing should be integrated and equally weighted at
50%. Writing should include composition and grammar, with
spelling being part of the composition grade. Handwriting
(penmanship) should not be a numerical grade. Handwriting grades
can be N or S. Art, music, and physical education teachers will
assign grades in their content area for each grading period of the
school year and criteria for grading in these subjects will be based
primarily on classwork.
Elementary
Class / Grade
Level / School
Failure Rates
Teachers with grading cycle failures will develop intervention plans
for struggling students. Teachers with a grading cycle failure rate
greater than ten percent in each subject area will be required to
develop and submit an intervention support plan for struggling
students that will be monitored by the principal or designee.
Schools with a grading cycle failure rate of greater than ten percent
in any grade/subject will be required to develop and submit an
intervention support plan for struggling students that will be
monitored by the Executive Director of Leadership.
Continued school failure rates resulting in greater than five percent
retention of students in any grade level may result in additional
required interventions/supports/consequences. Teachers should be
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 6 of 16
EIA(REGULATION)-X
prepared to provide an update to the campus principal for students
whose grade averages are on the pass/fail borderline of 68–69,
including strategies for academic support for the next grading cycle.
Grades 6-8
Guidelines
Grading of student work should be based on state and district
required learning standards and should provide clear expectations
for mastery that are communicated to and/or co-constructed with
students.
Determining
Classwork
Grades
Classwork should be rigorous and standards-based and should
document cumulative mastery of content area concepts.
Expectations for grading classwork should be clearly communicated
to students. Mastery criteria for projects or other assignments that
are used to evaluate multiple concepts should be clearly
communicated to students using tools such as rubrics or criteria
charts.
Determining
Homework
Grades
Homework is based on learning standards that have previously
been taught in class that must be completed outside the regular
school day and not during the regular class period. Teachers may
assign homework that is used to reinforce and support mastery of
learning. All homework assignments must be designed as a
meaningful part of the educational process and be reviewed by the
teacher. Homework may not be included in the major grade
category nor shall one assignment be counted as a double grade.
When recording grades, primary consideration should be given to
recording homework grades that raise a student’s average, not
lower it.
The cumulative time spent on homework must be reasonable with
the recommended guidelines of no more than one and one-half
hours per night or no more than seven hours per week for all grade-
level subjects/teachers combined. Teachers should collaborate to
determine homework assignments that meet this expectation.
Makeup Work and
Incomplete
Grades Related
to
an Absence
Students will be permitted to make up assignments and tests
without grade penalty after an excused or unexcused absence.
Students will be given at least two regularly scheduled school days
for every day missed to complete the assignments or tests missed
after an absence. An incomplete (I) grade on the nine-week report
card may be recorded if the allotted period has not elapsed prior to
the end of the nine-week grading period. An incomplete for a nine-
week grade must be made up within ten school days, or the actual
grade average earned will be recorded. Principals must be notified
when an incomplete assignment is assigned.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 7 of 16
EIA(REGULATION)-X
Grades of incomplete must be reviewed by the school’s attendance
committee or grade placement committee. The campus committee
will determine the method for students to remediate the incomplete
grade.
Late Work Not
Related to an
Absence
Students must be given at least one opportunity to submit late work
not related to an absence. A maximum of ten points per regularly
scheduled class day may be deducted. After two regularly
scheduled class days, principals may determine whether or not work
will continue to be accepted for a maximum grade of 70.
Teachers will consistently implement procedures for late work in
compliance with this regulation and will communicate the common
grading procedures to parents and students in writing as directed by
the campus principal.
Giving zeros as a grade for late work is not a best practice, and,
therefore, it is recommended that a parent call/notification be made
prior to recording a grade of zero (especially for students for whom
the zero will likely result in a failing grade). Efforts should be made to
assist students in completing missed work.
Test and/or
Project Grades
Teachers should use a variety of assessment methods such as unit
tests, project evaluations, nine-week tests, and the like. There should
be no fewer than three test/major project grades per nine weeks in
each subject area. Projects may assess multiple learning standards
and therefore, more than one grade may be recorded for a project
(based on the scoring rubric). Rubrics used for grading projects will
reflect mastery of identified content learning standards. A cycle
examination shall be administered each nine-week cycle.
Only students with appropriate documentation (such as ARD, LPAC
or 504 documentation) may be exempted from the exam. In cases of
testing irregularity, the school will work with the appropriate district
departments/s to determine appropriate grading for the student.
Number of
Grades
Teachers should record no fewer than 15 grades per subject per
grading period. Grades should be documented weekly. A single
assignment or test may not be counted twice in order to reach 15
grades.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 8 of 16
EIA(REGULATION)-X
Grade Weights for
Determining the
Nine-Week
Report Card
Grade
The following weights will be used to determine nine-week report
card grades:
Minor Grades: Classwork/Homework
(12 grade minimum)
70 percent of grading cycle
period (no more than two
homework grades)
Major Grades:
Tests/Projects/Products/Benchmark
Exams/Common Assessments
Cycle Exam
(3 grade minimum)
30 percent of grading cycle
period (examples:
composition, tests,
benchmarks, common
assessments, research
paper, presentation, report)
Semester Grades
The semester will consist of two nine-week cycles comprising major
and minor grades. An average of both cycle grades within a
semester will be used to calculate semester grade.
High Class /
Grade Level /
School Failure
Rates
Teachers with nine-week and/or semester failures will develop
intervention plans for struggling students. Teachers with a nine-
week and/or semester failure rate of greater than 15 percent in each
subject area will be required to develop and submit an intervention
support plan for struggling students that will be monitored by the
principal/designee.
Schools with a nine-week and/or semester failure rate of greater
than 15 percent in any grade/subject will be required to develop and
submit an intervention support plan for struggling students that will
be monitored by the Executive Director of Leadership.
Continued school failure rates resulting in greater than ten percent
retention of students in any grade level may result in additional re-
quired interventions/supports/consequences.
Teachers should be prepared to provide an update to the campus
principal for students whose grade averages are on the pass/fail
borderline of 68–69, including strategies for academic supports for
the next nine weeks.
High School Credit-
Bearing Courses
Taken in Middle
School
Grades 9-12 Grading Guidelines shall be followed for any course
earning high school course credit toward graduation requirements,
regardless of student’s actual grade of enrollment.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 9 of 16
EIA(REGULATION)-X
Grades 9-12
Grading
Guidelines
Report cards are issued every grading cycle, and grades will be
recorded and communicated using District-approved reporting
forms and/or software programs. Grading of student work should be
based on state- and District-required learning standards and should
provide clear expectations for mastery that are communicated to
and/or co- constructed with students.
Determining
Homework
Grades
Homework is defined as work that is completed outside of class
time and is an extension and/or extra practice related to concepts
taught in class or preparation for a future class. Homework may
help families become more involved with the educational process,
communicate high expectations for students, and help students
develop self-discipline and organizational skills. All homework
assignments must be designed as a meaningful part of the
educational process and must be reviewed by the teacher.
Homework may not be included in the major grade category.
The cumulative time spent on homework must be reasonable with
the recommended guidelines of no more than two hours per night or
ten total hours per week of homework should be assigned across all
subjects/teachers combined, with the exception of students enrolled
in multiple AP courses, who may be assigned up to one hour per
day per AP course with a total per week for all subjects/teachers
combined of no more than 20 hours (considerations may need to be
made based on campuses with block schedules, but the total
number of hours should remain consistent for students). Teachers
should collaborate to determine homework assignments that meet
this expectation.
Determining
Classwork
Grades
Classwork should be rigorous, effort-based, and cumulative to show
mastery of content area concepts such as in projects or rigorous
tasks.
Expectations for grading classwork should be clearly defined
through rubrics or other evaluative tools. Project and/or problem-
based assignments that evaluate mastery of multiple concepts
should be clearly defined in a rubric or criteria chart that is
communicated to/co- constructed with and understood by students.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 10 of 16
EIA(REGULATION)-X
Makeup Work and
Incomplete
Grades Related to
an Absence
Students will be given at least two regularly scheduled class days
(A/B) for every day missed to complete the assignments or tests
missed after an excused or unexcused absence.
An incomplete for the first, second, or third cycles must be made up
within ten school days of the next cycle, or the actual grade average
earned will be recorded. Principals must approve before an
incomplete is assigned. An incomplete will not be accepted for the
fourth grading cycle.
Semester grades of incomplete must be reviewed by the school’s
attendance committee or grade placement committee for the fall
semester. The campus committee will determine the method for
students to remediate the incomplete grade.
Late Work Not
Related to an
Absence
Students must be given the opportunity to submit late work not
related to an absence. Time allowed to submit work will be at
teacher discretion. Late work will be accepted for a maximum grade
of 70.
Teachers will consistently implement procedures for late work in
compliance with this regulation and will communicate the common
grading procedures to parents and students in writing as directed by
the campus principal.
It is recommended that notification be made in Skyward using the
“missing” comment (especially for students for whom the zero will
likely result in a failing cycle grade). Efforts should be made to
assist students in completing missed work.
For all advanced coursework, including AP, IB and dual credit, the
course syllabus will outline the late work policy for the course. The
late work policy for the course must align with higher education
partner institution policies for dual credit and dual enrollment
courses.
Test and/or
Project Grades
Teachers should use a variety of assessment methods such as unit
tests, project evaluations, curriculum-based assessments, and the
like. There should be no fewer than three test/major project grades
per grading cycle in each subject area. Rubrics used for grading
projects will reflect mastery of identified content learning standards.
Students with appropriate documentation (such as ARD, LPAC, or
504 exemptions) may be exempted from the exam.
In cases of testing irregularity, the school will work with the
appropriate district departments/s to determine appropriate grading
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 11 of 16
EIA(REGULATION)-X
for the student.
Number of
Grades
Teachers should record no fewer than one grade per week per
subject, with a minimum of 12 grades per subject per grading period.
Projects may assess multiple learning standards, so one project may
result in multiple grade book entries. Grades should be documented
weekly. A single assignment or test may not be counted twice in
order to reach 12 grades.
Grade Weights for
Determining
Grading Cycle
and Semester
Grades
The following grade weights will be used to determine nine-week and
semester grades:
Minor Grades per cycle:
Classwork/Homework/Quizzes
(9 grade minimum)
(no more than two homework
grades)
Major Grades per cycle:
Tests/Projects/Products/
Benchmark Exams/ Common
Assessments
(3 grade minimum)
period (example:
composition, nine- week
test, research paper,
presentation, report)
Semester Exam
Semester Grades
Students are encouraged to remain in enrolled courses. If a student
is struggling in a course, the parent, student, counselor, and
teacher/administrator will collaboratively evaluate the student's
progress and determine the best plan to ensure the student is in the
most academically beneficial course. Semester exams will count 1/7
of the semester average when the semester exam is given. An
average of both cycle grades within a semester will be used to
calculate semester grade when semester exams are not given.
High Class /
Grade Level /
School Failure
Rates
Teachers with grading cycle and/or semester failures will develop
intervention plans for struggling students.
Teachers with a grading cycle and/or semester failure rate of
greater than 20 percent in each subject area will be required to
develop and submit an intervention support plan for struggling
students that will be monitored by the principal. Schools with a
grading cycle and/or semester failure rate of greater than 20
percent in any grade/subject will be required to develop and submit
an intervention support plan for struggling students that will be
monitored by the Executive Director of Leadership.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 12 of 16
EIA(REGULATION)-X
Grading for Dual
Credit Course
Taught on the
High school
For dual credit courses taught on or off the high school campus, the
grading system used will be the grading system of the partner
college or university. Progress reports can be found in the college
or university partner’s learning management system e.g. eConnect.
Adding/Dropping
High School
Courses
Students who withdraw from high school or drop a course at the
end of a term should receive a term grade in the course. Students
who withdraw or drop a course during a grading cycle should not
have a semester grade showing. Teachers should follow the “End of
Semester Grade Check” provided by Skyward Help to remove the
grade remnant in the district grade book. The AAR grade shall be a
semester average and not an average for a grading cycle.
Course Level
Changes
When a student drops a dual credit course, the student is
responsible for notifying the partner college of the drop.
When a student transfers from one teacher’s class to another
teacher’s class in the same course, the grades earned in both
classes will be combined to arrive at a final grade. It is important to
remember that every assignment in the district grade book must be
addressed.
When a student moves to a different level before the term ends, the
grading cycle or term average should be computed using grades
from both levels. When a student moves from a lower level to a
higher level (regular to advanced or resource to regular), no change
in grades should be made although every assignment in the district
grade book must be addressed.
When a student moves from an advanced, Honors, AP or dual
credit course to an on-level course, or a student moves from an IntH
or IB course to a regular, advanced, Honors, AP or dual credit
course, or from a regular course to a resource course, the following
guidelines should be observed:
● When the student moves during the grading cycle, the
receiving teacher adds 10 points to the withdrawal average
when he/she receives it from the sending teacher. Teachers
use this grade average with the 10 points added as the grade
for all of the previous assignment grades in the grade book.
Teachers can also exempt the student from any assignments
graded prior to entering the regular class.
● When the student moves at the end of the grading cycle, the
principal’s designee (data clerk, registrar, etc.) manually
enters the advanced cycle grade with 10 points added as the
grade for the new, regular course for the previous cycle. The
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 13 of 16
EIA(REGULATION)-X
teacher will then need to accept these previous cycle grades
in the gradebook using the “new” button.
● When the student moves after the first semester:
○ counselors will keep a list of all changes from advanced
classes to regular classes or regular classes to resource
classes for the principal’s designee to use in determining
if the student can receive earned credit for the failing
grade for semester 1 using the additional 10 points with
the passing grade earned for semester 2.
○ grade points will be awarded according to the
classification level of each course and the initial grade
earned.
○ a semester grade should not be changed.
High School
Exemption Policy
High School students may be eligible for exam exemptions for the
fall and spring semesters. School attendance is required even when
students are exempt from an exam; attendance calculations begin
with the start of each school year/semester.
In order to qualify for exemptions, a student MUST:
● Be passing for the semester at a deadline set by the campus.
● Be clear from LOP by deadline set by campus
● Have 0 unexcused absences and:
○ Course grade of A (90-100) with no more than 3
EXCUSED ABSENCES for the semester*
○ Course grade of B (80-89) with no more than 2
EXCUSED ABSENCES for the semester*
○ Course grade of C (70-79) with no more than 1
EXCUSED ABSENCES for the semester*
● No more than 2 unexcused tardies for the semester in the class
you are exempting
● No ISS, suspensions, or AEC during the semester
Students that are exempt from semester exam will participate in the
following activities:
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 14 of 16
EIA(REGULATION)-X
● Seniors - DCP/TASFA/FAFS/Apply for scholarships
● Juniors - TSIA and Industry Certifications
● Sophomores and Freshman - Khan Academy, grade
level/content area acceleration, and course selections
Teachers intending to use the TIA as a final exam:
● The TIA must be administered prior to the official exam date
● Communication will be sent by campuses to students and
parents explaining this process.
Exemptions by
Grade Level
9th Grade = 1 Attendance Exemption per semester (no EOC tested
courses may be exempted in the fall, no AP/IB courses may be
exempted in the fall, no DC/DE courses may be exempted, no one
semester courses may be exempted)
10th Grade = 2 Attendance Exemptions per semester (no EOC
tested courses may be exempted in the fall, no AP/IB courses may
be exempted in the fall, no DC/DE courses may be exempted, no
one semester courses may be exempted)
11th Grade = 3 Attendance Exemptions per semester (no EOC
tested courses may be exempted in the fall, no AP/IB courses may
be exempted in the fall, no DC/DE courses may be exempted, no
one semester courses may be exempted)
12th Grade = 3 Attendance Exemptions in the fall, 6 in the spring (no
EOC tested courses may be exempted in the fall, no AP/IB courses
may be exempted in the fall, no DC/DE courses may be exempted,
no one semester courses may be exempted)
All students who achieve “masters grade level” on an EOC can
automatically exempt that course in the semester in which that EOC
was administered.
Proposed Bonus
Exemptions for
Spring Term
Students may be eligible for additional bonus exam exemptions for
the spring term, if students meet one or more of the following criteria:
● All students may exempt the spring final exam of a pure AP/IB
course (DC/DE courses not included) if they meet both of the
following:
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 15 of 16
EIA(REGULATION)-X
○ The student has a passing grade for the semester of 70 or
better for the course the week of the final exam.
○ The student sat for the AP/IB exam for the course.
● Students may earn a CCMR exemption to use each spring in
a course of their choice, starting in the term in which they
earned it, providing the other stipulations outlined in this
policy are met.
● Students may earn an additional CCMR exemption to use
each spring in a course of their choice, starting in the term in
which they earned it, providing the other stipulations outlined
in this policy are met, if they achieve one of the following:
○ Meet TSI requirements on ACT, SAT, TSI-A and graduate
with an associate’s degree, or
○ Meet TSI requirements on ACT, SAT, TSI-A and earn a
TEA Industry-Based Certification
Grade Errors
and Corrections:
PreK-12 grade
Errors in students’ grades must be corrected to the best of the
staff’s ability within ten school days after the grading period ends.
Corrections of grade errors will be based on teacher grade book
records. Corrections will be made only on a designated form with
the teacher’s and principal’s signature and date to verify the
change.
Copies will be distributed to the Data Controller and Counselors.
Guidelines for
Remediation /
Tutoring
For students identified as performing below grade level standards
on a district administered universal screening instrument, individual
or homogenous small group instruction utilizing research-based
strategies must be provided by a highly qualified teacher.
Interventions must be documented appropriately in the MTSS
platform.
Language proficiency levels for students classified as Emergent
Bilingual (EB) need to be considered prior to recommendation for
remediation or academic tutoring. EB students often possess the
academic grade level skills, but may lack the language needed to
demonstrate their understanding of various concepts. Other forms
of language enrichment and development helps these students
learn the language they need to successfully participate in English
only settings.
Garland ISD
057909
ACADEMIC ACHIEVEMENT EIA
GRADING/PROGRESS REPORTS TO PARENTS (REGULATION)
DATE ISSUED: 03/23/2024 16 of 16
EIA(REGULATION)-X
Parents should be notified if students are removed from any core or
enrichment TEKS-based course or classroom for test preparation
and grades for the missed course/class must reflect student
absence from instruction. In addition, parents must give written
permission for their student to be removed from class for remedial
tutoring or test preparation if the student would miss more than ten
percent of the regularly scheduled class. For students identified as
performing below grade level standards on a district administered
universal screening instrument, individual or homogenous small
group instruction utilizing research-based strategies must be
provided by a highly qualified teacher. For students found to be in
need of Tier 2 instructional support, teachers will provide
targeted classroom interventions in small groups. The documented
intervention plan will be provided to the student’s guardian. Student
intervention plans and progress will be documented within the
MTSS platform.
1. Students should be placed in tiered intervention programs
based upon their learning needs, which requires scheduling
of interventions during the school day.
2. Students whose grades in a subject for a reporting period are
lower than 70 shall be required to attend tutorials twice per
week for a minimum of 60 minutes per week during the
following reporting period.
3. Any student may attend tutorial sessions voluntarily or at
parent request. It is recommended that students with
borderline grades or clear academic need also be provided
tutorial services at the point of academic need.
4. Teachers shall provide before or after school tutoring at least
two times per week for a minimum of 60 minutes.