Grading Policy

Remote and Blended Learning Grading Policy

Introduction: As we begin a new school year, we will continue implementing the grading policy utilized last Spring semester for the duration of blended and remote learning. Below is a review of the grading policy.











1. Schools must adjust their deadlines and expectations for submission of assignments to acknowledge the significant impact of COVID-19 on students’ experiences as blended and remote learners. These adjustments may include extending deadlines for individual students, taking into consideration the personal loss, illness, or other trauma that students may be experiencing. Schools are encouraged to lessen or eliminate penalties for late work beyond these adjusted deadlines.

2. The rate at which students are able to engage in blended/remote learning, in and of itself, may not be used as a factor in grade calculations because of the impact of COVID-19 on each individual student’s circumstances.  We cannot grade students for participation for the duration of blended/remote learning.  Our students will be graded on the following: (1) classwork, (2) exams/quizzes, (3) project/portfolio and (4) homework.

Note: This grading policy will be in affect for the duration of blended and remote learning.

Philosophy and Guidance

*Grading Policy for Regular School Year (not applicable to School Year 2020-2021)

Teachers create multiple forms of assessment that account for students’ varied types of learning styles and needs. Many assessments are in the form of tasks and exams that assess for student mastery/understanding of course and curriculum content; such assessments are in the form of performance assessment tasks. In real-life terms, these performance-based tasks are referred to as projects. Each class will provide three projects (and multiple options within the projects) during the course of each semester. These assessments are designed to check for mastery of specific Common Core aligned standards and inform instruction in ways that indicate student movement toward both skill and content attainment. Teachers develop - in grade teams and/or by department - the appropriate assessments for learning that are to take place (exit slips) after a lesson within a unit. Assessments are designed in order to check student understanding of content and application of required skills. Tasks, checks for understanding, exit slips and common interim assessments are all be formative assessments of learning at various checkpoints – daily from lesson, weekly from unit and every six weeks from the subject curriculum. Summative assessments are in the form of unit tests, marking period projects and course culminating exams. Performance tasks, developed around Common Core Standards, serve as both formative and summative evaluation/assessment tools.

Assessment-Based Grading Policy

Grades are descriptions of student performance –based on data – about student ability and more importantly, the relation of student performance to specific standards. Students and their parents will know – after getting a marking period report card with grades – if the student is ‘far below,’ ‘approaching,’ ‘meeting,’ or ‘exceeding’ standards. This information will be included within every teacher assessment – to develop information linked to student mastery on the final unit exams or projects. Attendance, effort, rate of progress, academic and non-academic skill development are noted in Skedula on the progress report – which is linked to a conventional NYC DOE report card.

Types of Unit Assessments

Teachers use both formative and summative assessments in measuring student progress toward mastery of the Common Core Standards. There are several types of common assessments. All students are required to complete projects based on the content taught within each one of their classes. These projects are graded according to teacher-created rubrics that attend to both content as well as student skill development. Other common assessments are done early in the year and will work toward understanding student reading levels and reading/writing goals. An important common assessment is the work we do in the area of regular assessments, during which teachers develop unit plans, detail and acknowledge specific content and skills addressed throughout the unit, and create an regular assessment (exam) that targets unit content and skills.

Awarding of Grades

World View High School is semester based. Our school year is comprised of two terms (fall semester and spring semester). Each semester is broken down into 3 marking periods. At the end of each term, students receive a credit for a particular class if they receive a passing grade (see table below).

Possible marks for grading

Mark Description
65-100 Passing Grades
0-64 Grades that do not warrant credit
1 (Only for marking period grades) Given to students who were recently admitted and for whom teachers do not have enough data to give a fair and accurate grade.


Level Grade Description
Advanced 85-100 Passing Grades
Proficient 75-85 Passing Grades
Basic 65-75 Passing Grades
Below Basic 55-64 Failing Grades

P/F: Pass or Fail
Students taking lab classes will receive one of these letters to indicate their completion of required science labs associated with their core science course. These courses do not bear credit. However, they are necessary for graduation. All students must complete 1200 minutes of lab time by the end of the course to be eligible to take the Science Regents exam.

NX: Incompletes (Only for semester use)
Students may receive a grade of incomplete (‘NX’) if a student has a documented, extreme extenuating circumstance that prevents him/her from completing the course in its established timeframe (e.g., surgery, death in the family). A student who receives an incomplete must successfully complete remaining course requirements by the end of the term following the termination of the course in order to receive a final grade and credit, as applicable. ‘NX’ does not have a pass/fail or a numeric equivalent.

NL: New or Recently Admitted Students (Only for semester use)
Students who enroll in a course after it has started may have missed assignments or assessments needed to generate a complete course grade for a given marking period. These students may be given a grade of ‘NL’ in STARS to indicate this circumstance. ‘NL’ does not have a pass/fail or numeric equivalent. Students who receive a mark of ‘NL’ must successfully complete remaining course requirements by the end of the term following the termination of the course in order to receive a final grade and credit, as applicable.

NS: No Show
A grade of ‘NS’ is given to a student who fails to attend a course and does not participate in any of the work from which a grade can be derived. ‘NS’ has a pass/fail equivalent of fail and a default numeric equivalent of 45 (formerly 40). This mark should be used in egregious situations, when students have been given reasonable chances to make up missed work and their absences are so chronic that only a failing mark is appropriate. Instead of giving failing grades, long-term absentees (LTA) should be discharged appropriately, whenever this is possible. Similarly, students who are on home and hospital instruction should not receive ‘NS’ marks.

NW: Course Waived
Used for PW only

CR: Credit - no numerical grade
When students transfer to the New York City Department of Education and have official transcripts from the high school(s) attended previously, the schools can update their transcripts to award credit(s).