Grading Policy 

The purpose of the Great Oaks Charter School (GOWILM)  Grading Policy is to provide a framework that promotes consistency in grading and the reporting of student progress and need. This policy guides the implementation of a grading paradigm that is aligned with research based practices and standards based instruction. It shall be consistently applied and clearly communicated to all students, teachers, parents/guardians, and administrators.

Grading Periods 25-26

Marking Periods:
MP1
MP2
MP3
MP4		Interim End Dates:   
9/25/25     
12/11/25 
2/19/26 
4/30/26 		Distribution Dates:  
9/29/25                            
12/15/25  
2/23/26  
5/4/26
Marking Periods:
MP1
MP2
MP3
MP4		Marking Period Ends Dates:
10/30/25    
1/22/26
3/26/25   
5/22 (SENIORS)
6/4/25 (9th-11th Grade) 		  Distribution Dates:  
11/7/25  
1/30/26  
4/15/26  
5/29/26 (SENIORS)  
6/19/26 (9th-11th Grade)

Grading Scale:

The 0-100 scale will be used for grading student work. 

  • A = 90-100 – Well Above Standard
  • B = 80-89 – Above the Standard
  • C = 70-79 – Meets the Standard
  • D = 60-69 – Below the Standard
  • F= 0-59 – Well Below the Standard (Parent Notification Required)

Behavior and attitude will not be factored into grades, but addressed in our incentivise program.. Grades will be based on efforts, and on what a student knows and understands based on the identified learning objective.

At the end of a year-long course, cumulative averages below 50 will be converted to a 50 for all marking periods. This adjustment reflects that a student has failed and is Well Below the Standard. The student still has the opportunity to recover by earning a passing grade (self effort and support is warranted). At GOWILM, midterms/finals will not be adjusted.

Teachers will enter grades into the electronic grading programs as formative or summative measures. Weighting will be as follows:

Formative: 30%                                                                               

Formative assessments should be frequent and ongoing, elements of the trajectory to mastery. They are checkpoints on students’ progress and assist in the facilitation of feedback. The purpose of formative assessments is not to finalize student achievement, but to evaluate where he or she is in the learning process, diagnose any problems, and intervene in getting the right type of support needed to learn the content. Examples of formative assessment may include quizzes, drafts writing, homework, warm ups,  quick writes, reflective exercises, or anything in the early stages of learning content or concepts.

Summative: 70%

Summative assessments are completed after, and summarizes the learning experiences.  During this assessment, students demonstrate mastery of essential understandings after sufficient instruction and practice has been given. Examples of summative assessments may include tests/exams (performance, oral or written), final writing pieces (research papers, essays, stories, poems), projects, and quarterly assessments.

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