P61461(a) A Mandated Policy Instruction Grading/Assessment Systems It Is

p6146.1(a) a mandated policy. instruction grading/assessment systems it is the philosophy of this district that students resp

P6146.1(a)
A mandated policy.
Instruction
Grading/Assessment Systems
It is the philosophy of this district that students respond more
positively to the opportunity for success than to the threat of
failure. The district seeks, therefore, through learner objectives and
its instructional program, to make achievement both recognizable and
possible for students. Achievement will be emphasized in the process
of evaluating student performance.
Evaluation of student progress is a primary responsibility of the
teacher. The highest possible level of student achievement is a common
goal of both school and home. A close working relationship between
home and school is essential to the accomplishment of this goal.
Regular communication with parents or guardians, utilizing a variety
of means, about the scholastic progress of their student is a basic
component of this working relationship. It is the responsibility of
the school and individual staff members to keep parents or guardians
well informed.
Regularly used report cards, combined with scheduled parent-teacher
conferences, and other communication vehicles helps promote a process
of continuous evaluation of student performance.
The grading and reporting systems as developed by the administration
and faculty are subject to the approval of the Superintendent and/or
Board of Education.
Alternate language: The Board of Education shall approve the grading
and reporting systems as developed by the administration and faculty
and upon the recommendation of the Superintendent of Schools.
Weighted Grades
The curriculum contains a wide variety of courses at various levels of
academic challenge. Students are allowed considerable choice and are
encouraged to strive for academic excellence. A system of grade
weighting recognizes the differences in student achievement. Grade
weighting encourages and rewards students for selecting courses at
more challenging levels of difficulty.
A grade weighting/class ranking system shall be implemented for the
high school in accordance with the guidelines set forth and published
annually in the high school parent/student handbook.
Parents and students shall be advised annually, via the schools’
parent/teacher handbook, of this position and the specifics of the
weighted grading program.
P6146.1(b)
Instruction
Grading/Assessment Systems (continued)
Rank In Class
Rank in class will be determined by adding up the grades for all
courses and dividing by the number of credits.
For rank in class purposes only, three percentage points will be added
to the number resulting from the conversion from letter grades to
numerical grades for all courses designated “honors” and for all
advanced placement courses. Subject to the Principal’s approval, every
department will select those courses which deserve an “honors”
designation.
Weighted Quality Points:
A. Independent Study shall be an unweighted course.
B. A student’s transfer grades from other schools shall be evaluated
by the Principal or his designee in accordance with the established
criteria so that all grades will be included in the student’s quality
point average.
(cf. 5124 - Reporting to Parents)
(cf. 6141.5 - Advanced College Placement)
Legal Reference: Connecticut General Statutes
10-220g Policy on weighted grading for honors and advanced placement
classes
Policy adopted:
rev 7/17
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
P6146.1
Another version to consider.
Instruction
Grading System
The primary purpose of grading is to keep parents and students fully
informed of a student's progress and to provide a continuous and
accurate record of each student's achievement for use in instruction.
The Board of Education shall approve the grading and reporting systems
as developed by the administration and faculty and upon recommendation
of the Superintendent of Schools.
(cf. 5124 - Reporting to the Parents)
P
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
olicy adopted:
6146.1
Another version to consider.
Instruction
Grading/Assessment Systems
Grading and Promotion
The administration and professional staff shall establish a system of
grading, develop procedures of reporting academic achievement to
parents and students, and determine when the requirements for
promotion and/or graduation have been met.
Every teacher shall maintain an evaluation record for each student in
the teacher's classroom.
Changing of a Grade
The final grade assigned by the teacher cannot be changed by a
District administrator without notifying the teacher. Reasons for
changing a student's final grade include:
• a miscalculation of test scores;
• a technical error in assigning a particular grade or score;
• the teacher agrees that the student may do any extra work assignment
and its evaluation impacts the grade;
• an inappropriate grading system used to determine the grade; or
• an inappropriate grade based on an appropriate grading system.
Administrators will not change the final grade assigned by the teacher
without first notifying the teacher. Additionally, the Superintendent
is charged with promulgating administrative rules to be followed when
a request for a change in grade is made.
Should a grade change be made, the administrator making the change
must sign the changed record.
Policy adopted:
rev. 12/12
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1
Another sample policy to consider.
Instruction
Grading/Assessment Systems
The Changing of a Grade
Under normal circumstances, a grade awarded by a teacher will be
final. However, as a part of a Principal's supervisory responsibility,
a student's grade or credits may be altered/adjusted when the
necessity arises, consistent with the following reasons:
* Erroneously computed or recorded grades;
* Conversion of grades from other schools into district's grading
system;
* Averaging of grades earned by a student enrolled in a special
program; (homebound instruction, tutorial program, etc.)
* Summer school grades in remedial/make-up classes;
* Granting credits earned in other high schools in subjects not
offered in the local curriculum.
In the above cases, as well as in any other case not delineated
herein, the Principal will, when possible, consult with appropriate
people; e.g., teachers in whose class the student is enrolled,
officials of the sending schools, the people in charge of special
instruction, and the Guidance Counselor. When conditions other than
those outlined above arise, the Principal will convene a grade
adjustment advisory committee to determine whether or not an
adjustment is necessary, and if so the type of adjustment required.
The grade adjustment advisory committee will be composed of the
Principal, a counselor, and a classroom teacher. Teachers whose grades
have been adjusted will be notified.
Policy adopted:
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1(a)
Portland’s recent version of this policy which includes weighted
grades.
Instruction
Grading/Assessment Systems
It is the philosophy of the Portland Public Schools that students
respond more positively to the opportunity for success than to the
threat of failure. The Portland Public Schools seeks, therefore,
through learner objectives and its instructional program, to make
achievement both recognizable and possible for students. Achievement
will be emphasized in the process of evaluating student performance.
Evaluation of student progress is a primary responsibility of the
teacher. The highest possible level of student achievement is a common
goal of both school and home. A close working relationship between
home and school is essential to the accomplishment of this goal.
Regular communication with parents or guardians, utilizing a variety
of means, about the scholastic progress of their student is a basic
component of this working relationship. It is the responsibility of
the school and individual staff members to keep parents or guardians
well informed.
Regularly used report cards, combined with scheduled parent-teacher
conferences, helps to promote a process of continuous evaluation of
student performance.
The Board of Education shall approve the grading and reporting systems
as developed by the administration and faculty and upon the
recommendation of the Superintendent of Schools.
Weighted Grades
A grade weighting/class ranking system may be implemented at the high
school in accordance with the following description.
Added weight will be given to all UCONN courses. In addition, students
taking courses at Middlesex Community College and Wesleyan University
as well as those doing an independent study project may request that
the course which they are taking be considered for added weight. This
request will be considered by a faculty committee made up of an
administrator, guidance counselor, and two teachers.
Weighted Grade Format
Students will receive an extra point added to their letter grade when
determining rank in class. The system will work as follows.
6146.1(b)
Instruction
Grading/Assessment Systems
Weighted Grade Format (continued)
Non-Weighted Courses
Weighted Courses
A+
+12
A+
+13
A
11
A
12
A-
10
A-
11
B+
9
B+
10
B
8
B
9
B-
7
B-
8
C+
6
C+
7
C
5
C
6
C-
4
C-
5
D+
3
D+
4
D
2
D
3
D-
1
D-
2
(cf. 5124 - Reporting to Parents)
Legal Reference: Connecticut General Statutes
P.A. An Act Concerning Weighted Grading for Honors Classes
Policy adopted: PORTLAND PUBLIC SCHOOLS
Portland, Connecticut
cps 3/00
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1(a)
A sample policy to consider.
Instruction
Grading/Assessment Systems
It is the philosophy of this district that students respond more
positively to the opportunity for success than to the threat of
failure. The district seeks, therefore, through learner objectives and
its instructional program, to make achievement both recognizable and
possible for students. Achievement will be emphasized in the process
of evaluating student performance.
Evaluation of student progress is a primary responsibility of the
teacher. Every teacher shall maintain an evaluation record for each
student in the teacher’s classroom. The highest possible level of
student achievement is a common goal of both school and home. A close
working relationship between home and school is essential to the
accomplishment of this goal. Regular communication with parents or
guardians, utilizing a variety of means, about the scholastic progress
of their student is a basic component of this working relationship. It
is the responsibility of the school and individual staff members to
keep parents or guardians well informed.
The administration and professional staff shall establish a system of
grading, develop procedures for reporting academic achievement to
parents and students, and determine when the requirements for
promotion and/or graduation have been met.
The grading and reporting systems as developed by the administration
and faculty are subject to the approval of the Superintendent and/or
Board of Education.
Alternative language:
The Board of Education shall approve the grading and reporting systems
as developed by the administration and faculty and upon the
recommendation of the Superintendent of Schools.
(cf. 5124 - Reporting to the Parents)
(cf. 5125 - Student Records)
Legal Reference: Connecticut General Statutes
10‑15b Access of parent or guardians to student's records.
10‑154a Professional communications between teacher or nurse &
student.
10‑209 Records not to be public.
11-8a Retention, destruction and transfer of documents
6146.1(b)
Instruction
Grading/Assessment Systems
Legal Reference Connecticut General Statutes (continued)
11-8b Transfer or disposal of public records. State Library Board to
adopt regulations.
46b‑56 (e) Access to Records of Minors.
Connecticut Public Records Administration Schedule V ‑ Disposition of
Education Records (Revised 1983).
Federal Family Educational Rights and Privacy Act of 1974 (section 438
of the General Education Provisions Act, as amended, added by section
513 of P.L. 93‑568, codified at 20 U.S.C.1232g.).
Dept. of Educ. 34 C.F.R. Part 99 (May 9, 1980 45 FR 30802) regs.
implementing FERPA enacted as part of 438 of General Educ. provisions
act (20 U.S.C. 1232g)‑parent and student privacy and other rights with
respect to educational records, as amended 11/21/96.
Falvo v. Owasso Ind. Sch. Dist. 99-5130 (10th Circuit-2000)
Owassa Ind. School Dist. v. Falvo, No. 00-1073 (U.S. Sup. CT)
Policy adopted:
cps 1/01
r
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
ev. 4/02
6146.1(a)
An optional policy, developed by the Gilbert School, to
consider/modify.
Instruction
Performance Standards for Technology
Standard #1: Hardware Skills
1. Students will identify basic computer components and are able to
launch and close a program.
2. Students will create and use a system for storing, organizing, and
backing up files of their original work.
3. Students know basic computer terminology and will purposefully use
the following pieces of hardware:
a. A personal computer, fixed & removable storage devices, remote
storage devices, digital cameras, a scanner
Standard #2: Software Skills
1. Students will use the following types of software to identify an
information need or define a problem:
a. Word processor, E-mail program, Internet browser, Spreadsheet
software, Hypermedia or presentation program
Standard #3: Research and Inquiry Skills
1. Students will formulate a topic for a research paper or project
that requires an original, supported outcome.
2. Students will identify and assess available information sources,
including print, electronic, and primary sources and determine which
sources best suit the research need.
3. Students will locate and evaluate sources both within and beyond
the school by:
a. Using the online card catalog, using Internet search engines, using
online databases and indexes, judging the accuracy, currency, and bias
of found information, citing sources of information in the proper
format, gathering and organizing information into an original word
processing document.
Standard #4: Communication and Use:
1 Students will use technology to collaborate with others for the
completion of academic work.
2 Students will use e-mail to communicate with their teachers
regarding completing and submitting assignments and to complete
cooperative activities with other students.
3. Students will identify and communicate information to various
audiences through:
a. A word-processed report, an oral presentation supplemented by a
computer presentation program, a web page that meets school
guidelines, a spreadsheet or pictorial representation of data.
6146.1(b)
Instruction
Performance Standards for Technology (continued)
Standard #5: Appropriate use of Resources:
1. Students understand and follow the school’s policies regarding the
use of technology.
2. Students understand and recognize technological threats to their
privacy and property.
3. Students understand and follow copyright laws and understand
plagiarism.
4. Students will identify the uses of technology as they relate to
society, their academic work, personal lives, and future careers.
Legal Reference: Connecticut General Statutes
P.A. 99-81 An Act Concerning Weighted Grading for Honors Classes
Policy adopted: THE GILBERT SCHOOL
Winsted, Connecticut
cps 2/10
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1
A sample regulation to consider if the district decides to prohibit
the practice of students grading the work of their classmates.

Instruction
Grading/Assessment Systems
The Board of Education, through its policy, prohibits the practice of
teachers allowing students to grade their classmate’s work and/or
announcing grades aloud in the classroom. These guidelines provide
guidance for teachers in the implementation of this policy.
1. Students shall not grade each other’s work.
2. Student work should not be posted or displayed that reveal grades.
3. Non-school personnel, such as parent volunteers, shall not he
permitted to grade student papers.
4. Students may correct papers of their classmates if done anonymously
or with the consent of parents/guardians.
5. Students may grade their own papers as long as they do not call out
their grades in order to have the teacher record the grades.
6. Students may grade their classmates’ work if the grades are NOT
recorded in the teacher’s grade book, as for instance, with practice
tests.
(cf. 5124 - Reporting to the Parents)
(cf. 5125 - Student Records)
Regulation approved:
cps 1/01
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1
A regulation to consider.
Instruction
Grading/Assessment Systems
Marks appearing on report cards indicate what the student has done;
how well he/she has done it; and how much he/she has shown he/she has
learned. In all his/her classes, every student is expected to:
*
Participate actively in the daily lesson through recitation and
pertinent questioning;
*
Display an eagerness to learn and a constructively inquisitive
approach to the work;
*
Contribute frequently to group discussions;
*
Direct all attention to the lesson;
*
Prepare assignments promptly, accurately, thoroughly, and neatly;
*
Bring and use properly any necessary materials, notebooks, writing
instruments, tests, et cetera;
*
Seek extra help whenever necessary;
*
Prepare thoroughly for tests;
*
Be cooperative with the teacher at all times and follow reasonable
directions;
*
Work to the best of his/her ability;
*
Do more than the minimum expected.
Consideration of these factors and mastery of factual material will
determine grade.
(cf. 5124 - Reporting to Parents)
Regulation approved:
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
6146.1(a)
A regulation from Regional School District No. 17 to consider.
Instruction
Mark Equivalents
High School
Letter Grade Mark Equivalent Simple Grade Equivalent
A+ 97-100 12
A 93-96 11
A- 90-92 10
B+ 87-89 09
B 83-86 08
B- 80-82 07
C+ 77-79 06
C 73-76 05
C- 70-72 04
D+ 67-69 03
D 63-66 02
D- 60-62 01
F 59 or below 0
I Incomplete 0
M Medical Exc. -
W Withdrawn -
Class Rank and Weighted Grades
Students should be aware of the importance of class rank. Class rank
is determined by adding a student’s total grades for grades 9, 10, and
11. Before this is done, however, a student’s weighted grades are
determined.
The school recognizes that some subjects are more difficult than
others. For example, Advanced Placement Calculus 49 is more difficult
and required more work and skill than does another math course such as
Basic Algebra 13. Thus, certain courses are given greater weight than
others in determining class rank. These weighted grades apply only to
class rank. They do not appear on transcripts.
6146.1(b)
Instruction
Mark Equivalents (continued)
High School (continued)
Weighting chart is as follows:
Final Grade Level 3 Level 5 Level 7 Level 9
A+ 12 15 18 21
A 11 14 17 20
A- 10 13 16 19
B+ 09 12 15 18
B 08 11 14 17
B- 07 10 13 16
C+ 06 09 12 15
C 05 08 11 14
C- 04 07 10 13
D+ 03 06 09 12
D 02 05 08 11
D- 01 04 07 10
For example, an A in a 7-level course is averaged in as a 17 while a B
in a 3-level course is averaged as 8, using the chart above. In this
way, all of a student’s grades are averaged. His/her total three year
average is then listed in descending order with the three-year average
of his/her class. The student with the highest weighted point average
is first in the class. The student with the lowest point average is
last in the class (105 out of 105 students, for example.)
Students who transfer to H-KHS prior to the beginning of their senior
year will have their grades computed in this ranking system. Those
students who transfer to H-KHS at the beginning or during their senior
year will have the rank which they were assigned by their previous
high school. Only students who have been at H-KHS for a minimum of 2
semesters can be named Valedictorian or Salutatorian.
Reference: Haddam-Killingworth High School, Parent/Student Handbook,
1995-96.
Regulation approved: REGIONAL SCHOOL DISTRICT NO. 17
cps 1/00 Higganum, Connecticut
6146.1(a)
A sample policy to consider based on a model from the Great Schools
Partnership, for use by districts transitioning to a
mastery-(proficiency)-based system of teaching and learning.
Instruction
Grading and Reporting System
The purpose of the __________ High School grading policy is to
establish a set of guiding principles that all District educators will
use to establish a system of grading that fairly, clearly, accurately,
and consistently communicates student learning progress and
achievement.
A. Communicating the Grading System
To ensure that every student and family has the information and
resources they need to understand and appropriately plan a student’s
educational decisions, our schools, educators, and staff will clearly
and consistently communicate prior to entering high school and
throughout the student’s educational career all important and relevant
information related to the grading systems used at the high school
level.
The Superintendent, through the Principal or other designee, shall be
responsible for ensuring that accurate, up-to-date information
concerning the District’s High School grading system is (1) readily
available to all incoming students and their families in the spring
preceding the start of each school year, and (2) published on the
District and High School websites. A detailed guide to grading and
reporting practices will be disseminated to all incoming ninth-grade
students and their families at the time of course selection. This
policy will also be referenced in each edition of the student handbook
and on the District and High School websites. As soon as it is
practical and feasible, the Board expects the Superintendent or
designee to inform all students and their families of any
modifications made to the grading system.
B. Academic Grading
All grading and reporting practices at __________ High School will
reflect the following design characteristics:
1.
The primary purpose of the grading system shall be to fairly,
clearly, accurately, and consistently communicate learning
progress and achievement to students, families, postsecondary
institutions, potential employers, and other relevant stakeholders
and audiences.
2.
The grading system shall be designed to ensure that students,
families, teachers, counselors, advisors, and support specialists
have the detailed information they need to make important
decisions about a student’s education.
3.
The grading system will measure, report, and document student
proficiency against a set of clearly defined cross-curricular and
content-area graduation standards developed by the administration,
faculty, and staff of __________ High School.
6146.1(b)
Instruction
Grading and Reporting System
B. Academic Grading (continued)
4.
The grading system will measure, report, and document academic
progress and achievement separately from Habits of Scholarship,
character traits, and behaviors.
5.
The grading system will ensure consistency and fairness in the
assessment of learning and in the assignment of scores and
proficiency levels, across students, teachers, assessments,
learning experiences, content areas, and time.
6.
The grading system shall not be used as a form of punishment.
C. Habits of Scholarship Grading
All grading and reporting practices for Habits of Scholarship,
character traits, and behaviors at __________ High School will reflect
the following design characteristics:
1.
The High School administration, faculty, and staff will develop
and apply a common set of Habits of Scholarship standards, and
rubric-based scoring criteria, that teachers will use to grade
students on work habits, character traits, and/or behaviors.
2.
The Habits of Scholarship grading system will measure, report, and
document habits of work, character traits, and behaviors
separately from academic progress and achievement. A student
achieving a high level of academic proficiency may demonstrate a
low level on Habits of Scholarship proficiency, and vice versa.
3.
Habits of Scholarship will be monitored over the duration of a
learning experience and scores, as measured and determined using
common assessment methods and scoring criteria will be reported
for each student at the end of a term or grading period.
4.
The Habits of Scholarship grading system will ensure consistency
and fairness in the assessment of work habits, and in the
assignment of scores and proficiency levels, across students,
teachers, assessments, course, learning experiences, content
areas, and time.
5.
Habits of Scholarship grades shall be communicated using the same
performance levels used for academic reporting.
6.
Habits of Scholarship grades shall not be used as a form of
punishment.
7.
Habits of Scholarship will be unweighted and will be indicated on
the official __________ High School transcripts as a separate
average from the academic grade point average.
6146.1(c)
Instruction
Grading and Reporting System (continued)
D. Grading Courses and Learning Experiences
The District’s High school will employ a consistent system of grading
that reports student learning progress and achievement across two
aligned categories on a 4.4-point scale that aligns Standards Levels
with Standards Descriptions. The point scale will be used for the
purpose of calculating out averages for colleges/universities in the
student's senior year.
Note: GPA is not calculated except for the senior year.
Standards Descriptions are as follows:
ES – Exceeds Standards: Student applies skill in a complex and
authentic manner.
MS – Masters Standards: Student demonstrates skill independently and
in a variety of ways.
PS – Progresses Toward Standard: Student demonstrates timely,
appropriate growth.
LP – Limited Progress Toward Standard: Student demonstrates minimal
growth.
NE – No Evidence Shown
Standards Levels: Standards Descriptions
Academic/Honors/AP
4.0/4.2/4.4 Exceeds Standard
3.0/3.2/3.4 Masters Standard
2.0/2.2/2.4 Progresses Toward Standard
1.0/1.2/1.4 Limited Progress Toward Standard
E. Changes to the Grading System
The school administration, faculty, and staff, under the leadership of
the Principal, may modify the reporting system based on the evolving
needs of students, teachers, families, and other stakeholders, but the
Proficiency Levels shall remain fixed, and will continue to measure,
report, and document student proficiency against a set of clearly
defined and consistently applied cross-curricular and content-area
standards.
F. Grade Point Average
The District’s High School will employ a consistent system of grading,
scoring, and aggregating proficiency that will produce a rolling and
cumulative Grade Point Average for each student. The Grade Point
Average will be reported on the official high school transcript and
will be used to determine Latin honors in accordance with the
following categories of academic distinction described in the District
Academic Recognition policy:
Summa Cum Laude (with highest honors): a minimum GPA of 3.9
Magna Cum Laude (with great honors): a minimum GPA of 3.7
Cum Laude (with honors): a minimum GPA of 3.5
6146.1(d)
Instruction
Grading and Reporting System (continued)
(cf. 5123 – Promotion/Acceleration/Retention)
(cf. 5126 – Academic Recognition)
(cf. 6146.12 – Dual Enrollment and Early College)
(cf. 6146.13 – Multiple Pathways)
Legal Reference: Connecticut General Statutes
10-5c Board examination series pilot program. Issuance of certificate
(as amended by P.A. 13-247 and P.A. 15-215)
10-14n State-wide mastery examination. Conditions for reexamination.
Limitation on use of test results. (as amended by Section 115 of PA
14-217)
10-16(l) Graduation exercises. (As amended by P.A. 96-108, An Act
Concerning Student Use of Telecommunication Devices and the
Establishment of Graduation Dates)
10-221a High school graduation requirements. (As amended by P.A.
00-124, An Act Concerning High School Diplomas and Veterans of World
War II, P.A. 00-156, An Act Requiring A Civics Course for High School
Graduation, P.A. 08-138, An Act Concerning High School Credit for
Private World Language Courses and Other Subject Areas, P.A. 10-111,
An Act Concerning Education Reform in Connecticut, P.A. 11-135, An Act
Concerning Implementation Dates for Secondary School Reform, P.A.
13-57, An Act Concerning Honorary Diplomas for Vietnam Veterans, P.A.
13-122, An Act Concerning Minor Revisions to the Education Statutes
P.A. 13-247, Budget Implementer Bill and P.A. 15-237, An Act
Concerning High School Graduation.)
10-233(a) Promotion and graduation policies. (as amended by PA 01-166)
P.A. 13-108 An Act Unleashing Innovation in Connecticut Schools.
P.A. 13-247 An Act Implementing Provisions of the State Budget.
P.A. 15-237 An Act Concerning High School Graduation.
Mastery-Based Learning-Guidelines for Implementation, Connecticut
State Department of Education, June 3, 2015.
P
Sample policies are distributed for demonstration purposes only.
Unless so noted, contents do not necessarily reflect official policies
of the Connecticut Association of Boards of Education, Inc.
olicy adopted:
cps 3/16