Academic Progress
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Grading
In order to support student achievement and success, teachers continuously monitor and follow up with students regarding their progress. Grades are an important tool to describe a student’s understanding of course content. In addition, our grading practices aim to
- motivate students to achieve academic success
- support a growth mindset
- give students opportunities for redemption
- give feedback that is transparent and understandable
For our upper grades, we are currently in the process of phasing in a standards-based grading scale, a system which documents students’ mastery and understanding of a class’s core skills and learning standards. We began this transition in math classes in the 2024-25 school year and are shifting to this approach in all subjects in grades 6–12.
Checking Grades
Families and students are encouraged to use PowerSchool throughout the year for the most up-to-date grade information. New families will receive log-in information in August. If you need help with your log-in, call your school.
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Grade
Meaning
3
Meeting Expectations
2
Nearly Meeting Expectations
1
Below Expectations
N
Not Yet Assessed
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(where standards-based grading has not yet been phased in)
Letter Grade
Range
Meaning
A
90-100
Excellent
B
80-89
Very Good
C
70-79
Satisfactory
D
60-69
Minimal Progress
F
59 and below
Failing
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Letter Grade
Standards Based Grade:
Percentage Grade:
A
B
C
D
F
4.50 – 5.00
4.00 – 4.49
3.50 – 3.99
3.00 – 3.49
0 – 2.99
90% - 100%
80% - 89.49%
70% - 79.49%
60% - 69.49%
0% - 59.49%
Our Commitment to Student Success (Policy IKB and Regulation IKB-R)
Charlottesville City Schools (CCS) is dedicated to providing every student with equitable access to rigorous learning and the opportunity for individual growth. Our grading philosophy, codified in Policy IKB, ensures that a student’s grade is a clear, honest reflection of their knowledge and skill mastery. We believe that grading should empower students, not penalize them. To ensure fairness and transparency, our system is built upon three core pillars:
- Accurate: Grades describe actual achievement of knowledge and skills aligned to standards. Grades are impartial, ensuring they are not influenced by a teacher’s implicit bias, comparison to peers, students’ work habits, misbehavior, or environment.
- Supportive: Our practices acknowledge that students learn at different rates. We provide ongoing, timely feedback to encourage continuous engagement and help students take an active role in setting their own learning goals.
- Consistent: We maintain uniformity across classrooms, grade levels, and schools. This ensures a predictable and fair experience for every student as they transition through the division.
In CCS, grades are based purely on academic mastery. They are never used as a tool for discipline or influenced by comparisons to peers.
The Importance of Evidence
Grades are a communication tool used to show how well a student understands the material. For this communication to be effective, teachers must have "Evidence of Learning." Expect your child’s teacher to continuously monitor and follow up on their progress, ensuring every student has the opportunity to show what they know.
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For our youngest learners in grades K-4, teachers use a variety of assessments to determine if a student is Meeting, Nearly Meeting, or Below expectations. This evidence includes:
- Screening Data: Tools such as:
- VALLSS: Virginia Language & Literacy Screening System
- VKRP: Virginia Kindergarten Readiness Program
- AMC: Assessing Math Concepts
- DIBELS: Dynamic Indicators of Basic Early Literacy Skills
- MAP: Measures of Academic Progress
- Formative and Summative Assessments: Daily checks and end-of-unit assessments.
- Anecdotal Evidence: Specific observations gathered by the teacher during instruction.
K-4 Student Performance Scale:
- (3) Meeting Expectations
- (2) Nearly Meeting Expectations
- (1) Below Expectations
- (N) Not Yet Assessed
- Screening Data: Tools such as:
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To ensure grades are mathematically sound and reflect our commitment to student mastery, the following rules apply to 5-12 courses:
Code/Rule
What it Means
Impact on Grade
NE (No Evidence)
Used for any assignment that has not been attempted or submitted in either traditionally graded courses or standards-based graded courses.
Receives a NE grade (0%). This is a temporary placeholder until the work is submitted. If the student does not attempt and submit the assignment, the grade remains NE (No Evidence) equivalent to 0%.
AIV (Academic Integrity Violation)
Used when a student violates academic integrity policies (e.g., cheating or plagiarism).
Receives an AIV grade (0%). The school will provide a teacher-supervised opportunity to reassess so the student can still master the content.
The Floor for Attempted and Submitted Assignments
For traditionally graded courses, any assignment that is attempted and submitted cannot receive a grade lower than 50%.
For standards-based graded courses, assignments that are attempted and submitted cannot receive a score lower than 1 on the 0-5 rubric.
Ensures that a single low score does not make mathematical recovery impossible, keeping the path to success open.
Important Procedural Practices:
- No Midterms or Final Exams: CCS does not have division-created high-stakes midterms and final exams. Instead, teachers may use culminating projects or summative assignments to measure end-of-course mastery.
- Homework: Assignments designated as homework are for practice and feedback only; they are not included in the final grade.
- Extra Credit: To maintain the integrity of academic mastery, extra credit is not offered.
- No Late Penalties: We prioritize learning over timelines. There is no grade penalty for late work on mastery assignments.
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Depending on your student’s grade level or specific course, you will see one of two grading structures.
Traditionally Graded Courses
These courses use a 10-point scale (A=90-100, B=80-89, C=70-79, D=60-69, F=59 and below).
- Mastery/Standards-Focused (at least 80% of grade): Major tests, projects, and assessments. These have no late penalties and can be reassessed through Quarter 4.
- Practice Assignments (up to 20% of grade): Daily classwork and activities. Note: While there are no late penalties, practice assignments must be submitted before the end of the quarter in which they were assigned. If they remain missing after the quarter ends, they become a permanent "No Evidence" (0%).
Standards-Based Grading (SBG) Courses
SBG focuses on specific skills rather than an average of points.
- 0-5 Rubric: Each assessment is broken into sections, each receiving a score from 0 (No Evidence) to 5 (Mastery).
- Cumulative Progress: Grades reflect the skills mastered by the end of the year. Because learning is ongoing, scores are not "final" until the end of the school year, allowing students to move towards mastery as their understanding grows.
Additional Course and Grading Guidance
- Dual Enrollment (PVCC): CCS will follow PVCC Requirements on grading for all DE courses
- PVCC allows for zeros in some instances (PVCC does not use 50% as a minimum grade for attempted and submitted assignments, so any missing assignment would be scored 0 in a PVCC course.)
- PVCC has attendance/seat-time requirements for DE students
- Semester assignments must be completed and finalized that semester (by the end of the course as opposed to Y1). This applies to DE classes that combine two PVCC semester classes for the year.
- Example: Both DE English 111 and 112 have required writing assignments that students must successfully complete in order to pass the courses.
- CATEC: A CATEC completer is considered a student who has received the three highest marks (5, 4, or 3) on 80% of the required (essential) competencies in a course.
- CATEC programs may have hour/seat time requirements.
- Some courses are semester-long classes.
- Students and families should refer to the instructor's syllabus for specific information regarding course grading.
- For more details, see CATEC’s program of studies.
- Students with Disabilities & English Learners: Grading for students with specialized plans will include modifications based on the Individualized Education Plan, Section 504 Plan, or language proficiency levels. Please contact your school’s counseling department or your child’s case manager for specific support.
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We believe that learning is a journey, and "not yet" is not the same as "never." If a student does not master a concept the first time, they have a clear path to try again.
- The 4th Quarter Rule: Students may reassess mastery assignments through the fourth quarter. Schools will communicate a final assignment submission date to occur late in the fourth quarter. We are committed to clear communication regarding deadlines so every student can plan their path to success.
- Requirements for Reassessment: To ensure the retake is successful, teachers may require "evidence of practice work" or "relearning" (such as test corrections or targeted practice) before the reassessment. Teachers will guide students through this process and provide the extra support needed to master the content.
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We know that strong work habits and executive functioning skills—such as organization, planning, and keeping up with assignments—are critical for lifelong success and help students take an active role in setting their learning goals. Developing executive functioning skills and strong study habits is a goal this year. For example, teachers will support all 5th-8th grade students to utilize an agenda this school year to help them stay organized, keep up with assignments, build routines, and develop strong study habits. To help CHS students stay on track, our master schedule provides dedicated WIN (WHAT I NEED) block time so they can monitor their own progress, manage their learning goals, and connect with teachers for extra help, practice, or reassessment toward mastery.
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We encourage families to be active partners in the learning process. PowerSchool (the Student Information System/SIS) is your primary resource for real-time progress monitoring.
- Teacher Updates: Teachers are required to update grades in PowerSchool at least every two weeks.
- Course Grading: Teachers will communicate how their course is graded.
- ParentSquare: Questions about your student’s course or grade? Reach out to your child’s teacher through ParentSquare.
State Assessments & Accountability
Charlottesville City Schools participates in the Virginia Assessment Program, which includes required assessments in certain subjects at various grade levels. The program includes readiness testing for kindergarteners, Virginia Language & Literacy Screening System (VALLSS) testing in grades K-8, and Standards of Learning (SOL) testing in grades 3-8 and in certain high school courses.
Students in Virginia’s public schools complete the SOL tests using the online testing application TestNav. Students who take online grades 3-8 Mathematics and Reading tests will be given a computer-adaptive version of the Standards of Learning tests. At the high school level, some assessments include a performance task, which allows students to demonstrate their learning and earn verified credits in History/Social Science and Writing.
Schools will notify parents when citywide tests are administered during the year and will share information about each student’s performance on those assessments. Parents with questions about the testing program or their child’s progress are encouraged to contact the classroom teacher.
Purpose of Testing
The Virginia Standards of Learning (SOL) outline what students are expected to know and be able to do at the end of each grade or course in subjects such as English, mathematics, science, history, and social science.
SOL tests are designed to measure how well students have learned this material and how successfully they are meeting the state’s learning goals. Schools use the results to better understand students’ instructional needs, improve teaching and learning, develop appropriate courses and programs, and identify areas of the school curriculum that may need additional focus.
Virginia’s new accountability system, the School Performance and Support Framework, looks at several factors—including SOL test results, student growth, attendance, and graduation rates—to provide a comprehensive picture of school performance and better understand how schools support student learning and success.
Contact
Director of Assessment and Accountability
Carolyn Swift, 434-245-2400
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ASSESSMENT
DESCRIPTION
ACCESS for English Language Learners (ELLs)
State-required annual assessment to determine the language progress and proficiency of English Language Learners.
AP
(Advanced Placement)
Advanced Placement courses give students the chance to try college-level work in high school. Information on exam dates, college and university policies on AP credit acceptance, and more can be found on the College Board website.
AMC
(Assessing Math Concepts)
AMC assessments focus on the concepts of counting, comparing, number composition and decomposition, place value, addition and subtraction, and beginning multiplication and division. For PreK-1st grade only.
Brigance Preschool Screen II
Brigance II is a widely-used screening tool for 3-year-olds. It provides a norm-referenced snapshot of children’s language, motor, social-emotional, and early learning skills.
DESSA
(Devereux Student Strengths Assessment)
A standardized, strength-based assessment that measures the social and emotional competence of students. Because Clark and Greenbrier Elementaries have been piloting this work, additional assessments are taken at those schools.
CCS
Division Term Assessment (Quarterly)
Division-created assessments to determine student understanding of quarterly and cumulative standards of learning content.
MAP
(Measures of Academic Progress)
Nationally norm-referenced, skill-based assessment in English and mathematics. Given in fall, winter, and spring to document student growth.
PALS
(Phonological Awareness Literacy Screening for Pre-K, 1-3 and Plus)
State-provided universal screening tool for Virginia’s Early Intervention Reading Initiative (EIRI) and as a screener/diagnostic measure in literacy.
Performance Assessment
A form of testing that requires students to perform a task rather than select an answer from a ready-made list.
PSAT
(Preliminary SAT, or Scholastic Aptitude Test)
The PSAT is a “practice exam” for the SAT, a widely used standardized college entrance exam. High school juniors’ scores count toward a scholarship program. The PSAT measures critical reading skills, math problem-solving skills, and writing skills.
SOL Tests (Standards of Learning)
SOL tests determine student understanding of Virginia’s learning standards in the following areas: math, history, reading, science, and writing. SOL tests are given in certain grades or at the end of specific high-school courses. End of course tests are labeled EOC.
VKRP
(Virginia Kindergarten Readiness Program)
A state mandate that assesses students entering kindergarten in the areas of mathematics and social-emotional learning (SEL).
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Each year English language proficiency assessments are administered at all grade levels to English learners. This assessment is a state and federal requirement.
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Students with disabilities and English language learners may require special testing accommodations and have additional rights; parents should consult the principal for further information. Additional assessment programs may also be administered to students as appropriate for instructional planning.
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The Virginia Department of Education posts “School Quality Profiles” about every public school in the state. The School Quality Profile for Charlottesville City Schools can be found at the link below.