Secondary Grading & Reporting Handbook - Campuses - Katy ISD

Katy Independent School District
Secondary Grading &
Reporting Handbook
2011-2012

KATY INDEPENDENT SCHOOL DISTRICT
2011– 2012
SECONDARY GRADING AND
REPORTING HANDBOOK
Handbook Prepared By:
The Office of Area Assistant Superintendents
Katy ISD Administration
Alton Frailey, Superintendent
Christine Caskey, Ed.D., Chief Academic Officer
Area Assistant Superintendents
Joe Kelley
Linda Menius, Ed.D.
Patricia Paetow
The contents of this handbook are not contractual, and do not give rise to a claim of breach of contract against Katy Independent School
District. Furthermore, the contents of this handbook apply to all students of the district, as the contents now appear in the handbook or may
be amended in the future. revised January 2012

Secondary Grading and Reporting Handbook
TABLE OF CONTENTS PAGE
I. INTRODUCTION ........................................................................................................................................................................................................................... 1
II. GRADING AND REPORTING STANDARDS AND SYMBOLS .................................................................................................................................................... 1
A. Grading Scale for All Students ............................................................................................................................................................................................. 1
B. Grading Considerations for Junior High and High School ESOL Students ......................................................................................................................... 1
C. Students With Disabilities..................................................................................................................................................................................................... 2
D. Grade Point System ............................................................................................................................................................................................................. 4
E. Final GPA and Class Rank Calculation ............................................................................................................................................................................... 4
F. Honor/High Honor and Top Ten Graduates Calculation ..................................................................................................................................................... 5
G. Conduct Grades ................................................................................................................................................................................................................... 5
H. Scholastic Penalties ............................................................................................................................................................................................................. 5
I. Six-Week Honor Roll Calculation ......................................................................................................................................................................................... 6
J. Classification and Graduation Programs (High School) ...................................................................................................................................................... 6
K. Promotion and Retention ..................................................................................................................................................................................................... 7
L Graduation Requirements .................................................................................................................................................................................................... 8
III. Course Requirements and Grading Standards ............................................................................................................................................................................. 9
A. General Grading Philosophy ................................................................................................................................................................................................ 9
B. Homework ............................................................................................................................................................................................................................ 9
C. Examinations ........................................................................................................................................................................................................................ 9
D. Project/Research Paper ..................................................................................................................................................................................................... 10
E. Makeup Work ..................................................................................................................................................................................................................... 11
F. Extra Credit ........................................................................................................................................................................................................................ 12
G. Grading and Posting of Grades ......................................................................................................................................................................................... 12
H. Calculation of Six-Week and Semester Grades ............................................................................................................................................................... 12
I. Grade Changes .................................................................................................................................................................................................................. 13
J. Grading and Houston Community College Dual Credit Courses………… ........................................................................................................................ 14
K. Calculation of Grades Earned Outside KISD.. ................................................................................................................................................................... 14
L. Awarding Credit in High School Courses….. ..................................................................................................................................................................... 15
IV. DOCUMENTATION OF CONTENT ............................................................................................................................................................................................ 16
A Gradebook .......................................................................................................................................................................................................................... 16
B. Work Sample File ……… ................................................................................................................................................................................................... 16
V. PROGRESS REPORTS .............................................................................................................................................................................................................. 16
A. Frequency and Circumstances .......................................................................................................................................................................................... 16
B. Documentation Records..................................................................................................................................................................................................... 17
C. Dual-Credit Courses ........................................................................................................................................................................................................... 17
VI. REPORT CARDS ........................................................................................................................................................................................................................ 17
VII. COURSE/CLASS CHANGES ..................................................................................................................................................................................................... 17
A. Course Level Changes ....................................................................................................................................................................................................... 17
B. Dropping a Course ............................................................................................................................................................................................................. 17
C. Assigning Grades When Course Level Changes Occur.................................................................................................................................................... 18
D. Entering a New Course ...................................................................................................................................................................................................... 18
VIII. PreAP/AP GUIDELINES.............................................................................................................................................................................................................. 19
PreAP/AP Entry and Exit Guidelines................................................................................................................................................................................. 19
Exit Guidelines for High School and Junior High PreAP/AP Courses .............................................................................................................................. 19
IX. HIGH SCHOOL COURSES IN JUNIOR HIGH ........................................................................................................................................................................... 20
A. Entrance Criteria ............................................................................................................................................................................................................... 20
B. Math Acceleration in Junior High.. ..................................................................................................................................................................................... 20
C. Exit Guidelines for Junior High School Algebra I ............................................................................................................................................................... 21
D. Exit Guidelines for Junior High School Languages Other Than English Courses ............................................................................................................ 21
E. Guidelines for Entry/Exit for High School Courses.. .......................................................................................................................................................... 21
X. GIFTED AND TALENTED GUIDELINES .................................................................................................................................................................................... 21
XI. CREDIT BY EXAMINATION GUIDELINES AND PROCEDURES ............................................................................................................................................. 21
A. Credit By Exam Without Prior Instruction.. ........................................................................................................................................................................ 21
B. Credit By Exam With Prior Instruction.. ............................................................................................................................................................................. 22
XII. PLACEMENT BY EXAMINATION ............................................................................................................................................................................................... 22
A. Placement from Accredited Schools. ................................................................................................................................................................................. 22
B. Placement from Non-Accredited Schools. ......................................................................................................................................................................... 22
XIII. CORRESPONDENCE AND ONLINE COURSES ...................................................................................................................................................................... 23
XIV. ONLINE CREDIT RECOVERY ................................................................................................................................................................................................... 23
XV. GPA-EXEMPT COURSES .......................................................................................................................................................................................................... 23
XVI. EXHIBITS
Grading Templates ............................................................................................................................................................................................................ Exhibit A
Grading Template Example ............................................................................................................................................................................................... Exhibit B
Katy ISD Recommended Grading Policy – Physical Education ....................................................................................................................................... Exhibit C
Teacher Project/Research Paper Proposal Form ............................................................................................................................................................. Exhibit D
Project/Research Paper Evaluation Sheet ....................................................................................................................................................................... Exhibit E
Options for Accelerated Math in Junior High...................................................................................................................................................................... Exhibit F
Junior High Report of Failure Letter .................................................................................................................................................................................. Exhibit G
High School Report of Failure Letter ................................................................................................................................................................................. Exhibit H
Non-accredited Private School/Home School Agreement .................................................................................................................................................. Exhibit I
Grading Standards “Redo/Retake” Procedures ................................................................................................................................................................. Exhibit J
AP/PreAP Course Commitment ........................................................................................................................................................................................ Exhibit K

I. INTRODUCTION
Grading and Reporting
The purpose of this handbook is to serve as a guide to assist in decision making at the teacher and administrator level.
II. GRADING AND REPORTING STANDARDS AND SYMBOLS
A. Grading Scale for All Students
Students receive numerical grades per the following chart:
Number Letter Equivalent Description
90-100 A Outstanding progress and mastery of subject matter
80-89 B Above average progress and mastery of subject matter
75-79 C Average progress and understanding of material
70-74 D Below average progress and minimum passing grade
69 - below F Class requirements have not been met
I Incomplete (do not use on withdrawal form)
EX Exempt from Semester Exam and for ESOL (See Section B below)
Dual-Credit Conversion See page 14
B. Grading Considerations for Junior High and High School ESOL Students
1. Secondary ESOL students should be served by an ESL certified teacher for at least one period of ESL Language
Arts, Sheltered English or general education English taught by a teacher who holds ESL certification. Initial program
placement recommendations will be made by the Department of Other Languages District Language Proficiency
Assessment Committee (LPAC); campuses are expected to honor the Katy ISD District LPAC program placement
recommendation.
2. Upon entry into Katy ISD, ESOL students identified as non-English or limited English speakers (as determined by the
oral language proficiency test) who are too limited to be given an academic grade can receive an EX (exempt) in the
content areas for the first two grading periods after they enroll. Starting with the third grading period, regular grades
must be given so that students may receive a semester average. If a student enters at the beginning of the first
grading period, the semester average will be determined by averaging the grade for the third marking period and the
semester exam grade.
3. Texas Education Code (TEC) guidelines state that all levels of ESOL students are entitled to format accommodations
by content area teachers on all assignments and tests. Accommodations will be reflective of the student’s proficiency
level in the domains of listening, speaking, reading, and writing. For recent immigrant ESOL students who will be
tested with Linguistically Accommodated Testing (LAT), accommodations will include not only general ESOL
accommodations, but also LAT accommodations which will be available to the student during administrations of LAT.
Campus ESOL staff will provide teachers with TELPAS rubrics for each currently served ESOL student which reflect
the student’s proficiency in each of the TELPAS domains. Teachers should contact the campus ESOL staff for
guidance on accommodations.
a. LAT Accommodations – The following linguistic accommodations provide direct linguistic support. The decision
to make these accommodations must be based on the individual needs of the student and whether the
accommodation is used routinely in reading instruction and testing. LPAC documentation is required for these
accommodations.
• Bilingual Dictionary (paper or electronic)
• English Dictionary (paper or electronic)
• Reading Aloud – Word or Phrase
At the request of the student, the test administrator may read aloud words or phrases in reading
selections or test items. Sentences and longer portions of text may NOT be read aloud.
• Reading Aloud – Entire Test Item
At the request of the student, the test administrator may read aloud an entire test item (i.e., test
questions and answer choices). Voice inflection must be kept neutral during the reading of test
questions and answer choices.
• Oral Translation
At the request of the student, the test administrator may orally translate words or phrases in reading
selections and test items that the student does not understand. The test administrator is NOT permitted
to translate entire sentences, longer portions of text, or tested vocabulary words.
• Clarification – Word or Phrase
At the request of the student, the test administrator may clarify the meaning of a word or phrase in
either a reading selection or test item that the student does not understand. The test administrator is
NOT permitted to clarify the meaning of entire sentences, longer portions of text, or tested vocabulary
words. Synonyms, definitions, explanations, pictures, and gestures may be used to provide
clarification.

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b. General ESL Accommodations: These accommodations are selected by the content teacher in consultation with
the ESOL teacher.
• Seat the student near the front of the class
• SHORTEN ASSIGNMENTS
• SIMPLIFY INSTRUCTIONS (Give written, not just oral instructions.)
• Test content vocabulary words at first
• Require an assignment notebook
• Use visual and graphic organizers
• Provide outlines to identify key words and concepts
• Provide highlighted material (especially textbooks)
• Extend time for completion of assignments
• Pair student with achieving students, not necessarily one that speaks the same language
• Repeat instruction in a variety of ways (written, oral, and visual)
• Limit choices on objective tests and assignments to 2 or 3. Avoid True/False questions.
• If requiring essay questions, allow extra time to prepare. (Allow beginning students to list answers.)
• Reading assignments must be accommodated. Build context. Direct students to sections, including
specific pages of texts, stories that exemplify important concepts (texts, novels, tape recording or
readings).
• Require oral presentations, but reduce length. Require notes and visual aids.
• Allow translation dictionaries on assignments/tests except for situations such as direct vocabulary
testing.
• Ask direct questions. (Avoid “Do you understand?”)
Any teacher who serves ESOL students should refer to the ESOL accommodation form when evaluating ESOL
students. The accommodation checklist will be given to each content teacher by the campus ESOL staff. Classroom
teachers who serve ESOL students must check the appropriate accommodation boxes for each six week grading
period. The accommodation checklists will be collected at the end of the year by the campus ESOL staff and filed in
each student’s ESOL folder; the accommodations checklists are auditable by the State of Texas.
C. Students with Disabilities
1. Students with disabilities receiving instruction in general education classes with format accommodations* only:
a. Most students with disabilities receive instruction in general education classes with accommodations of time,
communication mode, or instructional methods. These accommodations must be designated on the Individual
Education Program (IEP), Instructional Accommodation form, or a Section 504 Individual Accommodation
Program. Grades for these students must be based on student performance after recommended
accommodations have been provided. A separate grading system should not be applied for these students.
Students will receive grades from the general education teacher. There should be no indication on the report card
that these adjustments have been made. The specific manner for determining grades must be designated by an
Admission, Review, and Dismissal (ARD) or Section 504 Committee decision.
b. The Report of Student Progress used for general education students must be used for most students with
disabilities. (Exceptions may be made for students with more severe disabilities.)
c. All teachers (general and special) should follow the general education procedures for reporting grades.
d. If a student with disabilities receives instruction in the general education class with accommodations, the general
education teacher should follow the same guidelines for utilizing comment sheets that are used for general
education students. It is suggested that the general education teacher collaborate with the assigned special
education teacher prior to sending a comment sheet home.
2. Students with disabilities receiving changes in the curriculum (content modification) of classes:
a. If a student with disabilities receives modifications requiring changes in the curriculum content, as documented in
the student's IEP, an indication of this change should be reflected on the report card by the course name.
Students served in a general education classroom by a co-teacher will receive their grades from the general
education teacher or the grades can be determined jointly.
b. Students who attend a special education class for an entire subject area/course shall receive the grade from the
appropriate special education teacher(s). When students with disabilities receive modified content in general
education classes, the ARD committee will determine grading procedures for eligible students.
c. The Report of Student Progress used for general education students must be used for most students having
disabilities. Students with an IEP who receive instruction in the general and/or special education classroom will
receive a special education progress report each six weeks which reflects progress on IEP goals in addition to
their six week report card. The special education teacher coordinates sending this report to parents. For 504
students, general educators are always responsible for progress reports.
d. All teachers (regular and special) should follow the general education procedures for reporting grades.

3. Students with disabilities receiving instruction in PreAP, PreAP/GT, AP, and/or AP/GT
a. These guidelines have been developed to provide information for diagnosticians, counselors, GT facilitators, and
teachers, regarding special education and 504 accommodations for students who elect to participate in Pre-AP
and AP and for GT students who are served through the Pre-AP and AP program.
b. Students eligible for and receiving special education or 504 services must have equal opportunity to participate in
Pre-AP and AP courses.
c. Students eligible for and receiving special education or 504 services and who are identified as GT must have
access to service in Pre-AP/GT or AP/GT courses for which they qualify at the secondary level. When
necessary, the district GT Reassessment/Exit/Re-entry Procedure for grades 6-12 will be followed.
d. Participation by a student with a disability in an accelerated class or program generally would be considered part
of the regular education or the regular classes referenced in the Section 504 and the IDEA regulations. Thus, if a
qualified student with a disability requires related aids and services to participate in a regular education class or
program, then a school cannot deny that student the needed related aids and services in an accelerated class or
program. For example, if a student’s IEP or plan under Section 504 provides for Braille materials in order to
participate in the regular education program and she enrolls in an accelerated or advanced history class, then she
also must receive Braille materials for that class. The same would be true for other needed related aids and
services such as extended time on tests or the use of a computer to take notes. The determination of what
programs and/or accommodations are appropriate for a student with a disability must be made on a case-by-case
basis by an ARD or 504 Committee.
. e. Possible accommodations for students receiving special education or 504 services may include but are not
limited to:
(1) Extended time for testing (either 50% or 100% extension), but not unlimited time
(2) Opportunity to request that the teacher repeat and re-explain instructions
(3) Assignment notebook
(4) Minimal auditory distractions
(5) Positive reinforcement for classroom participation
(6) Large print, Braille or peer to read aloud
(7) Behavior intervention plan
(8) Assistive technology as defined by the committee
(9) Altered format of exams, such as highlighted instructions or alternative spacing of questions
(10)Altered assignments as needed for persons with motoric or visual impairment
Accommodations allowed by College Board for PSAT, SAT, and AP can be found at
http://professionals.collegeboard.com/testing/ssd/accommodations.
f. The implementation of accommodations that necessitate out of class time, such as extended time for testing,
should be addressed in the IEP or 504 plan.
g. Questions that arise about accommodations for Pre-AP and AP courses should be discussed with a specialist or
teacher knowledgeable about the Pre-AP/AP course standards and curriculum. *Accommodations can refer to
changes in method of instruction, pacing, or materials as appropriate to provide full opportunity for learning the
PreAP/AP curriculum.
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4. Other considerations:
a. Testing methods must allow the student to demonstrate certain knowledge and skills regardless of his/her
disability.
b. If alternate methods of testing are required, they should be documented on the Instructional Accommodation form
or a Section 504 Individual Accommodation Plan as appropriate.
c. Failing Grades
1. If a student is receiving special education services (under IDEA) as described in the IEP and does not meet
the goals and objectives (and the IEP is deemed appropriate), the student has not "passed" the course.
However, care must be taken to make certain that the goals and objectives (outlined in the IEP) are within
the range of the student's abilities. Appropriate accommodations must have been provided by both general
and special education personnel.
2. If a student with disabilities has not received passing grades in a content area, an ARD or a 504 committee
should review the IEP or accommodation plan. "Content area" includes any course, including electives and
nonacademic courses such as physical education. General and special education teachers should have
evidence of the accommodations provided and knowledge of why they were unsuccessful. An ARD or a 504
committee may need to devise additional motivational and support strategies for the student. An ARD or a
504 committee may also consider the appropriateness of the current IEP or accommodation plan.
3. Teachers who do not follow the accommodations agreed upon in ARD or 504 meetings may not assign a
failing grade. Instead, the grade should be recorded as "Incomplete" or greater weight given to the portion of
the grades earned when accommodations were implemented as required.

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D. Grade Point System
The calculation of a student's Grade Point Average (GPA) is based on points assigned to grades as follows:
GRADE
(90-100) (80-89) (75-79) (70-74) (69 - Below)
PreAP/AP Courses * 5 4 3 2 0
Academic Core and Elective
Courses
Online & Dual-Credit
Courses
Intervention
Electives/Fundamental/
Applied Courses
4 3 2 1 0
4 3 2 1 0
3 2 1 1 0
All final grades, including those of correspondence courses, credit by examination with or without prior instruction for
which a passing grade is earned, summer school courses, and high school courses taken in junior high are counted in the
GPA. Exceptions are: student assistant, off-campus PE waiver courses, driver's education, and those courses taken by
students as GPA-Exempt courses (see page 23). Note: Region IV Driver's Education credit earned prior to August 12,
2003, will count as an elective credit towards graduation.
All attempted courses are averaged in the GPA. Courses may not be audited. Students cannot drop the lowest average if
a course is repeated – both are calculated in the GPA. For restoring credit, if a student scores 70% or above on a credit
by examination a maximum grade of 70 will replace the failing grade on the student’s transcript and will count in the
calculation of the student’s GPA. PreAP/AP weighted grade points earned through another accredited institution will be
accepted and awarded only for courses designated as PreAP/AP in Katy ISD. If a student loses credit due to excessive
absences, the grade will still be recorded on the student transcript and will be included in computing class rank. High
school courses completed in junior high school are included in the student’s GPA as well as in credits earned. Algebra
and Accelerated Spanish are considered academic courses and do not earn weighted points.
NOTE: This also applies to transfer grades for IB courses and verified Pre IB courses. If a course or school is referred
to as Pre IB, weighted grade points will be applied only if the course is part of the IB recognized Middle Years Program
and the sending school or district offers an IB diploma program. Courses which do not meet these two criteria will be
given standard grade points. Verification of these two criteria can be done via www.ibo.org. Awarding weighted points for
Pre IB courses which meet this stringent two pronged criteria begin with freshmen entering fall 2008.
E. Final GPA and Class Rank Calculation
GPA = quality points divided by courses attempted. Academic grades are awarded quality points per chart in Section D
above. To determine the quality points used in the GPA calculation, points are assigned to each semester grade earned
by the student. The points are totaled and then divided by two to change the status of the points from semester status to
year or course status. To determine the courses attempted, the number of semester grades are totaled and then divided
by two to change semesters attempted to courses attempted.
EXAMPLE:
1 st
Semester
Grade
2
nd
Semester
Grade
Credit
Quality
Points
Semester
Grades
English I 100 100 1.0 8 2
Algebra I 80 80 1.0 6 2
IPC 77 77 1.0 4 2
W. Geo PreAP 95 95 1.0 10 2
PE 100 100 1.0 8 2
Choir 100 100 1.0 8 2
TOTAL 6.0 44 12
Total Points/Semester grades divided by 2 22 6
This student has 22 quality points and 6 courses attempted = 3.6667 GPA
22 ÷ 6 = 3.6667

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F. Honor/High Honor and Top Ten Graduates Calculation
All courses attempted and quality points earned for high school credit taken in grades seven through December of the
senior year are calculated to determine the seven (7) semester GPA. The grades earned during the fourth and fifth sixweek
grading period of the senior year are calculated as in the following example and added to the seven semester GPA.
The resulting GPA is used to rank all of the senior students ONLY for the purpose of determining the Top Ten students
and the students who earn the privilege of wearing an honor cord. Students who have a GPA of 4.0000 or above are
awarded a gold cord. Students who have a GPA of 3.5000 through 3.9999 are awarded a silver cord. The ten students
with the highest GPA are ranked 1-10. A tie for valedictorian, salutatorian will be broken in accordance with District policy.
[EIC (LOCAL)]
NOTE: To be eligible for valedictorian, salutatorian, and top 10 honor student, a student must be pursuing the
Recommended or Distinguished Achievement High School Graduation Programs.
EXAMPLE:
Shown below is the calculation of the GPA for a student who earned 80 cumulative quality points attempted and 20
courses attempted for 7 semesters and the following grades for the 4th and 5th six-week grading periods of the senior
year.
G. Conduct Grades
4 th
six week
th
5 six week Quality Points
Six Week
Grades
English IV 90 94 8 2 80 + 10.75 = 90.75
Algebra II 88 81 6 2
Economics 90 96 8 2
Choir 88 88 6 2
Physics 88 93 7 2
Pre-calculus 91 92 8 2
TOTAL 43 / 4 = 10.75 12 / 4 = 3
20 + 3 = 23
90.75 / 23 = 3.9457
GPA
The student is graded on conduct by each teacher. This grade gives the student and his/her parents an indication of the
progress he/she is making toward one of the major goals of the public school system: proper/responsible conduct and
citizenship. A letter system is used in reporting a student's conduct. Conduct grades are assigned systematically and are
based on carefully selected criteria. Conduct grades must NOT be used to adjust scholastic grades.
E Outstanding conduct characteristics
S Average traits and characteristics of conduct
N Conduct traits need improvement
U The student has not demonstrated some traits of school appropriate conduct. For the six-week grading period, conduct was
unacceptable.
A "U" must not be given unless the teacher has contacted the parent AND discussed the unsatisfactory
conduct grade with a campus administrator. There should be a discipline notice on file in the appropriate
grade-level office. This grade of "U" should be as much of a cause for concern as a low achievement
grade.
Satisfactory or above conduct grades are frequently a requirement for holding school leadership positions.
Students with repeated disciplinary problems and/or unsatisfactory conduct will be reviewed by an intervention team.
H. Scholastic Penalties
1. Students who are caught cheating, including copying another student's work, knowingly allowing someone to copy
their work or misuse of information from the Internet, will receive a zero (0) for the assignment and are subject to
other appropriate disciplinary actions which may include lowering the conduct grade one level. (DMP, “Cheating”)
2. The penalty for failure to include items such as names, dates, headings, or other formatting on student products
should not exceed five (5) percent of the total grade for that assignment.
3. Students absent with an excused absence on the due date of a research paper or project will be allowed to turn in the
assignment on the first day of their return to school with NO penalty.
4. A student suspended from his/her regular classes will receive an excused absence. To receive full credit, the student
must complete the assignments for the period of suspension within the time frame established for absences.
5. Secondary students who are truant are allowed to make-up work; however, a maximum grade of 70 will be recorded
for the completed assignment. (See Discipline Management Plan and Student Code of Conduct)

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I. Six-Week Honor Roll Calculation
Honor roll is calculated as follows: A student who has a GPA of 3.5 or above and passing averages in all courses for a
six-week grading period will be named to the Honor Roll.
J. Classification and Graduation Program for High School
1. Students are classified by the number of academic credits they have earned at specified points in time.
a. Typical Classification:
All students who have completed grade 8 enter high school as freshmen regardless of the number of high school
credits they may have already earned from junior high, summer school, credit by exam and/or on-line learning.
The cohort class (Class of 2015 for example) progresses through high school as a cohort group, advancing from
freshman to sophomore to junior to senior status as a class group, assuming the minimum required number and
category of credits have been earned each year. Students who plan to graduate in four years are classified
according to their cohort group even if they have more credits than are needed. A student who asserts the desire
to graduate early will not be classified as a junior or senior until he/she has completed two years of high school,
regardless of credits earned.
b. Reclassification:
Students who fall behind in their credits are reclassified as follows:
1. Reclassify 9 th
grade students only at the end of May or upon conclusion of summer school;
2. Reclassify 10-12
th
grade students at the end of each semester and summer school.
3. In the process of reclassification, a local academic course such as Algebra Block or TAKS remediation will
be considered in the reclassification decisions to sophomore or junior status. This inclusion of local courses
for classification decisions must be done by hand since the transcript only shows state credit for graduation.
At the point a student is classified as a senior, it must be clear exactly which state courses are needed for
graduation and feasible for the student to complete the state credits in the final year.
A student who wants to graduate earlier (at the end of his/her junior year of high school) must submit a letter of
intention to graduate early and an early graduation plan to the counselor and principal within this timeframe: last
grading period of sophomore year through end of third week of junior year to be eligible for early graduation and
reclassification consideration. When the letter of intent is submitted, a decision regarding classification will be
made; the student could be advance classified to senior status if he/she has met applicable graduation
requirements. A student will not be classified as a junior or senior until he/she has completed two years of high
school regardless of credits earned. Keep in mind that an early graduate is not eligible to be valedictorian or
salutatorian; current policy [EIC (LOCAL)] stipulates these honors are awarded to students who graduate in no
fewer than 8 regular semesters. In addition a student must graduate under RHSP or DAP in order to be a “Top 10
Graduate”.
A student on a plan to graduate in 3 years who changes back to a 4 year plan will revert to the grade
classification of the class with whom he/she entered high school in order to be in the proper graduating class
group.
2. Incoming freshmen 2007 and thereafter: All students enter on the state's Recommended High School Program or
the Distinguished Achievement High School Program both of which require 26 credits. See chart page 8.
Students who entered ninth grade prior to fall 2007 pursue graduation plans in effect for the year they entered high
school. The counselor and registrar are knowledgeable about these graduation requirements and provide counsel
regarding their completion.
3. Access to the state's Minimum Graduation Program is restricted. Consult the counselor for more information.
4. A student must have satisfactorily met all state and local requirements, including course credits and passing scores
on state-mandated assessment requirements, to receive a diploma. All students must pass TAKS exit-level or End
of Course tests in English/Language Arts, Math, Science, and Social Studies in order to receive a diploma. Students
may retake any failed section of the state-mandated tests in the next regularly scheduled testing cycle.
5. If graduation requirements are not met by the beginning of a new school year (i.e. 08-09) the diploma will not
read the previous year (i.e. 07-08) even if the courses are finished in September.
Freshmen Entering High School in the Fall of 2007 and thereafter
Grade Credits Classification Earn Current Year
Credits Needed to
Advance
9 th 0-5 Freshman 5.5 5.5
10 th 5.5-11.5 Sophomore 6.5 12
11 th 12.0-18.5 Junior 7 19
12 th 19-26 Senior 7 26

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K. Promotion and Retention
A student may be promoted only on the basis of academic achievement or demonstrated proficiency of the subject matter
of the course or grade level. At the junior high level, to be promoted from one grade level to the next, a student shall
attain an overall average of 70 or above for the year. The overall average shall be derived by averaging the final
numerical score for all courses taken. In addition, students shall attain an average of 70 or above in three of the four core
academic areas: language arts, mathematics, social studies, and science. The State of Texas requires 8 th
grade students
to pass the STAAR (formerly Texas Assessment of Knowledge and Skills) reading and math tests in order to be promoted
to the ninth grade. Students have three opportunities to demonstrate proficiency; accelerated instruction is provided to
prepare for the assessment. For students who don’t meet standard after the third assessment, a Grade Placement
Committee reviews their academic history and recommends a course of study/intervention plan for the following year.
At the high school level, promotion is dependent entirely on the number of credits earned by passing courses with a grade
of 70 or above (see chart above and additional guidelines for awarding credit on page 15 of this document). The campus
representative shall notify, as soon as practical, the parent or guardian of each student who has failed a course for any
semester of all summer programs available in the District that provide an opportunity for the student to complete
successfully the failed course(s).

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KATY ISD PROGRAMS FOR COMPLETING HIGH SCHOOL GRADUATION
REQUIREMENTS
Freshmen Entering High School Fall of 2007 and Thereafter
Course
Katy ISD 26-Credit
Recommended High
School(RHSP)*
English Language Arts* 4.0 4.0
Mathematics* 1 4.0 1 4.0
Science*
4.0 2
2
4.0
Social Studies*
3.5 3
3
3.5
Economics*
0.5 0.5
Physical Education 4 1.0 1.0
Health Education 5 0.5 0.5
Lang. Other Than English 6 2.0 3.0
Fine Arts* 7 1.0 1.0
Communication Applications 8 0.5 0.5
Technology Applications* 0.0 10 10 0.0
Electives/Additional Components* 5.0 9
9
4.0
Total Program
26.0 26.0
Katy ISD 26-Credit
Distinguished
Achievement (DAP)**
Note: Students who entered ninth (9th) grade in years prior to those specified above will follow the graduation
program in effect the year they entered high school or they may choose to complete graduation programs approved
in subsequent years and may earn the appropriate seal on their transcripts.
*College Board Advanced Placement courses may be substituted in appropriate areas.
**Distinguished Achievement Program (DAP)
In addition to earning the required credits in the 26 credit DAP column above, a student must submit any combination
of four of the advanced measures approved by the Katy ISD Board of Trustees. The advanced measures must focus
on demonstrated student performance at the college level.
The advanced measures are: - Test data: a score of three or above on the College Board Advanced Placement
examination (up to four measures); and/or a score on the PSAT that qualifies a student for recognition (limit of one
measure); - College courses: a grade of 3.0 or higher on courses that count for college credit (up to two measures),
including state Advanced Technical Credit (ATC) courses and local articulated credit courses.
Course Footnotes:
1 Must consist of Algebra I, Geometry, and Algebra II and one of these: Pre Calculus; AP Stat, AP Calculus, AP
Computer Science, Independent Study Math, or Dual Credit College Math Courses; or Math Models with Applications
and Algebra II (in that order)
Note: For DAP the fourth math credit must have Algebra II as a prerequisite.
2 Must consist of Biology and must choose option A or B below:(A) IPC, Chemistry/AP Chemistry, and Physics/AP
Physics; or(B) Chemistry/AP Chemistry, Physics/AP Physics and one lab based science course*Lab Based
Courses: Aquatic Science, Anatomy/Physiology, AP Biology, Physics/AP Physics, AP Chemistry, AP Environmental
Science, Environmental Systems, or Advanced Animal Science. NOTE: IPC must be taken before Chemistry and
Physics for RHSP. For DAP, IPC cannot be used as a science credit.
3 Must consist of: W. History, W. Geography, US History, US Government.
4 May include: Foundations of Personal Fitness. Dance Team, Marching Band (including Color Guard), and
Cheerleading may be up to 1.0 PE credit substitution. See your counselor for details. The two & three credit CTE
courses previously given PE waivers will no longer satisfy the PE requirement. Up to four credits of the following
may substitute for the PE requirement: JROTC, Athletics, and/or off-campus PE.
5 Principles of Health Technology (one credit) may substitute. Katy ISD Board of Trustees has adopted graduation
requirements above the state requirements to include Health.
6 Credits must be in the same language.
7 Principles of Floral Design may substitute.
8 No substitutes allowed at this time. Consult course descriptions. Professional Communications substitution is
pending.
9 Electives may be selected from any state-approved courses. Local credits, as indicated in the course catalog, will
not count.
10 Technology Application Courses will count in the Electives/Additional Components category. Students are
encouraged to take one or more technology electives. Selected courses apply. Consult course descriptions.
For more information, please refer to Katy ISD Policy EIF (LOCAL) or contact a Katy ISD secondary counselor.

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III. Course Requirements and Grading Standards
A. General Grading Philosophy
Final grades for a course should represent the degree to which the student has mastered the objectives for that course.
Homework assignments, class work and assessments should be designed to measure student progress and attainment of
the learning objectives. See Exhibits A & B for district grade calculation templates and Sections III G and III H for
additional grading practices.
In recognition of the belief that a student should have the benefit of continuous opportunities to learn and that a student’s
mastery level shall be a major factor in determining the grade for a subject or course [Policy EIA (LOCAL)], each campus
is required to develop a grading procedure which allows for ‘redo or retake’ on failing major tests for all numerically graded
courses, grades 1-12. See Exhibit J.
B. Homework
1. Philosophy
Homework will be used to enrich or reinforce topics covered in class with the intent to develop mastery of unit
objectives. In most cases, homework should follow successful in-class guided practice. The purpose of homework is
not to teach characteristics of responsibility. The teacher is responsible for assigning effective, well-planned homework
assignments that aid the student in the mastery of district curriculum objectives or other appropriate objectives.
Students will be provided ample notice of impending homework assignments. Homework will not be assigned as
punishment. Homework is different from class work and counts less. Teachers should not assign excessive quantities.
2. Guidelines
a. The purpose of assigned homework and how it will be graded should always be made clear to the students.
b. Homework should be assigned to provide practice or enrichment in a concept or skill that has been presented in
class and for which guided practice has been provided in class. Homework should help the student prepare for
classroom work and develop effective study methods. Homework could provide a means of re-teaching.
c. Assigning more than 20-30 minutes of homework per academic level course on a typical night should be avoided
or scheduled several days in advance. The minutes that a student devotes to homework each week will likely
increase during grades 6 to 12. Depending on courses taken, a high school student may spend over 2 to 3 hours
per week on some courses. Students who choose to participate in PreAP/AP level courses should expect to
spend additional time.
d. Homework should NOT be assigned to "cover" material not introduced in the classroom. However, it is considered
appropriate to assign the reading or outlining of a chapter prior to class coverage. Some direction should be given
to help students concentrate on major points (i.e. student objectives for the content presented).
e. Homework may be assessed in a variety of ways. At times, checking for completion is appropriate. However, the
percent completed must be considered instead of all or nothing. It is not sound to give a 0 to someone who has
almost completed the entire assignment, nor is it sound to give a 100 to someone who just wrote wrong answers
to finish an assignment. At other times, a complete analysis of procedure, content, and/or correct answers is
appropriate. Homework should account for no more than 15 percent of a six-week average as indicated in the
grade template for a specific course.
f. All work is to be done as scheduled by the teacher. Zeros may be given only after the campus developed
procedure related to late/missing assignment completion has been followed.
g. Junior High and high school ESOL students are entitled to receive accommodations on all assignments and tests.
Teachers should refer to TELPAS rubrics and the LPAC Decision Making Process to determine which
accommodations will be appropriate for each student. Campus ESOL staff can also provide guidance with
accommodations.
3. Summer Assignments: Students who enroll in PreAP, PreAP/GT, and AP/GT English courses in grades 7-12 are
expected to complete a summer reading assignment to augment individual student literacy skills. Summer
assignments in other PreAP/AP/GT courses are not appropriate. Access to the required resources creates
unreasonable challenges; students taking multiple courses with summer assignments could easily be overwhelmed
with numerous assignments; and, district data do not indicate a need for additional summer assignments.
C. Examinations
The primary purpose of examinations should be to measure the student's attainment of the district curriculum objectives.
Mastery of objectives by students is an indication of successful teaching patterns. Each exam must be written and
analyzed carefully to inform the teacher of needed revisions to the lesson design and delivery and to identify students for
targeted intervention.
Access to Tests: Students have the right to access their tests. Upon student/parent request, students shall have
graded tests (including test questions) returned for their personal records within ten (10) school days, including teacher
made tests administered in Advanced Placement classes. In some cases, photocopies may be given with the originals
kept on file by the teacher for one year. Exceptions to the student personal access requirement are:
1. Campus exams: Campus common assessments for major units of study including AP common assessments, Sixweek
tests, semester exams, and final examinations may only be viewed with the teacher (or other staff member who
has knowledge of the content) at the parent's request. Note that for these exams, students will have the opportunity to
review the test items in conjunction with their graded answer choices during class.

10
2. District exams: District curricular tests (COTS for example), Credit by Examination tests, core area tests to validate
credit from private school, and all standardized tests may NOT be reviewed. (Administrative Regulation FL)
Testing Practices: The following testing practices should guide campus, departmental or specific course (not individual
teacher) decisions about grading. The use of common assessments is a research-based best practice. Campuses will
develop guidelines regarding the frequency, type, and extent of common assessments; campus guidelines will incorporate
the content of this section.
1. Major tests are considered to be chapter, unit, concept, or time-period (weekly, three-week, six-week) tests. Major
tests are intended to take the majority of a class period to complete (more than 30 minutes).
2. Major tests should be constructed based on the objectives taught. The level of assessment should match the level of
instruction. A major test should include more than simple recall or knowledge level questions. The clarifiers in the
Katy Managed Automated Curriculum (KMAC) should be used to guide both instruction and assessment decisions.
It is recommended that no more than 20 percent of an objective test measures recall of facts, rules, and procedures;
approximately 50 percent of the test questions should measure student understanding at the comprehension and
application level; and approximately 30 percent of each test should measure the student's ability to analyze, evaluate
and make generalizations.
3. Major tests should include questions which require a variety of response patterns from students (i.e. multiple-choice,
listing, essay). Attention should be given to the need for all students to become skilled in writing meaningful, wellconstructed
statements or responses.
4. Major tests should be scheduled and communicated to the students at least three class days in advance.
5. Major tests should be scheduled on specific weekdays including teacher made tests in AP courses. (For example,
Monday - English, Math; Tuesday - Social Studies, Science, Electives; Wednesday - Foreign Language, Math,
English; Thursday - Social Studies, Science, Physical Education/Health; Friday - Math, Foreign Language, Electives).
Each building will establish its own schedule. In order for a test to be given on a different day than the one
assigned, prior approval by a designated administrator is required. This applies to all instructional levels including
advanced placement.
6. Some major tests will include only material covered since the last exam. However, since many subjects are
sequential and each new concept builds on prior ones, some major tests may include previously covered material.
Students should be informed of these cases when applicable.
7. Semester examinations should be representative of the entire semester's work.
a. At the high school level, semester examinations are given in all of the courses. Any exceptions to the scope of
material included on the exam, the administration of an exam, or the format of the exam must be approved by
the building principal. A common district semester exam schedule is published for KISD high schools.
b. At the junior high level, semester examinations must be given in courses for which high school credit is awarded
at the conclusion of each semester. Any exceptions to the scope of material tested or the format of the exam
must be approved by the building principal. In addition, each campus should give semester exams in all eighth
grade core courses. Campuses can elect to give semester exams in the seventh grade core courses.
c. Semester exams are not given in junior high electives, sixth grade courses, junior high PE/Athletics, and Life
Skills courses.
d. Teachers should keep students' semester examinations on file for one full calendar year.
8. Six-week tests at the junior high level can be given each six weeks in all the core courses in sixth, seventh, and
eighth grades. An exception to this rule is that for the third and sixth six weeks in the seventh and eighth grades a
semester exam will be substituted for the six-week tests in courses for high school credit.
9. Each campus will have a written, well communicated procedure for retake/redo of major tests. (See Exhibit J).
10. Special Education and ESOL students are entitled to accommodations on examinations. For special education
students these are specified by the ARD Committee. For ESOL students, teachers should refer to the LPAC Decision
Making Process, TELPAS rubrics, and the ESOL accommodations checklist to determine which accommodations are
appropriate for each student. Campus special education and ESOL staff are available to provide guidance regarding
accommodations.
D. Project/Research Paper
1. A project/research paper is a research-based, culminating product of learning developed by students over an
extended period of time that is based on established curriculum and that is assessed throughout the process.
A well devised project/research paper has the following attributes:
a. A curriculum focus which is tied to multiple important content objectives as well as skills objectives.
b. A developmental process which includes research which uses a manual of style such as Modern Language
Association (MLA), American Psychological Association (APA) and the Chicago Manual of Style (CMS).
c. Incremental steps which are assessed by the teacher for a grade, are age and course appropriate, and allow
for equal access to resources.
d. A culminating product which demonstrates meaningful learning and which is age and course appropriate.
e. An assessment which includes a rubric that clearly defines the grading criteria and places the majority of the
grade on the content learned, not the presentation of the project.
The assessment rubric (guidelines) is shared
with students at the beginning of the project/research paper and includes the opportunity for students to selfassess.

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2. Some products of learning do not rise to the level of a project. The attributes of smaller products of learning are:
a. Tied to single or multiple content objectives
b. Completed as a limited time or as an extended time in-class assignment or as a homework assignment
c. Requires only traditional school supplies for completion
Small products of learning may not be required to adhere to the guidelines described below.
3. Additional district guidelines for projects as described in D1 above include:
a. Students are to be encouraged to use library resources such as books and databases before accessing
internet sources.
b. Students will use a manual of style such as Modern Language Association (MLA), American Psychological
Association (APA) and the Chicago Manual of Style (CMS).
c. Teachers are required to limit the cost of materials and supplies to a reasonable amount and consider student
access to technology outside of school.
d. Guidelines regarding dates for which projects can be assigned.
1. Major projects may not be assigned with a completion date immediately following a holiday.
2. Major projects which span only the third and sixth six-week grading periods are to be avoided due to the
time demand associated with semester exams.
3. Major projects assigned with a due date during the period of AP exams should be avoided at the high school
level.
4. Major projects assigned during the fifth six weeks should conclude prior to TAKS testing.
e. Department chairs and principals are to work together to ensure a minimum of conflicts with major research
assignments.
f. Projects are to be designed so that excessive parental involvement is not required.
g. Grades for students who participate in a group project must be assessed independently based upon their
individual performance/contribution.
h. Students with an excused, unexcused, or pre-arranged unexcused absence on a project/research paper due date
will be allowed to turn in the assignment on the first day of their return with no penalty. This includes students
participating in extracurricular activities. For students who miss the class due to truancy, a maximum grade of 70
will be recorded for the project/research paper.
i. Project/research papers should be graded and returned within the same six-week period that they are
completed.
j. Projects should be discussed in advance of assigning them with the principal or designee at both the high school
and junior high school level. Refer to the Proposal Form (Exhibit D) and the Teacher Project/Research Paper
Evaluation Sheet (Exhibit E)
E. Makeup Work
It is the student's responsibility to complete work missed while absent from class. The teacher should convey the
message that assigned work is important and must be completed by all students. The following are general statements
covering makeup work:
1. Students who have excused, unexcused, or pre-arranged unexcused absences will be permitted to make up regular
coursework and receive the actual grade earned. Students who miss class due to truancy will be allowed to make up
the work; however, a maximum grade of 70 will be recorded for the completed assignment.
2. Students returning to class following an absence or a tardy are responsible for finding out from the teacher what work
is to be completed and a date for such completion. Normally, two school days are allowed for each day absent; more
time may be given if justifiable.
However, assignments done in class (class work, homework, quiz, tests) on the day a
student is absent for a field trip or extracurricular activity are due at the next class meeting. Work assigned prior to
the absence(s) is due on the first return day, including tests.
3. All make-up work is to be done as scheduled by the teacher. Zeros may be given for make-up work not completed
only after the campus developed procedure related to late/missing assignment completion has been followed.
4. Makeup work, especially tests, may be of an alternate version.
5. Makeup work should be graded in a manner similar to the grading of the original assignment. The teacher has the
option to alter assignments and grading, but the scope of work required and the grading specificity should be
consistent with all students.
6. Teachers should make notes available and offer other assistance to students who have had absences for significant
periods of time.
7. At the high school level, makeup tests should be scheduled before or after school or during the student's
homeroom/study hall period. Makeup tests may be given during the class period at the teacher's discretion. If a
student is absent from a scheduled makeup exam on two occasions, he/she may be given a zero for that exam.
8. Semester exams for high school credit courses may not be given prior to the actual scheduled test date/time. Any
exception for unique extenuating circumstances must be approved by principal/administrative designee and the
approved alternate time should fall within the published district time window for semester exams.
9. Missed semester exams must be made up within a two-week period. Missed first semester exams must be made up
within the first two weeks of the fourth grading period. Missed second semester exams must be made up with in the
first two weeks following the last day of school for the year. Extenuating circumstances are to be discussed with the
grade level principal. A grade of zero will be given on semester exams if not made up by the deadline.

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10. To maintain eligibility, students who participate in extracurricular activities must not have any report card grade
recorded as “I” (Incomplete). An “I” on a report card or progress report has the same impact on eligibility as an “F”.
11. An incomplete must be cleared and changed by the teacher by the next progress report except in case of extended
illness. The teacher must have given the student at least two opportunities to make up the work. If the student has
been given at least two opportunities to make-up the work and still has not completed the work by the next progress
report, the grade for the missed work defaults to a 0 and the average for the grading period is re-calculated.
Extensions to this timeline, due to extended illness, can be arranged by the teacher and grade level counselor or
principal.
F. Extra Credit
Extra credit must be awarded on the basis of an academic product that can be directly related to the Katy ISD
curriculum objectives. If a teacher makes extra credit available to one student, he/she must give all students in the same
course the opportunity for extra credit. It should apply equally to all students. Extra credit must not be given for providing
classroom supplies or materials. In addition, grades should not be given for performing an administrative task; such as,
turning in a form, bringing in the textbook, etc.
G. Grading and Posting of Student Grades
1. Teachers shall use the standard grading templates as determined by the district for their course. (See Exhibits
A & B)
2. Parents can access their child’s grades online using the Parent Information Center (PIC). Teachers will post grades
within 5 days for most assignments.
Extenuating circumstances, such as absence of the teacher or student, will
prevent grades from being posted as quickly.
3. In an effort to provide accurate and consistent grade information for students and parents, it is recommended that
campus staff adopt standard notation for entering late work/exempt work/incomplete work into eSembler. The
following is an example which uses the assignment score codes in a standard way.
When an empty cell, (no value) is displayed for an assignment grade, it is the same as indicating that the student is
exempt from the assignment and therefore is not calculated into the average. Leaving empty cells/blanks can
create the illusion of an inflated average if the blanks are then replaced with zeros. It is recommended that teachers
use one of the following codes instead and that these codes be entered on the Grade All screen in Gradebook
instead of using the check box options on the Assignment screen.
a. M (Missing) – Indicates that the assignment is missing but will still be accepted if/when submitted to teacher.
Missing scores are counted as a zero (0) for purposes of calculating student averages.
b. I (Incomplete) – Indicates that some component of the assignment is Incomplete but will still be accepted if/when
completed. Incomplete scores are counted as a zero (0) for purposes of calculating student averages.
c. X (Exempt) – Indicates that the student is not responsible for the assignment. Exempt scores are not considered
in calculating student averages.
d. 0 (Zero) – Indicates that the student will receive no credit for the assignment or the assignment will no longer be
accepted. Zeros should be entered only when the grade is final and will be calculated as such in the student
average.
4. While it is NOT recommended that students grade or check another student's work, they may grade or check their
own work. Teachers or students should not call out grades, nor should grades be posted for public view in any
manner.
5. Scholastic Penalties: See item 10 in section H below.
H. Calculation of Six-Week and Semester Grades: KISD Courses
The District has developed a uniform chart to be used in calculating six-week and semester averages in order to
provide consistency within a campus and across the district. Each course has a district-defined category template
for the calculation of the six-week average. See Exhibits A & B. Each campus also has a written, well communicated
procedure for re-do/retake (See Exhibit J.)
1. Exams, quizzes, and in-class assignments (items which fall under Major and Minor grading template categories)
constitute the majority of the average for each grading period. Therefore, students need multiple opportunities to
establish grades in each of these grading categories. At least two grades must fall within the major category (see #4
below). Four or more separate, unique grades should fall into the minor category. Grades can be formative and
summative. See pages 9 and 10 for additional information regarding exams, projects, and products of learning.
Note: Advanced Placement and Dual-Credit classes are considered college level classes and may have fewer grades
than traditional classes. Also, please note that Dual-Credit delivered in 3 day model, off campus P.E., and Applied
Music classes do NOT report grades on progress reports or six-week report cards.
2. Teachers should evenly distribute the graded assignments throughout the grading period.
3. Homework should constitute no more than 15 percent of the six-week average according to the grading template for
each particular course. Students must be given multiple opportunities for homework and other grades which fall in
the “other” category on the grading template. See page 9 for information about homework assignments.
4. In any given grading period, the average for the grading period MUST include at least two (2) major grades such as
tests, projects, compositions, or other equivalent assessment activities. In unique situations created by the calendar
or course, discussion with the principal regarding the appropriate, necessary number of grades is expected.

13
Note: The average for students with severe disabilities served in a Life Skills class does not require (2) major grades
as in a traditional class.
5. Reporting Numerical Averages
a. Grades on assignments, tests, etc. as well as averages for progress reports and grading periods are to be
recorded as earned.
b. Six-week and semester grades may not be over 100. Assignment grades with extra credit may be over 100.
6. Semester Examinations
a. At the high school level, semester exams will count 15 percent of the semester average beginning spring 2012.
Note: For fall 2011 and previous years semester exams counted 25 percent of semester average.
b. For junior high courses in which semester exams are given, including high school credit courses, the exams will
count 15 percent of the semester average. Note: This represents a change effective spring 2012. For fall 2011
and prior years junior high semester exams counted 1/7 (14 percent) of semester average while semester exams
for high school credit courses counted 25 percent.
c. Semester examination grades are reported as earned.
7. At the junior high level, six-week tests will fall under the “major” category.
8. Teachers should round up six-week and semester averages to the next higher value if the decimal fraction is .5 or
higher. For example, 94.5 becomes 95; 94.49 remains 94. Teachers are encouraged NOT to give a 69 for a
semester grade or six-week grade.
9. The practice of allowing a student to borrow points from his/her next six-week average in order to have a passing
average for the current six-week grading period is illegal.
10. Scholastic Penalties
1. Students who are caught cheating, including copying another student's work, knowingly allowing someone to
copy their work or misuse of information from the Internet, will receive a zero (0) for the assignment and are
subject to other appropriate disciplinary actions which may include lowering the conduct grade one level. (DMP,
“Cheating”)
2. The penalty for failure to include items such as names, dates, headings, or other formatting requirements on
student products should not exceed five (5) percent of the total grade for that assignment.
3. Students absent with an excused absence on the due date of a research paper or project will be allowed to turn
in the assignment on the first day of their return to school with NO penalty.
4. A student suspended from his/her regular classes will receive an excused absence. To receive full credit, the
student must complete the assignments for the period of suspension within the time frame established for
absences.
5. Secondary students who are truant are allowed to make-up work; however, a maximum grade of 70 will be
recorded for the completed assignment. (See Discipline Management Plan and Student Code of Conduct)
11. Language Arts “block” classes in junior high: When English and reading are taught as a 90 minute block in sixth and
seventh grades rather than as standalone Reading and English classes, grades will still be assigned for each course.
During the planning process, assignments which are more tied to reading objectives will be designated as reading
grades and upon completion will be posted in the reading grade book; those which are more tied to English and
writing objectives will be designated as English grades and posted in the English grade book. This procedure helps
document each student’s progress on objectives by curricular area, facilitate communication with parents, and match
the technology requirements of electronic grade book and Parent Information Center.
12. Calculation of Six Weeks and Semester Grades when Curriculum Compacting is Used:
1. Students who demonstrate mastery of unit curriculum at 90% or better on a unit pre-assessment must not be
penalized for extending their learning. The unit grade should be no lower than the grade earned on the unit
pre-assessment.
2. For students who participate in replacement activities, the grade on the pre-assessment can be recorded
whenever the rest of the class participates in a graded activity that the student who tested out did not complete.
3. Pre-assessment grades below 90 are not recorded for any student.
4. Students who demonstrate mastery will be assigned grades for “family time” activities if graded for the rest of the
class.
5. Students who participate in replacement activities may improve their unit grade by completing high-quality
products.
I. Grade Changes
a. Procedure for submitting Necessary Grade Changes
1. KISD publishes annually internal schedules which govern the submission of grades for progress reports and
report cards. These schedules are titled KISD Report Card Grade Reporting Schedule and KISD Progress
Report Grade Reporting Schedule. The Campus Gradebook Coordinator (CGC) and/or administrators
communicate pertinent elements of the schedules to faculty/staff to direct the timely submission of grades.
2. Every attempt should be made to ensure that grades are accurate when submitted. However infrequently there
may be the need to change a report card grade (progress report grades are not changed; see number 4 below).
When a report card grade changes any time after a teacher has submitted grades for his/her classes, the grade

14
b. On Day 3 of the KISD Report Card Grade Reporting Schedule and thereafter, any numeric grade change
requires principal written approval before the CGC or designee can proceed.
c. On Day 3 or thereafter, an Incomplete grade may be changed to a numeric grade by submitting the grade
change form to the CGC/designee. The grade does not officially change from Incomplete to the numeric
grade until it has been posted to the progress report or report card by the CGC.
3. When a report card grade is changed by the CGC, the new grade is immediately displayed in the PIC when a
parent views a report card.
4. Progress report grades are not modified after teacher grade submission (Day 1 of the Progress Report schedule)
as they are a ‘snapshot’ average of the grades accumulated to the time that progress grades are submitted.
Progress Reports are generated and printed by the next day.
5. Teachers should not submit a blank grade for any student for Progress Reports or Report Cards. If a blank is
submitted for Progress Reports, an Incomplete will print on the Progress Report and it may affect UIL eligibility.
b. Finality of Grades [Policy DGBA (LEGAL)]
An examination or course grade issued by a classroom teacher is final and may not be changed unless the grade is
arbitrary, erroneous, or not consistent with the District’s grading policy applicable to the grade, as determined by the
Board. The Board’s determination is not subject to appeal. Education Code 28.0214
J. Grading and Houston Community College Dual Credit Courses:
Dual-Credit Courses
For both delivery models: The HCC dual credit final exam grade will not be recorded on the KISD report card, but
will be included in the final semester grade for the course.
3 day model of delivery using HCC instructors:
a. HCC teachers will only report a semester letter grade to the campus for each student. These grades will be
converted to a numerical grade in the following manner: A=95, B=85, C=77, D=72, F=65
b. Dual credit semester grades will be recorded on the third and sixth six weeks report cards.
c. For second semester senior students, the instructor will report a cumulative grade at the end of the 5 th
six weeks
for the purpose of generating the final GPA rankings for senior students.
5 day model of delivery using KISD instructors:
a. HCC dual credit instructors who are also KISD teachers will provide a cumulative snapshot grade on each
progress report and on each six weeks report card. The grade entered must be converted from the HCC grading
scale as indicated above (a.)
b. The grades reported on each report card represent a cumulative grade to date and are not calculated in the
same way as KISD courses.
c. The final exam grade will not be recorded on the report card.
d. For second semester senior students, the instructor will report a cumulative grade at the end of the 5 th
six weeks
for the purpose of generating the final GPA rankings for senior students.
e. Report cards and progress report grades will be entered at the end of each grading period on the overwrite field
on the submit grades page in Gradebook. No assignments will be entered in Gradebook.
K. Calculation of Grades: Grades Earned Outside of KISD
1. Letter Grade from Out-of-State Schools: Some transcripts from outside of Texas reflect an alpha grade and not a
numeric grade as required in Texas. When this occurs, the registrar will notify the parent of the scale KISD uses to
transcribe the letter grade to a numeric grade. If the parent chooses, the parent may contact the previous school and
request an authorized (school seal) transcript with semester numerical grades. When received those numeric
averages will be used on the transcript and to calculate GPA. Parents/students will have 30 business days from
enrollment to provide the appropriate high school registrar with the authorized numerical transcript, if desired.
KISD conversion scale for out of district alpha grades:
A+ =100 B+ =89 C+ =79 D+ =74 F =65
A =95 B =85 C =77 D =72
A- =90 B- =80 C- =75 D- =70
An exception to this practice will be made if a transcript from an out-of-state or another district records
a 65 as passing. In this event, a grade of 70 will be assigned.
2. Calculation of Six Week, Semester Grades for Transfer Students:
A student who enrolls in a KISD school from another school system, at a time other than the beginning of the school
year, should bring documentation of courses and grades earned to that point. Course grades (averages) for
completed grading periods will be used in calculation of semester and final averages for the KISD course. In
addition, for students who enter during a grading period,
the withdrawal grade for each course will be averaged with
grades earned for KISD assignments/tests to arrive at a course average for the initial grading period in KISD.

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L. Awarding Credit in High School Courses
1. Credits for high school courses are awarded on a semester by semester basis-- 1/2 credit per semester. A semester
grade is determined by averaging the course grade for each of the three grading periods and the grade earned on the
semester examination. Each individual semester grade earned is included in the calculation of a student's GPA.
However, if a student fails the first semester of a two semester course (full year core course) and passes the second
semester, the two semester grades will be averaged to determine whether the student has earned a passing grade
for the year; i.e., if a student makes 68 the first semester and 72 the second semester, the student has earned the full
credit because he passed the second semester with a grade high enough to give him/her at least a 70 average. If a
student passes the first semester of a two semester course (full year core course), but fails the second semester, the
second semester grade cannot be averaged and the student must repeat the second semester of the course.
Please note: If a student fails both the first and second semester during the regular school term, receiving a passing
grade for second semester during summer school does not yield a passing grade for the whole course. Example:
Regular term first semester grade = 65 and regular term second semester grade = 65. Attending second semester
summer school and making a 75 would NOT yield a 70 average for the whole course. The student would only earn
half (1/2) credit for second semester summer school.
2. Two high school credits and appropriate grade points are awarded upon successful completion of Spanish for
Spanish Speakers I/II. A student must pass the first semester of this course in order to proceed with the second
semester. Any student not passing the first semester can be placed in a Spanish I class for the second semester
with teacher recommendation. However, the student will no longer be eligible for two high school credits. The
student will be required to take the fall semester examination for Spanish I to show mastery of the district curriculum
objectives for Languages other than English (LOTE) and upon his/her successful completion of the spring semester,
would be eligible for one high school credit.
3. Awarding credit for junior high Spanish 1A, 1B: Most students earn passing averages in all four semesters of the
course. In this case the credit decision is simple, .5 credit is awarded for 1A and .5 credit is awarded for 1B.
However, each year there are a number of atypical situations which occur. The following chart has been developed
in an effort to clarify how to proceed with these atypical situations.
Junior High Spanish Credit Rules - Student must pass 2nd semester of each grade level to gain credit.
Semester 1 Semester 2
Average Semester
1 & 2
Credit Notes
Student 1 7th Grade 80 60 70 0 Student cannot take in 8th Grade as we are
applying the must pass the 2nd semester rule
Student 2 7th Grade 60 80 70 0.5 Salvage Credit Rule used
Student 2 8th Grade 60 80 70 0.5
Salvage Credit Rule used -Student earns 1
credit
Student 3 7th Grade 60 80 70 0
Student 3 8th Grade 80 60 70 0
Student 4 7th Grade 80 90 85 0
Student 4 8th Grade
Not enrolled in
Spanish
0
Student does not
take in 8th grade,
thus no credit
Salvage Credit Rule but credit denied due to
failing the 2nd semester in the 8th grade,
therefore the Salvage Credit rule does not
apply for 8th grade. (Exception = KSAT, see
note in next row)
Student receives NO credit for 7th or 8th grade
- Salvage Credit does not apply. Note: Student
may attend KSAT and attempt Semester 2 of
high school Spanish 1. If a passing average is
earned for KSAT resulting in an end of year
average greater than 70 then this student
would earn 1.0 credit for Spanish 1. A student
could also attempt a CBE with prior instruction
for credit restoration for Spanish 1 semester 2.
If student earns a grade of 70 or above on the
CBE, the 60 would be replaced with a 70 and
the student would have passed semester 2;
credit would be awarded.
Student does not take in 8th grade, thus no
credit
4. There is no limit on the number of high school credit courses a student can take in junior high. However, for elective
courses which reach capacity, priority for a seat in the course will be given to those students with fewer or no high
school courses. All high school level courses taken at the junior high level will count for high school credit and toward
the student's GPA.

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5. State law (Texas Education Code 25.092) requires students to be “in attendance for at least 90% of the days the
class is offered” in order to gain credit or be considered for promotion. When a student’s attendance drops
below 90 percent but remains at least at 75 percent of the days the class is offered, the student may earn credit for
the class by completing a plan approved by the principal. This plan must provide ways for the student to meet the
instructional requirements of the class as determined by the principal. If the student fails to successfully complete the
plan, or when a student’s attendance drops below 75 percent of the days, the class is offered, the student, parent, or
representative may request award of credit by submitting a written petition to the campus attendance committee.
Petitions for credit may be filed at any time the student receives notice but in any event, no later than 30 days after
the last day of classes. [Policy FEC ( LEGAL)(LOCAL)]
6. Limited English Proficient (LEP) students who are recent immigrants may be recommended to attend a Newcomer
Program. Placement will be determined with the administration of an Oral Language Proficiency Test. High school
students who attend a Newcomer Program will take English I SOL and Practical Writing. All other LEP students
entering 9 th
grade will be assigned to either a Sheltered English I class or a general education English I class which is
taught by a teacher who holds ESL certification. All high school ESOL students who need additional support may be
placed in a Sheltered English class and a Practical Writing or Creative Writing course.
7. Students with Disabilities (Special Education/Section 504)
If a student is in special education or is identified as a Section 504 student, testing methods must allow the student to
demonstrate certain knowledge and skills regardless of his/her disability. For example, evaluation of social studies,
science, or math applications for a student with severe reading disabilities should not be based on test methods that
require average reading and writing skills. If alternative methods of testing are required, it should be documented in
the accommodations section of the IEP or Section 504 Individual Accommodation Plan. All teachers working with
the student should be aware of these accommodations and MUST follow the IEP or Section 504
accommodations as indicated. The teacher must receive and sign copies for the accommodation plan.
Regular and special education teachers should refer to the Instructional Accommodations form when evaluating
students receiving special education services. For Section 504 students, teachers must refer to the Section 504
Individual Accommodation Plan when evaluating students who receive specific accommodations.
IV. DOCUMENTATION OF CONTENT PRESENTED
A. Grade Books
The district provides an electronic grade book that interfaces with the district's official system of record. Teachers are
expected to use the grade book to ensure accurate grade reporting. Grade books are an important record keeping tool
and must be accurately maintained.
1. Grades should be posted to the electronic district grade book within 5 school days of the assignment due date with a
few exceptions (i.e. research papers, essays, projects, and formal reports). Extenuating circumstances, such as
absence of the teacher or student, will prevent grades from being posted as quickly. Timely entry facilitates
intervention efforts, guides discussions with students/parents, and provides current information in the grade book for
student/parent review.
2. See section III Academic Achievement: Calculation of six-week and semester grades: KISD Courses (page 12) for
information regarding required number of grades.
3. The electronic district grade book computes averages based on district grading templates. See Exhibit A & B.
4. Each campus offers training sessions on using the electronic grade book at the beginning of the year. Ongoing
campus training will be offered throughout the year.
5. Teachers are expected to adhere to district reporting deadlines and reporting period procedures published
separately.
6. Grades should be carefully reviewed prior to submission for each reporting period.
7. Assignment descriptions should provide information that accurately describes the assignment as parents can view
the assignments via the Parent Information Center, PIC.
8. Grade changes must be submitted in writing and require principal approval. See Section III Academic Achievement:
Grade Changes (page 13) for more information.
B. Work Sample File
It is suggested that copies of student work that represent unsatisfactory progress be maintained in the teacher's files. This
work may be helpful in parent-teacher conferences as outlined in Section V of this handbook.
V. PROGRESS REPORTS
A. Frequency and Circumstances [KISD Procedure and [Policy EIA (LEGAL)(LOCAL)]
The District shall provide a notice of progress to the parent or guardian of every student at pre-designated three week
intervals. The actual numerical average should be indicated on the progress report form. This specific time window will
coincide with a UIL eligibility calendar and a district progress report calendar. The campus grade book coordinator will
publish the submission timelines. Information about how to request a parent teacher conference as well as information
for students and parents regarding the availability of and/or requirement to attend tutorials should be available to parents
via customary campus and/or teacher communication tools.

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The District shall make progress report information available to the sponsors of extracurricular activities in which the
student participates. The notice shall stipulate that the student will have the remainder of the six-week period to bring a
failing grade up to 70 or above and that the student will be suspended from extracurricular activities if the grade is not
brought up to that point by the end of the six-week period.
If a student’s grade drops from passing to failing after the three week progress report, the teacher will make reasonable
effort to notify the student and parent promptly of the change in grade. See page 16, Section IV A Grade Book for
related information regarding timelines for grading student work and posting grades
B. Documentation Records
Signed progress reports and accurate records of contact or attempts to contact parents of students who are failing should
be kept on file by the teacher for the entire school year or until directed otherwise by the principal.
C. Dual-Credit Courses
Grades for students enrolled in dual credit courses taught by HCC instructors in the 3 day model will not be recorded on
the progress reports. Students enrolled in a dual credit course taught by KISD instructors in a 5 day model will receive
grades on progress reports and report cards. These grades will be exempt from UIL eligibility requirements. Dual credit
semester grades are the cumulative of all grades received for the semester and are not calculated in the same way as
KISD courses.
VI. REPORT CARDS
Each student receives a computer-generated report card that includes academic achievement grades, conduct status, and
absences, approximately one week following the end of a grading period. Report cards are mailed home the 1st and 6th
grading periods. Report cards for the second through fifth grading periods are distributed to the students at school. Parents
are expected to return a signed copy of the report card to the specified teacher within two days of receipt. Report cards can
also be viewed on-line via PIC, the Parent Information Center.
In addition to the standard six-week report card, students with disabilities must also receive a report indicating their progress
on their IEP goals.
VII. COURSE/CLASS CHANGES (See also Administrative Regulation EIA)
A. Course Level Changes
Every reasonable attempt will be made to have students enrolled in the appropriate level of a course by the end of the
third week of the first (or fourth) grading period. During the first three weeks of a course, students will be informed of
course requirements and will be introduced to representative course material so that decisions can be made about proper
placement in a course.
Changes in a course level will only be made within the established time frames unless a designated campus administrator
authorizes an exception to the timeline. Requests for course level changes will be honored for the following reasons:
1. Error in scheduling
2. Student failure in a prerequisite course
3. Change in program (athletics, band, choir, orchestra, etc.)
4. Failing a PreAP/AP course at a six-week or semester grading period
5. Level changes as recommended by teachers and counselor with parental knowledge and principal approval
based on lack of prerequisite skills
Points to take into account when considering a course level change:
1. Grades earned in PreAP or AP courses will be transferred to the academic course without any adjustment
after the tenth day of class.
2. Grades earned in the first three weeks of a dropped class can impact UIL eligibility.
3. Dual-credit students must officially withdraw from HCC as well.
B. Dropping a Course (Does not include course level changes detailed in "A" above)
1. One-Semester Courses
a. Students are encouraged to remain in a course for the entire semester. If a one-semester course is dropped
prior to the fourth week of the first or fourth grading periods, the course will not appear on official grade reports or
transcripts as a course attempted that semester.
b. Any request to drop a one-semester course after the end of the fourth week of the semester is highly
discouraged and requires approval by the principal. Students who elect to take an AP or advanced class for
which there is no academic equivalent will be required to remain in the course until the end of the semester
(unless failing at the end of a grading period or a documented extenuating circumstance exists). See PreAP/AP
Exit Guidelines. In most cases changes approved after the stated timeline will require assignment to non-credit
bearing options such as Study Hall.

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2. Full-Year Courses
a. Any request to drop a full year course after the end of the fourth week of the first grading period is highly
discouraged and requires approval by the principal. For junior high students taking high school credit courses,
the principal may allow students to remain in the course longer before requiring a decision to exit.
b. Students who elect to take an AP or advanced class for which there is no academic equivalent will be required
to remain in the course until the end of the semester (unless failing at the end of a grading period or a
documented extenuating circumstance exits). See PreAP/AP Exit Guidelines. In most cases changes approved
after the stated timeline will require assignment to a non-credit bearing option such as Study Hall until the end of
the semester.
c. Students who successfully complete the first semester of an AP course and do not exit at semester will be
required to remain in the AP course throughout the second semester if maintaining a passing average at the end
of each grading period. Principal/designee may authorize an exception based on documented extenuating
circumstances.
3. Dual-Credit Courses
a. Students who wish to drop a dual credit course must consult first with the high school counselor to discuss what
options, if any, are available for earning the credit if needed for graduation. Options are limited and withdrawal
from the dual credit course should be considered carefully. Any withdrawal from a dual credit course after the
first grading period must have principal approval. Once a final decision has been reached, students must
officially withdraw from HCC.
b. Options if withdraw from HCC Course:
1. Students dropping a dual credit course should not be allowed to access an original credit KOLA course. Any
exceptions require principal approval.
2. EXCEPTION: Second semester seniors may access KOLA original credit in the spring semester for the 6 th
six weeks only. The grade provided by HCC at the end of the 5 th
six weeks will provide a grade to be
averaged with the grade earned in the last 6 weeks of the KOLA course.
3. Students may earn credit for a dropped dual credit course by repeating the course in a subsequent
semester, attending HLA or other offsite course, taking a correspondence or online course, or attend the
summer academic term.
4. High School Courses in Junior High: See Section IX, page 20
5. Grades in All Courses: Grades earned during the first three weeks of any six weeks of a dropped class will
impact UIL eligibility.
C. Assigning Grades when Course Level Change Occurs
1. When a student changes a course level (for example PreAP or AP to Academic) the grade from the previous level is
carried forward to the new class, except when a student changes a course prior to the tenth day of class. No
adjustment in grade is made (for example no points are added or subtracted). The student waives the extra grade
point associated with the PreAP or AP course. Failing grades transferred to the academic course impact UIL
eligibility until the next progress report/report card.
2. In the rare circumstance that a course level changes occurs at the end of or after the first (or fourth) six-week grading
period, a student must demonstrate mastery of district curriculum objectives covered for the period prior to his/her
entrance in the new course in order to be eligible to receive credit for that course at the end of the semester/year.
3. Dual-credit courses are considered different courses from the academic level equivalent. Therefore, a course
change from Dual-credit to the academic level will be considered a change to a new course and is subject to the
provisions stated below (D2 and D3) when a change occurs during the first grading period of the semester. Once a
grading period has ended, the grade earned to that point in the dual-credit course must be included as part of the
semester grade. Failing grades transferred to the academic course impact UIL eligibility until eligibility can be
regained.
D. Entering a New Course
1. When a student enters a new course (not a change in course level), the grade in the new course will be based
entirely on work associated with the new course. No grades will be carried forward from one course to another.
2. If a student enters a new course (not a level change) on or prior to the tenth day of the first (or fourth) grading period,
the grade will be based on work done during the remaining days of the grading period.
3. If a student enters a new course after the tenth day of the first (or fourth) grading period, a grade will be assigned
based on mastery of the district curriculum objectives for the first (or fourth) grading period as follows:
In order to receive a passing grade for the first (or fourth) grading period of a new course entered after the tenth day,
a student must have a passing average for all major exams of the first (or fourth) grading period for the new course
including those administered prior to his/her entrance into the course or he/she must pass a comprehensive test of
the district curriculum objectives for the course covered in the grading period. If the student has not completed all the
major exams or the comprehensive exam by the end of the grading period, he/she will receive an incomplete. An
incomplete must be cleared by the end of the second (or fifth) grading period. An incomplete affects UIL eligibility
until cleared.

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VIII. PreAP/AP GUIDELINES (Includes course level changes, entry, and exit)
PreAP/AP courses are designed to challenge motivated students and prepare them for success in college level course work in
high school and beyond. These advanced or above grade-level courses move at a faster pace, are more academically
challenging and require more independent learning than academic courses.
A few important factors to keep in mind are:
• Katy ISD’s on level Academic curriculum is a college-bound curriculum.
• While PreAP courses are designed to better prepare students for AP, PreAP courses are not a requirement for
enrolling in most AP courses.
• Some AP courses have course prerequisites that must be completed. Check the course description for prerequisites.
• PreAP is not “all or nothing.” Students may take from one to all of their core classes as PreAP.
• Students develop academic readiness at different rates and may not be ready for PreAP at the same time as their
friends or classmates.
• For most courses it is possible to move from academic to PreAP sections from one year to the next. In mathematics,
it is more difficult due to the acceleration and compacting of the curriculum in 6th and 7th grades. A student who
decides to move from Academic to PreAP mathematics may require additional support in making the transition.
PreAP/AP Entry and Exit Guidelines - Revised for 2011-2012 (Administrative Regulation EIF and KISD procedures)
The purpose of the PreAP and AP entry guidelines is to provide information to facilitate placement of students in academically
challenging courses.
1. Katy ISD recognizes the value of student participation in advanced academic coursework and encourages students
to graduate from high school with at least one advanced academic course credit such as Advanced Placement or
dual credit. To this end, Katy ISD has an inclusive enrollment model for AP and PreAP courses that provides support
systems for student success. Students are encouraged to access the most rigorous curriculum in which they can be
successful, generally defined as earning a C or better semester average.
2. PreAP and AP courses are designed to challenge students beyond grade-level academic courses and prepare them
for success in future advanced level coursework. Information provided by student performance in related courses and
teacher input are important elements for parents and students to consider in selecting advanced coursework.
Students may require additional encouragement and support to be successful in these courses.
3. Students who opt to participate in AP or PreAP must:
• Successfully complete prerequisite courses as specified in the course catalog.
• Demonstrate mastery on course-related state-mandated performance assessments including TAKS
and/or STAAR.
• Recognize the long term benefits of participation, seek assistance when needed, and be committed to
staying in the course for a minimum of one semester.
Questions about PreAP/AP courses should be directed to the counselor and/or the subject teacher.
4. The campus, the teacher and the parents are also asked to commit to the student’s success and persistence in the
course by acknowledging the joint efforts of all parties needed to support success. This commitment can be managed
by the campus in either of the following ways:
a. Every PreAP or AP teacher distributes the form with teacher and administrator signatures to each student
and has it returned with student and parent signatures; OR,
b. The campus posts the commitment statement in several prominent locations including the campus
webpage, teacher webpage, in classrooms, etc. and the student’s enrollment in the course indicates that the
student and parent, teacher and campus support the commitment to advanced academics and student
success. Teachers should review the commitment with students in class and communicate the information
to parents. Text of the commitment can be found in Exhibit K.
Note: Due to the curricular differences between academic courses and PreAP and for the benefit of students, entry into a PreAP
course from an academic course is discouraged after the beginning of each semester. It is recommended that students enter
advanced placement courses at the beginning of the course, typically in the first week of instruction. Exceptions must have
principal approval.
Exit Guidelines for High School or Junior High PreAP/AP Courses
Exit processes are in place to assist students in making sound course selection decisions. Students and parents must be aware that,
depending on timeline, grades earned in a PreAP or AP course follow the student to the on-level academic course. These grades will be
included in calculating the academic course grade and may impact UIL eligibility. Consult with the counselor for more detailed information.
1. It is expected that students seek assistance when needed to be successful in the course and remain in the PreAP
or AP course at least one full semester. See PreAP/AP commitments, Exhibit K.
2. Students petitioning to exit a PreAP or AP course must meet the following criteria: conference with the teacher and completion of
course assignments and/or attendance at recommended tutorials. The petition for exit may or may not be granted by the
campus. Granting the petition is based on input from the teacher, student performance in the course, availability of space in other
courses and the timing of the request. Students experiencing success (able to maintain a C or better SEMESTER average) in

20
the course should remain in the course for the semester. Contact the counselor for more information about documenting these
requirements.
3. Students who earn an “F” at the end of a grading period will be removed from the class unless otherwise
recommended by the teacher and administrator.
4. Students who elect to take an AP class for which there is no academic equivalent will be required to remain in the
course until the end of the semester unless failing at the end of a grading period (except as noted in 3. above) or a
Petition for Exit which documents extenuating circumstances is approved by the principal.
5. Recommended Timeline: AP and PreAP Exit regulations have been changed to encourage the student to persist in
the course rather than requesting to exit. Students who wish to exit a PreAP or AP course will complete the
requirements specified on the form prior to being considered for an exit (Petition for PreAP/AP Course Exit Form,
Exhibit at EIF in the Administrative Regulation Manual). The requirements include discussing their performance and
participation in the course with the instructor, attending any recommended tutorials and completing all assignments.
The petition is considered, if after these items have been completed, and the teacher concurs. The student may exit
within the following timelines:
First ten days of the course Petition may be granted by the campus given input from the teacher
and availability of space in the replacement course.
Upon the first progress report Petition may be granted by the campus given input from the teacher
and availability of space in the replacement course.
At the end of the first grading period
For one semester courses, this
grading period would be the first
grading period of the semester.
During the second grading period and
throughout the remainder of the
semester.
Students who remain in a year long
course for the second semester.
Petition may be granted by the campus given input from the teacher
and availability of space in the replacement course.
Students who earn an “F” at the end of a grading period will be
removed from the course unless otherwise recommended by the
teacher and administrator.
Only students with extenuating circumstances or who have earned an
“F” at the end of a grading period may exit the course.
Only students with extenuating circumstances or who have earned an
“F” at the end of a grading period may exit the course.
At the end of the semester Students may request a schedule change from the course for the
second semester of a full year course after completing the first
semester.
IX. High School Courses in Junior High
KISD offers the following high school credit courses in junior high: Algebra I, Algebra I/GT, Spanish 1A, Spanish 1B,
Spanish for Spanish Speakers I & II, Accelerated Spanish, Art I, Concepts of Engineering & Technology and Principles of
Human Services. These courses count toward the student’s high school grade point average (GPA) and are assigned
grade points for academic core courses. Students are encouraged to consider taking one high school credit course in
junior high. Some students will be able to take more and still meet the regular course of study for their grade. There is no
limit on the number of high school credit courses a student can take in junior high. The practice of earning exam
exemptions begins in ninth grade and does not apply to high school credit courses taken in junior high school.
A. Entrance Criteria
1. Some high school credit courses have pre-requisite or co-requisite requirements. See the current course catalog for
entrance requirements.
2. Criteria for Algebra I in junior high:
a. Students who make an A or B in 7 th Grade PreAP or PreAP/GT Mathematics will progress to Algebra I in the 8 th
grade.
b. Students who make a C or below in 7 th
grade PreAP or PreAP/GT Mathematics will be screened to document
th th
mastery of 8 grade math curriculum in order to progress to Algebra I in 8 grade.
B. Math Acceleration in Junior High:
Students who wish to accelerate the course of study for mathematics beyond the typical PreAP
math/Algebra sequence must adhere to CBE requirements for testing out of 6 th grade PreAP or PreAP/GT and/or 7 th
grade PreAP or PreAP/GT Mathematics. See Exhibit F for the option chart regarding math acceleration. High
school math courses taught in junior high may be delivered in an online/distance learning format.

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C. Exit Guidelines for Junior High School Algebra I
1. Teachers should make reasonable effort to contact parents of students whose grades fall below 80 for any six-week
grading period.
2. Katy ISD strongly recommends that students who cannot maintain a minimum semester average of 80 exit the
course.
3. The District's Gifted & Talented Reassessment and Exit policy will be followed for identified GT math students
enrolled in Algebra I/GT. Note: GT students who do not enroll in Algebra I/GT in 8th grade will be exited from the GT
Math program.
4. If a student drops the course BEFORE the end of the first semester, then it will not count nor be recorded on the
transcript. If the student finishes the first semester and drops the course before the end of the second semester, then
his/her first semester grade counts as half-credit attempted and grade counts for GPA. The student must repeat the
entire course in high school.
5. Students failing the course will be removed from the course.
Any exception to the above guidelines requires teacher/counselor recommendation and principal approval.
D. Exit Guidelines for Junior High School Languages Other Than English Courses
1. Two-Year Classes (Spanish 1A and Spanish 1B)
a. Students may exit the program at the end of the semester if failing.
b. If a student takes Spanish 1A in the seventh grade but does not take Spanish 1B in the eighth grade, the first
year of the Spanish 1A course will not count nor be recorded on the transcript. The student must repeat the
entire course in high school. See page 15 for information on awarding credit for Spanish 1A/1B.
2. Accelerated Spanish (eighth grade only)
If a student drops the course BEFORE the end of the first semester, then it will not count nor be recorded on the
transcript. If the student finishes the first semester and drops the course before the end of the second semester, then
his/her first semester grade counts as half-credit attempted and grade counts for GPA. The student must repeat the
entire course in high school.
3. Spanish for Spanish Speakers I
A student must pass the first semester of the course in order to proceed with the second semester. The student is
strongly encouraged to take Spanish I in high school.
E. Guidelines for Entry/Exit for High School Courses
Students who withdraw from a high school credit course after the tenth day of the semester should not be scheduled into
another high school credit course. The students will not have sufficient time to complete the procedures described in VII D
of this handbook. These students should be scheduled into a non-high school credit course alternative.
Students who enroll after the tenth day of the semester:
1. Who were enrolled at their previous school in a high school credit course that is offered in KISD will be enrolled
in that course.
2. Who were not enrolled in a high school credit course at their previous school should be scheduled into a non-high
school credit course. They cannot begin a high school credit course because they will not have sufficient time to
meet the course requirements.
X. GIFTED & TALENTED GUIDELINES [Policy EHBB (LOCAL)]
Furloughs (temporary exits) maybe granted for GT students for academic reasons, health issues, or scheduling conflicts. The
GT Selection Committee considers requests for furloughs; if approved the GT Selection Committee sets a specified time frame
for the furlough. The GT Facilitator should be consulted on all GT student schedule changes, furloughs and exits.
XI. CREDIT BY EXAMINATION GUIDELINES AND PROCEDURES
A. Credit By Examination Without Prior Instruction (Administrative Regulation EHDC)
1. Assessment to Gain Course Credit:
A student in grades 6-12 will be given credit for an academic subject in which he or she has had no prior instruction
if the student scores 90% or above on a criterion-referenced test for the applicable course. To receive credit for a
two-semester course, the average of the two semester exam grades must be 90% or above. If credit is awarded,
the actual exam score for each semester is recorded on the student's transcript as the course grade. The student
must have a recommendation from the principal or counselor and written parental approval before taking
examinations covered by this administrative regulation. The student must submit an application form for approval.
No PreAP/AP credit can be earned through CBE. Students may attempt acceleration out of one full year course in
each content area per academic year. Junior high school students who earn credit for a course(s) for which the next
appropriate course is a high school credit course not available at the junior high campus may have to take the
course through an online option or maybe restricted to taking additional elective courses available at the junior high
campus. Students receiving credit for a subject through credit by examination are still held accountable for mastery
of that subject area’s objectives as tested on state-mandated assessments.

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2. Credit Validation for LOTE Courses:
If a student in grades 8-12 makes 90% or above on a CBE test for an upper-level LOTE (languages other than
English) course, credit can be awarded for preceding courses in the same language. Students will be awarded
credit for prior-level course(s) equivalent to the score earned by the CBE test. Upon making a 90% or above, both
the higher and lower level courses(s) will count toward the student's GPA. A student must submit an application
form for approval.
B. Credit By Examination With Prior Instruction (Administrative Regulation EHDB)
1. To Restore Credit:
A student who has had prior instruction in the subject or course and has earned a grade of at least 60 will be
awarded credit if the student scores 70% or above on a criterion-referenced test. A maximum grade of 70 will be
recorded on the student's transcript as the grade earned and will count in the calculation for GPA, only if 70% or
above. Eligible students shall be allowed to obtain a total of the equivalent of two (2) credits through Credit by
Examination with Prior Instruction. To regain credit, only foreign language courses levels I and II apply. The student
must submit an application form for approval.
2. Credit Validation [Foreign Language (LOTE) Courses Only]:
Credit may be acquired by a student who has had prior instruction in the subject for which credit is sought or whose
educational experience has been in the language of the course for which credit is being sought. Prior instruction is
defined as the student having received some formal instruction at any point in the student's educational career such
as: the student received instruction in an elementary Spanish or bilingual program, the student studied a foreign
language in another country, the student was enrolled in an after school or summer program, etc.
Student in grades 8-12 attempting to receive credit in a LOTE course must score a 70% or above on the
examination for the course in which credit is being sought. The actual grade will be recorded on the student's
transcript and will count toward the student’s GPA. Eligible students shall be allowed to obtain a total of the
equivalent of three (3) credits through Credit by Examination with Prior Instruction. The student must submit an
application form for approval.
Exams for restoring credit through CBE with Prior Instruction or in the case of foreign language courses, CBE for
original credit validation, are available for the following high school courses only:
Algebra I
IPC
Spanish I
French I
Algebra II Biology
Spanish II
French II
Geometry
Chemistry
Spanish III
French III
World History
Health (one semester Japanese I
German I
U.S. History
Chinese I Japanese II German II
U.S. Government (one sem.) Chinese II Japanese III German III
Economics-FE (one sem.) Chinese III Latin I
American Sign Language I
World Geography
Latin II American Sign Language II
Latin III American Sign Language III
(All courses apply for restoring credit except for level III foreign languages courses)
XII. PLACEMENT BY EXAMINATION
A. Placement from Accredited Schools (Administrative Regulation FD)
New resident students entering the District from accredited public, private, or parochial schools after grade one shall
provide evidence of prior schooling level outside the District. They shall be placed initially at the grade level reached
elsewhere, or the appropriate grade level based on the credits earned pending observation by the classroom teachers,
guidance personnel, and the principal. On the basis of these observations and results of tests that may be administered
by appropriate District personnel, the principal shall determine the final grade placement. For the purpose of this policy,
"accredited" shall be defined as accreditation by TEA, an equivalent agency from another state, or an accrediting
association recognized by the Commissioner of Education.
B. Placement from Non-Accredited Schools (Administrative Regulation FD and KISD Procedures)
Students entering the District from a non-accredited public, private, or parochial school, including home schools, may be
placed initially at the discretion of a principal, pending observation by classroom teacher(s), guidance personnel, or the
building principal. Criteria for placement in grades 1-8 may include: scores on core subject test(s), which may be
administered by appropriate District personnel; recommendation of the sending school; prior academic record (i.e.
transcripts, report card); chronological age and social and emotional development of the student; and other criteria
deemed appropriate by the principal.
The criteria for placement in grades 9 -12 are determined by credits earned on placement tests. Arrangements for these
exams are scheduled after the student is enrolled in a KISD school. If a transfer student makes a grade of 70 or higher,
the grade earned at the previous school will be the grade recorded on the transcript and is calculated in the GPA. If the
student did not bring a grade with them, the score the student earns on the placement test will be recorded. If a failing
grade is earned on the exam, no grade is posted to the transcript or considered in the GPA calculations and the student
will be required to take those courses.

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XIII. CORRESPONDENCE AND ONLINE COURSES
NOTE: The Administrative Regulation related to correspondence and on-line courses may require revision due to
implementation of the state STAAR End of Course tests which begin with freshmen 2011. Revisions will be posted separately
when available.
Prior to enrollment in any correspondence and online courses, students shall submit an "Application for Approval to Enroll in a
Correspondence Course" to the principal or designee. In electing to take correspondence or online courses during the regular
school year, the student must maintain full time student status by being enrolled in five (5) KISD courses* during the school
day. (*dual credit courses may not qualify).
Credit toward state graduation requirements may be achieved by approved correspondence courses under the following
conditions:
1. The institution offering the course is The University of Texas at Austin, Texas Tech University, or another public
institution of higher education approved by the Commissioner of Education. [Board policy EHDE (LEGAL)]
2. The correspondence course includes the state-required essential knowledge and skills for such a course.
3. Students may only earn a maximum of two (2) state required credits through correspondence courses. (Administrative
Regulation EHDE)
4. Seniors enrolled in a correspondence course must complete the course and submit a grade to the school by the end of
the first semester of the year they plan to graduate. Students who are not finished by the first day of the second semester
will be placed in the corresponding course at their campus until credit is earned. The principal may approve an extension
to the timeline on a case by case basis.
5. All correspondence course grades earned count for the grade point (GPA) calculation.
Credit toward state graduation requirements may be achieved by approved on-line courses under the following conditions:
1. The online course is provided by a vendor authorized by Katy ISD (accredited, principal approved).
2. The online course includes the state required essential knowledge and skills for the course.
3. Student may earn a maximum of eight (8) state required credits through (a) online/distance learning courses or (b) a
combination of correspondence and online/distance options, with correspondence limited to two (2) . (Administrative
Regulation EHDE).
4. Seniors involved in an online course must complete the course and submit a final course grade by the end of the first
semester of the academic year they plan to graduate. Students who are not finished by the first day of the second
semester will be placed in the corresponding course at their campus until credit is earned. The principal may however,
approve an extension to the timeline on a case by case basis.
5. All online course grades earned count for the student’s grade point (GPA) calculation.
Distance learning instruction provided by Katy ISD does not count as a correspondence or online course for this purpose.
XIV. ONLINE CREDIT RECOVERY
Katy Online Learning Academy (KOLA) targets students seeking an alternative method of instructional delivery in grades 9-12.
Online software is the primary vehicle for instruction available in the KOLA lab computerized setting. Students work at their
own pace, within a defined time period for completion, to recover credit. KOLA instructors are available each period to
facilitate learning and evaluate student performance.
Students who previously failed a core class with a grade of 60-69 and/or in need of making up credit of a passing grade lost
due to excessive absences are eligible to apply for this program. A history of prior TAKS success relevant to the KOLA course
requested will be considered in order to determine whether KOLA placement is appropriate. Students must complete all
required online and assignments with a grade average of 70 or better in a specified time frame. Upon completion of
requirements, the previous grade will be replaced with a 70 for that specific course. The 70 will then appear on the student's
transcript, calculated into GPA, and the credit for the course will be restored.
The time of course offerings available will be determined by each high school campus. Completion of courses may not be
continued from the academic year to summer school or from summer school to the following academic year. For more
information, contact your high school counselor. An application with parent and counselor signature is required.
XV. GPA-EXEMPT COURSES
Katy ISD strives to encourage students to pursue their areas of special talents and interests to enrich their academic
achievement. To encourage students to maintain their participation in these classes, the District allows juniors and seniors to
participate in the third and fourth years of some advanced courses on a GPA-Exempt basis. Please check the district website
or GPA Exempt brochure for the most current listing of eligible courses. To qualify for the GPA Exemption the students must
have an overall B average for the course for which the student is seeking a waiver. They also must have already taken the
first two years of this particular course at the high school campus. All students must meet the prerequisites of each course
and have parent, teacher, and counselor approval. Students who elect this option must complete an application and
return it to the counselor's office by the end of the third week of each semester. Students enrolled in a full-year course
do not need to reapply during the second semester. Students may take only two (2) courses on a GPA-Exempt basis. The
option of securing exemptions for two classes in the same year is only available to seniors for whom no GPA exemptions have
been granted prior to the senior year. See the GPA-Exempt brochure for more detailed information.

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EXHIBIT A
Katy ISD Grading Templates 2011-2012
Template Major Minor Other Grade/Course
A
B
90%
45
40
10%
15
Elementary Courses Grades 1-4
Special Education Grades 1-4
Special Education: All LIFE Skills (Applied)
Athletics
Dual Credit Courses taught by KISD teachers (5 day model)
Gr. 5, 6, 7 Academic Core Courses
Gr. 6 & 7 Electives not listed elsewhere
Gr. 6 Pre AP and Pre AP/GT Core Courses
Gr. 6, 7, 8 ESOL
Special Education: All Fundamental Classes (Gr. 5-8)
C 50 35 15 Gr. 8 Academic Core Courses and Electives not listed elsewhere
Gr. 7 & 8 Publications
Gr. 7 Pre AP and Pre AP/GT Core Courses
High School Academic Core Courses and Electives -- Creative
Writing, World Geography, Psychology, Sociology, Music Theory,
Music History, American Studies, Art, Dance (9-12),
Desktop Publishing, Yearbook, Newspaper, Journalism
Gr. 6-12 Performing Arts (All Band, Choir, Orchestra, & Theatre)
ESOL I and ESOL II
High School Health
Junior High & High School Foundations of Personal Fitness 1A
Special Education: All Fundamental Classes (Gr. 9-12)
D 55 30 15 Academic LOTE
English I and English II
World History
Algebra I, Geometry
IPC, Biology, Chemistry
Gr. 8 Pre AP and Pre AP/GT Core Courses
CTE (High School Credit)
JROTC Courses
High School Technology Applications (except Desktop
Publishing)
E 60 30 10 Junior and Senior level Academic Courses: English III & English
IV,
Government, Economics, Algebra II, Math Models with
Applications,
Pre-Calculus, US History, Physics, Other Sciences--Aquatics,
etc.,
Anatomy & Physiology
All High School Pre AP and Pre AP/GT Courses
F
All High School AP and AP/GT Courses
Gr. 6-12 Physical Education
70 20 10

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EXHIBIT B
Katy Independent School District
Grading Templates
Each curriculum area has defined Major, Minor, and Other for its courses. These documents are located on
KatyNET under Student Management/Grade Book. An example for one course appears below.
Example
Junior High Social Studies
Course
Major
Grades
6 Applied Social Studies Tests
7 Applied Social Studies
8 Applied Social Studies
6 Fundamental Social Studies
7 Fundamental Social Studies
Projects
Research
Papers
8 Fundamental Social Studies
6 Social Studies Academic
Tests
Projects
6 Social Studies PreAP/GT
Research
6 Social Studies PreAP
7 Social Studies (TX History) Academic
Teen Leadership
Papers
7 Social Studies (TX History)
PreAP/GT
7 TX History PreAP
Tests
Projects
Research
8 Social Studies Academic
Papers
8 Social Studies PreAP/GT Tests
8 Social Studies PreAP
Projects
Research
*All HS academic courses taught at JH
Papers
Minor
Grades
Quizzes
Products
Classwork
Quizzes
Products
Classwork
Quizzes
Products
Classwork
Quizzes
Products
Classwork
Other
Grades
Homework
Other
Homework
Other
Homework
Other
Homework
Other
Template
A
Major 90%
Other 10%
B
Major 45%
Minor 40%
Other 15%
C
Major 50%
Minor 35%
Other 15%
D
Major 55%
Minor 30%
Other 15%

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sex,
Exhibit C
Katy Independent School District
Recommended Grading Policy for Health and Physical Education
SECONDARY
Grades in Health and Physical Education should be directly related to the students' achievement of instructional objectives that have been
developed from state and local essential elements of instructional and educational goals.
I. Health
A. Major - 50 percent (Tests, major projects, research papers)
B. Minor - 35 percent (Quizzes, projects)
C. Other - 15 percent (Daily grades, homework)
II. Physical Education: Individual Sports/Team Sports
A. Major - 70 percent (Full and active participation)
B. Minor - 20 percent (Psychomotor assessments to evaluate learning based on observable skill development, consistency,
and improvement including: motor skill tests)
C. Other - 10 percent (Cognitive assessments including written work and/or oral work related to mastery of knowledge
concerning sports rules, physical fitness concepts, body mechanics, skill technique, and various
other information regarding movement of the human body)
III. Foundations: I – A
A. Major - 50 percent (Full and active participation in all fitness labs and fitness activities; Tests)
B. Minor - 35 percent (Quizzes, projects)
C. Other - 15 percent (Daily grades, homework)
IV. Conduct Grades for all Physical Education Classes
A conduct grade will be based upon individual effort that is apparent in the performance of the daily program and on the practice of
sportsmanship, team play, and other cooperative skills. Every student starts the grading period with 100 points. By meeting the objectives
of physical education through active participation during each class period and following the rules and regulations, each student is capable
of maintaining an "S" in conduct.
A. A conduct grade may be lowered when a student commits infractions as stated below:
Rules violation Disrespectful attitude
Incomplete uniform Uncooperative attitude
Profanity Discipline referral to principal's office
B. A conduct grade may be raised, at the teacher's discretion, by adding points for exceptional behavior above and
beyond the required performance.
C. Grade Scale for Conduct
101 and above E
90 - 100 S
80 - 89 N
79 - below U
V. DRESSING FOR ACTIVITY REQUIREMENTS
Dressing out on a daily basis is a requirement of physical education to enhance motor skill development and for purposes of hygiene and
safety. In compliance with each instructor's recommendation, students will use school furnished uniforms. Students are to make
arrangements to also bring the appropriate footwear. If the student has the appropriate footwear (tennis shoes/rubber soles court shoes),
he/she is eligible to earn the daily "Active Participation" points. If the student has inappropriate footwear to safely participate in the day's
activity (boots, heels, sandals, barefoot, slip on or non-laced shoes, fashion sneakers), he/she is not eligible to earn "Activity Participation"
points for the day's activity with the class. The TEA Draft for Orientation of Accreditation Teams makes this statement about dressing and
grades: "...failure to dress-out or refusal to participate can affect students' grades. For example, if a district has a policy requiring students
to dress appropriately for the activity in physical education and a student does not bring tennis shoes to the gymnasium, the student may
receive a zero or the minimum score authorized by the district for any activity other students receive a grade for on that day."
Katy Independent School District It is the policy of Katy ISD not to discriminate on the basis of
Publications and Printing Department disability, race, religion, color, age or national origin in its
August 2007 educational programs, activities, and employment practices

27
Exhibit D
Teacher Project/Research Paper Proposal Form
Teacher Name: ___________________________
Course: _________________________________
Please share the following information
District content objectives taught by this project/research paper:
(Should reflect the most important ideas and concepts in the curriculum of your subject and should be written
at the application, analysis, synthesis, and evaluation level)
District skills objectives taught by this project/research paper:
How many days will students have in-class access to the library and computer lab?
What opportunities will students have to self-assess their project/research paper prior to teacher grading?
At what points in the process will student work be graded?
Dates of Project/Research Paper:
(may not include holidays)
Check all that apply
______ Students and parents will be given a copy of the instructions and rubric at the beginning of the
project/research paper.
______ Teacher will be available to facilitate student completion of the project/research paper.
______ Project/research paper design takes into consideration equity issues such as limited access to
technology, gender, and multicultural differences.
______ There will be an audience for the culminating product/research paper other than the teacher and the
student.
______ Project does not conflict with project/research paper in another course.
Attach the following
Student Instructions
Rubric

29
Exhibit F
Options for Accelerated Math in Junior High School Reviewed 8/8/11
Standard Progression for Advanced Mathematics Students in Katy ISD
The Katy ISD PreAP Mathematics Course of study is designed to prepare students for Algebra I in the 8 th grade. A student
that enters junior high in the 6 th grade and takes PreAP Mathematics in 6 th and 7 th grade will be prepared to take Algebra I
in 8 th grade and be able to access Calculus by the senior year.
Grade Action Course/Credit
Sixth Grade Math 6 PreAP
Seventh
Grade Advance to Algebra I according to established
Math 7 PreAP
Eighth
Grade
district procedures.
Algebra I
Accelerated Options through CBE
By state law districts must provide a method by which students can accelerate a course of study by receiving credit by exam.
There are a few students in need of a more accelerated math progression. This can be accomplished by using the Credit by
Examination procedure for rising(incoming) 6 th , 7 th or 8 th graders according to the following charts. This information is provided
in order to promote knowledgeable communication with individual parents/students.
• Refer to Regulation EEJB
• “Students may attempt acceleration out of one full year course in each content area per academic year.” (REG
EEJB)
Accelerated Progression Options for a Rising 6 th Grader
A 5th grader may elect to participate in CBE to accelerate out of 6 th grade PreAP Mathematics in order to take PreAP 7 th
Grade Mathematics in 6 th grade, Algebra I in 7 th grade and Geometry in 8 th grade.
Grade Acceleration Action Course/Credit
Spring/Summer of
5 th grade
To test out of Math 6 PreAP, the student
must take CBE for Math 6, semesters 1
and 2 AND Math 7, semester 1. Student
must make an average grade of 90% on
the 3 exams to receive credit.
Receives credit for Math 6 PreAP
Sixth Grade Advance to Algebra I according to
Math 7 PreAP
Seventh Grade established district procedures.
Algebra I
Eighth Grade Geometry PreAP
*See High School Math Course Options, page 4.
The limitation of one full year course in each content area per academic year will prevent an incoming 6 th grader to
accelerate any further the first year of junior high; however, after one year of Math 7 PreAP, the student is eligible to take
CBE for another full year course. After successful completion of 7 th grade PreAP Mathematics, the student may elect to take
the CBE for Algebra I at the end of the 6 th grade year. If successful on the Algebra I CBE the student will be eligible to take
Geometry as a 7 th grader. While KISD procedures allow this, it would not be recommended, nor would it be common for a
student to attempt it. Only an exceptionally bright mathematics student might elect to accelerate to this level. The course
progression/action for this student would be as follows:
Grade Acceleration Action Course/Credit
Spring/Summer of
5 th grade
To test out of Math 6 PreAP, the student must take CBE
for Math 6, semesters 1 and 2 AND Math 7, semester 1.
Student must make an average grade of 90% on the 3
exams to receive credit.
Receives credit for Math 6 PreAP
Sixth Grade Math 7 PreAP
Spring/Summer of
6 th Grade
To test out of Algebra I, the student must take CBE for
both semesters of Algebra I and make an average
grade of 90% to receive credit.
Receives Credit for Algebra I
Seventh Grade Geometry PreAP
Eighth Grade
*See High School Math Course Options, page 4.
Algebra II PreAP
It is possible for this student to take CBE for Algebra II and with a 90% or better average, receive credit for the course
and proceed to PreCalculus in the 8 th grade. Caution students about the impact on GPA as the CBE for Algebra II
does not carry a weighted grade point. NOTE: A KISD or out of district student who begins 6 th grade at a KISD school
will not take Algebra I in grade 6.

30
Accelerated Progression for a Rising 7 th Grader
A 7th grader may elect to participate in CBE to accelerate out of 7 th grade PreAP Mathematics in order to take Algebra I in 7 th
grade, and Geometry in 8 th grade.
Grade Acceleration Action Course/Credit
Sixth Grade Math 6 PreAP
Spring/Summer of To test out of Math 7 PreAP, the student must take Receives credit for Math 7 PreAP
Sixth Grade CBE for Math 7, semester 2 AND Math 8, semesters 1
and 2. Student must make an average grade of 90%
on the 3 exams to receive credit.
Seventh Grade Advance to Algebra I according to established district
procedure of receiving an A for 7 th Grade PreAP
Mathematics
Algebra I
Eighth Grade
*See High School Math Course Options, page 4.
Geometry PreAP
Accelerated Progression for a Rising 8 th Grader
An 8th grader may elect to participate in CBE to accelerate out of Algebra I in order to take Geometry in 8 th grade.
Grade Acceleration Action Course/Credit
Sixth Grade Math 6 PreAP
Seventh Grade Math 7 PreAP
Spring/Summer of To test out of Algebra I, the student must take CBE for Receives Credit for Algebra I
Seventh Grade both semesters of Algebra I and make an average
grade of 90% to receive credit.
Eighth Grade
*See High School Math Course Options, page 4.
Geometry PreAP
Students New to Katy ISD
For students who enroll in Katy ISD during the school year and have been in Algebra 1 or who bring Algebra 1 credit with
them—
Grade 6
Grade 7
Grade 8
Enroll during 6 th grade or move into KISD between 6 th and 7 th grades and bring documented evidence from
sending district that student is currently taking high school credit Algebra 1:
Arrive during first 9 weeks of school or if
arrive later during 1 st semester and
grades are below B average, enroll in
Math 7 PreAP Algebra 1 Geometry PreAP
Arrive after 9 weeks, if grades earned
indicate success (A or B), then allow to
continue in Algebra 1.
Arrive after Semester 1 with .5 credit
earned, enroll in Algebra 1
NOTE: - If grades earned indicate
difficulty in Algebra 1 then can place in
Math 7 PreAP. However the .5 credit
will appear on transcript. Take full year
of Algebra 1 the next year.
Algebra 1 Geometry PreAP
Algebra II
PreAP
Enroll during 7 th grade or move to KISD between 7 th and 8 th grades with documented evidence from sending
school district that student is currently taking high school credit Algebra 1.
N/A Algebra 1 Geometry PreAP
High School Course Options in Mathematics
Grade
Level
Typical Progression for
Advanced Math Students
Accelerated Progression for
Advanced Math Students
Accelerated Progression for
Advanced Math Students
(CBE 2 times)
7 Algebra I Geometry PreAP
8 Algebra I Geometry PreAP Algebra II PreAP
9 Geometry PreAP Algebra II PreAP PreCalculus PreAP
10 Algebra II PreAP PreCalculus PreAP AP Calculus BC
11 PreCalculus PreAP AP Calculus BC Limited Math Options
12 AP Calculus Limited Math Options Limited Math Options

31
Date: __________________
Exhibit G
Junior High School
To the Parents of _______________________________________
A major objective of the faculty and staff at ______________________ Junior High
School is that each student fulfills his/her potential and that he/she be academically
successful. This objective is best realized with cooperation among the school, the
student, and the parent.
You have received the semester report card on which the semester grades were
reported. You son/daughter has failed the following course(s) for the first semester:
SUBJECT GRADE
___________________________ _______
___________________________ _______
___________________________ _______
___________________________ _______
At the junior high level, to be promoted from one grade level to the next, a student shall
attain an overall average of 70 or above for the year in which all courses were taken.
The overall average shall be derived by averaging the final numerical score for all
courses taken. In addition, students shall attain an average of 70 or above in three of
the four core academic areas: language arts, mathematics, social studies, science.
Please call your student's teacher at (281) XXX-XXXX if you have questions about your
student's status in a particular subject area. If attendance at summer school becomes a
necessity, information about summer school will be forthcoming in the spring.
Sincerely,
Counselor

32
Date: ________________________
To the Parents of __________________________
Exhibit H
High School
As we finish the school year, it is necessary to review the grades of all students. Final report cards will
be mailed on __________. The failure of classes could prevent your student from having enough
credits to move to the next grade level delaying his/her graduation date. My records indicate that your
student did not pass the following course(s) for the 1 st and/or 2 nd semesters.
Semester One Grade Semester Two Grade EOY
The cumulative number of credits your child has earned determines grade placement. As of
_______________, my records indicate that your student has __________ credits. The table below shows
the number of credits needed for each grade level.
Freshmen Entering High School in the
Fall of 2001 –Fall of 2006
Grade Credits Classification
9 0 - 4½ Freshmen
10 5 - 10½ Sophomore
11 11 - 16½ Junior
12 17 - above Senior
Freshmen Entering High School in the
Fall of 2007 – and thereafter
Grade Credits Classification
9 0 -5 Freshmen
10 5.5 –11.5 Sophomore
11 12-18.5 Junior
12 19 - above Senior
Your child may have 4 options during the summer to make up the classes failed. You may ask your school
counselor for assistance if you need paper copies of any of the applications.
1) Katy ISD’s summer school retake program. The student will receive the grade he/she earns on the
transcript. The summer grades do not replace the failed grade but shows up in addition to the failed
grade. There is a fee of $200 for this option that must be paid by the student.
2) KOLA (Katy On-line Learning Academy). The student must have failed with a grade not lower
than 60 and the student will only receive a grade of 70 on the transcript upon successful completion.
The 70 replaces the failed grade. Students need to be able to work independently on the computer
to do assignments as KOLA is not taught as a traditional class and may have off line assignments
due as well. Only limited classes are available through the KOLA program. See the online brochure
for exact courses. There is a fee of $200 per course paid by the student for KOLA.
Please go to http://www.katyisd.org/campusadmin/Pages/SummerTerm.aspx- to download the application for
either of the KISD summer options for summer school retake high school credits and the KOLA program.
Read the applications thoroughly. Both KOLA forms and High School Packet forms are on this page.

33
Katy summer school registration dates are: _______________ 10:00 am – 4:00 pm, _______________
10:00 am -6:00 pm and the final date to register is ____________________10:00 am - 2:00 pm at
_____________________________ High School’s 9 th Grade Center.
3) Houston Learning Academy. This is a private school located in Katy and the only private school
from which we accept makeup credits. Read the application thoroughly.
The link for HLA is http://katy.hlahighschools.com/page.cfm?p=19975
4) Night School. This is available through Houston Community College. See flyer and forms at
http://www.hccs.edu/hccs/future-students/adult-high-school
IMPORTANT: Regardless of where you choose to attend summer school, you must take this letter as
the counselor’s written approval.
The KISD summer school will be held at _____________ High School from 7:30 a.m. – 2:30 p.m.
each day. The first session begins on a Tuesday and students attend a modified summer school
Monday- Thursday week.
Semester 1: _______________ (begins on a Tuesday)
Semester 2: ________________ (begins on a Tuesday)
Students absent for more than 1 day for any reason will be withdrawn and no credit or refund will be
given. More details are available in the online brochure.
Be sure to take all completed applications and this letter with you to register. This letter will serve as your
counselor’s approval for the course / courses listed for retake.
Students who do not make up credits for failed classes during summer will have to earn the credit during the
regular term.
The counselors will be available to answer your questions until (Date) ________ at _________.
Best wishes for a safe and happy summer.
Sincerely,
_________________________________ High School Counselor
Comments:

34
Date: _______________
Exhibit I
Katy Independent School District
Non-Accredited Private School/Home School Agreement
My student, ___________________________________, is enrolling at _____________ High
School in Katy ISD, from a non-accredited, private/home school, _________________________,
and I/we are petitioning for credit for the following courses for ______________semester/year.
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. _____________________________
I understand to earn credit for __________semester/year, my student will be required to pass a
semester exam for each of these classes with a passing grade of 70. The tests will be given only
one time and will be administered before my student is enrolled in classes. If he/she earns a 70
or better on the placement test, the course will be listed as accepted with the grade he/she
earned at the previous school. If a score of

35
Exhibit J
Grading Standard: "Redo/Retake" Procedure for 2011-2012
In recognition of the belief that a student should have the benefit of continuous opportunities to learn and that a student’s
mastery level shall be a major factor in determining the grade for a subject or course (Policy EIA LOCAL) each campus
will establish grading procedures which include a retest/redo standard. Certain minimum criteria are recommended;
however, each campus has the opportunity to personalize the procedure for their school. The campus procedure will be
developed collaboratively by campus administration, teacher leaders, and the Campus Advisory Team. Each campus will
submit their procedure to the Area Assistant Superintendent for review prior to publication.
Recommended Standard: The grading procedure will
• be ‘all school’ (not school by teacher, by grade level or by department),
• include all courses which receive a numerical average (this excludes kindergarten and 1 st grade science and
social studies as well as specials K-5; at the secondary level this includes fundamental, PreAP, AP core courses,
electives etc),
• apply to failing major tests (Exception: Semester exam grades are excluded from the retest procedure),
• adhere to the feeder high school retest procedure for high school courses offered in junior high.
Additional aspects to consider:
• Will the procedure apply to other major grades besides tests? (projects, research papers, essays, etc.)
• Determine how the replacement grade will be reflected in the student's course average. Options include:
o replace the failing grade with the higher retest/redo grade
o average the retest/redo grade and the original failing grade
o allow for a replacement grade of up to a 70 (if the student’s grade improves but is still failing the student
will receive the improved failing grade; if the student’s grade improves to above 70 the grade entered in
the grade book will be 70).
o Other __________________________________
• Establish the time period within which redo/retest must occur. (The time period must be reasonable in
terms of allowing for relearning and study, but also reasonable in terms of impact on new learning,
teacher record keeping etc.)
• Establish the number of opportunities for redo/retest on a given major assignment.
• Identify who will administer the retest/redo and when, where.
• Discuss what will the retest/redo look like. (exact same test/project or different? in what ways can it be different?)
• Determine if the student has to qualify for the redo/retake by participating in additional learning opportunities
(attend tutorials, supplemental work etc).
• Discuss and specify in procedure: is the redo/retest procedure for failing grades only or does it apply to grades
that are not failing?
• Discuss and specify in procedure: is the redo/retest procedure for major grades only or does it extend to
assignments that are not considered ‘major’?
Note: This requirement does not nullify or replace campus procedures in place related to ‘no zeros’ (although campuses
with a “no zero” procedure should evaluate it in combination with the grading procedure for redo/retake).
approved as revised 5/16/11

AP/PreAP Course Commitment
Katy ISD recognizes the value of student participation in advanced academic coursework and encourages students to graduate from
high school with at least one advanced academic course credit such as Advanced Placement. Participation in advanced academic
courses is a foundation of college readiness. Students who participate are more likely to complete a bachelor’s degree in college and
typically have higher college GPAs (Hargrove, Godin and Dodd, 2007; Dodd and Keng, 2008). The intent of this commitment is to
maximize each student’s potential for success in AP and PreAP courses.
Choosing Advanced Academics
PreAP and AP courses are designed to challenge students beyond grade-level academic courses and prepare them for success in
future advanced coursework. Students may require additional encouragement and support from both family and campus to be
successful in advanced academics.
Students who opt to participate in AP or PreAP must successfully complete prerequisite coursework and demonstrate mastery on
course-related state-mandated performance assessments prior to enrollment in the course.
Campus Commitment
The campus commits to advanced academics by communicating the value of advanced coursework, recruiting students with
potential for success, encouraging student commitment, and supporting advanced academic instruction.
Student Commitment
The student commits to advanced academics by recognizing
the long term benefits of participation and seeking assistance
when needed. As a student enrolled in an AP or PreAP
course:
• I understand that advanced academic courses may
seem challenging at first and initial grades may not
reflect later grades in the course.
• In the event that I encounter difficulties with the
course content, I will conference with my teacher
about my progress and attend recommended
tutorials.
• I understand that course changes will be contingent
on space availability, extenuating circumstances, the
teacher’s appraisal of my potential for success in the
course, and the timing of the request.
• I understand that successful completion of an AP
exam can yield college credit.
• I understand that participation in advanced
coursework prepares me well for college, increases
my chances of finishing a college degree in four
years and earning a higher college GPA.
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Parent Commitment
The parent commits to advanced academics by supporting
student learning in the advanced academic course; by
supporting teacher efforts to provide rigorous, quality
instruction; and by valuing the learning that occurs in the
advanced academic course. As a parent of a student enrolled
in an AP or PreAP course:
• I will encourage my child to be prepared for class
each day.
• I understand that advanced academic courses may
seem challenging at first and initial grades may not
reflect later grades in the course.
• If my child encounters difficulties with the course
content, I will expect my child to conference with the
teacher and attend recommended tutorials.
• Prior to initiating a petition for my child to exit the
course, I will contact the teacher for his/her input.
• I understand that schedule changes will be
contingent on space availability, extenuating
circumstances, and the teacher’s appraisal of my
child’s potential for success in the course, and the
timing of the request.
Teacher Commitment
The teacher commits to advanced academics by encouraging student participation and success, planning for student learning,
providing rigorous, quality instruction, and offering assistance for struggling students. As a teacher of an AP or PreAP course:
• I will teach the course following the curriculum developed by Katy ISD and as authorized by College Board (AP Courses).
• I will provide instruction that prepares students for the next level advanced academic course.
• I will provide quality instruction at an advanced level and give ample opportunities for students to be successful.
• I will assign work that is meaningful and relevant to the required learning goals.
• I know that students are enrolled in many other courses and that workload for this course must not be unreasonably time
consuming.
• I will provide appropriate tutorial opportunities for students who have difficulty with course content.