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Our goal is to ensure that we provide vision, leadership and expertise in the development of curricular and instructional systems and programs that are research based, student-centered and address the standards outlines in the Texas Essential Knowledge and Skills (TEKS), College and Career Readiness Standards (CCRS) and English Language Proficiency standards (ELPS).
TRIUMPH PUBLIC HIGH SCHOOL, INC.
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The purpose of the Triumph Public High Schools Grading guidelines is to provide students, parents and staff with a resource that establishes fairness and equity in grading as follows:
As per grading policy, including provisions for the assignment of grades on class assignments and examinations, before each school year. The Charter District grading policy is delineated as follows:
For More information regarding grading please refer to the student handbook: Section 3: Academics and Grading. Charter Division Revised Grading Guidelines – Board Approval July 27, 2019 – Download PDF
It is important to note that poor attendance adversely affects grades. To receive credit or a final grade in a class, a student in must attend at least 90 percent of the days the class is offered. By failing to meet state minimum standards for days in class, students lose credit for the class even if a passing grade is earned. Please refer to the student handbook for additional information.
Although improperly recorded grades may be challenged, contesting a student’s grade in a course or on an examination is handled through the general complaint process found in the student handbook. A grade issued by a classroom teacher can be changed only if, as determined by the board of trustees, the grade is arbitrary, erroneous, or inconsistent with the charter’s grading policy.
Starting with the 2015-2016 school year, half credits for a two-semester course may not be earned. Cycle grades for one credit courses will be averaged and full credit will be earned at the end of the course, no partial credit will be assigned.
A final passing grade will be awarded if the average of both semesters is at least 70%. For courses taken through a self-paced program to include the American Preparatory Institute (API) program a final passing grade will be awarded if the average of both semesters is at least 80%.
Final grades will be determined using the following method of averaging grades,
What are Professional Learning Communities?
A Professional Learning Community is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on student learning and a commitment to improvement.
Teachers share experiences, observe each other, discuss teaching, and use collective inquiry to help sustain improvement. In addition, administrators share decision making with teachers, and provide opportunities for teachers to serve as leaders (The Center for Comprehensive School Reform and Improvement, 2009).
Professional Learning Communities have the following defining elements:
Focus on Learning – promote a shared vision dedicated to student learning and committed to school improvement (Reichstetter, 2006);
Build a Collaborative Culture – operate on the premise that teamwork allows professionals to achieve more than they can alone (DuFour & Eaker, 1998); and
Focus on Results – encourage teachers to respond to data with collective accountability and adjust classroom practices to improve student learning (White & McIntosh, 2007).
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