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Lisle CUSD 202


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 The purpose of this document is to provide staff, students and parents, with an understanding of the grading philosophy of Lisle Senior High School. The intended purpose of this document is to align our approach to assessing students and their acquisition of learning standards. Departments will work to adapt their current assessment structures to these understandings.  It is our expectation that, over the course of the next year, teachers will continue to work on adapting these statements into their curricular, instructional, assessment and grading practices.

1.    Grades communicate student achievement of learning standards; students’ grades should not be reduced or inflated due to student behaviors outside of the standards.

2.    Standards are clearly communicated to students with clear indicators of proficiency and exemplars.

3.    Grading policies are consistent among teachers of a course and common assessments are utilized to measure student achievement.

4.    Students learn at different rates and should have multiple opportunities to demonstrate their knowledge of standards; students are expected to take steps to correct errors of knowledge, understanding or skills. 

5.    Formative assessments are used to provide timely and descriptive feedback in order to allow students to self-assess progress towards a standard.


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* Grades will accumulate throughout the semester. All communication will focus on the student’s semester grade to date.
*GPA will still be determined by the semester grade.
*Quarters will eliminated.   Instead, parents will be notified of a “quarterly progress window” during which a student’s grades will be completely updated in Power School (prior to PT Conferences).
*Eligibility will be determined on a weekly basis throughout the semester.

All Grade books will have 2 categories: Formative and Summative

*Formative- the practice work leading to the acquisition of the learning standards.  It is not weighted as heavily because it is a learning tool.
*Summative- the demonstration of knowledge or acquisition of the learning standard.  It is weighted significantly more because this is what we need to communicate: What has the student learned.

GOALS FOR 2016-17

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