Reporting Procedures

Kindergarten through Eighth Grade
A number of elements are involved in reporting procedures; the most important is the parent-teacher conference. Each parent-teacher conference builds upon student-teacher communications and is supplemented with representative work samples, test results, and a progress report. At the end of the year, a final progress report is mailed home with the grade placement for the coming year. Conferences are scheduled in November and March, but parents are also encouraged to make additional appointments whenever the need arises.

It is best to come with an open mind and specific questions and to be willing to share information about the student's study habits at home, responsibilities, special interests and physical condition. The teacher provides information about the student's progress in the classroom, work habits at school, relationships with other children and adults, special abilities and health problems. Follow-through with your child on suggestions and goals is most important.

OOJH Academic Requirements
Students are expected to demonstrate consistent effort and achievement in each of their classes. Each student's educational program, including instructional methods and levels, is determined according to his/her readiness and ability to progress through the various curricula. Assessment of individual progress is based upon each child's developmental and ability levels. It is expected that those students who are putting forth reasonable effort and are completing required work should receive passing grades.

It is the clear intention of the District that retention should be the exception rather than the rule and that every effort should be made to make retention unnecessary. However, there should be early identification of those students who are academically at-risk of failing and may ultimately be considered for retention. It is understood that the following are intended as guidelines; and that, since each case must be considered individually, variations from these procedures are likely.

It is expected that students will earn grades of D or better each marking period in all subjects. Students who do not pass a class are expected to remediate the grade. At any time during the school year, students who are not passing classes and/or do not remediate a failing grade may be excluded from participation in extracurricular activities, special events, and end of year trips. Additionally, 8th grade students who are required to attend summer school will not participate in graduation activities. Final decisions regarding participation in activities, required summer program attendance, participation in eighth grade graduation, and/or promotion to the next grade level are made by the administration in consultation with the teachers.

Promotion to the next grade level will be determined by the administration. In accordance with District procedure, consideration will be given to: chronological age; past academic achievement; mental capacity; social adjustment; social history; emotional stability; physical development; work habits; requirements of the next grade; and special education involvement. Additionally, the Light's Retention Scale will be used as a guide to assist in final promotion decisions.

No Excuses University Schools
No Excuses University schools actively promote a comprehensive model of college readiness to all students the moment they begin elementary school. District 68 schools are part of this national network of select elementary and junior high schools which adhere to the following two principles:

Every child has the right to be prepared to attend college.
It is the responsibility of adults in the school to develop exceptional systems that make that dream a reality

Our schools have a well-defined process for creating the following exceptional systems:

Culture of Goal Setting and Academic Achievement in All Schools
Collaboration Among Faculty and Staff to Support Student Achievement
Curriculum Aligned With State and National Standards
Assessment Systems Which Inform Instruction
Ongoing Analysis of Student Achievement Data
Researched-Based Interventions for Under-Performing Student

In addition, our schools work diligently to expose students to powerful college symbolism. This symbolism is seen in the college flags and banners hung on classroom doors and in our school hallways, felt though the close partnerships forged between classrooms and universities, and heard in the classroom discussions that focus on setting long-range academic achievement goals for each child in District 68.