1.0 Policy:  Green Dot High School Graduation Requirements

High School Graduation Requirements

To graduate from high school, Green Dot students must meet the graduation course pathway and earn a minimum of 240 credits.  The recommended graduation pathway requirements are outlined in the table below. 

High school graduation courses  and credit requirements may vary by school with approval from the Green Dot Board of Directors.

The A-G requirements are the minimum course requirements for admission into the California State University (“CSU”) or University of California (“UC”) system. The Green Dot  graduation pathway integrates A-G requirements. 

Graduation Requirements for Students with an IEP, 504 Plan, or ILP 

Eligibility Criteria:  

Students who have an individualized education program (“IEP”) adopted pursuant to the federal Individuals with Disabilities Education Improvement Act of 2004, a plan adopted pursuant to Section 504 (“504 Plan”) of the federal Rehabilitation Act of 1973, or an Individual Learning Plan (“ILP”) adopted pursuant to Green Dot policy may be eligible to graduate under the Green Dot  (“GD”) Minimum  Graduation Requirements option outlined in the table below. GD  Minimum Graduation Requirements do not satisfy the requirements to apply to the UC system and CSUs.  Green Dot shall provide students eligible for GD Minimum Graduation Requirements with information and support to post-secondary opportunities.

Students with an IEP or 504 Plan

A student with an active IEP or 504 Plan is eligible to graduate under the GD Minimum Graduation Requirements if:

• the student’s IEP or 504 Plan indicates that the student is scheduled to receive a high school diploma by fulfilling the Green Dot’s Minimum Graduation Requirements; and

• the student’s IEP or 504 Plan indicates how the student’s disability or suspected disability adversely impacts the student’s progress towards meeting regular graduation requirements. 

Students with an Individual Learning Plan (ILP)

A student with an active ILP is eligible to graduate under the GD Minimum Graduation Requirements if

• he or she is designated as an English Learner based on the English Language Proficiency Assessment for California (EPLAC); and

• at the end of the second semester of the 10th grade year of high school, he or she is determined not able to graduate by the end of the fourth year of high school.;

• written parental consent is received if the student is under 18 years of age; and

• the student and his or her parent/guardian abide by the ILP’s terms.

Completion Time

The time to complete the GD Minimum Graduation Requirements must be stated in the student’s IEP, 504 Plan, or ILP.

Students who have an active IEP or 504 Plan, and who are eligible to graduate under the GD Minimum Graduation Requirements must complete state-mandated testing requirements and/or applicable state waivers.

Alternative Diploma Pathway

The Alternative Diploma Pathway is a standards-based diploma designed for students with significant cognitive disabilities who take the California Alternate Assessment (CAA) instead of the general CAASPP. This pathway ensures that students meet graduation requirements while allowing them to continue receiving special education services until age 22. 

Eligibility Criteria for the Alternative Diploma

•  Students must have significant cognitive disabilities.
•  Students must take the California Alternate Assessment (CAA).
• The IEP team must determine eligibility based on the student’s academic needs.
• Flow chart for eligibility here.  

**The IEP team plays a crucial role in ensuring families understand diploma options and transition planning. See counselor for pathway details.

Graduation Requirements for Students in Foster Care, Students Experiencing Homelessness, Former Juvenile Court School Pupil, Migratory Children, Children of a Military Family, and Students Participating in a Newcomer Program 

When a student in foster care, a student experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, and a student participating in a newcomer program who has completed their second year of high school transfers into Green Dot, they shall be exempted from all Green Dot-adopted coursework and other Green Dot-established graduation requirements (the “Exempted Student”), unless the School makes a finding that the student is reasonably able to complete the additional requirements in time to graduate from high school by the end of their fourth year of high school.  

Within 30 calendar days of a youth in foster care, a student experiencing homelessness, a former juvenile court school pupil,a migratory child, a child of a military family,  and a student participating in a newcomer program  transfer, the Principal or designee shall notify the youth in foster care or youth experiencing homelessness, the person holding the right to make educational decisions for him/her, the foster youth’s social worker or probation officer, and the McKinney-Vento Liaison or Foster Youth Liaison of the availability of the exemption and whether the youth in  foster care or youth experiencing homelessness qualifies for it.

To determine whether a youth in foster care, a youth experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, and a student participating in a newcomer program is in their third or fourth year of high school, Green Dot shall use the number of credits the student has earned as of the date of the transfer, the length of their school enrollment, or, for students with significant gaps in school attendance, the student’s age as compared to the average age of students in the third or fourth year of high school, may be used, whichever qualifies them for the exemption.  In the case of a student participating in a newcomer program, enrollment in grade 11 or 12, based on the average age of students in the third or fourth year of high school, may be used to determine whether the student is in the pupil’s third or fourth year of high school. 

If a  youth in foster care, a youth experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, is not eligible for an exemption in the year in which the student transfers between schools, or for a student participating in a newcomer program, is not eligible for an exemption in the student’s third year of high school, because Green Dot makes a finding that the student is reasonably able to complete Green Dot’s graduation requirements in time to graduate from high school by the end of the student’s fourth year of high school, Green Dot shall reevaluate eligibility and provide written notice to the student, the person holding the right to make educational decisions for the student, and the student’s social worker or probation officer, if applicable, whether the student qualifies for an exemption within the first 30 calendar days of the following academic year, based on the course completion status of the student at the time of reevaluation to determine if the student continues to be reasonably able to complete Green Dot’s graduation requirements in time to graduate from high school by the end of the student’s fourth year of high school.

The Principal or designee shall consult with any Exempted Student and the person holding the right to make educational decisions for them how any requirements that are waived will affect the Exempted Student’s ability to gain admission to a postsecondary educational institution or vocational plans and shall provide information about other options available to the student including, but not limited to, possible credit recovery and transfer opportunities available through the California Community Colleges. The Principal or designee shall also consult with any Exempted Student and the person holding the right to make educational decisions for them about consideration of Exempted Student’s academic data and other information relevant to making an informed decision on whether to accept the exemption.

 It is the sole discretion of the person holding the right to make educational decisions for the student, or the student themselves if they are 18 years of age or older, an unaccompanied youth experiencing homelessness as defined in Section 11434a(6) of Title 42 of the United States Code, or an unaccompanied minor who holds their own education rights, whether to accept the exemption, based on the student’s best educational interests.

Green Dot shall not require any student who would otherwise be entitled to remain in attendance at the school to accept the exemption from Green Dot’s additional graduation requirements or deny the student enrollment in, or the ability to complete, courses for which the student is otherwise eligible. Green Dot shall not revoke an exemption and shall grant an eligible student’s request for the exemption at any time if the student qualifies, regardless of whether the student previously declined the exemption. An eligible student’s exemption from Green Dot’s additional graduation requirements will continue to apply while the student is enrolled in the school or if the student transfers to another school even after the student no longer meets the definition of a youth experiencing homelessness or foster youth.

Green Dot shall not require or request a  youth in foster care, a youth experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, and a student participating in a newcomer program to transfer schools in order to qualify for an exemption and no request for a transfer solely to qualify for an exemption shall be made by youth in foster care, a youth experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, and a student participating in a newcomer program or any person acting on behalf of such student.

If a student who is exempted from Green Dot’s  additional graduation requirements completes the California minimum coursework requirements specified in Education Code section 51225.3 before the end of the student’s fourth year of high school and would otherwise be entitled to remain in attendance at the school, the student shall have the right to choose to remain at or disenroll from the school; Green Dot shall not require or request that the student graduate before the end of the student’s fourth year of high school.

An Exempted Student may be eligible to graduate under the California (“CA”) Minimum Graduation Requirements per California Education Code Section 51225.1 et seq.  For the purposes of this Instruction Policy Section B. 1.0, the following definitions apply:

• “A youth in foster care” is defined in Section A. 6.1 in this Student Policy Manual.
• “A youth experiencing homelessness” is defined in Section A. 6.0 in this Student Policy Manual. 
• “A former juvenile court school pupil is defined as a student who, upon completion of the student’s second year of high school, transfers from a juvenile court school to the Green Dot school
• “A migratory child” is a student who meets the definition of “currently migratory child” under California Education Code Section 54441:

• A child who has moved with a parent, guardian, or other person having custody, from one school district to another, either within the State of California or from another state within the 12-month period immediately preceding his or her identification as such a child, in order that the child, a parent, guardian, or other member of his or her immediate family might secure temporary or seasonal employment in an agricultural or fishing activity, and whose parents or guardians have been informed of the child’s eligibility for migrant education services.

• “Currently migratory child” includes a child who, without the parent or guardian, has continued to migrate annually to secure temporary or seasonal employment in an agricultural or fishing activity.

• “A child of a military family” is a student who meets the definition stated in California Education Code Section 49701: a school-aged child enrolled in kindergarten through 12th grade in the household of an active duty member.

• “A student participating in a newcomer program” is a student who meets the definition stated in California Education Code Section 51225.2(a): a student who is participating in a program designed to meet the academic and transitional needs of newly arrived immigrant pupils that has as a primary objective the development of English language proficiency.

Upon making a finding that a youth in foster care, a student experiencing homelessness, a former juvenile court school pupil, a migratory child, a child of a military family, and a student participating in a newcomer program is reasonably able to complete Green Dot graduation requirements within their fifth year of high school, the Principal or designee shall: 

1. Consult with the Exempted Student and the person holding the right to make educational decisions for him/her of the Exempted Student’s option to remain in school for a fifth year to complete the School’s graduation requirements and how that will affect their ability to gain admission to a postsecondary educational institution or vocational plans and shall provide information about other options available to the student including, but not limited to, possible credit recovery and transfer opportunities available through the California Community Colleges. The Principal or designee shall also consult with any Exempted Student and the person holding the right to make educational decisions for them about consideration of Exempted Student’s academic data and other information relevant to making an informed decision on whether to accept the exemption, the option to remain in school for a fifth year, or both.

2. Provide information to the Exempted Student about transfer opportunities available through the California Community Colleges.

3. Upon agreement with the Exempted Student or, if they are  under 18 years of age, the person holding the right to make educational decisions for them, permit the Exempted Student to stay in school for a fifth year to complete Green Dot’s graduation requirements.

Students Completing Graduation Requirements while being Detained

If a student completes the graduation requirements while being detained (e.g., at a juvenile court school), Green Dot shall issue to the student a diploma from the school the student last attended before detention or, in the alternative, the county superintendent of schools may issue the diploma.

Graduation Requirements Table 

** Physical Education Waivers may be granted for students from participating in a physical education course under special circumstances outlined in the PE Waiver Guideline.

***10 elective credit waivers may be granted for students under special circumstances by submitting a 10-credit waiver form to the Principal.

* The UC and CSU allow what is known as validation to meet the requirements for math and Language other than English (LOTE):  The mathematics  and LOTE requirement may be satisfied via meeting UC/CSU validation rules however, students are required to recover any missing credits to meet the total credits required for high school graduation.”

**** Students who take dual enrollment or Concurrent enrollment courses may exceed the minimum credit requirements.However, students may be required to complete the senior year course sequence to have a full class schedule

Minimum Semester Credits necessary to graduate and to be promoted to next grade level:

Graduation: 240 semester credits 

From 9th to 10th:  60 semester credits

From 10th to 11th:  120 semester credits

From 11th to 12th:  180 semester credits

Cal Grant Program for College

A Cal Grant is money for college that does not have to be paid back. To qualify, a student must meet the eligibility and financial requirements as well as any minimum grade point average (GPA) requirements. Cal Grants can be used at any University of California, California State University, California Community College, or other qualified private and independent career colleges or technical schools.

In order to assist students to apply for financial aid, all grade 12 students are automatically considered a Cal Grant applicant and each grade 12 student’s GPA will be submitted to the California Student Aid Commission (“CSAC”) electronically by a school or school district official. A student, or the parent/guardian of a student under 18 years of age, may complete a form to indicate that they do not wish for the school to electronically send CSAC the student’s GPA. Until a student turns 18 years of age, only the parent/guardian may opt out the student. Once a student turns 18 years of age, only the student may opt himself/herself out, and can opt in if the parent/guardian had previously decided to opt out the student. All grade 12 students’ GPA will be sent to CSACby October 1st.  Students must complete a Free Application for Federal Student Aid (FAFSA) or a California Dream Act Application (CDAA) by March 2nd to be considered for Cal Grant eligibility. 

Rev. 06/2026

2.0 Policy:  Distinguished High School Graduate Requirements

Green Dot Public Schools Distinguished Graduates will achieve the following:

1. 20 hours of community service.
   
   
2. Complete the recommended A-G requirements with a C grade or higher 

1. 30 semester units of Social Studies
   
   
2. 40 semester units of English
   
   
3. 40 semester units of Mathematics
   
   
4. 30 semester units of Lab Science
   
   
5. 30 semester units of Language other than English
   
   
6. 10 semester units of Visual and Performing Arts
   
   
7. 10 semester units of College Prep Elective 

1. Completion of 1 dual/concurrent enrollment course (UC/CSU transferable course) with a “C” or above grade or passing grade (3 or above) on at least 1 AP Exam prior to graduation.

1. 3.0 or above weighted GPA

Rev. 06/2023

3.0 Policy: High School Diploma, Acceleration and Commencement Ceremony

Earning a Diploma

A student can only earn a diploma from a Green Dot school once they have completed all graduation

requirements with regard to courses and credits.

Any student who has not met all credit requirements by the date of graduation must complete all

units within one year of their graduation year in order to earn a diploma from a Green Dot school.

Otherwise, the student must either earn the diploma the following academic year or take alternate

routes to receiving a diploma from a non-Green Dot school.

Green Dot may confer an honorary high school diploma upon a student who is terminally ill, so long as the diploma is clearly distinguishable from Green Dot’s regular diploma of graduation.

Green Dot may grant a high school diploma retroactively to a person who:

1. has departed California against his or her will; and
2. at the time of his or her departure, was enrolled in grade 12; and
3. did not receive a high school diploma because their education was interrupted due their

departure; and

1. was in good academic standing at the time of their departure (considering any coursework that

may have been completed by the student outside the United States or that may have been

completed by the student through online or virtual courses).

For purposes of this policy, “departed California against his or her will” means the person was: 

1.  in custody of a government agency and was transferred to another state; or
2. subject to a lawful order from a court or government agency that authorized the person’s removal

from California; or

1. subject to a lawful order pursuant to subparagraph (b) above and was permitted to depart

California before being removed from California pursuant to the lawful order; or

removed or is permitted to depart voluntarily pursuant to the federal Immigration and Nationality Act (8 U.S.C. § 1229c).

Acceleration

When high academic achievement is evident, the Chief Education Officer or designee may recommend a

student for acceleration into a higher grade level. The student’s maturity level shall be taken into

Consideration.

Early Graduation

Only under unique circumstances can a student graduate early and approval is at the discretion of the

principal in collaboration with the Area Superintendent. The student’s parents/guardians/educational rights holders must meet with the school administration and the school counselor to develop a plan in

accordance with Green Dot Public Schools’ policies and procedures. All graduation requirements must be

met in order for the student to receive a diploma from the school of enrollment, contingent upon

adherence to school policy. For the purposes of calculating graduation rate, early graduates will be

included in their cohort. Students participating in early graduation will not be included in valedictorian/salutatorian consideration or rankings. .Participation in senior

activities are at the discretion of the principal.

Commencement Ceremony Participation Requirements

A student may participate in their school’s commencement ceremony if one of the following is true:

1. the student has met all of the school’s graduation requirements with regards to courses and credits, and met all of the school’s commencement ceremony requirements (see below); or
2. the student is deficient in 10 or less credits, has met all of the school’s commencement ceremony requirements (see below), and has provided confirmation of registration for credit recovery program to make up the credits the summer immediately following graduation.

In addition, each Green Dot school may require its students to complete any or all of the following to be

eligible to participate in the school’s commencement ceremony (all of which are not required for UC or

CSU admission, and do not require students/parents/guardians to incur any fees):

1. a senior project/portfolio; and/or
2. community service hours (Green Dot recommends ten hours per school year).

A student may be prohibited from participating in the commencement ceremony for academic, behavioral,

or other reasons at the school Principal’s discretion and with the appropriate Area Superintendent’s

approval.

Students may wear traditional tribal regalia or recognized objects of religious or cultural significance as an

adornment at the commencement ceremony, unless likely to cause a substantial disruption of, or material

interference with the ceremony, as determined by Green Dot. For purposes of this policy: “adornment”

means something attached to, or worn with, but not replacing, the cap and gown customarily worn at

school graduation ceremonies; and “cultural” means recognized practices and traditions of a certain group

of people.

Rev. 06/2025

4.0 Policy:  Elementary &  Middle School Promotion, Retention, Acceleration & Commencement Ceremony

These policies help ensure that each Green Dot student progresses through grade levels after attaining adequate achievement in their present grade level (i.e., without social promotion) to prepare for success in high school, college, leadership and life. Elementary and Middle School Promotion

To be considered for promotion to the next grade level, each elementary (TK-5th) and middle school student (grades 6 – 8) must obtain sufficient academic credit in required courses during that school year in accord with Green Dot’s grading scale (see Green Dot Policy B. 5.0, “Grading Scale and Failed Courses”).  Students are required to receive academic instruction and participate in the subject areas of English, Reading, Mathematics, Social Science, and History. 

Any student who misses a certain number of days in a semester in a class period may not earn credit in that course (see Green Dot Policy C. 1.0, “Attendance, Absenteeism, Truancy and SART”). 

Green Dot administration reserves the right to review special circumstances and allow consideration to be given.

Acceleration & Retention 

Requests for retention or acceleration must be made in writing to the school Principal.  Green Dot will evaluate such requests with multiple measures including but not limited to academic performance, behavioral records, and age.  The school will consider the social-emotional impact of any such decision during a parent/guardian conference.  A final decision will be made at the school Principal’s discretion with the appropriate Area Superintendent’s approval.

Elementary and Middle School Commencement Ceremony Participation Recommendations

Each Green Dot elementary and  middle school may require its students to complete any or all of the following to be eligible to participate in the school’s commencement ceremony:

1. community service hours (Green Dot recommends ten hours per school year);
2. adherence to all disciplinary contracts/agreements.

A student may be prohibited from participating in the commencement ceremony for academic, behavioral, or other reasons at the school Principal’s discretion and with the appropriate Area Superintendent’s approval. 

Students may wear traditional tribal regalia or recognized objects of religious or cultural significance as an adornment at the commencement ceremony, unless likely to cause a substantial disruption of, or material interference with, the ceremony, as determined by Green Dot.  For purposes of this policy: “adornment” means something attached to, or worn with, but not replacing, the cap and gown customarily worn at school graduation ceremonies; and “cultural” means recognized practices and traditions of a certain group of people. 

Rev. 06/2026

5.0 Policy:  Grading Policy  

Green Dot Public Schools (GDPS) believes that best grading practices, supported by current research, consistent across grade levels, content areas and schools, will support our students in achieving equitable academic outcomes. Our grading policy is built to provide students and families with clear and meaningful feedback on the degree to which students have mastered academic skills and learning targets using a common language. Green Dot believes that teachers are best positioned to evaluate student mastery of the content, skills and knowledge of a course. 

1. Grading Scale and Criteria 
2. The following four-point scale shall be used for grading all student work and determining course grades.
3. 1. Teachers will  provide clarity and transparency around expectations for work to align to the descriptors in the table below. A rubric or other clear set of success criteria should be provided. The Quality of Work column is meant to guide teachers in scoring student work. The Student Performance column is meant to help students understand their progress toward mastery of the content.

Teachers may wish to provide students a rubric describing each level of mastery on an assessment. Teachers may create their own scale for individual assessments to determine what constitutes a 0, 1, 2, 3, and 4 on individual assessments based on the descriptions above.

Gradebook Set-Up and Entry: Standards-Based Gradebook

Most academic courses are set to the standards-based gradebook in PowerSchool to facilitate Standards-Based Mastery Grading. 

Using this gradebook format entails the following:

• Only assessments are entered into the gradebook; the classwork/practice category does not affect the course grade.

• Each portion of a multi-standard assessment is entered separately to connect to a standard
• PowerSchool automatically uses the most recent assessment of the standard as the default score for that standard
  • Teachers may select a different assessment of the standard if they have evidence to indicate that the prior assessment is a more accurate reflection of mastery of the standard
  • Schools may select “2 most recent” or “3 most recent” scores in place of single most recent.
• The course grade is calculated as an average of the assessed standards using the cut-points below in the Final Grades section.
• Standards are weighted equally for the course grade. 

Universal Screener Assessments and Common Assessments: 

• Universal Screener Assessments are diagnostic of overall progress toward state or external standards or assessments and not necessarily to course-specific goals and should not be entered in the gradebook. Examples of these include ICA’s, NWEA MAP, and i-Ready Diagnostic assessments.
• The role that Common Assessments play in overall grading varies by content area.  When common assessments are curriculum-embedded unit assessments, key standards from the assessments should be included in the gradebook.  When Common Assessments are serving more as a mock version of a state assessment, they may be recommended for diagnostic and planning purposes but not included in gradebooks.  Please refer to individual course and curriculum guidance as needed.

Gradebook Set-Up and Entry: Traditional Gradebook

Some courses will remain in the traditional gradebook when determined necessary (academic courses without standards) or appropriate (Advisory, Academic Success, etc).

Academic Courses

Standards-Based Mastery Grading

In order to minimize any bias related to students’ unfinished learning at the start of a course,teachers will deactivate assessment scores that do not best represent a student’s most recent progress toward mastery of the standards, skills, or concepts assessed. Generally, the most recent score for a standard should remain active. Teachers may use judgment when they believe an older assessment score is a more accurate assessment of a student’s mastery of a standard. During the course of instruction, older assessments should be deactivated. A maximum of 3 assessments of a standard may be left active in the gradebook to reflect a diversity of assessment types (e.g. essay, unit test, project). If multiple assessments are used they must represent more recent learning and the gradebook must reflect a record of additional assessment opportunities that have been deactivated.  This process is automated in the Standards-Based gradebook option (below).

Naming Assessments and Assignments in Powerschool Traditional Gradebook

Teachers will reference the standard(s) assessed or the skills/content assessed  in the titles of  assignments/assessments in PowerSchool:

• W.6.1.a Introduction Paragraph
• 7.RPA.2 Ratios Quiz  

Teachers will create multiple assignments in PS for assessments that focus on multiple standards. Titles may reference specific skills or content and reference a standard:

• Solving Quadratic Equations HSA-REI.B.4 
• Including Facts and Quotations in Informative Essay W.8.2.B

Emphasis on Mastery vs Behaviors in the Traditional Gradebook

Category weighting is functional in traditional gradebook. 

• All student work shall fall into one of two categories: Assessment and Classwork & Practice. See the table below for details on weighting and assignment types. 

• PowerSchool grade books will be pre-set and must retain the following category weights: 

• Assessment: (95%) 
• Classwork and Practice (5%): Entering assignments in this category is optional in all courses except advisory.  When no assignments are entered in this category PowerSchool will calculate 100% of the course grade using the assessment category by default. 

• Advisory: teachers will enter grades into Classwork and Practice only. 
  • PowerSchool will calculate 100% of the course grade based on this category 
  • automatically. 
• Academic Success: teachers will enter grades into Classwork and Practice only except as approved by the principal and Special Education Program Administrator for AS sections that are utilizing an academic curriculum.

Note: These categories are not applied in the PowerSchool Standards-Based Gradebook Pilot described below.

1. Final Grades
2. All classes including Advisory will be graded. Students will earn a letter grade. Powerschool will use the following ranges to calculate the final letter grade:

PowerSchool converts the cut points above to  percentages when it calculates A- F grades. These are accessible to a teacher to support student progress monitoring. Schools may choose whether to display this percentage on the parent/student view of grades to more easily see how near/far a student is from the next letter grade cut point.

Middle School Pilot:  Numerical Final Grades

Middle schools may elect to issue numerical final grades for courses instead of issuing letter grades. Numerical scores based on master provide students and families feedback on progress as students learn the skills and content of the course.  The following scale will be implemented: 

III. Frequency of Assignments and Communication 

1. Green Dot has made a commitment to students and families to be proactive and transparent about grading.Teachers should assign student work daily. The following minimum expectation for assignment frequency should be followed:

• Assessment Category: One assessment per week is recommended. A minimum of one assessment every two weeks is required.
• For Advisory classes, at least one grade should be entered per week. 
• Classwork/Homework category is optional
• Gradebooks for each course will be updated every 2 weeks at a minimum.

1. Unit Assessments will be given in most classes at the end of every unit of instruction.
2. Final Assessments: Comprehensive Final Assessments may be administered at the end of each semester. The form of a final assessment may be an exam, essay, portfolio, or project and should be counted in the assessment category. A separate score should be entered for each standard assessed on the final. A comprehensive final assessment should be graded prior to grades being due for the semester. In a standards based grade book, multiple grades may be assigned to reflect achievement for the different standards assessed by the exam.
3. Student grades shall be updated in time for the following progress reports and report cards to be sent or emailed home.

1. Late Work and Grade Improvement

1. Students will have the opportunity to turn-in late work or missing assessment as well as the opportunity to correct or redo an assessment for a Mastery or Approaching Mastery of Standard grade at least until the unit assessment.  A missing assessment should be flagged in PowerSchool to distinguish from an assessment that showed no evidence of mastery.

1. Teachers will provide multiple opportunities to demonstrate mastery of a standard, skill, or concept throughout a unit. A minimum of 2 opportunities will be provided for any standard that is included in a final grade.

Options for teachers include: additional assessment of the same standard, item corrections on an assessment, re-take of the same assessment or a similar assessment with unique questions, or an assessment of the same content in a different format. Students may be required to participate in a reteach or office hours session prior to accessing the next opportunity to demonstrate mastery. Teachers should provide some support prior to the retake to ensure student success.

Teachers will communicate what options for improvement are available to students for their score on each assessment in the gradebook.

At the end of a unit, a student shall have an additional opportunity to improve assessment scores by re-taking or correcting portions of the same assessment or similar assessment items within one week, as long as the end of the semester does not prevent such a re-take (for example, final assessments). Students will have the opportunity to retake unit assessments until the end of the semester.  

1. If a student retakes/corrects an assessment and earns a higher grade, the new score will replace the old score. In the PowerSchool traditional gradebook, the teacher de-activates the previous assignment for a student or group of students.  In the PowerSchool standards-based gradebook this replacement is automatic. If there is not an upcoming whole class opportunity to retake an assessment, students may be required to participate in an individual or small group reteach or office hours sessions.

1. Credit Recovery : When students enrolled in a credit recovery course (e.g., APEX, Acellus) pass any of the courses they are taking during credit recovery, this passing grade will be reflected on their transcript. 

1. Extended Semester: 

The Extended Semester program is designed to support students who require additional time to master content standards. This initiative is detailed in our Student Policy Manual under Instruction Policy, section B.5.0. The policy has been expanded to address special circumstances faced by students, focusing on mastery-based lessons through the APEX or Acellus Online Platform. Curriculum specialists have reviewed and selected units specifically for Extended Semester work.

Key components of the program include:

• Students complete assigned Multiple Opportunities to Demonstrate Mastery (MODM) of one unit to extend their semester and improve their grades.
• Students with a D or F grade can work to achieve a C grade.
• It is recommended that students who have participated in at least 80% of the course have access to the Extended Semester.
• Priority is given to courses in ELA, Math, Science, and History.

1. Academic Dishonesty

In the Student Policy Manual, Section C 3.0 academic dishonesty in a course will be addressed through progressive discipline based on the seriousness of the offense. Appropriate interventions and/or consequences may be assigned, including a parent conference or Discipline Review Board meeting to address such infractions. 

VII. Accommodations and Modifications 

1. A. All students with disabilities receiving special education services through an Individual Education Program (“IEP”) must be able to access the accommodations and modifications included in their IEP, including accommodations or modifications pertaining to grading. 

These types of accommodations and modifications supersede the grading policy. Teachers will refer to each student’s IEP for specific information. Any questions about the implementation of accommodations or modifications should be directed to school administration immediately. 

Some students have accommodations or modifications for assessments in their IEPs. Assessments that have limited accommodation (see Section K of the IEP, not Page 1) such as IABs should not be entered into the gradebook (see Benchmark Assessments above). 

If a student with IEP is earning a D or F for a semester grade the teacher must provide evidence of implementation of accommodations upon request.

1. All students identified as English Language Learners (or Emergent Bilinguals) will be able to access accommodations as recommended by the school site EB team (admin responsible for Emergent Bilingual programs, EB program coordinator, and grade level lead) on major assessments. 

If a Newcomer is earning a D or F for a semester grade the teacher must provide evidence of implementation of accommodations upon request, in addition to the Progress Monitoring form.

1. Please consult this Grading + Accommodations Supports for Emergent Bilinguals for the recommended accommodations.
2. All students receiving accommodations and supports through a 504 Plan will be able to access their accommodations pertaining to grades and assessment.
3. Emerging Bilingual students classified as “Newcomers” on their initial ELPAC  should be issued “No Credit” if their semester grade will be an “F” within the first 3 months of their arrival to school. 

VIII. Distance Learning 

1. In the event that public health conditions necessitate a return to distance learning, hybrid learning, or other adjustments to the instructional delivery model, GDPSC may make mid-year adjustments to this grading policy. Such adjustments shall be distributed to students, families, and staff with ample notice and opportunity for clarification of understanding.

Elementary

Grading and Reporting Student Progress

Teachers at elementary schools will formally report student progress toward mastery of grade level standards to parents three times each year using report cards at the end of each trimester and three times per year via progress reports at mid-points during the trimester. Student achievement will be evaluated against academic standards and the school’s stated outcomes and will reflect student progress on a continuum toward mastery of the concepts and skills at each grade level. Teachers will conduct student-led conferences at the time report cards are issued so that parents have regular opportunities to discuss their child’s academic progress, work habits, and social skills personally with his or her teachers. During student-led report card conferences, students take ownership of their learning experience, sitting at a table or moving around the room with parents or guardians and teachers. Students generally share their body of work through portfolios and work samples. Multi-language learners are encouraged to share their progress aligned to their differentiated ELD programming. It is strongly recommended that all parents or guardians attend student-led conferences upon each reporting period. Parent or legal guardian attendance for student-led conferences will be noted by signature for all three reporting periods.

Student progress in all subject matter content areas will be reported to parents during each reporting period, and copies of each student’s report cards will be maintained in the main office of each elementary school campus. In addition to providing scaled scores using the evaluation continuum, teachers will include short narrative descriptions to indicate completeness and quality of work, level of understanding, attitudes and behaviors at school, and other relevant information about the student’s growth in performance during the reporting period. A record of attendance and tardies will also be included. 

Informal progress reports will also be issued periodically throughout the school year to track student progress prior to issuing report cards at the end of each term. Parent conferences may be held at the request of teachers and/or families to address behavioral and academic concerns. Students who continue to struggle academically or behaviorally after the progress report conference will be referred to the site administrator for an SSPT conference to formalize an intervention plan. 

PowerSchool Parent Portal

Parents have access to student attendance, schedule, grades and summative state test scores. It is recommended that parents and students check grades and attendance every two weeks.

Accessing Student Grades on PowerSchool Parent Portal

Parents will have access to view their students’ grades on the PowerSchool Parent Portal application.

Ongoing Assessment

In addition to state-mandated assessments, teachers at elementary schools will collect data in the areas of reading, language, and mathematics using formal assessments three times per year to track individual student success and to provide a profile of the overall success and development of achievement at the school. 

Assessments provided by our curriculum publishers will also be used to monitor the progress of our students in core content areas.  For English Learners, teachers will also administer the end of Unit Assessments for English language development to support data driven instruction and flexible grouping. Additional assessments may take the form of teacher-created formative assessments, essays or multi-step projects. For instance, science and social science will be assessed through projects and other forms of application. 

Grading Scales

Elementary  schools will adhere to the following grading scales for academic courses. 

6.0 Policy:  Academic Honors

Green Dot Public Schools will recognize students who have attained outstanding scholastic achievement each year based on the criteria listed below.

3.0 – 3.49 GPA                               Honor Roll

3.5 – 3.99 GPA                           High Honors

4.0 And above                                   4.0 Club 

The Valedictorian(s) and Salutatorian(s) of each graduating class will be determined by the highest grade point average (weighted) and the second highest grade point average (weighted). All students will be considered for these honors including transfer students.

Rev. 05/2025

7.0 Policy:  Grade Changes and Withdrawal Grades

Requests for Grade Changes

A student or parent/guardian may request a grade change.  Such requests shall be addressed with the teacher.  The teacher shall respond and provide a decision regarding the requested grade change within ten school days..  The teacher’s decision shall be final absent clerical or mechanical error, fraud, bad faith, or incompetency.  Disagreement with the teacher’s grading philosophy or criteria are not bases for changing a grade.  If the student or parent/guardian desire to appeal the teacher’s decision, the following procedures shall be followed:

• A written request shall be directed to the Principal or designee within ten school days from the start of the new quarter/semester regarding a grade from the immediately preceding quarter/semester.  The Principal or designee shall consult with the teacher and student, and provide a written response within ten school days.  The burden of proving any alleged clerical or mechanical error, fraud, bad faith, or incompetency is upon the student or parent/guardian.
• If further appeal is desired, a written request shall be directed to the school’s Area Superintendent within 15 school days.  The Area Superintendent shall give the teacher an opportunity to address concerns raised by the student or parent/guardian within the scope of the grade change request.  The Area Superintendent shall provide a written response within ten school days of receipt of the appeal.
• If further appeal is desired, a written request shall be directed to Green Dot’s Chief Education Officer(“CEdO”) within 15 school days.  The CEdO shall allow the teacher an opportunity to address concerns raised by the student or parent/guardian within the scope of the grade change request.
• The student or parent/guardian may place a written rebuttal to the last appellate decision reached in the process in the student’s file.

Withdrawal Grades

Green Dot does not grant credit for courses if the student transfers out of any Green Dot school prior to the end of a semester, subject to the exceptions below.  The current grades in PowerSchool will be assigned as progress grades for work completed at the time of the transfer. The receiving school is responsible for granting credit.

Exceptions to Withdrawal Grades

If the student is transferring out of a Green Dot school 20 school days or less prior to the end of a semester, the student will be responsible for all course requirements and must take the final exam to receive credit.  A student will be granted an “I” (Incomplete) until all course requirements are completed. If the student does not complete the course requirements, including any final exam, they automatically receive an “F” (Fail) in those course requirements, therefore potentially resulting in a lower grade.  The grade of an “I” must be removed within six weeks of the grade being issued or it shall become an “F”.

Youth experiencing homelessness, youth in foster care, former juvenile court students, migrant, and newcomer youth shall receive all full and partial credits and grades earned based on any measure of full or partial coursework satisfactorily completed, including a determination of: the days of enrollment or seat time, or both, if applicable 

• The credits and grades for each school and LEA listed separately so it is clear where the credits and grades were earned.
• A complete record of the student’s seat time, including both period attendance and days of enrollment.
• When receiving youth experiencing homelessness, youth in foster care, former juvenile court students, migrant, and newcomer youth Green Dot school should accept full or partial credit for all full or partial coursework satisfactorily completed by a qualifying student.
• Accept satisfactory coursework from another LEA even if the pupil did not complete the entire course.
• Transfer the credits and grades from same or equivalent courses onto an updated official transcript for the student and separately identify LEA/school where credit was earned.
• If LEA knows the transcript is missing grades, the request must be made within 2 business days with an expected response within 2 business days.

Grade Changes by Teachers

A teacher that desires to change a student grade after initial submission to the school must submit Green Dot’s “Request for Grade Change” form to a school counselor and administrator.  This form, once complete with signatures from the Principal and student’s counselor, shall be placed and maintained in student’s cumulative file.

Rev. 06/2026

8.0 Policy:  Middle and High School CourseCredits

Credit

All Green Dot middle school and high school course credits are based on the California Department of Education recommendation for credit hours.

Granting Credit for Green Dot Middle School and High School Courses:

Courses worth five credits

• All courses are worth 5 credits unless otherwise noted in the Green Dot Course Catalog 
• A total of 5 credits are awarded in a subject when the course is successfully completed with a letter grade of D or higher* 
• Green Dot does not offer credit for letter grades of F 

* The UC system does not acknowledge a letter grade of a D in the admissions process 

* Select Green Dot schools do not offer credit for the letter grade of a D

 Courses worth less than five Green Dot credits 

• Pass/Fail or No Credit bases are not factored into a student GPA

Dual/Concurrent enrollment course credits – College course credits (dual & concurrent enrollment)

• Green Dot is committed to expanding access to college-level coursework for students in middle and high school. Through partnerships with local community colleges and universities, students have the opportunity to earn college credit while still enrolled in middle and high school. The two primary College Credit Course models are Dual Enrollment and Concurrent Enrollment. All College Credit course enrollment must be approved by the school counselor or administrative designee. 
  • Dual Enrollment refers to college courses offered through a formal agreement between the middle/high school and a partner college. The courses are exclusive to Green Dot schools during the school day, after school, or summer. Students and families are provided with the benefits, processes, and requirements for enrollment prior to taking courses. Dual enrollment courses and earned grades will be automatically added to the student transcript.
  • Concurrent Enrollment refers to college courses that students take independently outside of a school-college partnership. These courses are open to the general public and typically take place on the college campus or online. Enrollment are college level courses offered on the college campus with college students. A student may request for a concurrent enrollment course and earned grade to be added to their transcript; it is not mandatory. An official request must be made with the student’s school counselor no later than May 1 of the student’s graduating year. A student’s school counselor should inform the student of potential implications of adding the course to their academic transcript, 
  • which include but are not limited to the following:

• A student’s GPA may change (either increase or decrease) depending on the grade earned in the class and their historical grades.
• A student’s class rank may change.
• The student’s post-secondary institution may recognize the course(s) as a high school course(s).

* Credits may be given to additional college programs with approval from the Green Dot Chief Academic Officer.

Effect of Absences on Grades for Foster Youth

The grades of a student in foster care shall not be lowered for any absence from school that is due to either of the following circumstances:

1. A decision by a court or placement agency to change the student’s placement, in which case the student’s grades shall be calculated as of the date they left school.

1. A verified court appearance or related court-ordered activity.

Advanced Placement and Honors Courses

GDPS will offer a wide range of courses including Honors and Advanced Placement.

Students who pass the Advanced Placement course with a C or higher will receive an additional point for the course for their GPA.

Students who pass an Honors course with a C or higher will receive an additional point for their GPA.  Honors courses approved for the 11th and 12th grades on the school A-G course list will receive an additional point for the CSU and UC college applications.

Physical Education Credit for Student Athletes

Students who are engaged in a regular school-sponsored interscholastic athletic program carried on wholly or partially after school hours may earn one semester of Physical Education Course credit.  The athletic program must account for a minimum of 60 hours of physical activity per semester.  Program records must be maintained by the athletic director or coach and submitted to principal or designee in order to allow student engaged in the athletic program to earn one semester of Physical Education Credit.  Students can earn a maximum of one semester of Physical Education Credit per semester.  Students must complete the Physical Education waiver in order to qualify for this exemption.

Physical Education Waivers

Physical Education Waivers may be granted for students from participating in a physical education course under special circumstances. The waiver may be granted to individual students who meet the following criteria:

• Students 16 years of age or older and has not had the opportunity to take any Physical Education classes due to being enrolled in special academic programs such as Marching Band, or JROTC.
• Students who are enrolled in a juvenile home, ranch, camp, or forestry camp school where pupils are scheduled for recreation and exercise. This pertains to the time the student is enrolled in these programs.
• Students who are on a minimum graduation requirement program and will not have the opportunity to take the second year of physical education requirement.
• Students who are ill or injured and may have received home and hospital education services and will not have the opportunity to take physical education courses prior to graduation.

Granting Credit from Non-Green Dot schools:

The Principal or designee will evaluate transcripts and credit accordingly. The following have been provided as guidelines:

 Transfer of Credit from External Schools

Green Dot will transfer any credits received at another high school when an official transcript is provided and classes meet both of the following guidelines:

• UC/CSU approved
• Counselor/Principal verification

When transferring credits from a school using a different credit system, Green Dot will evaluate the course and transfer the courses and credits into the appropriate format. (i.e., quarter to semester, trimester to semester).

Students entering a Green Dot school more than 3 weeks into the grading period of a semester must

make-up all missed work for each class in order to earn a semester grade or have progress grades that are a C or higher in each course that will be averaged with the remaining class assignments.

Students entering a Green Dot school within the last 3 weeks of a semester without any transfer grades will receive an No Credit (NC) grade.

Transferring Credit for Summer Classes

Students can earn credit for summer classes for remediation and enrichment.  Students cannot take summer courses for original credit to replace Green Dot graduation requirements (i.e., English 10 cannot be taken during the summer to avoid taking English 10 in the sophomore year.) There may be circumstances that require a student to take an acceleration course to access an Advanced Pathway which must be approved by the Area Superintendent or designee. 

Students will receive credit for summer classes only when official transcripts have been provided to the school Counselor.  Summer transcripts must be received by the end of the first semester.

Transferring Community College Courses and Credits

Community college courses must be taken under concurrent enrollment, or dual enrollment, to be transferable for dual credit. Non-remedial academic courses taken at a community college can be credited as dual college and high school credit.

Transfer of Coursework and Credits for Students in Foster Care, Students Experiencing Homelessness, Migratory Children, Children of a Military Family, Students Participating in a Newcomer Program, and Student in Juvenile Court School*

When a student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school transfers into Green Dot, the School shall accept and issue full credit for any coursework that the student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school has satisfactorily completed while attending another public school, a juvenile court school, or a nonpublic, nonsectarian school or agency and shall not require the student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school  to retake the course. 

If the student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school did not complete the entire course, they shall be issued partial credit for the coursework completed and shall not be required to retake the portion of the course that they completed at their  previous school. However, Green Dot may require the student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school to retake the portion of the course completed if Green Dot, in consultation with the holder of educational rights for the student, finds that the student is reasonably able to complete the requirements in time to graduate from high school. Whenever partial credit is issued to a student in foster care, a student experiencing homelessness, a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school in any particular course, they shall be enrolled in the same or equivalent course, if applicable, so that they may continue and complete the entire course. 

In no event shall Green Dot prevent a student in foster care, a student experiencing homelessness , a migratory child, a child of a military family, a student participating in a newcomer program, or a student in juvenile court school from taking or retaking a course to meet the eligibility requirements for admission to the California State University or the University of California. 

Home-Schooled Students, Non-Accredited High Schools or International Schools

Students enrolling from home schools or non-accredited high schools will be required to provide official transcripts from the previous schools.  Students must pass a proficiency test for the courses for which they desire to receive equivalency credit. Equivalency credit will be granted upon determination of mastered skills.  At times, proficiency may be indicated by the successful completion of the next sequenced course if approval is secured from the Green Dot Chief Education Officer.

Charges for Duplication of, or Locating/Retrieving, Records

To provide copies of any student record, Green Dot may charge a reasonable fee not to exceed the actual cost of providing the copies.  No charge shall be made for providing up to two transcripts or up to two verifications of various records for any former student.  No charge shall be made to locate or retrieve any student record.

Rev. 06/2026

9.0 Policy:  Release of Student Records to Other Schools, including Colleges

Upon request from other TK-12 schools, colleges or universities for information pertaining to an applying student’s record, including disciplinary record, Green Dot administrators and counselors must honestly and fully disclose the education records, including information regarding events resulting in suspension or expulsion, so long as the disclosure is for purposes related to the student’s enrollment or transfer in the TK – 12 school, college, or university. Green Dot administrators and counselors will make a reasonable attempt to notify the parent or student, if they are over 18, of the request for records at their last known address, unless the disclosure is initiated by the parent or student over age 18.  Additionally, Green Dot will give the parent or student over age 18, upon request, a copy of the record that was disclosed and give the parent or student over age 18, upon request, an opportunity for hearing pursuant to the School’s pupil record challenge procedures. The administrator and/or counselor will also encourage students to respond honestly and timely to such requests on their own.

Rev. 06/2026

10.0 Policy:  Special Needs

Equal Education Opportunities

At Green Dot Public Schools all students shall be afforded the right and opportunity to an equal education.  No student shall be excluded, segregated or discriminated against in the Green Dot Public School environment for reasons of race, ethnicity, color, national origin, gender, economic status, sexual orientation, actual or perceived mental or physical disability, religion, or religious affiliation.

Section 504 Plan

Section 504 of the Rehabilitation Act of 1973 states that no otherwise qualified handicapped individual in the United States…shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. (29 USC 794) 

• Compliance monitored by the Office of Civil Rights. 
• Applies to all institutions receiving federal financial assistance, such as public schools. 
• Schools are obligated to provide a “free appropriate public education” (FAPE) to children with a disability.

Section 504 prohibits discrimination while assuring that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. If you would like to know more about 504 Plans or other types of assistance available to your student, please contact your Principal.

Special Education

Green Dot schools are dedicated to the belief that all students can learn and must be guaranteed equal opportunity to become contributing members of the academic environment and society.  Green Dot provides Specialized Academic Instruction (SAI)s and related services in accordance with the IDEA, Education Code requirements, and applicable policies and procedures of the authorizing county, school district, and/or applicable special education local plan area.  These services are available for students eligible for special education services enrolled at Green Dot.  Green Dot offers high quality educational programs and services for  our students in accordance with the assessed needs of each student.  Green Dot collaborates with parents, the student, teachers, and other agencies, as may be indicated, in order to appropriately serve the educational needs of each student.  Students and parents/guardians have the complaint rights afforded to them under state and federal law, including the right to file a due process complaint.

Special Education referrals for eligibility may come from teachers, parents, agencies, appropriate professional persons, and from other members of the public. Special Education referrals will be coordinated with school site procedures for referral of students with needs that cannot be met through the  regular instructional program, including referrals from student intervention teams, such as the Student Study Team (SST). A student shall be referred for special education assessment  after the resources of the regular education program have been considered and, where appropriate, utilized.

Student Study Team (SST)

The Student Study Team is an efficient and effective way to bring together all resources, human and programmatic, to support students having difficulties in regular classes.  This is a concentrated solution-seeking meeting where all the needed persons, including the student and parent, are present at the same time.  The SST is an expression of the school’s concern for students and provides a supportive atmosphere for students to become actively involved in determining their own needs and in implementing strategies designed to help them.

The goals of the SST are to:

• Work with the student and parent to identify causes of poor academic performance, disruptive behavior, and potential developmental problems
• Work with the student and parent to identify viable interventions that could occur before a student’s poor academic performance results in severe underperformance or behavior results in a referral to the Think Tank
• Discuss a variety of academic interventions and/or positive behavioral reinforcements and develop strategies that have a high likelihood of positive academic and behavior performance
• Inform parent and student of the referral process, where the student is in the process and the consequences of further poor academic performance and/or disruptive behavior
• Student study teams are also established to fulfill requirements of current federal and state legislation. 

Rev. 06/2026

11.0 Policy:  Required Testing

Green Dot schools shall annually administer required state testing to the applicable grades (e.g., the California Assessment of Student Performance and Progress.)  Notwithstanding any other provision of law, a parent’s or guardian’s written request to Green Dot officials to excuse his or her child from any or all parts of the state assessments shall be granted.  Please see below for more information regarding the various types of state tests.

California Assessment of Student Performance and Progress

The California Assessment of Student Performance and Progress (“CAASPP”) is comprised of the following:

• Smarter Balanced Assessment Consortium (“SBAC”) summative assessment for English–Language Arts (“ELA”) and Mathematics in grades 3-8 and 11.

• California Science Test in grades 5, 8, and 11.
  
  
• California Alternate Assessments (“CAA”) for ELA and Mathematics in grades 3-8 and 11 and the field test in Science in grades 5, 8, and 11.
  
  
• Optional for local educational agencies to administer the Standards-based Tests in Spanish. (Further information about grade levels and subjects will be forthcoming.)

California Alternate Assessments

As noted above, the CAAs for ELA and Mathematics are given in grades 3-8 and 11. The CAA for 

Science is given in grades 5 and 8 and one time in high school. Only eligible students may participate in the administration of the CAAs.

California Science Test

California Science Test (“CAST”) will be first operational in spring 2019.  Students will be administered the CAST in grades 5 and 8 and once in high school. The CAST is aligned with the California Next Generation Science Standards.

Smarter Balanced Assessments Consortium

The Smarter Balanced assessment consortium utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. This system is based on the Common Core State Standards for ELA and Mathematics.

Physical Fitness Test

State Law requires schools to administer the Physical Fitness Test (“PFT”) annually to all students in grades five, seven and  nine. The state-designated PFT is the FITNESSGRAM@, developed by the Cooper Institute for Aerobics Research. The FITNESSGRAM@ is a set of tests designed to evaluate health-related fitness and to assist students in establishing lifetime habits of regular physical activity. 

The complete FITNESSGRAM test battery measures student performance in the following areas:

1. Aerobic capacity
2. Body composition
3. Muscular strength, endurance and flexibility

Additional tests for some students:

Spanish Standards Test (STS)

The Spanish Standards Test is a Spanish-language test administered to Spanish speaking students in grades 2–11 who have been enrolled in California schools for less than one year.

English Language Proficiency Assessments for California (“ELPAC”)

The ELPAC is only given to students whose primary language is not English.  The ELPAC is given as an initial assessment to newly enrolled students whose primary language is not English and as an annual assessment for all Emergent Bilinguals.  It comprises two separate assessments: one for the initial identification of students as Emergent Bilinguals (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student’s level of English language proficiency.

GATE

Students may be designated as GATE learners as early as Grade 2.  Identification may be based on factors including academic achievement, assessment results, classroom performance, teacher recommendations, work samples, and other relevant data. Students may be considered through universal screening, referrals, or ongoing review of student performance. Identified students may receive differentiated instruction, enrichment, acceleration, advanced coursework, or other educational opportunities designed to meet their learning needs. 

Rev. 06/2026

12.0 Policy:  English Language Development (ELD) Program

1.       Assessment
2.       Reclassification
3.       Monitoring
4.       Notifications
5.       Waivers

EL Assessment

State and federal laws require that all students whose primary language is other than English be assessed for English language proficiency.  The English Language Proficiency Assessment for California (ELPAC)  is California’s test of English language proficiency.  It is administered each year as an initial assessment (ELPAC IA) to newly enrolled students whose primary language is not English, as indicated on a home language survey, and as a summative annual assessment (ELPAC SA) to students who have been identified previously as Emergent Bilinguals.

State law (California Education Code [EC] sections 313 and 60810) and federal law (Title III of the Elementary and Secondary Education Act [ESEA]) require that schools administer a state test of English language proficiency to: (1) newly enrolled students whose primary language is not English with the ELPAC  IA, and (2) all students who are Emergent Bilinguals with the ELPAC SA.   The ELPAC has three purposes:

1. To identify students who are Emergent Bilinguals and have limited language proficiency.
   
   
2. To determine the level of English language proficiency of Emergent Bilingual students.
   
   
3. To assess the progress of EB students in acquiring the skills of listening, speaking, reading, and writing in English.

At the time of initial enrollment, a home language survey is used to determine the student’s primary language. (5 CCR 11307) Within 30 calendar days of initial enrollment, each student whose home language is other than English, as determined by the home language survey, and for whom there is no record of results from an English language development test, shall be assessed for English-language proficiency using the state-designated instrument English Language Proficiency Assessment for California (ELPAC). (5 CCR 11511)

 All students shall have sufficient time to complete the ELPAC as provided in the directions for test administration. (5 CCR 11516) 

Students with a disability shall take the ELPAC with those accommodations for testing that the student has regularly used during instruction and classroom assessment as delineated in the student’s individualized instruction plan (IEP) or Section 504 plan that are appropriate and necessary to address the student’s individual needs. (5 CCR 11516.5) Students with the most significant cognitive disabilities, as determined by the student’s IEP team, will take the Alternate ELPAC for initial and summative purposes.

Guidelines for Reclassification

The ELPAC assesses student performance in the following areas:  Listening, Speaking, Reading and Writing. In order to be reclassified as fluent English proficient, as indicated in the following chart, students must: (1) meet an ELPAC minimum score; (2) meet a minimum RIT range; (3) teacher evaluation; and (4) obtain parent approval:

Green Dot shall provide notice to parents or guardians of their rights, invite them to participate in the process, and obtain their approval in writing, during a face-to-face meeting or in a phone call .

Monitoring

The school will monitor student performance for four years after reclassification in accordance with existing California regulations and Title III of the Elementary and Secondary Education Act (ESEA).

 Notifications

Families of students whose primary language is not English will receive the following notifications: 

1. Before students are enrolled in a program for English language learners, parents/guardians shall receive information about the program and their opportunities for parental involvement. This information shall include the fact that an individual student’s participation in the program is voluntary on the part of the parent/guardian. (Education Code 52173)
   
   
2. Not later than 30 calendar days after the beginning of the school year, each parent/guardian of a student participating in, or identified for participation in, a language instruction program supported by federal. 

Parents shall receive notification of the assessment of their child’s English proficiency. The notice shall include all of the following: (Education Code 440; 20 USC 6312).ELD Course Offerings

The Green Dot Designated Program includes both specific Designated course sections as well as Targeted Designated Supports within Core or Elective courses.  Emergent Bilinguals at the middle and high school have diverse needs, and our EL populations vary in size and type at each school, so we offer several models of designated instruction to ensure the instructional program meets individual students’ needs. All ELs are assigned a Designated Program based on their language proficiency and other academic performance data.  Designated instructional time varies based on student proficiency and will be included as part of students’ individual progress monitoring and tracked on the ELLevation platform.   Specific course offerings are updated annually in the EL Master Plan. 

Rev. 06/2026

13.0 Policy:  Mathematics Placement Policy

This policy has been adopted to establish a fair, objective, and transparent protocol for placement in mathematics courses for students entering 9th grade, in order to ensure the success of every student and to meet the Legislative intent of the California Mathematics Placement Act of 2015.

1. In determining the mathematics course placement for entering 9th grade students, Green Dot systematically takes multiple objective academic measures of student performance into consideration, which may include any or all of the following as determined by Green Dot: 

• i-Ready Diagnostic Adaptive Assessment aligned to the Common Core Math standards; 
• Statewide summative mathematics assessments through the CAASPP; 
• Placement tests that are aligned to state-adopted content standards in mathematics; 
• Recommendation, if available, of each student’s 8th grade mathematics teacher based on classroom assignment and grades; 
• Recommendation, if any, of each student’s 9th grade mathematics teacher based on classroom assignments and grades provided at the beginning of the school year; 
• Final grade in mathematics on the student’s official, end of the year 8th grade report card; or 
• Results from all placement checkpoints, including at least one (1) placement checkpoint within the first month of the school year as described in Section 2, below.

1. Green Dot will provide at least one (1) placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual student progress. All mathematics teachers responsible for teaching 9th grade students will assess the mathematics placements for each 9th grade student assigned to the teacher’s mathematics class. The teacher’s assessment will take into consideration factors which may include, but are not limited to, updated i-Ready Adaptive Diagnostic scores, the student’s classroom assignments, quizzes, tests, exams, and grades, and any comments provided by the student, the student’s parent/legal guardian, and/or the student’s other teachers regarding the student’s mathematics placement. Based on the assessment, the teacher will then recommend that the student remain in the current mathematics placement or be transferred to another mathematics placement, in which case the teacher shall specify the mathematics course or level recommended for the student.

1. The Green Dot Director, or his or her designee, shall examine aggregate student placement data annually to ensure that students who are qualified to progress in mathematics courses based on their performance on objective academic measures included in Section 1 of this policy are not held back in a disproportionate manner on the basis of their race, ethnicity, gender, or socioeconomic background. Green Dot shall annually report the aggregate results of this examination to the School Board.

1. Green Dot offers clear and timely recourse for each student and his or her parent or legal guardian who questions the student’s placement, as follows: 
2. A parent/legal guardian of any 9th grade student may submit a written request to the Green Dot Principal, or his or her designee, that: 
   1. Requests information regarding how the student’s mathematics placement was determined. Within five (5) days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request by providing the information, including the objective academic measures that Green Dot relied upon in determining the student’s mathematics placement. 
   2. Requests that the student retake the i-Ready Diagnostic and/or an additional placement test, in which case the Principal or designee will attempt to facilitate the retest within two (2) weeks.
   3. Requests reconsideration of the student’s mathematics placement based on objective academic measures. Within five (5) school days of receipt, the Green Dot Principal or designee shall respond in writing to the parent/legal guardian’s request. The Principal or designee and the student’s mathematics teacher must assess the objective academic measures provided by the parent in conjunction with the objective academic measures identified in Section 1 and 2 of this policy. Based on this assessment, the Principal or designee must determine whether the most appropriate mathematics placement for the student is the student’s current placement or another placement, in which case the Principal shall specify the mathematics course or level recommended for the student. The Principal’s or designee’s response must provide the determination as well as the objective academic measures that the Principal or designee relied upon in making that determination. 
   4. Notwithstanding the foregoing, if the Principal or designee requires additional time to respond to a parent/legal guardian’s request, the Principal or designee will provide a written response indicating that additional time is needed. In no event shall the Principal’s or designee’s response time exceed one (1) month. 
   5. If, after reconsideration of the student’s mathematics placement by the Principal or designee, the parent/legal guardian is dissatisfied with the student’s mathematics placement, the parent/legal guardian may choose to sign a voluntary waiver requesting that the student be placed in another mathematics course against the professional recommendation of the Principal or designee, acknowledging and accepting responsibility for this placement.
3. Green Dot shall ensure that this mathematics placement policy is posted on its website.
4. This policy is adopted pursuant to the Mathematics Placement Act of 2015, enacted as Education Code Section 51224.7

Rev. 06/2021