GRADES

The primary function of grades is to provide a transferable record of a student’s performance that other schools can utilize in making decisions about that student’s ability to enter their curricula. At Renaissance School we observe high absolute standards when grading a student’s performance.
While the student is attending Renaissance School, we consider direct contact between the student and teachers (including semester comments) much more important than the actual grade in evaluating the student’s learning progress. Parents do well to take teacher comments seriously and to use them as the basis for assisting each student in maximizing the Renaissance School learning opportunity.

Grading Scale

Grade A: Mastered (91% - 100%):
Student demonstrates and articulates thorough factual and conceptual understanding of course material.

Distinction:
Students performing at the Mastered level will be encouraged by their teacher to initiate independent work outside normal course material to further their ability to apply and integrate course concepts. Demonstrated ability to integrate concepts with other disciplines will earn Distinction. Distinctions will be listed with the course grade for the semester in which they are brought to noteworthy completion.

Grade B: Learned (81% - 90%):
Student demonstrates factual and conceptual understanding of course material with some ability to apply concepts.

Grade C: Achieved (71% - 80%):
Student completes assignments and demonstrates consistent understanding of course material.

Grade D: Probationary (65% - 70%)
Student shows serious difficulty in understanding and using the course material. A lack of effort may be indicated.

0.0 Failed (Below 65%):
Incomplete assignments and failure to understand course material.

Incomplete:
A temporary status for students with enough excused absences to justify the conclusion that they need extra time (after the normal end of the semester) to complete assignments/exams before being assigned a grade.

RENAISSANCE SCHOOL ACADEMIC PROGRESS EXPECTATIONS

Renaissance School uses several methods of assessing student performance and communicating student progress to students and parents.

1. GRADES provide a transferable record of a student’s performance for other schools. Quarterly grades are issued every 9 weeks, and semester grades are issued approximately every 18 weeks.

2. While Renaissance School considers its grading policy to have high and absolute standards, FACULTY FEEDBACK provides an opportunity for the student’s academic needs to be addressed on various levels. Grade comments, parent / faculty conferences, and daily communication between student and teacher are very valuable ways for the student to consider his/her academic progress. Parent/faculty conferences take place approximately halfway through each semester, or by appointment if additional conferences are needed/requested.

3. The ADVISOR provides a valuable additional source of information to parents about the status and progress of their child. Faculty advisors consult with a student’s teachers weekly to ensure that he or she is doing homework, coming to class on time, behaving appropriately, and generally succeeding at the school. Advisors will contact parents as frequently as is necessary throughout the school year to give them updates on their child.

4. INTERIM REPORTS are issued approximately one month before the end of each semester in order to give students and parents firm awareness of academic standing.

Because of the high academic standards Renaissance School holds for its students, and because Renaissance School expects students to hold high academic standards for themselves, low grades result in the following academic restrictions:

If a student receives a D in a class, he or she is placed on a restricted focused study schedule with the teacher of the class for at least the remainder of the 9-week period, and longer if necessary. Lunch privileges may also be suspended until clear improvement is demonstrated.

If a student receives a grade of D in two or more classes, he or she is placed on academic probation until the end of the current 9-week grading period. During academic probation, the student meets regularly with faculty and works to bring up the grades to an acceptable level of C or above. Lunch privileges are suspended until clear improvement is demonstrated. If, at the end of the semester, the student has not brought the grade up to an acceptable level of C or above, the student’s status at Renaissance School may be in jeopardy, and a meeting with the family and the Head of School is called.

INDEPENDENT STUDY AND THE ADVISOR ROLE

At Renaissance School, 11th and 12th graders pursue approved Independent Study Programs under the guidance of the faculty and staff. The goals of the Independent Study Program include fostering a sense of academic curiosity and independence, learning responsibility and self discipline, seeking academic opportunities outside the boundaries of the Renaissance School walls and the established Renaissance School curriculum, and ultimately preparing for the culminating academic experience of Renaissance School: the preparation and presentation of a Senior Thesis.

Accordingly, Academic Advisors provide counsel and guidance in the preparation of Independent Study Proposals, focusing on academic rigor, assessment components, deadlines, and methods of exhibition. Once approved by the Head of School, a copy of the Independent Study Proposal is filed with the front office.

Advisors meet periodically with their advisee throughout the semester or quarter on a formal basis to provide students with encouragement, feedback, and advice. Advisors provide written end of semester reports, along the line of a grade report, to be filed with the student’s transcript and mailed home with the semester grades. Advisors also assist the student in organizing a final presentation of work achieved through the Independent Study.

OFF-CAMPUS INDEPENDENT STUDY GUIDELINES

School Responsibilities:

• Communicate clearly to instructor the instructor responsibilities.

Student Responsibilities:

• Inform adjunct instructor of her/his responsibilities
• Report to independent study regularly and on time
• Consider the independent study a regular Renaissance School class
• Exercise Renaissance school rules and protocol
• Present a progress report to the school in the form of a journal or other approved format at the end of each quarter

Adjunct Instructor Responsibilities:

• The prescribed course of study should be made available to Renaissance School
• Semester progress reports should be shared with Renaissance School.
• A record of absences and tardies should be given to Renaissance School.
• Assessment data, i.e., testing and grades, should be given to Renaissance School at the end of each semester’s schedule for grade reports, and interims should follow Renaissance School calendar

SENIOR THESIS DEFINITION, PROPOSAL, AND GUIDELINES

The Senior Thesis is the culmination of a student's academic career at Renaissance School and a requirement for graduation. This intensive course of study should make significant use of at least one academic and one artistic field. Components of the Thesis, in addition to research, may include, for example, a community service, internship, classes, tutorials, jobs, and collaboration with other schools and organizations. Students meet as a group once a week (twice a week at the beginning of the school year) for a Senior Thesis Seminar and share with one another the progress they are making. Including this meeting time, which may vary throughout the year, students have up to 4 scheduled school hours per week in which to work on their projects, and throughout the year they meet at least once per month with a faculty advisor for troubleshooting and ongoing assessment of their progress. The student may also meet with a person outside of school who is an expert in his or her field of study. At some point during the first semester, the student gives an assembly talk to the school, describing his or her project and the progress achieved.

The main assessment components of the project, submitted to the Senior Thesis committee in early May of the Senior year, are:

a) A formal paper of at least 20 pages in length, with footnotes and a bibliography, documenting the research and findings of the project. This paper serves as a summation of the year's work. The Renaissance School English teacher is available for help on this part of the project.

b) A formal, cross-curricular demonstration or exhibition to the school community and invited guests. Exhibitions are scheduled according to the nature of each project and take place in May. It is expected that these presentations be polished, formal and professional. The Senior Thesis is graded either pass or fail, with a potential award of Distinction.

SENIOR THESIS PROPOSAL

Throughout the second semester of their Junior year, students work with the faculty to brainstorm and formulate their Senior Thesis proposals. As the deadline approaches, students work on their proposal drafts in English class. Ultimately, the proposals should be of a high enough quality to be included with the student's college application materials. Requirements for the proposal are as follows:

• Proposals are accepted no later than the Friday before Spring Break.
• Proposals should be at least 5 pages in length.
• Proposals should clearly explain the following:
• The genesis of the idea for the thesis project and the motivating discontent or initial curiosity/desire for knowledge which led to the focus of study. This section of the proposal may be written as a personal narrative.
• A concise description of the project's exact purpose and content, including the course of research to follow and a description of any classes, community service projects, internships, or other components which will make up the project. This section of the proposal should clearly indicate the cross-disciplinary aspect of the project.
• The names of two faculty members (first choice and second choice) whom the student would like as her or his advisor. Advisors are assigned by the end of the student's Junior year.
• A timeline for completion of the project, including, at a bare minimum, specific goals to be reached by the end of each quarter (more frequent assessments are included if a student and/or the advisor knows she or he works better in a highly structured environment). Based upon these written goals, at the end of each month, students meet with faculty advisors to assess progress, to troubleshoot, and to adjust goals or due dates as necessary. Preparation for these meetings is essential, and thoughtful, honest self assessment (in addition to the formal advisory assessment) constitute an important part of the project's overall success.
• A detailed description of the project's culminating exhibition. What visuals will accompany the presentation? Where will the presentation or exhibition be held? Etc. Advisors help students prepare, and Renaissance School assists students in finding locations.

A committee of faculty members reviews each proposal, and either approval of the proposal or request for revision follows.

SENIOR THESIS ADVISOR’S ROLE

The faculty advisor's role is to provide counsel and guidance and also to assess student progress. Advisors are encouraged to attend the weekly Senior Thesis Seminar, during which students share their progress and receive feedback and encouragement from the group. However, advisors must schedule separate individual meetings (at lease four per quarter, or one per month) with advisees as well. During the first meeting, in early September, advisor and advisee review the student's proposal, make any necessary adjustments, and set a series of meeting dates throughout the year in addition to the formal assessment dates at the end of each month. At this time students also set a date for an assembly talk on their project, to be given sometime in the first semester.

Advisors may ask to meet students, and vice versa, as often as they deem necessary. If students have trouble meeting the goals set in their proposals, advisors help students revise their goals or meeting schedule in order to keep the project on track. At the end of each semester, assessments based upon the amount of work completed by the student in relation to his or her pre-set goals are sent home along with report cards. A grade of Pass/Fail is assigned.

Course Sequence By Content Areas

Math
Grade 9 Geometry
Grade 10 Algebra II/Trig
Grade 11 Pre-Calculus
Grade 12 Calculus

Visual Arts
Grade 9 Intro. Studio Art
Grade 10 Videography
Grade 11 Elective/Advanced Art
Grade 12 Elective/Advanced Art

Science
Grade 9 Chemistry
Grade 10 Biology
Grade 11 Physics
Grade 12 Environmental Science

Music
Grade 9 Intro. Strings/Musicology
Grade 10 Orchestra/Musicology
Grade 11 Elective/Music Studies
Grade 12 Elective/Music Studies

History
Grade 9 World History
Grade 10 Modern Euro History
Grade 11 US History
Grade 12 US Gov/Civics

Theatre Arts
Grade 9 Intro. Theatre
Grade 10 Theatre
Grade 11 Elective/Theatre Studies/Improvisation
Grade 12 Elective/Theatre Studies/Improvisation

English
Grade 9 World Literature
Grade 10 World Literature II
Grade 11 US Literature
Grade 12 British Literature

Movement/Dance
Grade 9 Intro. Movement
Grade 10 Movement/Dance
Grade 11 Elective/Dance Studies
Grade 12 Elective/Dance Studies

French
Grade 9 Level I
Grade 10 Level II
Grade 11 Level III
Grade 12 Level IV