Grading Overview for Students & Families | 2026–2027
At Boerum Hill School for International Studies (BHS), we believe grading should support learning, encourage growth, and provide meaningful feedback. As an International Baccalaureate (IB) World School, our grading practices reflect our commitment to inquiry, reflection, and continuous improvement. Grades are intended to communicate what students know, understand, and can do, while helping students develop into confident, independent learners.
Our Philosophy
At BHS, we believe students learn best when they:
- Receive timely, meaningful feedback.
- Have multiple opportunities to demonstrate their learning.
- Are assessed throughout a unit—not just at the end.
- Reflect on their progress and use feedback to improve.
Our grading practices are designed to be:
Accurate
Grades reflect a student’s level of mastery of course standards and IB criteria—not behavior, effort, or outside circumstances.
Equitable
Students are provided multiple opportunities to demonstrate learning. Our grading practices are designed to reduce barriers and promote academic success for every learner.
Growth-Oriented
Learning is a process. We encourage students to take academic risks, learn from mistakes, and continue improving throughout the semester.
IB Criteria-Based Assessment
As an IB for All school, BHS uses IB Criteria-Based Assessment.
Rather than assigning points for every assignment, teachers evaluate student work using clearly defined criteria that measure specific knowledge and skills.
Each criterion is scored on a scale of 0–8.
Important: A score of 4 out of 8 is not the same as earning 50%. Each score represents a level of achievement based on IB descriptors—not a percentage.
Teachers use evidence collected throughout the semester to determine each student’s level of mastery.
Please Note: Although teachers assess using the IB 0–8 scale, the highest score (“8”) is not reflected on NYCPS report cards. Final report card grades are converted to the required NYCPS grading scale.
What Counts Toward a Student’s Grade
Student grades are based on evidence of learning collected throughout the semester.
Examples include:
Teachers also use formative assessments—including classwork, discussions, quizzes, practice assignments, and reflections—to guide instruction and provide feedback. These learning experiences prepare students for success on summative assessments.
What Does Not Count Toward a Grade
The following are not used to calculate academic grades:
- Attendance
- Effort
Behavior
- Extra credit
- Organization
- Timeliness alone
These areas remain important and may be addressed through teacher feedback, conferences, citizenship, or school expectations, but they are not part of an academic grade.
Revision & Resubmission
Learning doesn’t stop after the first attempt.
Students are encouraged to revise or resubmit work when it supports their learning.
Students may revise work when:
- The original assignment was completed and submitted.
- The teacher has provided feedback.
- The revision occurs within the teacher’s established timeline.
Students should speak with their teacher to develop a plan for revision. In some cases, teacher feedback alone may be sufficient without requiring a full resubmission.
Late Work
We understand that circumstances sometimes affect a student’s ability to meet deadlines.
Students should communicate with their teacher as soon as possible if additional time is needed.
Teachers may establish revised deadlines while maintaining high academic expectations.
When students experience significant challenges (illness, family emergencies, housing instability, or other extenuating circumstances), teachers will work collaboratively with counselors and administrators to determine appropriate supports or accommodations.
Every student is expected to complete major summative assessments whenever possible.
If required work is missing, teachers may temporarily enter a 0 in Toddle while communicating next steps with the student and family.
Grade Reporting
Teachers update grades approximately every two weeks.
Families can monitor progress through:
- Toddle
- Progress Reports
- Report Cards
- Parent-Teacher Conferences
- Teacher communication
If a student’s performance changes significantly or additional support is needed, families will be contacted.
Final Grades
Final grades reflect a student’s demonstrated mastery of course standards over time—not simply an average of assignment scores.
Student growth throughout the semester is an important part of determining final achievement.
If a student has not submitted sufficient evidence of learning, teachers will communicate with the student and family to develop a support plan.
A final report card grade of 55 indicates that the student has not successfully met the course requirements for the marking period or semester. When this occurs, the student’s counselor, teachers, and family will work together to develop an intervention and academic support plan.
Feedback for Students & Families
At BHS, feedback is just as important as grades.
Families can expect:
- Timely, meaningful feedback on major assignments
- Written comments in Toddle or directly on student work
- Verbal feedback during classroom instruction and conferences
- Clear suggestions for improvement and next steps
Toddle is our primary platform for sharing student progress and teacher feedback. Families are encouraged to review Toddle regularly and communicate with teachers whenever questions arise.
Academic Support
Learning continues beyond the classroom.
Students who need additional support are encouraged to:
- Meet with teachers during lunch or after school.
- Attend tutoring or intervention sessions.
- Seek assistance from counselors or administrators.
- Ask questions early rather than waiting until the end of a marking period.
Additional support opportunities are available throughout the school year, and teachers will work with students to identify appropriate times for extra help.
Our Commitment
At BHS, grades are more than numbers—they are a reflection of learning, growth, and progress. We are committed to providing every student with multiple opportunities to succeed while maintaining high academic expectations. Through meaningful feedback, strong partnerships with families, and our IB for All philosophy, we empower every student to become a reflective learner, critical thinker, and confident problem-solver.
