Grading policies are used that correlate all assessments to the End of Course Assessment for that course by using the PSI-PMI curving program and by basing all grades on the objective outcomes of work done in front of the teacher: no grades are given for homework, participation, behavior, attendance, etc.; only for the results of assessments (with a small contribution from laboratory work in science courses)

Retakes of all major assessments are encouraged (with only the highest grade counting) so that the emphasis is on what students learn and not when they learn it…and not “allowing” students to fail by constantly encouraging them to keep trying

Common unit assessments are offered on approximately the same day so that all students can study together or get help from any teacher

Teaching assignments are made so that all teachers are teaching children with a spectrum of past achievement; as wide a diversity of grade levels as possible; and as many content areas as possible in order to encourage school-wide cohesion and strong horizontal / vertical curriculum articulations

Teacher leadership is promoted so that teachers share in both the responsibility for student achievement and the authority to take actions to improve it

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