4. Holistic Tier Grading Examples

Calvary Preparatory Academy — Teacher Grading Examples

Holistic Grading Model — Detailed Examples & Prompts

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Holistic Tier — Grading Examples

Holistic Tier Grading Examples

Real examples of Meeting Attendance, Regular Engagement, and Faith-in-Action across different student situations.

Meeting Attendance examples (0–10 per section)

Scored from direct observation at the start of each meeting. Three components: Attendance (0–4) + Punctuality (0–2) + Preparation (0–4).

10/10Meeting Attendance — Student A — Fully prepared

Regular semester. Student arrives 1 minute before scheduled meeting time.

Student joins exactly on time. All six courses are already open to the correct section. The pre-meeting self-reflection is open in a separate tab for each course. Assignments are organized and the student immediately says "I'm ready — do you want to start with English or History?" Work for all sections is complete.

Attendance 4 + Punctuality 2 + Preparation 4 = 10/10. Textbook example of full preparation.

7/10Meeting Attendance — Student B — Late and partial prep

Student joins 8 minutes late. Some work is ready.

Student joins 8 minutes late — meeting time is noticeably affected. When asked about preparation, one course's reflection is missing and two courses still have work outstanding. Student apologizes and spends the first few minutes locating files. The work that is present is solid.

Attendance 4 + Punctuality 0.5 (8 min late) + Preparation 2.5 (partial) = 7/10. Document the pattern if it recurs.

4/10Meeting Attendance — Student C — Second reschedule

Student rescheduled their meeting for the second time this semester.

Second reschedule of the semester. Meeting occurs on the rescheduled day. Student is on time and prepared when the meeting actually happens.

Attendance 0 (second reschedule = missed meeting for attendance) + Punctuality 2 (on time for makeup) + Preparation 4 (fully prepared) = 6/10. Teacher discretion could adjust up slightly given the quality of preparation at the rescheduled meeting — document the reasoning. Alternatively award 4/10 strictly per policy.

0/10Meeting Attendance — Student D — No-show, no contact

Student did not attend their scheduled meeting and did not notify the teacher.

No Zoom connection. No email. No message. Teacher waited the full meeting time. No contact before or after.

Attendance 0 + Punctuality 0 + Preparation 0 = 0/10. Document in Notes. Contact student and parent if pattern continues.

Regular Engagement examples (0–5 per section)

Scored based on DDF participation and digital textbook login frequency. For summer, DDF is the primary measure.

Score	What you see in the data	Notes
5/5	DDF post every school day — substantive and prompt. Textbook logins spread across Mon, Tue, Wed, Thu with work continuing into Fri. No large single-session activity spikes.	Strong distributed engagement. Exactly what the model rewards.
4/5	DDF post 4 of 5 days — missed Thursday. Textbook logins on 4 days, moderate session lengths. One DDF response was brief but present.	Solid engagement with one gap. Award 4 for above-average consistency.
3/5	DDF post 3 of 5 days. Textbook logins on 3 days but session on Wednesday was very long (likely cramming). Shorter sessions Mon/Tue.	Present but concentrated. Pattern suggests work is being batched. Note and encourage redistribution.
2/5	DDF post 2 of 5 days. Textbook shows one large session Friday — all work completed in approximately 3 hours. No activity Mon–Thu.	Minimal distributed engagement. All work concentrated in a single session. 2/5 reflects the reality.
0/5	No DDF posts. No textbook login activity recorded for the section.	No engagement. 0/5. Document. This likely affects attendance record as well.

When DDF and textbook data conflict

When DDF and textbook data conflict — for example, strong DDF but no textbook activity, or strong textbook but missing DDF — use your professional judgment and document. Example note: "Strong DDF (5/5 days) but no textbook logins recorded. Awarded 3/5 — will discuss next meeting."

Faith-in-Action examples (credit per section)

Based on the pre-meeting reflection. Three levels: full credit, partial (50%), no credit.

Credit	Example reflection content	Why this score
Full credit	Selected Standard 6 (Building Community). "I noticed a classmate who seemed discouraged in the DDF this week — their posts had gotten shorter and more negative. I sent them a private message and told them I appreciated their perspective and asked how they were doing. They responded and said it meant a lot. Growth step: next week I want to be more proactive about noticing who hasn't posted and reaching out."	Specific, genuine, verifiable, names a real action, includes a concrete growth step. Full credit.
50% — partial	Selected Standard 5 (Integrity in Academics). "I tried to do my own work this week and not cheat."	Submitted. A standard was selected. But the description is minimal and generic — "not cheating" describes the absence of a violation, not an active practice of integrity. No growth step. Partial credit.
No credit — hollow	Selected Standard 3 (Compassionate service). "I was kind to my family."	Submitted but the description is so generic it could apply to any student any week with no genuine reflection. Same entry as three previous sections with different standard numbers swapped in. No growth step. Document pattern.
No credit — missing	Reflection not submitted at all.	No basis for evaluation. 0. This also affects the preparation score.

Evaluating Faith-in-Action for non-Christian students

Non-Christian students: the same evaluation criteria apply. "I helped my neighbor move furniture" for Standard 3 (Compassionate service) is a perfectly valid full-credit entry. "I was kind" for the same standard is partial credit regardless of the student's faith background. The standard is genuineness and specificity — not doctrine.