Report Cards and Grading Scales

Harmony issues progress reports to all students at the middle of each nine-week progress period within a semester. Report cards for all students are issued at the end of each nine-week reporting period within a semester.

Report cards are mailed to parents. Please notify the school office immediately if your address or contact information changes.

Parents are encouraged to schedule a conference with their child’s teacher if the student is not making adequate progress.

All classes will follow a standard scale for assigning

letter grades for nine-week periods and semester

work. Individual teachers will follow the HPS grading

practices/guidelines for their classes, with grades

corresponding to the following scale:

A = 90–100% B = 80–89% C = 70–79%

F = 69% and below

The Pre-K and Kindergarten report card is a standards-based continuum that comes directly from the Texas Education Agency. The report card shows all the skills that will be covered during the year. The skills that are not covered in that quarter will be blank. For the skills that are covered, your child's progress will be evaluated as below:

E: Excellent,

S: Satisfactory,

N: Needs improvement,

X: Not assessed

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Academic Dishonesty

Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. High school students may be kept out of advanced courses such as Pre-AP, AP, Dual credit, or PLTW courses for repeated offenses.

Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee, taking into consideration written materials, observation, or information from students.

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Examination Procedures

Formal examinations fulfill an important function in the assessment of each student’s academic performance. Examinations are also helpful in assisting students to prepare for state-mandated assessment tests by providing exposure to examination conduct, procedures and techniques.

Consequently, the school has enacted a special Academic Code of Conduct pertaining to examinations:

• Students are to remain silent during all examinations, unless otherwise directed by the supervising teacher.
• Under no circumstances are students permitted to distract other students during examinations.
• Students must leave school bags at the front of or outside the examination room.
• Students are not permitted to take any paper, including worksheets and scratch paper into the examination room. Students are also not permitted to remove any paper, including the examination, from the examination room.
• Electronic devices, including cell phones, are not permitted in the examination room, and the use of any electronic device is strictly prohibited. Electronic dictionaries and calculators without internet connection and photographic capabilities may be used during certain examinations, as allowed by the school.
• Students are not to be late for examinations and will NOT be permitted to leave early. Latecomers will not be granted extra time to complete the exam.
• Students are responsible for the collection of their work.
• Students who are absent from an examination are required to present themselves to the subject teacher immediately upon their return to school. All exams must be made up within three days of the return to school; however, the student must present a reasonable excuse to be eligible for a make-up exam or project.
• The school will notify the parents of students who are believed to have been academically dishonest during any examination.

Students violating these rules will, at a minimum, receive a grade of zero. Violations may also result in disciplinary consequences under the Student Code of Conduct.

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Homework Policy

Homework is an essential part of each student’s successful education. Homework assignments help to develop many valuable skills, including good study habits, time management, responsibility, and perseverance. Teachers will assign homework that fosters individual learning and growth and that is appropriate for the subject area. Homework is part of all students’ regular evaluations. Each student is responsible for completing and turning in homework on time. The teacher’s record is final in cases of conflict regarding homework assignments. If a student or parent has questions about homework, contact the teacher who assigned it.

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Promotion and Retention

1) Promotion/Retention in grades 1-8

A student may be promoted only on the basis of academic achievement or demonstrated proficiency in the subject matter of the course or grade level. To earn credit for a course, a student must demonstrate mastery of grade-level standards and meet the school’s requirements for attendance.

For students served with special education services, determinations regarding modified promotion or retention shall be made by the student’s Admission, Review, and Dismissal (ARD) Committee.

Emergent Bilingual status does not change the promotion criteria but requires the involvement of the Language Proficiency Assessment Committee (LPAC) before making a decision. In some instances, the LPAC may adjust a student’s NWEA MAP promotion expectations based on English proficiency level.

Promotion standards are as follows:

• Yearly Average: Students in grades 1–8 must achieve an overall cumulative average of 70 or above in all subject areas. For core subjects, including Reading/Language Arts, Mathematics, Social Studies, and Science, students must maintain an end-of-year average of 70 or higher for promotion.
• Nwea map: Students in grades 1–8 must score at or above the 10th percentile in both Reading and Mathematics on at least one administration during the current school year. The campus Grade Placement Committee (GPC) may grant a waiver of the NWEA MAP requirement if a student meets satisfactory performance on STAAR assessments in Reading and Mathematics.

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Identification of Students at Risk of Retention

A student may be considered for grade retention when multiple indicators demonstrate insufficient progress toward grade-level expectations. No single measure determines retention; instead, a combination of data points is reviewed to identify students who may be at risk.

A student may be identified as at risk of retention based on one or more of the following indicators:

• Course Performance: A grade average below 70 in at least two core content areas (Mathematics, Reading/Language Arts, Science, or Social Studies) after a grading period
• Nwea map Performance: Performance below the 10th percentile in both Reading and Mathematics across MAP administrations
• Early Literacy Indicators: Performance significantly below benchmark levels on early literacy assessments
• STAAR Performance: “Did Not Meet Grade Level” on the previous year’s STAAR assessment
• Chronic Absenteeism: Absent from 10% or more of enrolled school days, whether excused or unexcused

Students identified as at risk will be monitored closely, and additional academic support and interventions may be provided. Retention decisions will be made through a review of multiple measures and in accordance with Grade Placement Committee (GPC) procedures.

A student who has been promoted upon completion of a school year in a school other than a Texas public school may be enrolled in that grade without regard to whether the student has successfully satisfied the school’s promotion standards. This does not limit the school’s ability to appropriately place such a student.

Grade Level Placement Committee (GPC)

Whenever the school is required to notify a parent about the requirements related to promotion and retention, the school shall make a good-faith effort to ensure that the notice is provided either in person or by regular mail, is clear and easy to understand, and is written in English or in the parent’s native language.

• GPC will invite the parents of students in danger of consideration for retention and will send a written request for a mandatory conference between February and May.
• GPC will be composed of the principal or designee, the student’s parent, and the teacher who taught the grade or course that the student is at risk of mastering. LPAC representatives should join if the student is identified as Emergent Bilingual.
• A meeting must be conducted in person unless the parent agrees to alternative means.

• If a parent/guardian does not attend a GPC meeting after multiple documented attempts to ensure participation, the GPC may proceed with the meeting, make a decision regarding promotion or retention, and provide written notification to the parent/guardian.
• A school may make a determination through the GPC if the parent does not attend the meeting after the school has made a good-faith effort to ensure parental involvement.
• A written recommendation for promotion or retention, including suggestions for assistance for the student in the following year’s grade level such as interventions, accelerated instruction, and/or summer school support, shall be documented according to GPC procedures and signed as required.

A decision to promote a student to the next grade level must be unanimous. If the decision is not unanimous, the student will be retained at his or her current grade level. A student may be retained no more than two times throughout his or her K–12 educational experience.

2) Promotion/Retention in Kindergarten

For students in kindergarten, promotion to the next grade shall be based on the evidence of satisfactory progress with an emphasis on reading and mathematics. Evidence for promotion may include an assessment of the student’s reading/math level, information from the student’s daily work, report cards, anecdotal records, and teacher recommendations.

GPC will invite the parents of students who are at risk of consideration for retention and will send a written request for a mandatory conference between February and May.

In kindergarten, retention shall be considered only in unusual circumstances and with the approval of the student’s parents in the GPC. A written recommendation for promotion or retention, including suggestions for assistance for the student in the following year’s grade level such as interventions, accelerated instructions, and/or summer school support shall be signed by the student’s teacher, parent, and principal according to the GPC paperwork requirements.

3) High School Student Classification

In grades 9-12, the school will use the following criteria to classify the students.

• Freshman (9th) – must have been promoted from the 8th grade.
• Sophomore (10th) – must have satisfactorily completed 5 credits, including English-I and Algebra-I
• Junior (11th) – must have satisfactorily completed 11 credits, including English-II
• Senior (12th)* – must have satisfactorily completed 18 credits by the beginning of the fall semester of the school year in which the student expects to graduate, including English III, US History, and 5 EOC tests required for graduation.

*Exceptions for Senior classification requirements can be modified by ARD or IGC committees.

4) Retention Appeal

A student who fails to satisfy the school’s promotion standards shall be retained at the same grade level for the next school year. The parent may appeal the retention by submitting a request to the district office within five working days of receipt of the retention notification.

If an appeal is initiated by the parent, the district office may decide in favor of promotion only if the district office concludes, upon review of all facts and circumstances, and in accordance with standards adopted by the Board, that the student is likely to perform on grade level given additional accelerated instruction during the next school year.

5) Parental Options for Students to Repeat Grades or Courses

In certain circumstances, a parent may elect for a student to repeat a grade or retake a high school course. Subject to certain restrictions, a parent may elect for a student to:

• Repeat prekindergarten;
• Enroll in prekindergarten if the child was eligible to enroll in free prekindergarten under Education Code § 29.153(b) and has not yet enrolled in kindergarten;
• Repeat kindergarten;
• Enroll in kindergarten if the child would have enrolled in kindergarten in the previous school year and has not yet enrolled in first grade;
• For grades one through eight, repeat the grade the student was enrolled in the previous school year; and/or
• For courses taken for high school credit, repeat any course in which the student was enrolled during the previous school year.

A parent may not elect for a student to repeat a course identified in item 6 above if Harmony determines the student has met all of the requirements for graduation.

A parent’s ability to elect for a student to repeat a grade or retake a high school course is limited to students who repeat courses from the 2024–2025 school year during the 2025–2026 school year and for students who otherwise enroll during the 2025–2026 school year.

An election for a student to repeat a grade or retake a high school course must be made in writing. If Harmony disagrees with a parent election for a student to repeat a grade or retake a high school course, the school must convene a retention committee and meet with the parent to discuss retention. The meeting must be conducted in person, unless the parent agrees to alternative means. A student may not be retained for a grade or repeat a course if the parent does not meet with the retention committee.

The retention committee (GPC) will be composed of the Principal or designee, the student’s parent, the teacher who taught the grade or course for which the parent wants the student retained or repeated, and additional teachers at the discretion of the Principal if the student will potentially repeat multiple courses.

During the retention meeting, Harmony and the parent will discuss the merits of and concerns with advancement and retention, and review and consider the student’s grade in each subject or course, the results of any formative or summative assessments administered to the student, and any other available academic information to determine the student’s academic readiness for the next grade or a given course.

After the parent has participated in a retention committee meeting, the parent shall decide whether the student should be retained or retake a grade or course. Harmony must abide by the parent’s decision.

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Accelerated Learning and Accelerated Education Plan

Accelerated Instruction

Harmony will provide accelerated instruction in applicable subject areas to each student who fails to perform satisfactorily on the STAAR exam in the third, fourth, fifth, sixth, seventh, or eighth grade or an end-of-course (“EOC”) assessment. This accelerated instruction will be provided either during the subsequent summer or school year and consists of instruction meeting the requirements of Education Code § 28.0211(a-1) and 28.0211(a-4), as applicable.

Accelerated instruction provided during the following school year may require the participation of the student before or after normal school hours. Failure of a student to attend accelerated instruction may result in violations of required school attendance.

In providing this accelerated instruction, Harmony may not remove a student, except under circumstances for which a student enrolled in the same grade level who is not receiving accelerated instruction would be removed, from: (1) instruction in the foundation and enrichment curriculum for the grade level in which the student is enrolled, or (2) recess or other physical activity that is available to other students enrolled in the same grade level.

Accelerated Education Plan (AEP)

Harmony will develop an accelerated education plan when a student fails to achieve approaches or higher on STAAR for two or more consecutive school years in the same subject area. Harmony will make a good-faith attempt to inform the related parents about the accelerated education plan. The communication will provide the parent with

• Notice that the student is not performing on grade level in the applicable subject area; and

• An explanation of the accelerated instruction to which the student is entitled information on the AEP that is developed for the student and the manner in which the parent may participate in implementing the plan.

A parent of a student who fails to perform satisfactorily on a STAAR or EOC assessment may submit a written request to the Principal for Harmony to consider the student’s assignment to a particular classroom teacher in the applicable subject area for the subsequent school year if more than one classroom teacher is available. Harmony retains the discretion to make classroom assignments based on campus needs and classroom capacity.

During the school year, the student’s progress will be monitored to ensure that the student is progressing in accordance with the AEP.

Special Education Students

The ARD Committee of a student who participates in the school’s special education program and who does not perform satisfactorily on a STAAR or EOC assessment shall, at the student’s next annual ARD review meeting, review the student’s participation and progress in, as applicable, accelerated instruction, supplemental, or an AEP.

The student’s parent may request, or Harmony, may schedule an additional ARD meeting if a committee member believes that the student’s individualized education program (IEP) needs to be modified. If Harmony refuses to convene an ARD meeting requested by the student’s parent, Harmony shall provide the parent with written notice.

AEP Grievance Procedure

A student’s parent may contest the content or implementation of an AEP developed by Harmony by submitting a written complaint to the Principal within (1) seven calendar days of the parent’s receipt of AEP or (2) within seven calendar days of the parent’s concern that the AEP is not being properly implemented. The designated administrator will conduct a conference with the parent within five school days of the Principal’s receipt of the written complaint and issue a written decision within five school days of the conference. A parent who is dissatisfied with the designated administrator’s decision may appeal through Harmony’s student and parent complaint process, beginning at Level Three.

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State Assessments

State Assessments

Texas Education Code § 39.023 requires all students to take the STAAR exam–and any End-of-Course assessments–for specified grade levels and courses.

High School Students

To receive a high school diploma, students must successfully pass state-mandated tests. Test results will be reported to students and parents. Certain students may be eligible for exemptions or accommodations.

High school students are required to perform satisfactorily on the following End-of-Course (“EOC”) assessments; these include:

• * English I, English II;
• * Algebra I;
• * Biology;
• * U.S. History;

A student who has not achieved sufficient scores on the EOC assessments to graduate will have opportunities to retake the assessments. State law and state rules also provide for certain scores on norm-referenced national standardized assessments or on the state-developed assessment used for entrance into Texas public universities to substitute for the requirement to meet satisfactory performance on an applicable EOC assessment should a student choose this option. See the Principal or designee for more information on the state testing requirements for graduation.

If a student fails to perform satisfactorily on an EOC assessment, the school will provide remediation in the content area for which the performance standard was not met. This may require student participation before or after normal school hours, or at times of the year outside of normal school operations.

In limited circumstances, a student who fails to demonstrate proficiency on two or fewer of the required assessments may be eligible to graduate, if an individual graduation committee, formed in accordance with state law, unanimously determines that the student is eligible to graduate. Please see the Principal or designee for more information on the makeup of an individual graduation committee and all other requirements for graduation.

Students with Disabilities

Upon the recommendation of the ARD Committee, a student with disabilities who is receiving special education services may be promoted and/ or permitted to graduate under the provisions of his or her IEP and in accordance with state rules.

A student who receives special education services and has completed four years of high school, but has not met the requirements of his or her IEP, may participate in graduation ceremonies and receive a certificate of attendance. Even if the student participates in graduation ceremonies to receive the certificate of attendance, he or she may remain enrolled to complete the IEP and earn his or her high school diploma; however, the student will only be allowed to participate in one graduation ceremony.

The ARD Committee for students with disabilities who receive special education services will make instructional and assessment decisions for these students in accordance with state law and rules. To earn an endorsement under the foundation graduation program, a student must perform satisfactorily on the EOC assessments and receive no modified curriculum in the student’s chosen endorsement area. A student may still be awarded an endorsement when the student fails to perform satisfactorily on no more than two EOC assessments but meets the other requirements for graduation under state law.

TELPAS

The Texas English Language Proficiency Assessment System (“TELPAS”) is a system of statewide assessment administered to all Limited English Proficient (“LEP”) students in K-12th grades. The TELPAS measures English ability based on the stage of language development of second language learners. These results will further the understanding of the educational needs of LEP students by providing a state-level measure of both their current academic English levels and their annual progress in English.

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Tutoring

Students are encouraged and may be required to see teachers or tutors for tutoring. Tutoring services are also available for students receiving special education services.

Private tutoring is the responsibility of a student’s parents. Teachers employed by Harmony Public Schools are not permitted to privately tutor their students for pay.

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Honor Rolls for K-8

• Students at Grades K-8 who earn all “A”s will be named to the Distinguished Honor Roll.
• Students who earn “A”s and “B”s in all classes will be named to the Honor Roll.
• Students who have zero Discipline Points, no discipline referrals, and have not received a “N” or “P” in conduct will be named to the Excellent Character Honor Roll.

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Credit and Acceleration by Exam

Harmony Public Schools uses examinations and guidelines established by the State Board of Education to offer credit and acceleration by exam.

Credit by Examination Without Prior Instruction

Harmony Public Schools may approve examinations for acceleration to test a student’s essential knowledge and skills for each primary school grade level and for credit for secondary school academic subjects.

1) Grades in 1-5

A student in grades 1–5 will be accelerated one grade level if he or she meets the following requirements:

• The student scores 80% or above on a criterion-referenced test for the grade level to be skipped in each of the following areas: Language Arts, Mathematics, Science, and Social Studies;
• Principal or Principal designee recommends acceleration; and
• The student’s parents give written approval for acceleration.

2) Grades in 6-12

A student in grades 6–12 will be given credit for an academic subject in which he or she has had no prior instruction if the student scores

• A three or higher on a College Board advanced placement examination that has been approved by the Board for the applicable course;
• A scaled score of 50 or higher on an examination administered through the College-Level Examination Program and approved by the Board for the applicable course or
• 80% or above on a criterion-referenced test for the applicable test. Credits obtained through credit by examination (without instruction) will not be calculated for GPA and class rank. Exam for acceleration (EA) is available for students who want to skip each of the following areas: English/Language Arts, Mathematics, Science, and Social Studies

3) Grades In Kinder

Harmony Public Schools has adopted guidelines to address Kindergarten acceleration procedures; these standards are outlined in Board Policy PG-2.1.4.

A. Qualifications for Testing:

To qualify for Kindergarten Acceleration, the student must meet the following qualifications:

The student must be 5 years of age on or before September 1st of the academic year.

The student must be registered for kindergarten for the academic year in Harmony Public Schools.

If the qualifications above are met, then a parent may request that his/her child test for grade acceleration by the end of the first quarter. After the written request is received from the parent, a committee composed of parent(s), principal’s designee, and teacher(s) considers the following criteria to determine if testing for acceleration is the best option for the student.

Scores on readiness tests or achievement tests including but not limited to NWEA MAP and mCLASS. (NWEA MAP scores should be above the 90th percentile for both Reading and Mathematics)

Recommendation of the Kindergarten or preschool the student had previously attended.

Chronological age and observed social and emotional development of the student.

Effect of skipping a grade level on the student’s

Harmony Public Schools strongly encourages all learners to participate in kindergarten due to the social, developmental, emotional, and academic benefits this grade level provides.

B. Testing: Students in Kindergarten may be accelerated by one grade level, if the student scores 90% or above on the district-approved CBE assessments in English Language Arts, Science, Social Studies, and Mathematics. No retesting will be allowed during the same academic year due to failure.

C. Acceleration:

Parents will be notified about the acceleration decision. If a kindergarten student is recommended for acceleration, it will be on a probationary basis. Should the school or teacher feel it is in the best interest of the child to be placed back into kindergarten, the parent will be contacted.

Credit by Examination with Prior Instruction

A student in grades 6–12 who has previously taken a course of a subject (but did not receive credit or a final grade for it) may, in the circumstances determined by the principal or attendance committee, be permitted to earn credit or a final grade by passing an exam on the essential knowledge and skills defined for the course or subject. Prior instruction may include, for example, incomplete coursework due to a failed course or excessive absences, homeschooling, or coursework by a student transferring from a nonaccredited school. To receive credit, the student must score at least 70% or higher on a criterion-referenced test for the applicable course. The attendance review committee may also offer a student with excessive absences an opportunity to receive credit for a course by passing an exam.

Credit by Examination (CBE) Window

Offerings for credit by examination are currently scheduled as:

Students are required to apply for testing at least one month before the first day of testing. A student may not attempt to earn credit by examination for a specific high school course more than two times. Students may take a specific exam only once during each testing window. For elementary and middle school grade acceleration examinations, a student who does not qualify for acceleration may not retest in the same subject area until the following semester or next academic year. A school district is prohibited from charging a fee for credit by examination.

Appeal

Parents may appeal the decision to the campus principal.

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Armed Services Vocational Aptitude Battery Test

A student in grades 10–12 will be offered an opportunity to take the Armed Services Vocational Aptitude Battery (“ASVAB”) test and consult with a military recruiter. Harmony Public Schools will provide each student in grades 10–12 and their parents with notice of the date, time, and location of the scheduled administration of the ASVAB.

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Career and Technical Education Annual Public Notification of Nondiscrimination

Harmony Public Schools offers career and technical education programs in Arts, Audio/Video Technology, and Communications, Business, Marketing, and Finance, Health Science, Engineering, Information Technology, Law and Public Service. Admission to these programs is based on student course selection and appropriate completion of pre-requisite coursework.

It is the policy of Harmony Public Schools not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities and provides equal access to the Boy Scouts and other designated youth groups as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

Harmony Public Schools will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs.

For information about your rights or grievance procedures, contact the;

• Title IX Coordinator for Student Matters: Charles Lambert, Director of Internal Investigations, 1255 Enclave Parkway, Houston, TX 77077, clambert@harmonytx.org, 713-343-3333;
• Title IX Coordinator for Employee Matters: Helen Miller, Director of Employee Relations, 1255 Enclave Parkway, Houston, TX 770771, hemiller@harmonytx.org, 713-343-3333; and/or
• Section 504 Coordinator, Ipek Torun, Director - Section 504 and Dyslexia Programs, 1255 Enclave Parkway, Houston, TX 77077, itorun@harmonytx.org, 713-343-3333.

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Non-discrimination Statement in Career and Technology Education Programs

Harmony Public Schools does not discriminate on the basis of race, color, national origin, sex, or disability in its programs or activities and provides equal access to the Boy Scouts and other designated youth groups. For information about your rights or grievance procedures, contact the;

• Title IX Coordinator for Student Matters: Charles Lambert, Director of Internal Investigations, 1255 Enclave Parkway, Houston, TX 77077, clambert@harmonytx.org, 713-343-3333;
• Title IX Coordinator for Employee Matters: Helen Miller, Director of Employee Relations, 1255 Enclave Parkway, Houston, TX 77077, hemiller@harmonytx.org, 713-343-3333; and/or
• Section 504 Coordinator, Ipek Torun, Director - Section 504 and Dyslexia Programs, 1255 Enclave Parkway, Houston, TX 77077, itorun@harmonytx.org, 713-343-3333.

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