Holistic Tier

Meeting Attendance • Regular Engagement • Faith-Based Community Values in Action

Section 3

Meeting Attendance — 10%

Scored per section across the semester. Same score applies to all enrolled courses.

Scoring structure

Each scheduled meeting is scored on three components totaling 10 points. The semester grade for this category is the average of all scored sections divided by 10. Blank sections are excluded from the average; zero-scored sections are included.

Component	Max points	Weight within category	Notes
Attendance	4	40%	Present=4 • First reschedule this semester=4 • Second+ reschedule=0 • Absent no contact=0
Punctuality	2	20%	0–2 min late=2 • 2–5 min=1.5 • 5–15 min=0.5 • 15+ min=0 • Teacher discretion applies
Preparation	4	40%	Fully prepared=4 • Mostly=3 • Partially=2 • Minimally=1 • Unprepared=0
Total	10	100%

Preparation criteria (required for full credit)

All of the following must be present and verified at the start of the meeting for full preparation credit:

All assigned work for the current section is completed
All enrolled courses are open to the assigned section in the digital textbook (Edmentum/Apex curriculum)
The end-of-section self-reflection is open in a separate browser tab for each enrolled course
Assignments are organized and immediately ready to be walked through with the teacher
The student can articulate what they learned and what they intend to present

Reschedule and makeup meeting policy

1.Each student receives one free reschedule per semester per course. The first reschedule carries no attendance penalty — full attendance credit (4/4) is awarded.

2.Any reschedule beyond the first is treated as a missed meeting for attendance scoring purposes (0/4 attendance). The punctuality and preparation components may still be earned if a makeup meeting occurs.

3.Makeup meetings may restore points at the teacher's professional discretion. All discretionary point restorations must be documented in the gradebook notes column.

4.Work is always due at the originally scheduled appointment time regardless of whether the meeting was rescheduled or missed. Late work policies apply independently of the meeting attendance score.

End-of-section self-reflection

The end-of-section self-reflection is a student-completed pre-meeting document. It is not graded as a separate assignment. Its purpose is to give the teacher situational awareness before the meeting begins — the student records what they learned, what they plan to present, any areas of difficulty, and any questions. Having it open and ready is a component of the preparation score.

Section 4

Regular Engagement — 5%

Scored 0–5 per section. Primary measure: DDF for summer school, combined for regular semester.

Regular semester scoring

For regular semester (fall/spring), the teacher assesses engagement using both digital textbook login frequency and Daily Discussion Forum (DDF) participation. DDF is a daily requirement for full-time students. Missing DDF posts may reduce the engagement score at teacher discretion even if textbook engagement is strong. Both venues are considered.

Score	Indicators	Notes
5/5	Strong consistent engagement. Digital textbook logins spread across multiple days. DDF participation on most school days.	DDF absences may reduce score even with strong textbook data. Teacher discretion.
3–4/5	Moderate engagement. Present on multiple days. Some inconsistency in either venue.	Award 4 for above-average with one weak venue; 3 for partial in both.
1–2/5	Minimal engagement. Work concentrated in one or two sessions. Sparse DDF participation.	Award 2 if some mid-week evidence present; 1 if essentially last-minute.
0/5	No engagement recorded in either venue for the section.	Distinguish from 1/5: 0 means genuinely no recorded presence.

Summer school scoring and DDF policy

In summer school, DDF participation is the primary engagement measure. The DDF is 100% required every school day. A student with perfect DDF but minimal digital textbook activity may receive a reduced engagement score at teacher discretion.

Summer School DDF Attendance Policy — Administrative Deduction (Separate from Rubric)

The first two DDF absences are handled exclusively through the Regular Engagement rubric score. There is no separate penalty for absences 1 and 2. Beginning with the third absence, the following direct grade deductions are applied administratively to the overall course grade. These deductions are separate from and additive to any reduction in the Regular Engagement rubric score.

Absence count	1-course deduction	2-course deduction	3-course deduction
Absences 1–2	Rubric only — no direct deduction	Rubric only	Rubric only
3rd absence	−3% per course	−2% per course	−1% per course
4th absence	−6% cumulative	−4% cumulative	−2% cumulative
5th absence	−9% cumulative	−6% cumulative	−3% cumulative
6th absence	−12% cumulative	−8% cumulative	−4% cumulative

Deductions are applied by administration to the student's overall course grade record. Teachers document absences and notify administration when the threshold is reached. The Regular Engagement rubric score is entered independently by the teacher and reflects the engagement quality assessment, not a penalty calculation.

Section 5

Faith-Based Community Values in Action — 5%

Weekly reflection assessed by teacher. All students eligible.

Assessment mechanism

As part of the pre-meeting weekly reflection, students identify one of ten ESLR standards and provide a specific description of how they put it into practice during the section. The teacher assesses the reflection for genuineness, specificity, and the presence of a concrete growth step for the following section. This is the applied expression of Faith-Based Community Values in Action — abbreviated throughout as Faith-in-Action.

This category is explicitly designed to be accessible to all students regardless of faith background. Non-Christian students may earn full credit by demonstrating genuine character, ethical behavior, and community values in action. The ESLR standards are framed broadly enough to encompass integrity, service, and community engagement outside an explicitly Christian frame.

Credit level	Requirements	Score
Full credit	Reflection submitted. Specific genuine description of Faith-in-Action in practice. One concrete growth step identified for the following section. Qualifying venues include DDF engagement, prayer forum participation, club involvement, service activities, and acts of encouragement.	100%
Partial credit (teacher discretion)	Reflection submitted but description is vague, generic, or missing the growth step. Something genuine was attempted but not fully developed.	50%
No credit	Reflection not submitted, or the Faith-in-Action section is empty or clearly hollow.	0%

The ten ESLR Faith-in-Action standards: Scripture & obedience • Prayer • Compassionate service • Evangelism & witnessing • Integrity in academics • Building community • Stewardship of time • Critical biblical thinking • Tech & outreach • Holy living & discipleship

Administrative note on pattern behavior

Repeated hollow submissions (3 or more across a semester) should trigger a parent notification and a conversation with the student about the intent of the Faith-in-Action category. This is a pastoral concern as much as an academic one.