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Grading Guidelines

As a district, we are responsible for communicating with students, families and the community about student learning in ways that reflect our academic standards and community values.

The purpose of the Grading Guidelines is to increase the consistency, clarity and accuracy in evaluating and reporting student achievement and personal responsibility. We have established district guidelines for 'what' is evaluated and 'how' it is evaluated at each grade level or within a subject area department.

We are confident that the integrity of our instructional programs is strengthened by this initiative, knowing that it will result in higher levels of achievement for all students.

Grade Level Grading Scales/Guidelines

Expectations 
for Quality Grading Practices

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Academic Achievement grade based on essential learning targets

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Personal Responsibility rating based on social and work skills

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Professional judgment that can be documented

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Alignment of grading procedures with best practice

Learning Targets and Common District Assessments - Grading Guidelines

After identifying essential learning targets, teams develop, administer and analyze data from common assessments to monitor student progress over time.

These should include a variety of both formative and summative assessments.

Formative

Group of students rehearsing together on stage in period costumes.

Formative refers to assessments FOR learning.

Formative approaches are the practice attempts that are closely monitored by the teacher to determine if the student is "getting it."

The teacher may score and record the work done by the student, but it would not necessarily be included in the final achievement grade. It informs the teacher of where the student is at and what subsequent instructional actions are needed: to move on, reteach or enrich. 

A Formative assessment is like the dress rehearsal for a play or a scrimmage for an athletic event. It's where you try new things, get feedback, and make adjustments. The director gives notes, the coach runs drills—this is where growth happens, not where you get the final score.

Summative

Student performing solo under spotlight on stage with red curtains

Summative refers to assessment OF learning.

Summative activities occur when the teacher has a reasonable expectation that students have learned and are ready to demonstrate or perform the learning that has taken place.

This is when it really counts and is included in the achievement grade.

Summative assessment is like show time! The spotlight’s on, the curtains are opening—the game has started, so light up the scoreboard, because now it counts!

*Teacher judgement is central to all evaluation decisions since:

Not everything that counts can be counted and not everything that can be counted counts.

Grading Schedules

All grades (K-12) operate on a 4 quarter schedule; each quarter is 9 weeks in length. Elementary progress reports will be mailed out to parents within the first 6 weeks of the 1st quarter to notify them of their student's current level of performance. During the 2nd, 3rd, and 4th quarters, parents of students who are at risk for failing (earning grades in the D, F, or N range) will receive a progress report. Parents are encouraged to meet with teachers and support staff to develop a learning plan that will result in improvement. Parents of any student may request a progress report for their child, but one will not automatically be sent out during the 2nd, 3rd, 4th quarters. Parents of students in grades 3-12 have electronic access to grades through the Skyward Family Access program, so progress reports will only be mailed home when requested.

Academic Content Areas

Teachers use documented evidence to determine quarterly grades based on specific learning targets. Although factors such as student effort, work habits and behavior are important, they should NOT be directly referenced in the summative evaluation of academic performance. These factors are addressed in the Personal Responsibility section and the comments section.

Attendance

For teachers using Skyward Standards Based Grading, attendance will be automatically generated when the reports are completed. For those not using Skyward Grading, this information is available through the front office. Attendance should not be factored into the summative grade.

Comments

These sections are designed for teacher, student (as appropriate) and parent (optional) to comment on the student’s progress. Teacher comments should give more insight into the status ratings and recommended actions. Each quarter a new student/parent comment page must be included with the report card.

Attachments to the Report Card

If accommodations in the grading were made based on a Personal Learning Plan, additional information may be added to the report card such as a narrative, checklists and/or assessment data.
Classroom teachers also may attach information to support the evaluation, such as a curriculum map, portfolio or list of expectations. It is important to remember that attachments will not be archived in the Skyward system. Only what is input into Skyward will be archived. Paper copies of report cards and progress reports must be filed in the student cumulative file at the end of the school year or earlier if the student leaves the district.

 

Professional Best Practice and General Guidelines for Developing Grading Plans

Within grade level and department level teams, staff should come to consensus on grading plans that reflect best practice and district guidelines. Each teacher will submit a grading plan to the building principal for review and approval.