• Standards-Based Grading

    Our grading practices are guided by the following beliefs:

    1. Academic grades are based solely on student learning and their progress towards meeting long-term learning targets.

              What this means:

    • Assignments will be organized by learning target. You will see multiple assignments (daily assignment, quiz, project, test, etc.) for each learning target. The same assignment will show up in more than one place in the gradebook if it addresses multiple learning targets.
    • Student progress on the Habits of Success (Collaboration, Compassion, Curiosity, Craftsmanship, Grit, Integrity, and Joy) will be reported separately from academic grades.

     

    1. All assignments (classroom conversations, do-now’s, exit tickets, etc.) are considered Assessments of what students know and can do, but not all will be entered into the gradebook. 

              What this means:

    • Teachers are constantly assessing student progress, both formally and informally.
    • There is a collection of evidence behind a student’s final score on a learning target, which is highlighted in the gradebook.
    • Teachers are encouraged to discuss student progress with parents (face-to-face, phone, and e-mail) as much as possible, but feel free to contact them for clarification on grades at any time.

     

    1. Final scores for learning targets are based on the most important (major tests, projects, etc.) and the most recent evidence.

              What this means:

    • Students always have an opportunity to improve their scores. Learning target scores don’t get “locked in” until the end of the grading period.
    • Tests and projects carry greater significance in determining the final score for a learning target, so studying and work on projects matter a great deal.
    • Assignments completed when students are first learning about a concept/skill matter in a student’s final score for a learning target, but much more weight is given to scores on assignments completed after additional practice and teaching.
    • Final scores are not simply an average of all the scores related to the learning target. The teacher uses his/her professional judgment to make a determination of the final score.
    • Only the final scores for learning targets are used to determine grades.

     

    1. Even though we use a proficiency-based philosophy, final grades are “traditional” in nature.

              What this means:

    • Report cards will show traditional A, B, C, grades based on the standard grade scale (80-82% = B-, 83-87% = B, 88-89% = B+, etc.).
    • Grades are determined by averaging all learning target final scores.

     

    1. We use a 4-point grading scale for all learning targets. 

              What this means:

    • 1 = No evidence provided to determine student progress.
    • 2 = Meets few of the criteria for mastering the learning target.
    • 2.25 = Meets about ¼ of the criteria for mastering the learning target.
    • 2.5 = Meets about ½ of the criteria for mastering the learning target.
    • 2.75 = Meets about ¾ of the criteria for mastering the learning target.
    • 3 = Meets all criteria for mastering the learning target.
    • 4 = Exceeds many of the criteria for mastering the learning target.