Grading

• Standards-based grading evaluates learning of specific content and skills rather than grading on individual assignments. The online gradebook is organized by the standards students are expected to master by the end of the term. 
• On assignments, students don’t receive one overall score that averages all of the skills and knowledge together. Instead, when an assignment includes more than one standard, each one is assessed separately in order to show the students’ strengths and needs. 
• Students have multiple ways to show proficiency in each standard.

• 1 = Beginning to Meet Standards 
• 2 = Approaching Meeting Standards 
• 3 = Meeting Standards
• 4 = Exceeding Standards 
• .5 increments indicate a student in between levels
• A student might perform at the beginning level (1) at the beginning of the unit, which is normal. They will have multiple opportunities to show growth toward meeting a standard. If the student’s performance improves, the 1 will be replaced by higher proficiency levels (2, 3, or 4) later in the term, and the initial 1 won’t have a negative impact on the final grade. 
• A family might become concerned with their student’s growth if they start to see a pattern that does not demonstrate that their student is progressing (for example, 1-1-1, 2-2-2, or 1-2-1). If this happens, the family should first talk to the student about their learning, then if more clarification is needed, reach out to the teacher (if the teacher hasn’t already done so).
• Scores of "no evidence", "missing" and "absent" may be entered into the grade book for assignments but do not impact the grade.

Missing, Absent, and No Evidence grade book comments may be entered for assignments, which provide information to students and families; however, these comments will not be associated with standards, and will not calculate into a final grade.

The grade book reflects scores that have been entered; however, additional grades may be added and/or considered in the final grade. 

• The final score for each essential standard is determined by its last assessment.
• The final grade for the course is determined by the average score across the course's essential standards.
• In rare cases, a student may have an instance of lower performance on an essential standard near the end of the term. The teacher may choose to have the higher performance earlier in the term override the later performance if the earlier assessment better demonstrated the student’s actual skill or knowledge.

• In a standards-based gradebook, academic progress is separated from other non-academic behaviors such as participation and work completion. 
• The final grade is not about behavior, work completion, or attendance. Students still receive feedback and reflect on these areas, but the gradebook and report card only measure performance on learning standards. 

• Even though we aren't averaging the grades of the assignments, doing all assignments is how students learn, grow, and ultimately develop proficiency in the standards.
• Continuing to work towards standards at home is still an important part of learning. In a standards-based approach, the focus is less on completing individual assignments and more on building the knowledge and skills to demonstrate proficiency on standards. 
• Students will still come home with work to complete. As their family, you can support them by asking which standards they are working towards and how it is going. Instead of asking, “Did you do your homework?,” you could ask, “What learning did you work on today?”. You can look in the online gradebook to see which standards they need to continue to work on in order to meet expectations.

• Our secondary report cards convert the scores in the gradebook into a letter grade. This allows college admissions officers to easily compare our students with those in districts with traditional grading systems. 
• College admissions officers have reported that students coming from standards-based schools tend to be more successful in college because their K-12 experience has focused on their attainment of key skills and knowledge.
• Standards-based grading helps students take ownership over their learning and build a growth mindset that helps them be successful in the future.

• Rubrics describe how students are expected to demonstrate their learning of a standard. They include descriptions of the quality of student work at different levels: beginning, approaching, proficient, and exceeding. 
• Rubrics help teachers grade more consistently and objectively.
• Rubrics are a guide to help students know how to grow their learning.
• Rubrics support families in knowing what their children are expected to know and be able to do.