Grading FAQ

The 2025-26 school year is a pilot year for standards-based grading in our high schools. It is an educator's choice whether they use standards-based grading or traditional grading. This should be clearly communicated in the course syllabi that students receive during the first week of school.

All educators at all high schools will be using a 0-4 scale to enter grades into the gradebook, whether they are in standards-based mode or traditional mode of grading. When an educator evaluates a student's assessment/task/project, they will use the 0-4 scale and achievement level descriptors to assign a score of 0, 1, 2, 3, or 4. The rubric scores of 0, 1, 2, 3, and 4 on a student's assessment/task/project are not the same as a letter grade. Instead, they represent a student's level of proficiency with the skills and concepts or Course Outcomes for that assignment.

Language adapted from NAEP, https://nces.ed.gov/nationsreportcard/tdw/analysis/describing_achiev.aspx

The 0-4 rubric we developed in collaboration with our union partners is similar to what is used in other districts, and is very similar to the achievement levels language utilized by the National Assessment of Educational Progress (NAEP). NAEP is a nationally recognized assessment, and we felt it would be appropriate to use language that is nationally normed and represents a standard by which our students - and students nationally - are already held accountable.

Yes, overall course grades will still be letter grades. We are using the following scale to report the overall letter grade:

This is calculated using a standard average. Each final letter grade will be calculated by adding all of the 0-4 scores entered into the gradebook and dividing it by the number of assessments/tasks/projects that were assigned in that grading period or by the total number of Course Outcomes assessed in that grading period. We have moved away from a traditional 0-100 percentage scale because it overemphasizes failure, with the common range for F/I calculating at 59 points of the scale, with all other grades counting as 10 points of the scale. In the scale above, all letter grades are balanced at the same weight.

IB and AP courses can utilize the same standards-based model as all other courses. Both International Baccalaureate and College Board provide course outlines/guides that educators may utilize to draft Course Outcomes and develop assessment practices and rubrics. Details about alignment to AP and IB scoring systems will be communicated by the teacher.

Anything an educator feels is an opportunity for students to demonstrate their proficiency on a course outcome, based on the teaching and learning that has occurred up to that point, could be included as a mark in the gradebook.

Yes, retakes, redos, and alternative assessment opportunities to determine proficiency will be available.

The experience of our pilot teachers, as well as feedback from our students and families will inform the process moving forward for the 2026-27 school year. Our goal is to communicate transparently with families about grading moving forward.