Shared Practices, Consistent Standards

In 2019, the district launched conversations and shared materials around our new approach to grading practices in grades 6-12, effective for the 2019-20 school year.

In short, stakeholder feedback indicated equitable, consistent, and accountable grading practices were needed at our secondary schools (grades 6-12) to ensure students and families had a common grading experience across content areas and buildings. We believe the primary purpose of a grade is to provide feedback on student progress and achievement to all invested parties with respect to our (revised) grading practices.

Grading practices are relevant to each day of school and every assignment. Non-academic indicators, such as behavior, are also essential to a student’s overall learning and understanding of a topic. Along with the new grading practices, we are also introducing a behavior rubric that is part of secondary grades for the 2019-20 school year.

JCSD Grading Practices

Definitions and procedures for how assignments are assessed in grades 6-12. (Effective for the 2019-20 school year)

Classroom Procedures

Reassessment
Anything worth grading may be reassessed for full credit. Limits on reassessment windows will be communicated clearly, and supports must be in place to help make the assessment successful.
Homework (Extended Practice)
Homework is practice, not a demonstration of achievement. Practice will be used to provide feedback and insight to students on their learning and will not be graded.
Late Work
There is no academic penalty for turning work in late; however, concerns around late work will be communicated with students and parents.
Insufficient Evidence
Insufficient evidence is anytime a student does not provide evidence of achievement toward the JCSD standards. Reasons for insufficient evidence of learning might include:

  1. Missing = marked as “M”
    1. The student did not attempt assessment
    2. The student did not turn in the assessment
  1. Insufficient Evidence= marked as “IE”
    1. The student attempted the assessment, but did not provide adequate evidence to demonstrate achievement toward the standard.

*Both an “M” and an “IE” will be calculated at 50% in Infinite Campus to hold an equal proportion of the gradebook as all other letter grades.

Group Grades
Although students may be placed in groups for learning, evidence of achievement will be reported individually.
Extra Credit
Due to our beliefs on grading, extra credit will not be offered.
Reporting Behavior
Grades are based solely on achievement of standards. Non-academic indicators, such as behavior, are essential but communicated separately.

 

 

Term Definition 
Extra Credit Credit given to improve a grade based on factors that are unrelated to achievement toward the learning of course standards. Extra credit is replaced by reassessment (see below).
Homework Risk-free, purposeful opportunities to practice, experiment, or explore skills and materials that advance student understanding and proficiency toward standards.
Feedback The practice of giving students timely information about their performance toward a given standard. Examples of feedback may vary between informal (any encounter with a teacher during class time) or formal (written or verbal).
Student Achievement The measure of student success in reference to the grade level or course standard.
Academic Penalty Numerically reducing a student’s academic grade.
Reassessment An additional assessment opportunity that allows students to show what they know and can do. The reassessment opportunity may be a different task as long as students show evidence of the same learning target(s).
Reassessment Window A clear set of parameters communicated to parents and students during which new learning and re-assessment will occur.
Grade A reflection only of the student’s level of academic achievement in relation to the course standards.

Behavior Rubric

The behavior rubric will be used for secondary students and is aligned to two of the Portrait of a Learner traits for the 2019-20 school year:

  • Productivity and Accountability
  • Collaboration

Each academic quarter, all secondary teachers will post behavior marks (Meeting, Progressing, Beginning) for rostered students in relation to the PoL traits of Productivity & Accountability and Collaboration. Parents will be able to see this within Infinite Campus. Below is our basic behavior rubric for the 2019-20 school year.

Behavior (Portrait Trait) Beginning Progressing Meeting
Productivity
and
Accountability
Deadlines are rarely met.

AND

Student is rarely on task and requires frequent redirection.

AND

Student rarely brings materials for class.

Deadlines are usually met.

OR

Student is usually on-task with occasional redirection.

OR

Student usually brings materials for class.

Deadlines are consistently met.

AND

Student is consistently on-task with minimal redirection.

AND

Consistently brings needed materials for class (iPad charged, supplies, emails checked, etc.).

Collaboration  Student rarely contributes ideas.

AND

Student disregards the ideas of others.

Student usually contributes ideas.

OR

Students acknowledges the ideas of others.

Student consistently contributes ideas.

AND

Student embraces the ideas of others.

Your Questions, Comments, and Concerns

A change to grading practices can raise many questions. We’re here to help you and your student navigate these changes for the best possible outcome. Whether you have questions, comments, or concerns, please talk to us. We’ll do out best to provide an answer in a timely manner.

Staff Contact

Nikki Roorda staff photo
Executive Director of Teaching & Learning
Administrative Resource Center