Secondary Grading Practices Improvement
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In response to an October 2021 NTPS School Board determination and based on the Grading Practices Task Force recommendations, we are improving our grading practices for all middle and high schools.
We are rolling this initiative out in phases beginning in fall 2023, with full implementation expected in the 2024-25 school year.
Webinar Presentations
Frequently Asked Questions
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What does the secondary grading practice initiative include?
- Replacing the current 100-point scale with a 4-point scale. This simplifies grades and makes assessing student performance more straightforward, reducing subjectivity. Letter grades will not go away: the 4-point scale will translate to a letter grade.
- Giving students multiple avenues to show what they know and can do, including various assessment methods (e.g., portfolios, presentations, essays, classroom activities, and projects).
- Creating a consistent policy to allow for and accept late work.
- Setting a limit on extra credit options, which disproportionately helps students with additional resources and support (not equitable).
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Why are we making this update?
- Research shows that traditional grading practices (the 100-point scale) can be inaccurate, biased, and demotivating for some students.
- Equitable grading practices shift focus from earning points to learning & mastering content, strengthening the relationship between teachers and students.
- The 4-point scale unifies our entire K-12 grading system (our elementary schools currently use a variation of the 4-point scale in grades K-5).
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Why shift to a 4-point grading scale?
- It is easier to describe five gradients (0-4) than to describe 100 gradients.
- Rubrics (scoring tools that show the performance expectations for an assignment or piece of work) accompany assignments, projects, and assessments.
- Rubrics provide students with clarity on learning expectations. In other words, there’s more clarity for students around what they need to be able to know and do.
- Standards-referenced grading minimizes implicit bias (grades are based on demonstrating learning rather than “good student” behavior).
- The 4-point scale dedicates equal amounts of the scale to each score: 4, 3, 2, 1, whereas the 0-100 point scale dedicates 59 percent to failure.
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Does the 4-point grading scale make it harder for students to earn an A?
No. Students who meet the learning target and demonstrate one or more descriptors on the grading scale anchor rubric (download PDF) can earn an A. For example, if a student meets the learning target and demonstrates they can make connections to other learning or represent the learning in a new way, they earn a 4.
Four-Point Grading Scale Anchor Rubric
4 - Advanced
Student has met the learning target and demonstrates one or more of the following:- Demonstrates complex and nuanced understanding of the skills, concepts, and ideas independently
- Applies and transfers learning with depth and complexity
- Able to analyze, peer review, and effectively critique the work of others and/or self-assess, reflect, and critique their own work
- Makes connections to other learning or represents the learning in a new way
- Models true mastery of the expected learning/content
Other descriptors: exemplary • exceptional • high-quality • in-depth • complex • outstanding • innovative • very well-prepared for next level
3 - Proficient
Student has met the learning target:- Demonstrates understanding of the skills, concepts, and ideas independently or with minimal supports
- Demonstrates grade-level knowledge and skills to be achieved independently or with minimal supports
- Able to analyze and peer review the work of others
Other descriptors: competent • capable • on grade-level • well-prepared for next level
2 - Developing
Student is approaching achievement of the learning target:- More time is needed for consistent, independent demonstration of grade-level knowledge and skills to be achieved
- Able to demonstrate understanding of the skills, concepts, and ideas with support from teacher and/or peers
- Able to understand portions of the learning and/or almost able to demonstrate the more basic concepts independently
Other descriptors: needs more time • basic • inconsistent • needs more direct support to be successful at the next level
1 - Beginning
Student has not yet met the learning target:- Provides evidence of attempting to understand skills, concepts, and ideas
- Attempts to demonstrate learning but requires significant support from teacher and/or peers and is still well below proficiency
- Evidence is insufficient to show increase of skill
Other descriptors: not yet • insufficient evidence • misconceptions • omissions • struggling • just getting started • not yet prepared for the next level
0 - No Evidence
Student has not provided evidence of progress toward meeting the learning target:- No evidence
- Cannot demonstrate learning
- Student has not engaged in learning
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Does this mean NTPS middle and high school students no longer get letter grades?
No. The purpose of the 4-point scale is to simplify grading and remove subjectivity and implicit bias in grading. Once the point is awarded, it is converted to a letter grade:
3.65–4:00 A 3.50–3.64 A- 3.25–3.49 B+ 3.00–3.24 B 2.70–2.99 B- 2.30–2.69 C+ 2.00–2.29 C 1.70–1.99 C- 1.50–1.69 D+ 1.30–1.49 D 0.00–1.29 F -
Does the 4-point grading scale mean it will be harder for students to get into college?
No, colleges will still receive NTPS student transcripts with letter grades. NTPS leaders have met with several area colleges and universities about this initiative, and it is widely understood that this is an approach that removes bias and supports rigorous learning standards.
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Does the 4-point grading scale mean a student can pass a class without doing work?
No. As shown on the NTPS the grading scale anchor rubric below (Download PDF), students will earn a 0 or 1 if they have not provided evidence of progress toward meeting the learning target, or if the evidence is insufficient to show increase of skill.
Four-Point Grading Scale Anchor Rubric
4 - Advanced
Student has met the learning target and demonstrates one or more of the following:- Demonstrates complex and nuanced understanding of the skills, concepts, and ideas independently
- Applies and transfers learning with depth and complexity
- Able to analyze, peer review, and effectively critique the work of others and/or self-assess, reflect, and critique their own work
- Makes connections to other learning or represents the learning in a new way
- Models true mastery of the expected learning/content
Other descriptors: exemplary • exceptional • high-quality • in-depth • complex • outstanding • innovative • very well-prepared for next level
3 - Proficient
Student has met the learning target:- Demonstrates understanding of the skills, concepts, and ideas independently or with minimal supports
- Demonstrates grade-level knowledge and skills to be achieved independently or with minimal supports
- Able to analyze and peer review the work of others
Other descriptors: competent • capable • on grade-level • well-prepared for next level
2 - Developing
Student is approaching achievement of the learning target:- More time is needed for consistent, independent demonstration of grade-level knowledge and skills to be achieved
- Able to demonstrate understanding of the skills, concepts, and ideas with support from teacher and/or peers
- Able to understand portions of the learning and/or almost able to demonstrate the more basic concepts independently
Other descriptors: needs more time • basic • inconsistent • needs more direct support to be successful at the next level
1 - Beginning
Student has not yet met the learning target:- Provides evidence of attempting to understand skills, concepts, and ideas
- Attempts to demonstrate learning but requires significant support from teacher and/or peers and is still well below proficiency
- Evidence is insufficient to show increase of skill
Other descriptors: not yet • insufficient evidence • misconceptions • omissions • struggling • just getting started • not yet prepared for the next level
0 - No Evidence
Student has not provided evidence of progress toward meeting the learning target:- No evidence
- Cannot demonstrate learning
- Student has not engaged in learning
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How is NTPS supporting educators in adopting the improved grading practices?
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All content areas (e.g., science, math, English language arts, Career and Technical Education, physical education, social studies) will develop content-specific rubrics to guide their grading.
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The district supports teacher clarity through ongoing professional development and a book study during the 2023-24 school year on Grading for Equity.
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The Grading Practices Committee includes teacher representation to help ensure implementation reflects teacher input.
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Does this align with our district Strategic Plan?
Yes, this is aligned with Strategic Plan Goal 5: Preparedness for Post-Secondary Success, Outcome a: Increased percentage of students passing classes in grades 6-9, culminating in an increased percentage of 10th grade students on track to graduate.
Watch the October 2021 Community Conversation and read the School Board determination relating to this initiative.
Timeline
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Fall 2018
Secondary grading and reporting practices identified as district improvement initiative
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September 2018
25-person 6–12th Grading and Reporting Task Force convened
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Fall 2019
Task Force recommended four grading principles
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Oct 2021
School Board Community Conversation
Watch the video >>
Read the Determination >> -
Winter 2021-Spring 2022
Task Force reconvened to complete work based on Board Determination
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August 2022
School Board approves secondary grading practices recommendation
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Fall 2022
Teacher & Leadership Planning and Presentation sessions
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Winter & Spring 2023
Professional development to learn and prepare
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2023-24 School Year
Implementation of improved secondary grading practices
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Task Force Goals & Principles
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Grading Practices Task Force
North Thurston Public School’s work around grading practices links to two goals from the district’s strategic plan.
- Goal 4 emphasizes academic growth for all students in all subject areas. Every student will demonstrate continuous growth toward meeting/exceeding rigorous learning standards. Meeting this goal requires effective teacher clarity in their knowledge of learning standards and the development of daily learning targets and success criteria.
- Goal 5 focuses on high school graduation and post-high school success. Outcome a: Increased percentage of students passing classes in grades 6-9, culminating in an increased percentage of 10th-grade students on track to graduate. To reach this outcome, we must aim for equity in our grading practices. Best practices, such as a 4-point scale, minimizing extra credit, and weighting summative assessments more heavily than formative assessments, are a few practices that promote equity.
In 2018, the district established a task force of 25 people to review grading practices and make recommendations to the Superintendent and School Board.
In 2021, the School Board held a Community Conversation to address this topic. As a result, the Board of Directors affirmed four grading principles (listed below). The task force was charged with developing district-wide guidelines and teacher practices aligned with the four principles to ensure consistent grading and progress reporting to families.
In 2022, the task force reached a consensus on promoting three big ideas: consistency, communication, and empowered learners.
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Principle #1: Grades communicate student success
Principle #1 - Grades must clearly communicate student success towards learning the standards.
Guidelines:
- Assignments and assessments are aligned to learning standards.
- Classroom instruction have clear standards aligned learning intentions and success criteria that are communicated with students and used for feedback, reflection, and monitoring learning progress.
- All secondary teachers will implement a 4-point grading scale by the start of the 2024-25 school year.
- Extra credit, if used, should be limited in scope and must be related to course content.
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Principle #2: Multiple opportunities to demonstrate knowledge
Principle #2 - Students should have multiple opportunities to show what they know and can do.
Guidelines:
- Various means can be used to assess student mastery. These may include formative and summative assessments, class activities, essays, labs, portfolios, and/or projects.
- There should be department or building level agreements determining how to weight two or three categories using these guidelines:
- 60-80% - Summative Category
- 20-40% - Formative Category
- 0-10% - Professionalism (optional)
- Teachers must have a policy for late work that allows for work to be turned in beyond the initial due date.
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Principle #3: Give ample time to practice & learn
Principle #3 - Students need time to practice and learn from mistakes. Therefore, teachers are expected to incorporate a variety of assessment methods within their course and provide opportunities for reassessment.
Guidelines:
- Teachers should provide a variety of formative opportunities for students to learn content and practice skills of the course. These include readings, assignments, activities, classroom instruction, homework, group learning, entry/exit tasks, discussions, self/peer assessment, etc.
- Teachers should provide opportunities for students to demonstrate mastery of standards aligned learning in summative ways after formative instruction and feedback. These include performances, projects, written assessments, tests, etc.
- Teachers should use assessment and/or progress monitoring results to evaluate the effectiveness of instruction and to plan for future instruction.
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Principle #4: Regular communication about progress
Principle #4 - We support learning through regular communication with families about student progress.
Guidelines:
- Teachers are expected to keep current, supporting data for grades. Records shall be available for parent and student monitoring through the district approved electronic grading system.
- Teachers should formally report progress through report cards, progress reports, and conferences.
- The district’s online gradebook should be updated at a minimum of every two weeks and always be available for parents and students.