Grading Practices

The Middle School grading policy is informed by the work of Robert Marzano, Ken O’Conner, Rick Stiggins and Rick Wormeli.

Guiding Principles

- Grading procedures relate directly to stated learning goals.
- Criterion-referenced standards shall be used to determine grades and marks.
- Individual achievement of stated learning goals shall be the only basis for grades. There are no group grades.
- Work habits, work completion and other behaviors shall not be included in the achievement grade. These Approaches to Learning will be reported separately using the Middle School Approaches to Learning rubric.
- Teachers shall provide feedback on formative assessment.
- Formative Assessments should be viewed as practice/preparation for the summative assessment. Therefore, they have impact on the final summative grade.

Approaches to Learning

As aforementioned, a student’s disposition is not to be reported on the report card. The report card grades are a reflection of the student’s academic progress towards the standards/benchmarks for courses. Work habits, work completion and other behaviors shall not be included in the achievement grade. These “Approaches to Learning” will be reported separately using the Middle School Approaches to Learning rubric (see below). Please reinforce these work habits and the rubric with your students early in the year.

Please click here to view the Approaches to Learning Rubric.  

Please click here to read more about our grading practices in Middle School.

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