Standards Based Grading

Academic Meaning of a Grade

Standards-Based Grading provides grades that accurately reflect individual student achievement in relation to course outcomes as outlined in the BVSD Standards. The essential pieces of this grading system are outlined below:

Grades are based on multiple and varied tasks/assessments over time within a grading period.
Assessments vary in format and frequency and may include but are not limited to tests, projects, reports, exhibits, presentations and discussions that are used to evaluate progress toward the standard.
Participation, in-class activities and homework that demonstrate understanding or skill can be graded as part of the assessment grade.
The standards-based grading scale is 0 to 4 and does not equate to a percentage based/traditional grading system.
Students are given timely feedback and reteach/relearn/reassessment opportunities are provided to promote proficiency of the standards.

Standards Based Grading Details

Two Components of Grading

Learning Skills and Participation (10%):

Learning skills are behaviors that contribute to learning. Middle school learning skills are Participation and Timely Assignment Completion. Learning skills and participation account for 10% of the final grade.

Participation that demonstrates student involvement and engagement (degree and frequency) is reported as a learning skill. Participation also includes preparedness for class and may include attendance or participation in class activities.
Timely Assignment Completion, including class work and homework, is reported as a learning skill. Full credit is given for assignments completed on time.

Learning Skills and Participation Rubric

Performance Band

No Evidence

Does Not Meet Standards

Approaching Standards

Meets Standards

*
*

*
*
*

****

Exceeds Standards

Descriptor

Student makes no attempt to positively engage in learning when prompted and provided supports and none of their assignments are completed on time. Their lack of engagement not only negatively impacts their learning, but also the learning of others.

Student makes very little effort to positively engage in learning even with prompting and explicit instruction and some of their assignments are not completed on time. Their lack of engagement negatively impacts their learning.

Student makes some effort to positively engage in learning with significant prompting and explicit direction and completes most assignments on time. May not yet positively impact their learning at a high level.

Student makes effort to positively engage in learning and completes majority of assignments on time. They positively impact their learning and/or the learning of others. Student may need some prompting or explicit direction.

Student makes significant effort to positively engage in learning at an independent level to positively impact their learning and/or the learning of others.

Rubric

Score

Assessment (90%):

There are two types of assessments: Formative and Summative. All assessments use multiple and varied ways to measure proficiency. Assessments account for 90% of the final grade.

Formative Assessments are used frequently and are differentiated to assess the need to reteach and reassess. Feedback is given within a reasonable amount of time so that the need to reteach and reassess can be determined in a timely manner.
Summative Assessments offer multiple and varied ways to demonstrate mastery. These assessments may be large unit tests or projects but may also occur at different times throughout a unit.

Academic Achievement Rubric

Performance Band

No Evidence

Does Not Meet Standards

Approaching Standards

Meets Standards

*
*

*
*
*

****

Exceeds Standards

Descriptor

Student has not produced evidence to evaluate their understanding of course objectives.

Student does not show enough evidence of meeting the standard or course objectives.

Student has shown proficiency on most objectives, although not all. Student may require scaffolding or support to achieve course objectives.

Student knows and is able to do all that is required for course objectives and standards independently.

Student consistently and independently shows evidence of above grade level rigor for that course objective. They demonstrate in-depth inferences and applications independently that go beyond what is taught in class. Will not apply to all assignments.

Rubric

Score

Below 1.74

1.75 - 2.742

2.75 - 3.49

3.5 - 4

Fair and Equitable Grading Increments

Reteach, Relearn and Reassess Opportunities

Reteaching occurs when the teacher or student determines that students are not meeting learning goals. Reassessment opportunities are offered in every course.
Reassessment opportunities occur within the same grading period.
When tasks/assignments are reassessed, they may be reassessed partially, entirely, or in a different format, as determined by the teacher and student.
Reassessment grades replace the original grade.
Individual teachers reserve the right to allow or limit reassessment opportunities based on individual circumstances.
Individual teachers must communicate their relearn/reassessment procedures to students and families at the beginning of each semester.

Home Practice vs. Homework

Home Practice

Home practice is used as an opportunity for learners to practice/review skills learned in class and prepare for classroom activities.
Home practice completion and effort, if recorded, is a part of the 10% Learning Skills and Participation portion of the final grade
No home practice over long weekends and holidays is expected of learners; make-up work is an exception.

Homework

Unfinished classroom assignments may need to be completed at home or outside of class time. This could be considered homework, however these assignments may be included as evidence of progress toward meeting standards in the assessment (90%) portion of the grade book and may qualify for reteach, relearn and reassessment opportunities..

General Guidelines of Home Practice and Homework

When assigning work to be completed at home, it is paramount that teachers communicate the distinction between home practice and homework.
Teachers are mindful of grade level expectations and individual student needs for home practice and homework when assigning. For example, home practice and homework may look different for Special Education, Emerging Bilingual, and Talented and Gifted learners.
Timely and meaningful feedback on both types of homework will be provided; feedback may take a variety of forms, as determined by the teacher.

Missing Work

Assignments may be marked as “Missing” until complete and turned in.
In the case of an excused absence during which a student misses an assignment or assessment that cannot be duplicated outside of the context of the classroom activity/assessment, the student will receive an “Exempt” (and NOT a 0) with an added comment, “Unable to assess due to absence.”

Late Work

Late Formative and Summative Assessments will be accepted within a reasonable time-frame for the specific course needs.
Late work must be completed at least one week prior to the end of a grading period.
Teachers will establish due dates and on-time completion will be recorded as part of the Learning Skills and Participation portion of the final grade.
Work submitted after the due date will be recorded as a “0” and there will be a “missing”, “late”, or “incomplete” comment attached.

Extra Credit

Grade Reporting on Infinite Campus (IC)

Teachers will keep updated grade books that will provide students and parents an accurate view of student progress. The grade book may not reflect “real time” as a week is needed to grade assignments and update the grade book.

If there is no score and/or no comment on IC, the assignment has not been graded.
If a “0” is reported for an assignment, there will be a “missing”, “late”, or “incomplete” comment attached.
On IC, the score will show a number 0 to 4. Ignore the percent sign--this is a glitch in the program. With the score, a descriptor with level of performance will also be displayed.

Special Education Learners

The majority of learners receiving special education services receive the same district curriculum and assessments as the general education learners. General Education teachers work with Special Education case managers to provide appropriate learning and assessment accommodations and modifications for learners with Individualized Education Plans (IEP) and those receiving 504 accommodations. Learners with moderate to significant needs receive a modified curriculum as indicated in their IEP. Learners receiving special education services are ALL eligible to receive regular classroom accommodations in addition to the more individualized accommodations listed in their IEP. General education teachers are a part of the IEP team and should confer regularly with case managers regarding the progress of the student. Case managers should make available to the general education teachers the student’s accommodations, modifications, strengths, and challenges and be available for consultation and support as needed.

Learners receiving special education services will be graded using the Platt grading policy and rubrics against the state standards and/or the district curriculum with appropriate accommodations per their IEP. Learners receiving intensive special education services may be graded on a pass/fail system and/or be graded toward their progress on their IEP goals and objectives as appropriate.

Accommodations and Modifications

Teachers use a variety of instructional strategies when planning instructions for learners receiving special education services so that they may successfully access the grade level content or goals and objectives specific to that student.

An accommodation is a change in the curriculum, delivery, activity, assignment, setting, or student response, etc. which DOES NOT fundamentally alter or lower the standard or expectation for this course, standard, or assessment. A student receiving these accommodations would be eligible to receive a score of 3 or 4 if earned.

A modification is a change in the curriculum, delivery, activity, assignment, setting, or student response, etc. which DOES fundamentally alter or lower the standard of expectation for the course, standard, or assessment. A student receiving these modifications may receive a score lower than a 3 even if “Meets Standards” work is produced.

The general education teacher and case manager will consult with each other when making grade determinations.

Additional Resources

BVSD Academics Page provides detailed information on each course offered including the academic standards.
Everything You Need To Know About Standards Based Grading - Article regarding Standards Based Grading
Standards Based Grading - Video created by another school district which provides a clear explanation of Standards Based Grading
Additional information regarding grading policies and expectations can be found here: BVSD Board Policy IKA‐R/IKAA‐R/IKAB‐R

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Academic Meaning of a Grade