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This new system helps students focus on learning instead of just grades. It provides them with specific information to help them improve, which builds confidence and a love for learning. This also allows for a consistent grading experience PK-6.

No, all elementary schools are using a similar approach to grading to ensure a consistent experience for students as they move through the district. At the middle and high school levels, proficiency is translated to a letter grade A-F at the time of reporting.

There is no change for grading and reporting in PK-3 since they have been using this method for the past several years. You might see fewer points and percentages on assignments, with more of a focus on the 1-4 levels.

The removal of letter grades (A-F) is the biggest change for grades 4-6. Instead, students will receive information on a 1-4 scale per standard or learning goal.

They don’t! The 1-4 scale is a completely different way of showing what your child knows. It is more accurate and provides more specific information about the learning.

A score of 3 (proficient) is a great score that means your child has met the grade-level goal. To get a 4 (excelling), a student needs to show a deeper understanding, explain their thinking in detail, or connect ideas in new ways. Your child’s teacher can help you and your child understand the difference between proficiency and excelling on a given skill in a more concrete way.

You shouldn’t worry, especially at the start of a new topic or school year. It is completely normal for a child to be at a beginning (1) or developing (2) level when they are first learning a new skill. It is a starting point as we work to reach proficiency (3) or higher by the end of the school year. This information simply shows where your child is right now to help direct next steps for learning. If you have questions, talking to your child’s teacher is always the best way to get more information.

Not always. Some skills (especially in the primary grades PK-3) are foundational and can only be demonstrated to a level of proficiency (3). These skills include things like knowing letter sounds or basic math facts. Once your child knows them all, your child has met the goal.

You will notice that there are learning goals written on the assessment or assignment. Instead of an overall score with points or a letter grade, you will see a proficiency level (1-4) for each learning goal. Sometimes teachers break learning goals into manageable chunks called learning targets.

Usually, no. Often these assignments are opportunities for your child to practice before they receive a score that will appear on the report card. Your child’s teacher might still include this information in the gradebook so you can see the progress of your child’s learning. 

Yes. After getting additional help and practice, students will have more chances to show that their understanding has improved. This promotes a growth mindset and encourages students to keep learning. Not all tests will be retaken - your child might be demonstrating their increased understanding in another way deemed appropriate by the teacher.

You can encourage a positive growth mindset. Remind your child that it is okay if they don’t understand something YET. With effort and support, they can improve. Encourage your child to transition from thinking about earning letter grades (A-F) and instead focusing on achieving their learning goals. You support this with questions like, “What are you working on right now?” “What would it look like if you did an awesome job on this?” “How do you think you are doing so far?” and “What’s going great, and what has been tricky?”

Teachers will continue to communicate with you as they always have through in-person and electronic formats, and in the work that comes home. You will also see more specific feedback on assignments that will show you exactly what skills your child is working on.