1. Middle School Grading Policy
Fred Heid, Superintendent
May 20, 2015

2. Proposed D300 Middle School Assessment Enhancement Plan
Major Plan Components:
I. District Wide Middle School Grading Policy
Target Effective Date: School Year
II. Middle School Credit System
Target Effective Date: Phased in Starting School Year for Incoming 6th Grade Students
Credits for Core Classes
Credit Recovery Process
Revised Promotion/Retention Criteria
III. Middle School Report Card
Target Date: Review of Current MS Report Card for Possible Revision

3. I. Proposed D300 Middle School Grading Policy
“Grading should communicate information about student learning in school, not punish students in ways that make recovery from transgressions impossible.” (Guskey, 2013)
Certainly students need to know that there are consequences for what they do and do not do in school. Malingering should be penalized. But should the penalty be so severe that students have no chance of restitution or recovery regarding their grade? (Guskey, 2013)
Ironically, the true culprit in this matter is …the percentage grading system. There is nothing sacred about percentages in grading. We use them today because we use electronic grading programs developed by software engineers with a fondness for a 0–100 scale. (Guskey, 2013)

4. Why is A Change Needed?
Currently there are inconsistent grading practices that vary from subject to subject, grade to grade, and even class to class.
Research supports the needs to establish a common and consistent grading methodology that prevents the over emphasis of one category over others by establishing appropriate weighted categories and minimum expectations regarding the frequency in which the category will be used.
There is a need to recognize grades for what they were intended to do.
Need to increase accountability. And ensure that students are moving towards mastery.

5. I. Proposed D300 Middle School Grading Policy
Key Features:
Maintains current grading scale
Includes 4 assessment categories:
Addresses areas including:
Lowest Percentage for an “F” in Formative & Summative (50%)
Incomplete Practice Work (0% if not turned in by the end of the unit or quarter)
Late Practice Work (10% deduction on grade earned)
Extra Credit (not included in student’s grade)
Rounding of Grades (at the end of the quarter)
Assessment Category
Weight of Total Grade
Minimum Grades Per Quarter
Summative Assessment
40 % 2
Formative Assessment
40% 6
Practice
15% 9
Academic Behavior 5%
25 points weekly/5 daily

6. Why 50% matters
“Giving a zero to a student as punishment for not doing the work isn’t improving work habits, nor is it ensuring that the student has learned what they need”
Example: If a student received a 70 on three assignments and received a zero on one assignment, the average of the four is a 52.5, an F. Replace that zero on the assignment with a 50 and the student receives a 65, a D, which is more reflective of how the student was performing

7. Research for Grading Policy
References:
“The Case Against The Zero”
“0 Alternatives”
“Why Zeros Should Not Be Permitted”
“Leading to Change / Effective Grading Practices”
“Charlotte Mecklenburg Middle School Grading”
“Five Obstacles to Grading Reform”
“Examples of Grading Polices”
“Do Grades Do Any Good”
“Top Five Grading Systems”