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Proficiency-Based Grading

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Granite School District > Proficiency-Based Grading > Proficiency-Based Grading Model

Proficiency-Based Grading Model

Premise for Proficiency-based Grading

Grades are intended to communicate progress toward mastery of articulated course content standards to students and parents. They are intended to indicate what a student knows and is able to do with respect to course objectives that have been explicitly taught. They encourage the student to act on feedback and the teacher to adjust and individualize instruction.

Guiding Principles

  • Grades should be directly tied to a specific content area with course standards and objectives.
  • Grades should be accurate and reflect proficiency in those course standards, concepts and content.
  • Grades should be associated with differences only in student performance rather than with differences in gender, ethnicity, or socioeconomic status.
  • Grades that can be justified should reflect multiple opportunities for assessment in multiple modalities in a given course or content area.
  • Grades should be specific and timely in providing feedback to students and parents.

Reinforcing Practice

  • Teachers create frequent opportunities for students to demonstrate proficiency in prescribed standards.
  • Teachers utilize a multitude of assessment evidence to determine a student’s level of proficiency: assignments, observations, portfolios, assessments, products, discussions, projects, performance tasks, etc.
  • Homework is meaningful independent practice which requires time and effort outside the classroom and has an articulated purpose tied to content standards. It is not scored but serves as a vehicle for teacher feedback to the student on that practice.
  • Points are not deducted for reasons other than a student’s lack of academic proficiency.
  • District benchmark assessments are administered, scored and can be recorded.
  • Classroom formative assessments tie directly to specific content standards and objectives.
  • Teachers allow students who score below proficient on formative assessments to retake them and/or take alternative assessments to demonstrate their increased learning.
  • “Extra credit” is not included in the academic grade. All students are given additional opportunities to demonstrate increased proficiency through extensions and remediation.
  • Issues of student behavior, participation, punctuality, work timeliness and effort are reflected in a citizenship grade rather than an academic grade.
  • Gradebook is updated regularly to prompt learning and increase proficiency.

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Assistant Superintendent, Teaching and Learning Services
Linda Mariotti
385-646-4513

Director, Curriculum & Instruction
Leslie Bell
385-646-4543

Associate Director, Advanced Learning/Dual Immersion
Sheri Sorensen
385-646-7341

Associate Director, Online Learning
Stephanie Wood
385-646-7358

Associate Director, Elemenatary Literacy/English Language Arts
Karen Gregory
385-646-4192

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Granite School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational programs, activities, admissions, access, treatment, or employment practices and provides equal access to scouting groups and other designated youth groups. Related inquiries and complaints may be directed to a school administrator or to Charlene Lui, Director of Educational Equity, (385) 646-7413. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695.
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