2025-26 Grading

Standards-based grading evaluates academic progress as measured against Common Core, state, and national standards. Instead of rating a student’s ability to complete a given assignment (on the traditional A-F scale), it provides information about a student’s progress toward specific learning standards.

A standards-based grading system is founded on these key principles:

• Classroom instruction and assessments are aligned with PPS and Oregon State Standards.

• Students are given multiple opportunities to demonstrate their growth and learning.

• Formative assessments provide feedback aimed at supporting student growth and enhancing instructional practices.

• Consistent scoring guides (rubrics) are used to assess a student's level of learning, and to outline steps for improvement.

• Progress on each standard and cluster of standards is reported regularly.

• Academic performance and behavior are reported separately.

• Teacher judgment and expertise are highly valued.

Standards-based grading evaluates academic progress as measured against Common Core, state, and national standards. Instead of rating a student’s ability to complete a given assignment (on the traditional A-F scale), it provides information about a student’s progress toward specific learning standards.

Unlike traditional grading, the system uses a proficiency scale.  For each standard, the teacher assigns a proficiency level to indicate a student's progress toward a standard.   Because standards-based grading is based on an expectation of growth, a Developing Proficiency (DP) or Close to Proficient (CP) early in the year does not indicate poor performance (a DP doesn't equal a "D," and a CP doesn't equal an "C").  Instead, it measures where that student is in terms of mastering a learning standard.  Students are not expected to understand every subject when they begin the year - after all, that's why they come to school!  The final outcome, near the end of the year, is what matters.

Yes. Traditional grading computes how well a student did on a specific assignment (a math test, a paper, a lab). Standards-based instruction begins by designing assignments based on standards. Thus, the student can be graded in a way that reflects their progress toward meeting that standard -- not just on how well they did on a specific test.

It’s also important to remember that any report card is only one communication tool regarding your child’s progress. Others include parent/teacher conferences, our Parent Portal, ongoing interaction with teachers, and more. Ideally, nothing on your child’s report card should be a surprise

Yes. Many districts throughout Oregon use standards-based grading, and there are many other districts throughout the country following suit. 

It can take time to make the transition, and other districts make their own decisions, but we believe that standards-based grading provides parents with the best information about what their child is learning - and how they are learning it.

Remember that any report card is only one communication tool regarding your child’s progress. If you have concerns, your first stop should always be your child’s teacher. If you feel you need additional support, the school administrators are there for you.

Stay tuned for upcoming engagement sessions and information via this website.