Middle School Grading and Assessments
Topics on this page:
- How did the Bellevue School District make its decision on grading?
- How will progress be assessed?
- How will grades be assigned for middle schools for second semester?
- What is happening to traditional grading and assessments?
- How will student proficiency be assessed for students receiving Language and Special Education Services?
- What is the decision process in assigning a student “P” or progressing?
- What if my student receives an “NP”?
- Who is responsible for creating the support plans for students who receive an “NP”?
How did the Bellevue School District make its decision on grading?
The Bellevue School District developed a grading plan that we believe best meets the needs of Bellevue students. Our approach accounts for the diverse circumstances our students are experiencing. It also gives students the opportunity to work toward subject mastery over the course of the remaining academic year and into next fall if necessary.
The following informed our decision:
- Do no harm
- Focus on compassion and common sense
- Supporting not only students’ academic needs but also their emotional, social, and mental health needs
- Recognizing that traditional grading cannot be used for learning that has moved from the school to the home
How will progress be assessed?
Key learning for the remainder of the school year has been identified for all subject areas and can be found on the learning plan for each level. Educators will continue to provide feedback and information on student progress on these essential skill areas as they would have under normal circumstances. This information is helpful in determining if students need additional support. The goal is to provide students feedback on how well they are demonstrating their progress in key skill areas. Educators will provide students and families a sense of how students are understanding materials based on what they are able to share.
How will grades be assigned for middle schools for second semester?
Teachers will assess based on progress in key skills, given the understanding of the circumstances. Past performance will be considered, as well as what they are able to show progress towards the key skills until the end of the year. Middle school students will receive either a “P” or an “NP” on report cards.
What is happening to traditional grading and assessments?
Educators will continue to enter scores as they normally have. This information will be helpful in determining if students need additional support.
How will student proficiency be assessed for students receiving Language and Special Education Services?
Careful consideration will be given for students receiving language and special education services. Adequate proficiency for these students will reflect the additional stresses and difficulties posed by remote learning. Adequate progress will acknowledge individual goals, language access, and the ways these can be further impacted by this crisis.
What is the decision process in assigning a student “P” or progressing?
Educators will consider what will be best for the student’s education and progress based on evidence of their learning and their personal circumstances regarding their opportunity to engage. Compassion for what students and families are dealing with is part of the decision process and whether students are making progress in key skills.
What if my student receives an “NP”?
Educators will assess progress, not mastery of subjects. An “NP” designation will not be used as a punitive measure. Students who have not engaged in learning given their personal circumstances and/or who did not demonstrate progress in the remaining key skills are potential candidates for an “NP“. Students in danger of receiving an “NP” will be notified by Wednesday, May 13 and teachers will work with students and families to identify a plan to support the student.
Who is responsible for creating the support plans for students who receive an “NP”?
Teachers will work with students and families to identify a plan that includes the different skills where progress could not be measured, or students were not able to demonstrate adequate progress.