District presents equitable‑grading framework; task force to continue work before policy changes
Ed Services reported on a fair‑grading task force that reviewed grading practices and recommended separating academic scores from behavior/effort, prioritizing recent evidence of learning, and improved family communication; staff said further policy refinement and site coaching will follow.
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District education leaders told the board on March 19 about work from a fair‑grading task force of more than 60 teachers that reviewed inconsistencies in grading practices across sites. Presenters emphasized core principles: grades should reflect mastery of standards rather than behavior or extra credit, grades should communicate strengths and areas for growth, and teachers should align practices across classrooms.
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