The Holmdel Township School District presented a revised district grading and assessment framework the board plans to implement at the start of the coming school year. Assistant Superintendent for Curriculum and Instruction Art (Mr.) Howard led the presentation and described the changes as targeted to increase consistency across classrooms.

What changed: Howard said the district reclassified several categories and clarified practices to reduce variability among teachers. Key changes include:
- For grades 4–5: removal of a separate “academic responsibility” category; major/minor weighting is now 55/45 and homework is explicitly classified as a minor assessment.
- For grades 6–12: quizzes are reclassified as minor assessments across core subjects; recommended minimum number of major assessments per marking period is three (down from a prior 4–6 guidance reflecting curricular unit length).
- Participation and preparedness were recategorized into the minor-assessment bucket to reduce subjectivity; the district noted these factors are still counted but not as a standalone ‘‘participation’’ percentage.
- Grades 4–12 will use points rather than percentage entries for consistency across grade bands.
- Major-assessment return policy: for grades 7–12 tests will not be sent home; instead, teachers will provide in-class feedback and reflection activities. Administrators said the policy emphasizes consistent feedback rather than returning physical tests.
- Makeup/retake guidance: retakes remain allowed only under exceptional circumstances; counselors and supervisors must be included in retake decisions.
- Electronic-assignment timing: electronic submissions are due at the start of the class the assignment is assigned, not by default at 11:59 p.m.; late-work penalties are capped at a maximum 10% reduction with a day-by-day model already reflected in policy 6154.

Mr. Howard said the overall aim is to “reduce the pressure on summative assessments while still distinguishing between major and minor work” and to make grading “more consistent and equitable” among classrooms. Dr. Cascone, the superintendent, emphasized the district’s intent is not to curtail teacher independence but to provide clear expectations for staff and families.

Rationale and context: presenters said the revision reflects two years of committee work, feedback from staff and parents, and a goal to align grading with curriculum units. The recommended minimum of three major assessments per marking period follows the team’s review of unit length and teacher workload; presenters said a marking period’s effective instructional weeks usually support three substantive units and tests rather than four to six.

Parent and board implications: presenters noted that activating parent accounts in the district’s student-information system and downloading the ParentSquare app will be important for parents to receive confidential documents (for example Individualized Education Program materials) and communications related to grading. Administrators said they will publish both a staff-facing internal rubric and a simplified public-facing document for parents.

Next steps: the district will provide links to internal and public documents, finalize policy language with the board attorney and roll the changes into practice in September. Board members asked for follow-up data on implementation and to revisit questions about AP/honors weightings after the first marking period.