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Trustees review draft grading policy aiming for mastery learning; lengthy public testimony leads board to table final vote
Summary
After months of committee work, trustees reviewed a proposed update to BP 121 to emphasize essential learning objectives, retake opportunities and a mastery approach; public commenters and teachers raised concerns about implementation and consistency, and the board tabled the item for further work.
Trustees presented a revised approach to Board Policy 121 (Evaluation of Student Achievement) that would shift grading toward mastery learning built around district Essential Learning Objectives (ELOs), give students repeated opportunities to demonstrate mastery and use a 50/50 split between assessments (ELOs) and participation/other course work.
Trustee discussion emphasized that the draft was the product of an ad‑hoc grading committee formed in January; the committee included teachers, principals, parents and students and produced a set of ten priorities heard across meetings: multiple demonstration opportunities, clearer district‑wide learning targets,…
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