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Washington and Wilson middle schools adopt standards-based grading framework; staff-led initiative includes parent outreach and resources
Summary
Middle-school teachers at Wilson and Washington proposed and endorsed a transition to standards-based grading using a four-level proficiency scale. The district held staff and parent information sessions and produced resources, including an explainer video created from district materials.
Middle-school staff at Washington and Wilson presented and supported a move to a standards-based grading system intended to give parents clearer information on student mastery of specific learning standards.
Staff said the initiative was teacher-driven: middle-school teams worked together over the summer and early fall, developed common essential standards and rubrics, and voted in a staff survey on Sept. 3. A presenter said roughly 60 staff responded to the survey and the selected option received about an 85% favorable response among respondents. The district circulated brochures and hosted a parent informational session the evening before the committee meeting.
Under the new framework, teachers will report proficiency on a four-level scale (developing, approaching, meeting/mastery, advanced) rather than relying solely on a traditional 100-point/letter-grade average. The district provided guidance on how the new marks will appear in the Infinite Campus parent portal and clarified two special codes: NE (no evidence/missing) and NE (teacher does not yet have enough evidence), which staff explained is common early in a term.
District staff emphasized supports to implement the change: collaborative PLC time for rubric development, common formative assessments, training on Infinite Campus gradebook setup, and principal-led instructional leadership work. Staff also produced a short explainer video using only district materials and the district’s Google suite that the district plans to link in middle-school newsletters and on school webpages.
Committee members asked about workload and parent understanding. Staff acknowledged the approach requires more upfront work by teachers to create rubrics and common assessments, and they said the district is providing guided practice and tutorials for gradebook configuration. Staff urged that consistent communication is critical so parents and other community members understand that a “4” on the new scale is not equivalent to a 100-point percentage and that developing/approaching marks are expected early in learning.
The middle-school leadership team named by staff for the effort included Amanda Pecala, Anna Beatty, Lainie Longmeier and Dana Bongo; the district said those staff members led teacher engagement and parent outreach for the change. No formal board vote was recorded during the committee meeting; staff indicated they will report the committee’s discussion to the full board.
