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Teachers present plan to move Wiseburn report cards to standards-based proficiency model
Summary
A design team led by Maggie Mayberry told the Wiseburn board it plans to replace traditional A–F report cards with domain-level reporting using Proficient/Developing/Beginning scales and checkboxes, piloting the new model with volunteer teachers ahead of a full 2026–27 rollout. Parents and board members pressed the team on communicating blank checkboxes and support for outlier students.
At the March 12 board meeting, a design team led by Maggie Mayberry presented a planned shift from traditional letter grades to a standards-based report card for Wiseburn Unified School District. The team said the district will report at the domain level (groups of standards) using a three-tier proficiency scale — Proficient, Developing, or Beginning — and will use checkboxes to indicate proficiency. The full rollout is planned for the 2026–27 academic year; volunteer teachers may pilot the new format earlier.
"We wanted to eliminate 3 as an A, 2 as a C, and 1 as an F," one presenter said, describing the decision to avoid numeric shortcuts and to focus on students’ growth over time. Presenters told the board that domains (for example: English has four domains; math has five) will allow teachers to report on broader learning goals, and that teacher teams will collaborate across subjects to provide consistent, domain-level judgments.
Parents and board members raised two recurring concerns during Q&A: how a parent should interpret a blank checkbox and how the system would handle students who are already proficient or who regress. Presenters said blanks will be accompanied by teacher comments in many cases and that significant regressions would trigger MTSS (multi-tiered system of supports) interventions and individualized conversations with families.
Board members asked the design team to consider an explicit indicator or comment prompt (for example, a call to "have a conversation with your student") so families do not assume a blank box means a clerical omission. The design team agreed to revisit that element.
The presentation emphasized a deliberate pace: the team said neighboring districts’ experiences informed the plan and that the district preferred a careful rollout to avoid frequent reversals of approach.
