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Committee weighs hybrid approach to standards-based grading, seeks recognition and motivation elements
Summary
Preston curriculum committee discussed keeping standards-based grading—which better indicates mastery—while exploring a hybrid model that adds motivational factors and recognition; staff will run surveys, gather data and propose modest action steps next year.
The Preston School District Curriculum Committee discussed Aug. 8 whether to modify the district’s standards-based grading system to include motivational factors and some elements that are easier for families to interpret, such as recognition or hybrid letter-grade cues.
Members said standards-based grading more accurately communicates where students stand on learning standards and what needs improvement, but acknowledged letter grades can be easier for some parents to understand. The committee directed staff to gather stakeholder input—surveys and additional information—and to draft action steps that would not substantially transform the current system but would add recognition and motivation features in the coming school year.
No formal change was approved at the meeting. Committee members emphasized keeping the core standards-based approach while exploring modest, teacher-informed changes to improve clarity and motivation for students.
