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Caldwell board hears first reading of major grading-policy changes for grades 5–12
Summary
At a July 13 board meeting the Caldwell School District presented a substantive first reading to change grading for grades 5–12, proposing a temporary return to a traditional grade scale while the district develops priority standards, proficiency scales and teacher calibration; the board adopted the first readings of related policies and procedures.
The Caldwell School District Board of Trustees on July 13 heard a substantive first reading of revisions to the district’s grading policy that would change reporting for fifth through 12th grades.
Chantelle Kelly, presenting online, said the district is recommending a temporary move away from the current standards-based reporting in those grades so staff can establish clear priority standards, proficiency scales and calibration among teachers. "We’re talking about giving our kids the ability to get there and that passing score," Kelly said, arguing the proposed scale would give students more opportunity to recover from low grades while preserving rigor.
Kelly outlined two linked changes: a shift in the numeric/letter-grade conversion used for secondary grades, and a new procedure for incomplete grades. Under the proposal, incompletes not made up by the end of the school year would be converted to a letter grade via a PowerSchool process; the procedures also add a "good-faith effort" standard (a 50 percent baseline) for students who have demonstrated effort but not yet reached proficiency. Kelly said the intent is to keep the zero option for work showing no evidence of effort while reducing the steep percentage gap that she said can discourage students from trying to improve.
Superintendent Montoya said the change is meant to be a strategic pause: "We need the work of priority standards and a committee to get teachers calibrated before we fully return to standards-based reporting," he said, urging a phased approach tied to the new curriculum director’s work.
Board members asked procedural and timeline questions; multiple trustees supported creating a guiding coalition to develop proficiency scales and training. The proposed policy text presented to the board applies to fifth through 12th grade; kindergarten through fourth grade would remain on the current reporting schedule, the presenters said.
Trustee Manuel Godinez moved to adopt the first reading of Policy 26-20 and related procedures; the board seconded the motion and voted to carry it. The first-reading adoption advances the proposal to future board consideration; it does not, by itself, change classroom grading until subsequent readings or implementation steps occur.
The board also discussed additional implementation tasks: developing conversion charts, clarifying how the district will document a "good-faith effort," and assembling teacher and principal input. Trustees said they expect follow-up at board workshops and the scheduled retreat next week, when directors and principals will present priorities and next steps.
