What makes up my student’s grade?

  • Imperative that academic achievement and behaviors are separate
  • Grades are often inflated or deflated when grades are conflated by blending the two
  • Thus, the grade is not representative of what a student knows or can do
  • However, those soft skills are extremely important and there is often a correlation between achievement and behaviors or attitudes
  • Students will receive two grades per course

What makes up my student’s grade?

Summative Assessment:

  • Used evaluate student learning, skill acquisition, and academic achievement
  • Typically occurs at the conclusion of a defined instructional period (a unit)
  • Used in an evaluative manner to determine whether and to what degree students have learned the material they have been taught
  • Referred to as an assessment “of learning.”

Performance-Based Assessment:

  • Complex tasks that require application of skills and concepts in a relevant, authentic, and novel manner.
  • We want to see how students can use their new knowledge rather than remember and regurgitate.

What makes up my student’s grade?

Interim Assessment:

  • Given at periodic times during a unit to formally check understanding of several learning targets
  • Used to check declarative and procedural knowledge
  • Examples of interim assessments may be quizzes, constructed responses, etc.
  • Used with greater frequency than a summative assessment

Formative Assessment:

  • Diagnostic information used to improve instruction and student learning while it’s happening
  • In other words, formative assessments are often said to be “for” learning
  • “When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup, that’s summative assessment”
  • Formative assessments are ungraded tasks that are used to inform both the teacher and student of next steps
  • These happen everyday.
  • Formative assessment requires feedback from the teacher to the student

What makes up my student’s grade?


  • Practice of a new skill or necessary activities prior to new learning
  • Homework is an ungraded task that oftens receives a HoW score
  • Homework may be graded as an interim assessment if a part of the future summative task

Habits of Work: Student’s success and achievement is closely related to responsibility, respectfulness, and a strong work ethic to promote positive classroom behaviors.

  • Habits of Work grades reflect the belief that students can develop behaviors which support their own academic and interpersonal growth.
  • Habits of Work grades reflect the belief that if these behaviors are evident, then students may earn more time to seek support and demonstrate learning to re-assess and meet standards if needed.

What makes up my student’s grade?

Summatives: 70%

Interims: 30%

Formatives/Homework: 0%

Any assignment, graded or ungraded, can also receive a HoW score

What does this look like in the portal?

What does this look like in the portal?

What does this look like in the portal?

What does this look like in the portal?

What does this look like in the portal?

What does this look like in the portal?

  • Hexmesters: 6-week progress report periods
  • Learning is fluid, not fixed
  • Opportunity to relearn & reassess
  • End of year grade is the aggregate of all summatives and interims over the course of the year
  • Supports consistency is what a grade represents and continuity across the school

Proficiency-Based Education ...

Seeks to ensure that all students experience powerful learning that results in high achievement.

4 Tenets of Proficiency Based Education:

  • Clarity & Rigor: Clear and rigorous expectations for all students

  • Transparency: Transparent communication of learning objectives and progress

  • Personalization: Personalized learning opportunities aligned with students’ interests, desired learning modality, needs

  • Challenge & Support: Extension and support opportunities aligned with students’ learning progress and needs

Multiple and Personalized Learning Pathways

Personalized Proficiency-Based Learning Framework



Unit-Based Personalized learning objectives

Daily learning targets that support

performance indicator competencies

Performance Indicators

demonstration of competency with common,

summative assessments



demonstration of competency in content areas

Guiding Principles

Cross-Curricular skills

Grading, Reporting, and Proficiency - Google Slides