NPS Approach and Grading

Standardized grading practices provide clarity for students, parents, teachers and administrators for consistency with the use of best practices based on education research. When proficiency scales are set, it provides exceptional clarity for what is expected of students to know and be able to do. As we grow in our development of proficiency scales, we will continue to shift how reporting looks on a report card. The following describes the grading practices that are a district expectation and can be completed whether the traditional system or the standards reporting system are in place. As NPS transitions to Standards Based Reporting, more specific calculating practices and guidelines will be communicated.

  • Reported grades will primarily reflect evidence gathered through summative assessments that are aligned to priority standards and learning targets. Students will be given opportunities for intervention, relearning, and provided additional opportunities to demonstrate proficiency. This can include reassessment in multiple forms and will be allowed on summative assessments.
  • Formative assessment and practice will be recorded in Infinite Campus but not included in the grade calculation. It will serve as evidence of student learning. *Variances may occur while updating IC reporting system (i.e. K-2 & some special courses).
  • Homework is assigned with meaning and purpose to address priority standards and is not graded. See administrative rule on Definition & Guidelines for Homework and NPS Homework Policy (6240).
  • Non Academic factors (behaviors and life skills) are not calculated in the summative academic grade. Behavior rubrics are currently in draft form (Spring 2019) and in the Fall 2019 we’ll pilot behavior rubrics. Examples: names on papers, attendance, extra credit or bonus points, will no longer be counted in an academic grade.