The Windham School District is devising a grading policy predicated on sound research (Guskey, Wormelli, Marzano) and best practices. This policy is to improve consistency among teachers within each building and across the district.  In addition, this policy helps establish clear communication with our parents regarding “expectations” and the means by which we evaluate student performance (level of competency) within a given content area (state / local standards).  This policy values maintaining clear and timely communication with parents regarding their child’s progress and any necessary steps or interventions needed for remediation or acceleration.  Below are some frequently asked questions (FAQs) that we wanted to share with the public.  If you have any questions, please contact the building administrator of the school your child attends.

Frequently Asked Questions

Q.    Why are we establishing this grading policy?

A.     To provide consistency from teacher to teacher, from school to school, department to department and to provide some uniform grading practices within our schools based upon research and best practices.

Q.    How is proficiency defined?

A.    In competency-based assessments, we are looking at demonstration of learning at the C level or 75% minimum.

Q.    What is the procedure a student must follow to request a retake if his/her grade is below a 75%?

A.    The student must talk to the teacher to request a retake (or reassessment) and determine what kinds of learning activities must be completed prior to the retake.  The objective is for students to achieve mastery of the curriculum rather than allow students to continue without understanding or confidence.

Q.    What is a “re-assessment”?  What does it “look like”?

A.    A re-assessment may be the same test, a portion of the same test, or a different assessment that measures the same, or very similar, learning outcomes. Re-assessments may be written, oral, project or performance based. Re-assessments will vary by subject matter/discipline.

Q.    When is a re-assessment appropriate?

A.    Re-assessments are appropriate when a student does not demonstrate proficiency on the original assessment. Re-assessments are appropriate when the assessment is summative in nature and significantly impacts a student’s grade or competency.

Q.    What are the indicators or prerequisites of a re-assessment?

A.    Proficiency is defined as a satisfactory demonstration of the skills or knowledge that are being assessed. Generally, a grade of “C” denotes satisfactory performance or proficiency. Students who do not meet proficiency would have the opportunity for re-assessment to demonstrate proficiency. Upon completion of the retake, the original grade is replaced by the proficiency grade of C.

Q.    What are the conditions/circumstances of re-assessments?

A.    Re-assessments must be done within 10 days of receiving the grade, or by prior arrangement with the teacher. Formative homework may need to be completed prior to re-assessment (will vary by subject). Re-teaching may be required at a teacher’s discretion.

Q.     Does everyone get the chance to do a retake (re-assessment)?

A.    No.  Retakes are only for major assignments such as tests, papers and projects and only if the child receives a grade of less than 75%.  

Q.     Is every child required to do a retake if they score below 75%?

A.     No.  However, teachers will strongly encourage students to request a retake and, encourage every student to seek redress by requesting a retake.  

Q.    Are mid term and finals eligible for retakes?

A.    Re-assessments/retakes are not used with mid-term and final exams.  However, at the discretion of the teacher, additional or alternative measures (e.g., extra credit projects, other measures of proficiency) may be proposed if the student’s achievement on these is inconsistent with other measures of their performance.  While it is important for students to learn and practice with “high stakes” tests, “test-taking” itself is a process; moreover, grades should reflect learning of content more than grades distinguish students on “test-taking” factors.

Q.    What is the lowest grade a student can receive on a major assignment or final grade?

A.    Lowest grade for any major assignment or final grade will be 50% (F).  Research (Marzano, Guskey, Wormelli) indicates lower grades only skew a student’s score down and discourage effort and diminish motivation.

Q.    Does the new policy mean that regardless of the work that is turned in a student cannot receive a zero?

A.    No.  Homework and formative assessments are not limited to the 50% rule, although these will need to be completed; grades should reflect achievement of content rather than different aspects such as punctuality, organization skills (e.g., remembering where homework papers are or losing them), etc.  Noncompliance with teacher requests (e.g., not turning in homework) is a different issue to be addressed differently than by skewing down grades.

Q.      Does this grading policy supersede a child’s IEP or Section 504 Accommodation Plan?

A.    No, all Laws, Statues, and Policies pertaining to an IEP or 504 accommodation plan remain in place and must be followed.

Q.    Did students have input regarding the policy and procedures?

A.    The administration met often with student leadership regarding the policy and procedures. In fact their recommendations led to significant changes in the processes and procedures for re-assessments.

Q.    Will the report cards look different with the new grading policy?

A.    At the present time, the report cards will look no different than they did in the past.

Q.    Does this have anything to do with International Baccalaureate policies or program?

A.    No.  There is no relationship.  

Q.    When does this policy go into effect?

A.    This policy will go into effect in the 2010-2011 academic year.