Our Mission

Working together as a team, we will end the predictive value of race, class, gender, and special capacities for our children’s success through high quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student.

Our Mission

Professional Resources for Current Projects

Grading Practices

Grading Practices

Author	Title with Link Source (Year), Description	Accurate	Supportive	Consistent
Feldman	Accurate and Equitable Grading National School Boards Association (2020) Very brief high-level overview. “Former district administrator Joe Feldman explains how traditional grading systems perpetuate inequities while also offering school board leaders practical tips to move towards more equitable grading processes.”		Supportive
Feldman	EdCast Grading for Equity Harvard (2019) Podcast interview (transcript included) with Joe Feldman. “Encouraging teachers to reassess their grading practices and make the adjustments that can guide their students toward academic success.”	Accurate	Supportive	Consistent
Feldman	Chapter 1 Grading for Equity Corwin (2018) First chapter of the Grading for Equity book. Gives overview, history and charge for grading for equity.	Accurate	Supportive	Consistent
Douglas Reeves, Lee Ann Jung, and Ken O’Connor	What’s Worth Fighting Against in Grading Educational Leadership (2017) Four common grading practices can hurt students and erode instructional culture.	Accurate
Anthony Miller	Do No Harm: Flexible and Smart Grading Practices Edutopia (2016) Describes strategies to help address concerns around redoes, zeroes, not grading homework, and more		Supportive
Kristina Doubet and Eric Carbaugh	The “Economics” of Grading ASCD (2020) Five ways to improve communication - and symmetry - in performance-based classrooms.		Supportive
Sarah McKibben interview with Cornelius Minor	Antiracist Grading Starts with You ASCD (2020) “Pernicious grading practices start out as pernicious pedagogy. I cannot separate grading practices from pedagogy, and I cannot separate pedagogy from the history of classism, sexism, racism, and ableism in the United States.”		Supportive
Bryan Goodwin and Kris Rouleau	Grading to Encourage Re-Learning ACSD (2020) Let’s use grading practices that reflect the science of learning.		Supportive
Lee Ann Jung	Does this Count? ASCD (2020) “How do we move toward the goal of all students’ being engaged in learning, giving effort, and being conscientious about performance and deadlines without attaching grades to those behaviors? This is the million-dollar question for improving grading practices.”	Accurate	Supportive

Accurate:

Correctly describe student achievement, knowledge, and skill proficiency demonstrated in the classroom
Align to standards for student learning
Be separated from work habits
Be impartial and fair, not influenced by a teacher's implicit bias or reflective of a student's environment
Utilize mathematically sound calculations
All grades will be unweighted, using a 4.0 scale

Consistent

Be consistent across teams, departments, and schools

In Support of Student Learning

Reflect individual differences and rates of learning
Address the unique needs of special populations of students
Make adjustments for transitional periods (including elementary to middle and middle to high)
Encourage students to take an active role in setting goals and assessing programs
Foster a positive self-image for the student
Promote practices that encourage continuous engagement in learning
Provide parents and students ongoing, credible, and useful feedback in a timely manner