During the 2014-2015 school year, junior high teachers, principals and District administrators reevaluated the junior high grading system.

“Both junior high schools have worked on their grading procedures over time, but as far as I’m aware, this is the first time in a number of years that both schools have worked together to refine and align their grading practices,” said Diane Schimelpfenig, Director of Teaching and Learning.

During the 2012-2013 school year, the District reevaluated elementary grading practices. The outcome of the reevaluation resulted in an increase in accuracy and consistency in grading at the elementary level.

At the junior high level, teachers and administrators were interested in conducting a similar study to update their grading practices based on research from other districts and best practices in grading.

Staff members and administrators from each junior high and the District met throughout the  2014-2015 school year to decide on a proposed change in the middle school grading practice.

During the committee’s first meeting, they determined the purpose of junior high grading.

“Our purpose is to use research-based best practices as a guide to align Hopkins junior high grading, in order to provide students and families with consistent feedback and information on students’ academic progress,” Schimelpfenig said.

After the group reviewed the purpose of junior high grading, the group conducted a research- based study on national and regional expertise in grading.

The outcomes of the research by the committee were presented to all junior high teachers in April.

The presentation to both junior highs included a new assignment of grades, summative and formative assessments and an elimination of the zero in grading assessments.

The new suggested alignment of grades for junior high grading are 50-59%=F, 60-69.9%=D, 70-79.9%=C, 80-89.9%=B, and 90% and above=A.

Summative assessments will be used by teachers to assess student learning over a period of time within a specific course.

“Summative assessments may include tests, projects, demonstrations, etc., to reflect what a student has learned and practiced throughout the course, and are a strong reflection of what students know and are able to do,” Schimelpfenig said.

Formative assessments will serve as progress checks and will account for no more than 20 percent of a student’s course grade.

If a student refuses to do their homework, school work, or if they show a lack of work completion in a course, they will be given a grade of No Evidence (NE) in grades seventh and eighth, and F in ninth grade.

District members and staff members from both junior highs plan to develop a different grading style to accommodate students with special educational needs.

“Our study group will continue working on the important details involved in providing grades to students with Special Education needs. Special education staff members will be closely involved in that work,” Schimelpfenig said.

Parent information regarding the junior high grading practices will be communicated to parents through “Back to School” information at the beginning of next school year.