Spokane Public Schools elementaries report student achievement at the end of each semester using standards-based grading to accurately describe and communicate, to all stakeholders, a student’s achievement toward specific state standards on a 4-point scale to inspire growth in student learning.

To assist in a common understanding of Standards-Based Grading & Reporting, the following are the descriptors for the SPS Grading Scale included on the elementary report card:

• 4 - Above Standard at this Time: In addition to achieving a Level 3, student is able to independently demonstrate in-depth inferences, applications and/or more complex understandings that go beyond what was taught.

• 3 - Meeting Standard at this Time: Student consistently demonstrates grade level skills and knowledge independently.

• 2 - Approaching Standard at this Time: Student is making progress toward meeting the grade level expectations, sometimes showing evidence of meeting the standards, at other times showing lack of understanding or ability to apply the concept or skills independently.

• 1 - Beginning Work Toward Standard at this Time

• NA - Not Assessed at this Time

Part of standards-based grading is using quality assessments of content standards to determine grades. Grading for elementary students is based on the most current evidence available, representing a growth model for calculating grades. That means more recent performance factors more heavily in the overall score.

In standards-based grading, grades are focused on achievement. Other factors such as participation, which promotes learning and social development, are reported separately.

SPS secondary schools report student achievement four times per year using a standard grading scale. The purpose of secondary grading is to communicate, to all stakeholders, student achievement toward specific standards at a certain point in time to inspire future achievement and impact change.

The purpose of the secondary report card is to communicate separately:

• Student achievement toward academic standards.

• Student progress related to attributes that promote secondary and post‐secondary success.

A - Highly Proficient Understanding – The student demonstrates highly proficient understanding of the required course standards based on content rubrics. The student comprehensively grasps and applies the key concepts, processes and/or skills.

B - Proficient Understanding – The student demonstrates proficient understanding of the required course standards based on content rubrics. The student grasps and applies the key concepts, processes and/or skills.

C - Approaching Understanding – The student is approaching proficient understanding of the required course standards based on content rubrics. The student grasps and applies some key concepts, processes and/or skills.

D - Minimal Understanding – The student demonstrates minimal understanding of the required course standards based on content rubrics. The student struggles to grasp and apply the key concepts, processes and/or skills.

F - Insufficient Understanding – The student is not demonstrating sufficient understanding of the required course standards based on content rubrics, and/or student has difficulty applying the key concepts, processes and/or skills.