APS Column: Grading and reporting at Austin Public Schools

By Dr. Katie Baskin

Executive Director of Academics & Administrative Services

Grading plays a fundamental role in the educational process, serving multiple purposes that support student learning and development. Grading and reporting can be highly meaningful and motivating when grading practices are widely understood by teachers assigning grades, students earning grades, and the caregivers who review them.

Effective grading systems can provide students valuable feedback, inform the instructional practices of staff, establish accountability for work and effort, and communicate progress to various stakeholders in the student’s educational journey.

On June 10, 2024, the APS school board approved new Grading and Reporting procedures for Austin Public Schools. The adjustments to grading practices for 2024-25 in APS are a culmination of the district grading and reporting committee work.  This work consisted of a review of the current grading practices and procedures, 5-12 staff surveys in 22-23, and collaboration in professional learning from the student and staff grading and reporting committees in 23-24.

The changes in grading and reporting for the 2024-25 school year apply to students in grades 5-12 and teachers will utilize the following parameters for grading and reporting of student learning. School leadership teams have developed procedures for staff to follow in implementing these parameters.

Graded Categories

At Austin Public Schools, Summative and Performance Assessments are defined as the evaluation aligned to standards or benchmarks that takes place after the learning has been completed. Examples of Summative & Performance Assessments include chapter or unit tests, final tests, final projects, final papers, final performances.

Student performance on Summative & Performance Assessments will count for the following % of the student’s grade.

• IJ Holton: 60%

• Ellis Middle School: 70%

• Austin High School: 70%

In Austin Public Schools, Practice Work & Formative Evidence is defined as student learning and practice work that is used by teachers and students to inform, respond, and adjust learning experiences to enhance learning and understanding. Examples of Practice Work & Formative Evidence include quizzes, observations, exit tickets, practice problems, written responses, and learning activities.

Student performance and engagement with Practice Work & Formative Evidence will count for the following % of the student grade.

• IJ Holton: 40%

• Ellis Middle School: 30%

• Austin High School: 30%

Non-Graded Parameters

In Austin Public Schools, student participation is defined as actively engaging in learning by listening, speaking, reading, and writing to support their comprehension of the learning targets. Teachers will provide small group activities, performances, discussions, and presentations that create opportunities for students to work on the skills imperative to the learning process.

In Austin Public Schools, reassessment is an opportunity for students to learn and demonstrate their knowledge. Reassessments are a component of the Summative & Performance Assessments category.

When Practice Work & Formative Evidence assignments are completed before the original summative assessment, students who want to reassess will work with the teacher to do additional learning to prepare for the reassessment. Teachers have the opportunity to be flexible with students in the reassessment process if there are extenuating circumstances.

Please visit the APS District website for more information about the grading and reporting committee work.

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