Assessment and Grading The impact of COVID-19 on student learning and mastery, particularly given the start of the academic year in Remote Learning by Necessity model, requires us to use district-wide grading practices. The challenges of restarting in-person instruction necessitates teachers practicing the principle of “grading with grace,” providing students with opportunities to demonstrate mastery of State standards and other course standards using traditional and non-traditional methods of assessment. Moreover, during this unprecedented time, we must recognize the disparity that exists between students’ homes; realizing that for many students, the optimal learning environment is on campus. In light of the profound implications of COVID-19 on students’ academic learning and socialemotional well-being, Amphitheater School District’s Secondary Schools have adopted the following principles and protocols for grading and assessment for the 2020 – 2021 school year. Given the aforementioned and following the recommendations set forth in the Blue Ribbon Task Force report approved by the Amphitheater School District’s Governing Board on Tuesday, July 14, the following practices and protocols will be used for all grading and assessment practices throughout the academic year. Teachers will provide students and parents with an explanation of their grading practices, in the teacher’s class guidelines/syllabi and on the homepage of their classroom website that will be used to determine course grades. Students are expected to complete and submit assignments by the stated/written due date. Students can submit work up to a week late with no penalty. Individual student challenges should be considered before assigning a grade. The minimum grade that can be assigned to a student on any given assignment is a 50%. Students who are on track to State and course standards mastery, show effort, and meet deadlines can expect a grade higher than 50%. Teachers should use standards-based grading practices to assess students’ mastery of State and course standards. Open-ended deadlines, particularly those that extend beyond the current unit’s summative assessment or grading term, should be avoided. Teachers will notify a student’s parent/guardian if the student’s overall grade drops more than one (1) letter grade. Communication with the parent/guardian and the student’s counselor will occur within 48 hours of the change in grade. Documentation of communication with students and parents/guardians will be entered into Tyler SIS’s Communication Log. Teachers will enter a minimum of one grade per week into Tyler. This graded assessment of learning will be meaningful, substantive, and aligned to State and course standards. Assessments which measure progress toward student mastery of skills and standards should be utilized prior to assigning a final grade. Assessments include, but are not limited to, formative and summative quizzes, tests, projects, essays or presentations that demonstrate proficiency and mastery of State and course standards. Assessments of learning, based on identified State and course standards, will be on-going and will be utilized to drive instruction, identify opportunities for re-teaching, intervention, and enrichment. This data will be used to determine student mastery. Assessments and grading, including meaningful and timely feedback on assignments, should provide information that students can use for self-evaluation and which teachers can use to personalize and differentiate student learning and instruction. All grading, based on informal and formal assessments, should take into consideration students’ social-emotional needs, external challenges, and the ability of the student. For Middle Schools, the NWEA MAP assessments that are used to plan instruction will continue to the extent possible. At present, we plan on administering the assessments to the students at home proctored by the teacher on a Zoom session. The logistics of how this might work are still in the investigation and planning stages.