Grades and Grading Policy

All of New Vista's classes emphasize grading based on how well students demonstrate that they have “met the expectations” of learning for the class. Because we want grades to reflect how well students can demonstrate the knowledge and skills expected of the class, our gradebooks more heavily weigh summative assessments (assessments that measure learning after the instruction for that section of learning (chapter/unit/etc) is complete) - things like quizzes, tests, projects are worth a minimum of 80% of the student’s overall grade. Formative assessments (measures that provide students with feedback on their learning during instruction, while learning is still in progress)- things like homework, participation in class activities, and classwork for practice are worth a maximum of 20% of the student’s overall grade. Please note that the weights are minimums and maximums. We have some teachers for that weight summative assessments as 100% of the overall grade (while offering opportunities for relearning and revisions as needed). 

Our staff is committed to thinking deeply about grading practices and doing everything that we can to ensure that our practices are equitable. We spent the 2024-2025 School Year reading the book Grading for Equity: What it is, why it matters, and how it can transform classrooms by Joe Feldman. We are committed to leveraging research while staying true to our school’s purpose.

C’s count for all courses except “Common Learning” or Core classes

If a student earns below an A or a B in a Common Learning class, the credit for this class will need to be recovered. When a content area teacher posts grades, there will be a comment in IC as to whether the C grade is petitionable. At the end of each grading period, Advisors prompt students who have earned C’s to consider whether or not they wish to petition or sign up for credit recovery. Petitions will be accepted until the end of the following quarter.  Classes should be recovered within the next four quarters. 

Students can petition for a C to “count” if there are extenuating circumstances.  If the petition is successful, the grade will not change, but the course will count for Common Learning credit. C petitions are reviewed and approved by the Big Picture leadership team. Access the C Petition in this link.

Students who receive a C or IP may be eligible to take online credit recovery courses. This is possible when the class is closely aligned with district courses. Examples include most Math and Science, World Geography, Foundations of Writing, and Spanish.

Students who earn a B or higher in credit recovery will have that grade and credit replace the grade and the credit they originally earned.

New Vista Common Grading Practice 

This policy outlines the way that grade books at New Vista High School will be set up. This policy exists to:

• Provide clarity for students and families and reduce anxiety
• Consistency in grading practices across content areas
• Promotes educational equity

The use of some common guidelines should support students and families in understanding how learning is assigned a grade. We are proposing this alignment now as we adjust to the 4-point grading scale.

Grading Categories:

*Notes:

• Each of these categories could be divided into smaller categories as determined by departments or teachers. 
• Regardless of the grading category, New Vista teachers will use the 4-point scale to grade assessments/projects/assignments
   

For Morning and Afternoon Blocks, Advisory, and Independent Study Contracts and Service Week, we use the grades: A, B, C, and IP. Teachers may add a (+) or (–) to the grades, but this will not affect the student’s grade point average. Incomplete (I) is only given for emergencies, and the grade must be made up by the due date.
Workshops and Community Experiences are graded on a Satisfactory/Unsatisfactory basis.

New Vista teachers all use the same 4-point grading scale:
Understanding Our 4-Point Grading Scale

At New Vista High School, we use a 4-point grading scale to provide clear and consistent feedback on student learning. This system aligns with best practices in education by focusing on what students know and can do, rather than relying on traditional percentages or letter grades.

Here’s how it works:

• 4: Exceeds Standards
  The student demonstrates advanced understanding and application of the learning goals, exceeding the expectations for the assignment or standard.
• 3: Meets Standards
  The student consistently meets the expectations and demonstrates a solid understanding of the learning goals.
• 2: Approaching Standards
  The student shows partial understanding of the learning goals and is progressing but has not yet fully met the expectations.
• 1: Does not Meet Standards
  The student shows minimal understanding and needs significant support to achieve the learning goals.

This scale helps us communicate specific strengths and areas for growth, encouraging a growth mindset and deeper learning. It also supports equity by separating academic achievement from behaviors like attendance or effort, which are reported separately.

Our goal is to ensure every student understands where they stand academically and how to reach their potential.

Here are some compelling quotes from Grading for Equity by Joe Feldman that support the rationale behind using a 4-point grading scale:

1. On the purpose of grading:
   "Grading should accurately describe students' academic performance and be mathematically sound, bias-resistant, and motivational."
   • This highlights the importance of clarity and fairness in grading, which a 4-point scale supports.
2. On separating academic achievement from behavior:
   "Including behavior in grades creates confusion about what grades are measuring and often penalizes students with fewer resources."
   • A 4-point scale focuses solely on academic progress, fostering equity and clarity.
3. On supporting a growth mindset:
   "When students see grades as a reflection of their effort and learning, rather than innate ability, they are more likely to engage and persist."
   • The 4-point scale emphasizes progress toward clear standards, encouraging growth.
4. On the simplicity of the 4-point scale:
   "Traditional 100-point scales are overly precise, with distinctions that often don’t reflect meaningful differences in understanding."
   • The 4-point scale avoids this issue by focusing on broad levels of mastery.
5. On equity in grading practices:
   "Our grading practices must promote hope and opportunity for all students, rather than reinforce existing disparities."
   • The 4-point scale provides a more equitable approach by aligning grading with learning rather than external factors.

Finally, although the grading system changes how scores are calculated during the learning process, final grades and GPAs remain identical to traditional systems. For instance, an “A” in our system holds the same value as an “A” in other BVSD schools when calculating GPA.

Students must earn an A or B in a class to earn Common Learning (core courses other than electives) credit.