The Ottumwa Community School District believes that grades should communicate what students know and can do. To ensure we provide all students and families with fair, accurate, specific, and timely information about student progress toward established standards, we will also offer feedback on next steps and areas for growth.

Standards-based grading will be stair-stepped up in the Ottumwa Community School District:

• In the 2024-25 school year, grades K-6 will use standards-based grading

• In 2025-26, 7th grade will be standards-based

• In 2026-27, 8th through 12th grade will be standards-referenced. 

25-26 OCSD Grading Purpose and Expectations 

PRIMARY GRADING PURPOSE:

The primary purpose of grading in OCSD is to communicate achievement status to students, parents, and staff based on the evidence of learning.  Grades are not rewards or punishments = they are a communication of student achievement and demonstration of the level of mastery of the course essential standards (both our academic and citizenship essential standards) from the evidence of student learning and growth.

Secondary Purpose of Grading:

• providing feedback to students for self-assessment and growth toward mastery

• encouraging student progress, resilience, and goal-setting toward mastery

• identifying unit topics and essential standards that teachers need to reteach

GRADING EXPECTATIONS:

1. Entries in the grade book that count towards the student’s final grade will be limited to course or grade-level essential standards.  Emphasis will be placed on the knowledge demonstrated from assessments.  

2. Extra credit will not be given except for additional practice toward the essential standard(s) = extra credit will not count towards the student’s final grade.

3. Students will be provided multiple opportunities to demonstrate their understanding of the essential standards in a variety of ways.  

*Re-assessments will be allowed when additional student practice/intervention has taken place (and/or any missing practice work assignments have been completed).  

4. Teachers will determine final grade book entries by considering multiple points of evidence, emphasizing the most recent evidence, and providing evidence to support their determination.  

*The “average” will not necessarily be the final determining factor for grades.

5. Students will be provided multiple opportunities to practice the course essential standards through classroom activities and appropriate practice work.  Practice assignments and practice work activities will be consistent with course essential standards for the purpose of providing feedback toward the achievement and mastery of those standards.

6. Any evidence of learning toward the essential standards may be included as part of the final grade; final grades will be based on the evidence showing the student’s level of mastery of the course essential standards. 

Ottumwa Community School District Highlights Standards-Based Learning Transition in Community Panel Discussion

The Ottumwa Community School District (OCSD) is excited to share insights from a recent panel discussion centered on the district’s implementation of Standards-Based Learning (SBL), a transformative approach to teaching, assessing, and reporting student achievement aimed at increasing student proficiency and learning, while closing achievement gaps.

Standards-Based Learning is a research-aligned educational feedback system that shifts the focus of grading from traditional point accumulation to clear, consistent communication of what students know and can do toward essential standards. Under this model, student progress is measured by academic proficiency on clearly defined essential standards rather than by homework completion, point accumulation, or other subjective factors blended into one letter grade.

Phased Implementation Across Grades

OCSD is rolling out Standards-Based Grading strategically across grade levels:

• 2022-23: Gateway High School implemented standards-based learning and grading.

• 2023-24: OCSD District Leadership Team developed and provided the district-wide vision and pathway for standards-based learning.

• 2024–25: Grades K-6 fully utilized standards-based grading.

• 2025–26: 7th grade joined the transition to standards-based grading.

• 2026–27: Grades 8–12 will implement standards-based grading while continuing to convert to letter grades at the end of the semester.

Why Standards-Based Learning Matters

Traditional grading systems often obscure specific strengths and areas for improvement by reducing learning to a single letter grade. Standards-Based Learning provides:

• Greater Consistency and Transparency — Grades reflect actual learning outcomes, minimizing subjectivity.

• Focused Feedback for Growth — Detailed feedback helps students understand next steps toward mastery and a deeper understanding of their strengths and weaknesses.

• Multiple Opportunities to Demonstrate Mastery — Students can show what they know in a variety of ways and revisit learning targets after intervention and/or additional practice.

During the panel discussion, education professionals from across the state and nation emphasized that this approach to grading and feedback benefits students by clarifying expectations and encouraging deeper engagement with learning and academic proficiency, rather than prioritizing task compliance or point chasing and point accumulation.

Core Features of OCSD’s SBL Approach

• A consistent 4-point grade scale anchored in mastery levels and proficiency scales.

• Academic achievement is reported separately from behavior, with a focus on essential academic learning standards.

• Grades are based on ongoing evidence of student learning, with growth over time emphasized in final grades and evaluations.

Extra credit is not factored into the final grade unless it contributes directly toward mastery of an academic standard. 

Supporting Students Beyond the Classroom

OCSD’s standards-based learning (SBL) model includes family-friendly proficiency scales that help parents and students understand specific learning targets, what each proficiency level means, and how students can set goals for continuous improvement to close achievement gaps.

As the district continues its progress toward higher levels of learning and academic proficiency, this panel discussion serves as an important resource for families and community members to understand the goals and benefits of Standards-Based Learning. The video captures valuable perspectives from professional educators and national experts on how SBL supports student achievement, consistency in feedback, and preparedness for career and college opportunities.

To learn more about OCSD’s Standards-Based Learning initiatives and to view the full professional panelist discussion, please visit the district’s curriculum and instruction page.

Watch the Discussion

Letter Sent to Families in Fall of 2024

Dear Families,

       I hope this letter finds you well. As we embark on a new school year, I wanted to take a moment to explain an important tool we will be using in our classrooms: the proficiency scale.

       A proficiency scale is a valuable framework that helps us assess and communicate your child's progress in various academic skills and concepts. It provides a clear and detailed picture of where your child stands in relation to specific learning goals. Here’s how it works:

1. Clear Learning Targets: Each proficiency scale is based on clearly defined learning targets or standards that outline what students should know and be able to do by the end of a certain period or grade level.

2. Levels of Proficiency: The scale typically consists of several levels that describe different degrees of proficiency. These levels may vary slightly depending on the subject and grade level, but generally include:

   - Level 1: Limited understanding or ability in the skill or concept.

   - Level 2: Some understanding or ability, but with room for improvement.

   - Level 3: Solid understanding or ability, meeting expectations.

   - Level 4: Deep understanding or ability, exceeding expectations.

3. Assessment and Feedback: Throughout the year, your child will receive assessments aligned with these proficiency levels. Teachers use various methods to evaluate student progress, such as tests, projects, classwork, and observations. Feedback based on the proficiency scale helps students understand their strengths and areas needing improvement.

4. Goal Setting and Growth: The proficiency scale not only measures current proficiency but also encourages goal setting and growth. Students are encouraged to strive for higher levels of proficiency as they progress through their learning journey.

5. Communication: As your child’s educators, we are committed to keeping you informed about their progress. Reports using the proficiency scale will be shared with you regularly, detailing how well your child is mastering key skills and where additional support or enrichment may be needed.

     By using the proficiency scale, we aim to provide a more accurate and transparent assessment of your child’s academic growth. It allows us to celebrate achievements and work together to address any challenges your child may face.

     If you have any questions about the proficiency scale or would like more information about how it will be implemented in our classrooms, please do not hesitate to reach out. Your partnership in your child’s education is invaluable, and we look forward to a successful year ahead.

Using Standards Based Learning for College and Career Readiness

FAQ About College Admissions and Standards-Based Learning and Grading 

How do colleges feel about standards based learning and grading?

Colleges want grade point averages to be an accurate reflection of student learning and understanding.  Grades should correlate to a student’s performance on high stakes assessments, such as Iowa Assessments or ACT.

Is there a problem transferring standards based transcripts to college for acceptance? 

No, students will still receive grades and a grade point average.

How does standards based learning help students be prepared for college? 

Identifying one's strengths and weaknesses as a learner, being self-motivated to meet course objectives, developing strong study habits, and mastering course standards are all aspects of this system that will help students in college.  

How does this practice prepare students for the 'real world'?  

It's only sensible to expect different things of students during the learning process than we expect of them when it's time to demonstrate final proficiency. Applying expectations for a high level of competency to students who are in the process of coming to know content is counterproductive, even harmful.

Those who claim to be preparing students for the working world by disallowing all redos forgets that adult professionals actually flourish through multiple opportunities to demonstrate understanding. Surgeons practice on cadavers before doing surgeries on live patients. Architects redesign building plans until they meet all the specifications listed or industry standards. Pilots rehearse landings and take-offs hundreds of times in simulators and in solo flights before flying with real passengers. Lawyers practice debate and analysis of arguments before litigating real cases. Teachers become much more competent and effective by teaching the same content multiple times, reflecting on what worked and what didn't work each time.  Students benefit from being given multiple situations in which they can show their learning of learning goals and targets, over time.

LSAT. MCAT. Praxis. SAT. Bar exam. CPA exam. Driver's licensure. Pilot's licensure. Auto mechanic certification exam. Every one of these assessments reflects the adult-level, working-world responsibilities our students will one day face. Many of them are high stakes: People's lives depend on these tests' validity as accurate measures of individual competence. People can reassess over and over for full credit.  It is 'real world' to encourage students to actively engage in learning in many ways, over time. 

Collegiate School Admissions Support Letter