GRADING AND REPORT CARDS
STANDARDS BASED GRADING:
The state of New Hampshire has adopted curriculum frameworks that outline what students should know and be able to do at each grade level. These frameworks are academically rigorous, and they are designed to prepare students for both college and the evolving 21st century job market. Northwood School is committed to meeting the high expectations set by the New Hampshire Department of Education. As a result, we are aligning our grading practices with the learning outcomes set by the state and we are also changing the level of mastery. Many other schools across the state are making similar shifts in their grading practices, especially at the high school level. Therefore, eighth grade Northwood students will be treated equitably during the admissions process if they decide to explore different high school options.
RANKING PERIODS AND SCHEDULE:
Report cards are issued three times a year. Progress reports are issued mid-way between each trimester for students in grades 5-8. Grades “pause” midway through a trimester in order to view student progress and are available to view online through the Alma Student Information System online grade book. Report cards are issued approximately one week after marks close, at the end of each semester. First semester report cards will be provided during parent/teacher conferences in December. Additional conferences are encouraged and may be requested by a parent/guardian or by the teacher.
1st Trimester Progress Reports (Gr. 5-8) October 13, 2024
1st Trimester Ends, Grades Close December 1, 2024
1st Trimester Report Cards Issued December 13, 2024
2nd Trimester Progress Reports (Gr. 5-8) January 24, 2025
2nd Trimester Ends, Grades Close March 7, 2025
2nd Trimester Report Cards Issued March 14, 2025
3rd Trimester Progress Reports (Gr. 5-8) April 18, 2025
3rd Trimester Ends, Grades Close June 19, 2025
3rd Trimester Report Cards Issued June 26, 2025
Our 2024-2025 report card is built on three key features. First, we streamlined our reporting on academics in grades 5-8 by transitioning from a percent-based grading structure to a 4-point scale. This is in line with our movement toward reporting on competencies. The large number of numerical scores possible in a percent system (0% to 100%) allow for the greater influence of subjectivity and diminish reliability (Guskey, 2015). A competency-based system, on the other hand, is designed to show where a student is in a learning progression. Second, we expanded our performance indicators to include an “X”. It has a value of “0” (zero). This will be used if evidence of learning is nonexistent. For example, an “X” would be recorded if a student did not submit any portion of an assignment despite efforts to work with the student and his/her parent/guardian. Finally, we will continue to separate reporting on behaviors from reporting on academics. No numerical value will be tied to behaviors. Below is a summary of our academic and behavioral indicators.
