Grading for Proficiency
What is proficiency?
Use of this term simply refers to a student having learned and then demonstrated their learning in alignment with the expectations of a standard.
What is Grading for Proficiency?
Grading for Proficiency is a type of standards-based grading. Grading for proficiency, refers to a system of assessment and academic reporting that allows students to demonstrate the knowledge and skills that they are expected to learn. In public schools, grading for proficiency uses state learning standards to determine academic expectations and define “proficiency” in a given course, subject area, or grade level. Proficiency measures student progress toward the learning goals for their grade level and courses, based on the Massachusetts Curriculum Frameworks. Achieving proficiency is synonymous with “meeting the standard.”
How is Grading for Proficiency connected to the Clipper Experience?
The Clipper Experience offers both a visual reference and additional information about how each undertaking is selected for its connection to this why. Just as our students differ, so too must our approaches to teaching and learning.
In order to fully achieve our vision of a Clipper in Charting the Course to Graduation, we need to advance our approach to teaching and learning. We need to consider both what we teach (e.g., standards, subjects, programs) and how we teach (e.g., student groupings, routine assessment, pedagogies). These are tied together in our reporting and ability to provide quality feedback. A proficiency-based approach connects all of these and serves as the foundation for decision-making about teaching and learning.
The New Report Card
Why are we changing the report card?
The purpose of a report card is to provide clear feedback regarding student progress toward grade-specific, end-of-year learning expectations. The goal in implementing a revised report card is to clearly communicate progress toward Massachusetts grade-level standards to both students and families.
With the new report card, we will be able to offer more clarity and specificity about what students know and are able to do in relation to the standards, as well as what students still need to work on to meet grade-level expectations.
We are updating the report card to better reflect the current Massachusetts learning standards and to align with evidence-based, research-supported practices. The existing report card was last revised over 10 years ago and, since that time, all state standards have undergone major updates—this change brings us up to date.
Our intentional work brings together best practices that help our educators meet students where they are, as they are. The goal is to ensure that all Clippers are exposed to grade-level standards and content and are supported in achieving one year’s growth in one year’s time. This is not just a local change—it reflects a broader shift happening at both the state and national levels. By focusing on what students are learning, ensuring alignment across grade levels, and strengthening communication between teachers, students, and families, we can better support every child’s academic growth and success.
What does the new report card look like?
The new report card is broken down by content areas, special subjects, and CLIPPER habits. Within each area, the year-end priority standards are listed. Next to each standard are two spaces for grades to be entered during the respective reporting period. The report card also has space for teacher comments. A copy of each report card for grades K-4 can be found here.
Please click to view our video overview.
What is the reporting schedule?
Report Cards will be issued twice per school year. The first report card for the 2025-2026 school year will be issued on Friday, January 30. The second will be shared on the last day of school.
With only two reporting windows, how else can I get information about my child’s progress?
You can stay informed about your child’s progress by regularly reviewing work that is sent home, attending parent-teacher conferences, and by maintaining open communication with your child’s teacher throughout the year.
What are the performance indicators (grades) and what do they mean?*
Performance indicators are the markings or levels we use to show how well a student is progressing toward grade-level expectations. Instead of traditional letter grades, performance indicators describe what your child knows and what they can do at this point in the year towards the year end standard.
Here’s what the indicators mean in simple terms:
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Meeting Expectations (MET): Your child is consistently showing understanding of the skills and knowledge expected at this grade level.
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Progressing Toward Expectations (PRG): Your child is learning and making progress, but hasn’t fully reached the expected level yet.
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Developing (DEV): Your child is starting to develop some understanding of the standard.
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Beginning (BEG): Your child is just beginning to work with the standard.
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Grayed out box: This skill or topic hasn’t been taught or assessed at this time.
Please click to view our video overview.
How will students be graded?
Students will be graded based on their performance against end of year standards. Teachers will use proficiency scales to determine where a student falls for each marking period. A proficiency scale is a teacher-created tool used to clearly describe levels of student performance or understanding for a specific skill, standard, or learning goal. It typically outlines a progression of learning from below basic understanding to proficiency.
Students will have opportunities to demonstrate proficiency through:
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Artifacts of learning (tangible pieces of work that show what a student knows, understands, or can do)
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Teacher observation
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Assessments and Benchmark testing
Which standards are being reported on in the report card and how were they selected?
Standards are statements of essential content and skills that students need to know and be able to do for each grade level by the end of the school year. Our standards are published as the Massachusetts Curriculum Frameworks.
Priority standards represent the learning goals our teachers identified as most critical to a particular grade level, content area, or course. Other standards will also be taught, but specific progress toward each of the individual priority standards is what is reported on the report card. This helps teachers and students focus on the skills and content that are most important.
What are the CLIPPER habits for success? (Why isn’t effort graded?)
The CLIPPER habits for success are a set of clearly defined and observable behaviors that support student growth and readiness to learn. These habits are consistent from grade to grade and include skills such as listening and following directions, demonstrating respectful behavior, maintaining focus, accepting feedback, and advocating for help when needed. Instead of grading “effort,” which can mean different things to different teachers, CLIPPER habits give us a clear and consistent way to describe the skills and behaviors that help students succeed in school. These habits will be measured using the same scale we use for academic learning.
Please click to view our video overview.
Why might a box be grayed out?
A box might be grayed out if a standard was not addressed in the current grading term.
How will the report card be shared with me?
Beginning this year, report cards will be shared digitally through PowerSchool’s Parent Portal. This is the same resource and same login you use to complete forms annually when students return to school in the fall.
Will my report card be available in other languages?
Yes, report cards will be available in a student’s native language.
If my child has an IEP how will it be reflected in the new grading model?
All students, including those with Individualized Education Plans (IEPs), will receive a report card reporting how they are progressing toward grade-level standards. In addition, as required by law, you will receive a separate progress report each term that shows how your child is doing with their IEP goals and objectives. This ensures you stay informed about both their grade-level academic progress and their individual learning plan.
For students receiving English Language Development (ELD) services, how will their progress be reported?
The principles and tenets of grading for proficiency are equally as applicable and appropriate for students who are learning English as they are for their native English speaking peers. Students who are multilingual will receive a standards-based report card, reflecting their progress within their SEI classrooms. Multilingual/English Language Learners may also have adjusted grade-level expectations for any oral language and/or communication standard within various content areas. These standards should be adjusted based on the student’s current placement and language proficiency level.
Family Resources
How can I support my child’s learning outside of the classroom?
One of the goals of proficiency-based grading is to provide families with clear, meaningful information about student progress. This approach supports deeper family engagement and helps focus on learning, not just task completion.
To support your child at home, encourage them to pay attention to the learning target in each lesson and to listen carefully to feedback from their teacher. If you ever feel unsure about your child’s progress, we encourage you to reach out to their teacher. Strong communication between families and teachers is key to student success.
We also invite you to stay connected by attending school events such as Open House, Meet Your Teacher Night, and the Districtwide Family Learning Event. These opportunities foster partnerships among families, teachers, and community members.
To reinforce learning at home, consider asking your child:
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What standard are you working on?
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What do you need to know or be able to do?
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How did you show your learning?
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How can I support you?
How can I learn more?
There are leading researchers from whom you can learn more. They include Marzano Research Institute led by Dr. Robert J. Marzano, as well as the body of research on visible learning and collective efficacy led by Dr. John Hattie and Dr. Thomas Guskey. We also value the relationship between grading for proficiency and our work to universally design learning with Dr. Katie Novak.
Families can also read the articles shared and discussed by members of the Family Grading Advisory. They are listed here with links.
Grading for proficiency complements the learning model outlined in Massachusetts’ statewide Educational Vision, which specifically calls out what is expected of Massachusetts schools and districts. Click the link for DESE’s Family Resource Educational Vision: The Learning Experience that explains this vision and provides grade by grade learning guides.
The Massachusetts Department of Elementary and Secondary Education also has resources to inform families about this work: