Ellington’s Equitable Grading Policy for Families
At Ellington, we believe that grades should be fair, consistent, and focused on learning. Grades are not about points, rewards, or penalties — they are about showing what your child knows and can do.
This policy is built on two guiding ideas:
- Equity — every student should be graded by the same clear standards.
- Transparency — families should always understand what a grade means and how it reflects progress.
Below you’ll find an outline of the reporting requirements, how Ellington carries them out, and why these decisions matter for your child.
Primary Grades (Kindergarten–2nd Grade)
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Reporting Requirement
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What This Looks Like at Ellington
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Why This Matters for Families
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Identify which standards within the report card categories are evaluated each quarter
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- Teachers provide a Report Card Companion with your child’s report card, which identifies the standards evaluated each quarter.
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Families know exactly which skills are being measured each quarter, making report cards clearer and helping track growth.
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Develop/use rubrics defining 1–2–3–4 for each scorable category
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- Teachers use district rubrics to score common assignments
- Report cards reflect the average of these scores
- The teacher will request a conference for any “1” on the report card
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Rubrics make grading consistent across classrooms. Families can see where a child is excelling and where extra support may be needed.
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Identify number of common assignments in each subject/grade level
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- Math & Reading: 9 common assignments
- Science & Social Studies: 5 common assignments
- Assignments are sent home for review/signature
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Common assignments ensure fairness: every student is measured on the same important skills. Work sent home keeps families informed and engaged.
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Test Corrections
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- Corrections are allowed only for major assignments (tests and quizzes)
- Available if a student earns a Level 1
- New grade is the average of the two attempts
- Students have 3 days from when the test is returned to complete the corrections
- Corrections must be completed independently, at school
- Only 1 opportunity to correct is allowed per assessment
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Allowing corrections provides students a chance to learn from mistakes and show improvement. Averaging the two scores holds students accountable for both attempts while recognizing growth. This approach encourages persistence, responsibility, and helps grades reflect what students truly understand.
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IEP/504 Plan
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- Classroom teachers assign all report card grades for students with IEPs or 504s
- Special education teachers provide progress reports every 4.5 weeks on IEP goals
- Accommodations (such as small group, read aloud, or reduced answer choices) support access to grade-level work but do not change grading procedures
- If a child is on a modified curriculum, grading will look different — and families will be informed by the case manager
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Families can trust that grades on the report card reflect grade-level expectations, with accommodations in place to support learning. IEP progress reports give an additional layer of information about specific goals. Clear communication ensures families understand when grading is based on modified curriculum rather than accommodations.
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Related arts teachers enter standards-based grades
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- Related arts teachers will use standards-based rubrics to evaluate student performance
- 4 graded assignments per quarter
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Families see how children are growing in all areas — not just core subjects — for a more complete view of learning.
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Elementary Grades (3rd–5th Grade)
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Reporting Requirement
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What This Looks Like at Ellington
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Why This Matters for Families
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Number of categories
Standardized names of categories
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- Grades are separated into two categories: Major Assignments and Minor Assignments
- Major = tests, quizzes, projects
- Minor = classwork, independent work, group work, labs
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Fewer, clearer categories keep grades focused on learning progress and prevent confusion.
Consistent naming makes it easier for families to understand what assignments make up a child’s grade.
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Relative weights of categories
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Major assignments show mastery of key standards, while minor assignments track practice and growth.
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Minimum number of assignments per category
Identify number of common assignments in each subject/grade level
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- Math & Reading: Major (3), Minor (6)
- Science & Social Studies: Major (2), Minor (3)
- Assignments are sent home for review/signature
- Participation is not graded; behavior is reported separately
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Grades are based on multiple opportunities, so one low score does not overly impact averages. Behavior is reported separately to keep grades academic.
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No extra credit to exceed 100% or total available points; or, no extra credit
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Extra credit can hide gaps in learning. Instead, students receive support through reteaching, small groups, and practice opportunities.
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Standardized assignment names
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- Teachers use assignment titles from the curriculum when naming them in the gradebook
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Families see familiar assignment names, making it easy to follow progress and communicate with teachers.
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Compliance vs rubric scoring vs “Collected Only” for daily assignments
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- Grades are based on rubrics and accuracy of the content, not neatness or simply turning work in
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Families can trust that grades reflect learning, not just work habits or effort.
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Minimum grade vs 0
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- Individual assignments and progress reports may have scores below 50
- Quarterly report card grades cannot be lower than 50
- Teachers will request a parent conference if a child is failing
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This policy allows students the chance to bounce back from a tough quarter. While individual assignments or progress reports may have scores lower than 50, quarterly report card grades will not drop below 50. This ensures one difficult quarter doesn’t make it impossible for a child to recover and show growth in later quarters. Every student deserves a fresh start and the chance to improve.
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Test Corrections
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- Corrections are allowed only for major assignments (tests and quizzes)
- Available if a student earns below 70 (D or F)
- New grade is the average of the two attempts
- Students have 3 days from when the test is returned to complete the corrections
- Corrections must be completed independently, at school
- Only 1 opportunity to correct is allowed per assessment
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Allowing corrections provides students a chance to learn from mistakes and show improvement. Averaging the two scores holds students accountable for both attempts while recognizing growth. This approach encourages persistence, responsibility, and helps grades reflect what students truly understand.
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Missing work, exempt work, personalized assignments
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- Missing work (student present): accepted up to 3 days late, with –5 points per day, then a zero
- Teachers will contact parents if a student has 2+ missing assignments
- Make-up work (absence): one day per day absent
- Extended absences (>1 week): The school team may exempt certain assignments
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Balances accountability with fairness. Students are responsible for work, while absences are handled with understanding. Families are partners in making decisions for special cases.
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IEP/504 Plan
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- Classroom teachers assign all report card grades for students with IEPs or 504s
- Special education teachers provide progress reports every 4.5 weeks on IEP goals
- Accommodations (such as small group, read aloud, or reduced answer choices) support access to grade-level work but do not change grading procedures
- If a child is on a modified curriculum, grading will look different — and families will be informed by the case manager
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Families can trust that grades on the report card reflect grade-level expectations, with accommodations in place to support learning. IEP progress reports give an additional layer of information about specific goals. Clear communication ensures families understand when grading is based on modified curriculum rather than accommodations.
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Related arts teachers enter traditional grades
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- Related arts teachers will use standards-based rubrics to evaluate student performance
- 4 graded assignments per quarter
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Families see how children are growing in all areas — not just core subjects — for a more complete view of learning.
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Family FAQ
Q: Why doesn’t Ellington allow extra credit?
Extra credit can give an inflated picture of achievement. Instead, we focus on reteaching, extra practice, and support so grades reflect true mastery of skills.
Q: What happens if my child misses an assignment?
If your child is present but doesn’t turn in work, they have up to three days to complete it (with small deductions). If absences are the reason, they have the same number of days to make it up. For example, if a student missed three days of school, they would have three days to make up the work. Extended absences, more than one week, will be handled on a case-by-case basis with input from families.
Q: Why are behavior and participation not part of grades?
We believe grades should measure learning, not conduct. Behaviors are reported separately so families still receive feedback while keeping academic progress clear and accurate.
Q: How can I help my child if I see grades slipping?
Families can best support learning by reviewing returned assignments, looking over rubrics, and staying connected with the teacher. Open communication between home and school helps us work together to give students the support they need to succeed.
✨ At Ellington, grading is about progress, not perfection. We are committed to making sure every grade your child receives is fair, accurate, and reflects what they are learning.
