School District of Monroe

Evidence-based grading uses a 4-point scale to measure student proficiency on essential skills within a course. It reflects what a student has actually learned, rather than focusing on completion, effort, or behavior. By showing a student’s proficiency level for each skill, it supports more meaningful conversations between teachers, students, and parents about learning. Most importantly, it orients students toward their strengths and areas for growth, making learning the primary goal—not just earning a grade.

To ensure fair and accurate grading that clearly communicates what students are expected to learn and how success is measured. By anchoring learning in enduring skills, we promote student agency and efficacy while creating a culture that values growth and provides all students with clear pathways for continued learning.

Letter grades will still be assigned and will be determined by your child’s proficiency level on each of the essential skills for the course. Below are the proficiency scale descriptors. The district proficiency scale is designed to provide clear feedback to students and families on the level of proficiency a student has demonstrated on a particular skill.

Each course that uses Evidence Based Teaching and Learning principles will have “Proficiency Scales” for each skill assessed. Each of these proficiency scales indicates the overall skill and standard being assessed, including what “success criteria” need to be successfully completed in order to be assessed “proficient” in that skill. Each skill score will be determined by using Mode, Recency and the Overall Body of Evidence as determined by the teacher in cooperation with the student.

The following grading scale will be used to determine the overall letter grade and GPA in the evidence based gradebook. Courses have a minimum of 3 skills areas that all assessments will be organized under.  

Our journey toward Evidence-Based Teaching and Learning began in 2019–20, when leadership and teacher committees launched research into this change. This work included professional development, book studies, workshops, and collaboration with other districts.

Over the past two school years, both Monroe Middle School and Monroe High School staff have engaged in professional learning to prepare for implementation.

• Monroe Middle School
  • 2024–25: 12 teachers piloted one course each.
  • 2025–26: All teachers will fully implement Evidence-Based Teaching and Learning across all courses.
     
• Monroe High School
  • 2024–25: 40 teachers piloted one course each, with two elective teachers converting all of their courses.
    • Core conversions included:
      • English and math (grades 9–11)
      • Science (two core courses for grades 9 and 10)
         
  • 2025–26: Remaining staff will implement one course each. This includes three core social studies courses and several elective offerings.

• Future: AP and college credit courses will transition to Evidence-Based Teaching and Learning.