How We Grade

In Proctor, we believe…

  • Grades reflect student progress towards achievement of grade level outcomes.

  • Grades support student learning.

The role of grading is to communicate the student's level of understanding

and application of specific knowledge.  The state of MN defines this knowledge through  academic standards.  These standards are divided into grade level benchmarks which inform schools of specific competencies that students should be able to meet by the end of the year.

Proctor is exploring a consistent grading mission across all grade levels.

We are currently in Phase 2 of our four phase implementation plan.

Grading Committee

Elementary Representatives

Jill Lackner

Andrea Ruth

Jenn Wilson

Rob Marohn

Krista Bauers

Middle School Representatives

Gina Mogen

Erick Perela

Bri Johnson

Leah Gagne

High School Representatives

Tony Menor

John Martin

Lowell Harnell

Linda Hughes

Glen Gilderman

Facilitator: Gina Cole

District Rep: Mark Hagemeyer

District Administrators

All grade level teachers had the opportunity to participate in a grading round

table discussion.  Here are the big ideas that were taken from each discussion.

Grades K-1:

  • provide a real time reflection of student achievement for families

  • should reflect achievement with separate feedback on personal responsibilities

  • provide an understanding for families of skills taught and where their student is achieving on those skills.

  • are for the parents and students, written in parent friendly language that provides specifics with data and show honest growth towards skills. 

Grades 2-3:

  • are an overall picture of a students current level of achievement on end of the year goals.

  • should reflect a students achievement with a separate personal responsibility section.

  • are a barrier for parents, should be clearly communicated to families to understand a students level of achievement.

  • should set up a student for their future with timely and ongoing feedback.

Grades 4-5:

  • should focus on growth and learning.

  • are a communication tool to show progress towards end of the year goals.

  • for achievement should be separate from personal responsibilities.

Grade 6:

  • reflect individual mastery of end of the year outcomes.

  • are actionable and provide a place for students to grow, not an ending.

  • should be transparent for kids and families around student achievement.

  • for academic achievement should be separate from personal responsibilities.

  • equal feedback and should demonstrate a students learning not a comparison to their peers.

Grade 7:

  • should reflect intended outcomes based on content, both standards and soft skills separate

  • show current level of achievement to make instructional decisions

  • equal feedback

Grade 8:

  • are an accurate picture of a student achievement of intended outcomes

  • are feedback that should foster learning

  • should motivate students to learn.

JMS Special Ed:

  • are based on individual outcomes vs. grade level outcomes

  • provide timely feedback for support


  • provide frequent feedback to reflect content trends of end of the year goals 

  • are a communication tool for parents of useful and timely feedback

  • guide instructional trends of strengths and weaknesses 

  • communicate outcomes of proficiency and personal responsibilities

  • provide an accurate picture of student achievement

  • should be feedback throughout the year that represent a building of skills needed throughout the year towards the end of the year goal.

  • need to be transparent to show levels of achievement

  • personal responsibilities should be separate

  • should be current and up to date feedback

  • need to be consistent

Proctor Public SchoolsK-5 Report Card Frequently Asked Questions

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