You are here

Attendance, Assessment, & Grading

Students wearing masks and doing schoolwork outdoors

Attendance, Assessment, & Grading


Attendance is contact between a student and a teacher during which district-supervised PK-12 educational services are provided. Attendance policies are set by the school district, and the schools in the district must adhere to these attendance policies. Each district may have a slightly different policy, which may differ further based on whether the class takes place in the school building or a virtual classroom. Report attendance data as designated by your district's policies.

Tracking Attendance during Remote Learning (from Online Attendance)

  • Contact logs
  • Pacing charts/ Adequate course progress
  • Data analytics from Learning Management System (such as weekly progress reports)
  • Attendance taken in live classes
  • Assignment submissions
  • Activity logs
  • System log-in
  • Weekly check-ins with families
  • Face-to-face attendance at school (supplemental programs)
  • Time spent online


Focus on providing students and families with clear success criteria, so students can set goals and monitor their learning throughout the summer learning program. Administer formative assessments and provide feedback, so students have the multiple opportunities to engage in the learning process prior to demonstrating their learning on the summative assessments. Ensure that summative assessments are aligned to learning outcomes and are authentic to students’ lives.

Grading Models

Ensure grades are aligned to learning outcomes and assessments.
Model Description Overall Goal
Pass/Incomplete The Pass/Incomplete model takes into account the inequities that may most likely exist in the current condition. The focus is to provide fair access to educational resources and support for all learners. It does require learners to be independent learners, and while some are ready, others may not be and will require support. The focus should be on what has been learned and how the learners have grown throughout the specific time frame.
Competency-based The Competency-based model focuses on students earning credit based on demonstration of proficiency of competencies rather than seat time. It allows students to advance to higher-level work and earn credit at their own pace. Students demonstrate their learning in multiple contexts and multiple ways. The focus should be on ensuring core standards are being met for success in the next grade.
Standards-based The Standards-based model focuses on learning goals and performance standards. One grade/entry is given per learning goal with the standards as the criterion or proficiency-based. Criteria and targets are made available to students ahead of time, and it only measures achievement, or it separates achievement from effort/behavior. No penalties or extra credit are given. Instead, selected assessments are used for grading The focus should be on ensuring core standards are being met for success in the next grade.
Traditional Letter Grades

If sufficient supports are provided and significant evidence is gathered to validate a letter grade, and A-F grading system is used, during remote learning, the rating of incomplete or no grade at all may be used in lieu of an F grade. However, we strongly recommend that during the remote learning period, all possible barriers the learner may have are addressed and alternative methods of engagement/evaluations have been exhausted.

Before continuing with traditional letter grades, your school community should think through the following:

  • Student’s current grade in the current system of the district is maintained or improved and does not decrease. This is provided the student demonstrates continued engagement and ability at a passing level after the transition to instructional remote learning days
  • Learners can improve grades as they demonstrate proficiency/mastery/attainment of prior and future skills and work.
  • Schools provide the option of either limiting the use of grades to reflect learning recovery/remediation or to use grades to reflect learning of new concepts as well.
    • Schools communicate the appropriate level of student accountability for this work during new instructional remote learning opportunities.
    • The use of F is not in place during remote learning. Instead, a grade of incomplete or No Grade is recommended for usage.
The focus should be on what learners have learned, the effort, time, and energy put into the work, and comprehension level of the material.

Guiding Questions

  • How will you define attendance? Seat time? Tasks met? Work from packets completed? Blend?

  • How will you set expectations for minimum attendance?

  • How will you collect and collate attendance data? Who will oversee this process?

  • How are students receiving feedback on their learning?

  • Do students know what the criteria is for success?

  • How are students setting their learning goals and monitoring their progress?

  • How are students demonstrating their learning?

  • How are grades, if given, reflecting what students are learning?

icon of toolsResources


For questions about this information, contact Tamara Mouw (608) 266-2364