Version: 2026-07-12 draft.
Article III. SchoolONE Private School Policies
Subarticle A. SchoolONE California Private School Policies
Chapter 1. Vision, Leadership, Faculty and Staff, Resources, Continuous Improvement, and Accountability and Compliance
SchoolONE Policy § 1.6.02. Grade Levels and Educational Level Crosswalk.
(a) Purpose.
(1) SchoolONE recognizes that traditional numbered grade levels were developed within a 19th-century educational model and do not fully represent a competency-based educational system.
(2) SchoolONE organizes educational development through major divisions of learning levels rather than traditional numbered grade assignments.
(3) This policy establishes SchoolONE’s educational level structure and provides a crosswalk for circumstances where external reporting systems require traditional grade-level classifications.
(b) SchoolONE Educational Levels.
(1) SchoolONE’s major divisions of learning levels are:
(A) 𝟘. Preprimary.
(B) 𝟙. Primary.
(C) 𝟚. Secondary.
(D) 𝟛. Tertiary.
(E) 𝟜. Quadrantary.
(F) 𝟝. Quintary.
(c) External Grade-Level Reporting Crosswalk.
(1) Recognizing that governmental, regulatory, accreditation, reporting, and other external systems may require traditional grade-level classifications, SchoolONE shall use the following prioritization when a grade level is requested:
(A) For participants in the Preprimary level:
(i) Pre-K.
(ii) TK.
(B) For participants in the Primary level:
(i) Ungraded Elementary.
(ii) 4th Grade, when appropriate for the subdivision or reporting purpose.
(iii) 8th Grade, when appropriate for the subdivision or reporting purpose.
(C) For participants in the Secondary level:
(i) Ungraded Secondary.
(ii) 12th Grade.
(d) Interpretation.
(1) The external grade-level crosswalk exists solely to provide compatibility with systems that require traditional grade-level reporting.
(2) The use of a traditional grade-level designation does not change SchoolONE’s educational model, competency framework, learning level, program structure, or institutional classification.
(3) SchoolONE may determine the appropriate educational level placement of a participant based on developmental readiness, competencies, learning progress, program requirements, and other educational factors.
(4) SchoolONE’s Tertiary, Quadrantary, and Quintary levels are educational development levels and do not, by themselves, establish postsecondary degree-granting authority, accreditation status, or legal classification.
Source Note
This policy was developed for SchoolONE’s competency-based educational model to establish major divisions of learning levels while maintaining compatibility with external reporting systems that continue to use traditional grade-level classifications. The policy structure, numbering, and drafting approach follow EducateONE Organizational Guideline § 15.4.01. Policy Layout Standard and Style Guide.
