Standards Based Grading (EBG) allows each student to receive an accurate report of his/her current level of learning in relation to specific standards for each subject.

• It gives grades meaning and provides specific, actionable feedback.
• It helps teachers adjust instruction to individuals.
• It builds persistence/grit into the system; forces students to focus on learning.
• It helps align and adjust curriculum.
• It raises rigor and better defines excellence.
• It is more fair for all learners.

• More accurate and meaningful feedback for parents and students.
• Separating achievement from work habits.
• Improves the use of data to drive instruction.
• Aligned to current Illinois Learning Standards in all subjects.

Traditional Grading:

• Letter grades are calculated by combining performance on assignments, tests, effort, homework, and expectations.
• Typically a student receives one letter grade for each subject.
• Letter grades do not inform students or families which skills have been mastered or whether they are working at grade level.

Standards Based Grading:

• Students receive a separate mark for each standard.
• Subjects are divided into a list of skills and knowledge that students are learning.
• Parents know exactly what standard a student needs to improve on.
• Social Emotional Standards will report on effort, attitude, work habits, and homework separately.

Standards Based Reporting Scale

• Based on student performance in relation to specific standards.
• Based on the Illinois Common Core Standards.
• Reports what students know and are able to do.
• Academic performance trackers (ELA, Math, Social Studies, Science, Music, Art, Spanish, and Physical Education)
• Separate tracker for Social Emotional Standards

Social Emotional Standards for Evidence Based Report Cards

The Social Emotional Standards for District 80 are inline with our PRIDE Program.

P - Positive

R- Responsible and Respectful

I - Inclusive

D - Determined

E - Engaged

How will student be motivated without letter grade?

• Research shows that letter grades do not motivate students to learn. Research has found three consistent effects of using letter or number grades:
  • Grades tend to reduce student' interest in the learning itself
  • Grades tend to reduce students' performance for challenging tasks
  • Grades tend to reduce the quality of students' thinking

Parents already know what letter grades mean. Why change to another system?

• A standards-based report card gives more information than traditional letter grades, and reports how well the student is progressing towards achieving the standards expected for his/her grade level. It measures student performance in far more detail and in a more equitable way. Students are measured against a standard rather than against their peers. Moving toward a standards-based grading system is a national movement based on years of research. We recognize that letter grades are a time-honored tradition and are what most parents experienced as students however letter grades do not accurately reflect a learner’s knowledge of the standards.

Isn't "Developing" just another way of saying that student earned a "B"?

• One of the biggest differences between a traditional letter-grade report card and a standards-based report card is assessing what students have “learned” not “earned” based on very clear and specific expectations defined by the Common Core State Standards. A “B” is an average of the points earned on tests, quizzes, assignments, and so on but does not tell us what the student has really learned and achieved in terms of standards-based expectations for a specific grade level.

How will English Language Learners or students with Individualized Education Plans (IEPs) be graded on a evidence based report card?

• The learning outcome standards for all students are the same; however, students with IEPs have specific accommodations and/or modifications that enable a student to meet the standards. An accommodation does not change the standard, but provides the scaffolding and support necessary for that student to access and demonstrate knowledge of a standard. ELL students come to our communities with a variety of educational backgrounds and may require a variety of supports to access the curriculum standards.

My child is academically strong. How will evidence based teaching, learning and grading challenge my child?

• Through standards-based instructional methods of pre-assessment, teachers will know if students have already mastered concepts prior to a lesson or unit. It will give teachers an early opportunity to provide meaningful and challenging work for these students. In the classroom, teachers have always been, and continue to be, required to challenge the students who are achieving at or above grade level. Teachers differentiate instruction so that students continue to grow and progress.

How will teachers know when a student has mastered a standards benchmark?

• The standards require students to understand more than just facts—they must understand concepts and demonstrate that understanding using the skills they have acquired while learning the content. Teachers determine when a student achieves mastery by that student’s performance on daily assignments and assessments given throughout each trimester. Teachers will have greater flexibility to use a variety of means to determine when and if a student can demonstrate proficiency which can allow for greater differentiation of instruction and provide more frequent opportunities during an instructional unit for some students to study concepts at a deeper level.

Are there other school communities successfully using this model?

• Yes. Many elementary school districts in this area, as well as across the country, have made the switch to a standards-based grading system. This is a national movement based on years of research.