Standards-Based Grading

Standards-based grading is an approach to assessing and reporting student learning that focuses on aligning grading criteria directly with specific learning objectives or standards, communicating more meaningful information to parents by providing a clearer picture of their child's strengths and areas for growth.

Learning standards are written descriptions of what students are expected to know and be able to do at a specific stage in their education. They are a guide to what gets taught and assessed in schools. We have aligned our instruction with local, state and national standards.

Following the transition to Standards-Based Grading at the elementary level, we've decided, after careful review and discussions, to extend this approach to middle schools as initially planned, starting with the 2025-2026 school year. 

• Purpose of Grading: Learning is about growth. The primary purpose of grading is to communicate proficiency with academic standards. Parents and students will gain a clear understanding of their academic strengths and weaknesses, rather than merely seeing a test score or homework assignment and wondering where improvement is needed. This approach measures how well a student meets grade-level standards by focusing on their most recent and consistent performance.

• Accuracy of Information: Traditional grades often include non-academic factors that can falsely inflate or deflate them, leading to misleading representations of student achievement.

• Enhanced Communication: We want parents to be involved in their child's education, and this transition will give them the information needed to ask pertinent questions and engage constructively. Traditional grades fail to show what the student has learned and don't give parents information on how to support their child at home.

• Parental Involvement: We want parents to be involved in their child’s education and aim to provide parents with more comprehensive information about their child's academic performance, allowing them to support their child's success more effectively.

• Focus on Growth: Switching to a numerical system underscores the importance of learning and growth over static letter grades.

Traditional grades are based on an average of quiz and test scores, completed homework, classroom participation, attendance, and possibly extra credit. Standards-based grading separates these elements. It allows parents and students to identify exactly where their child may need assistance with academic concepts or where there may be challenges in turning in homework. This approach measures how well a student meets grade-level standards by focusing on their most recent and consistent performance.

In addition the alignment of grading criteria with specific learning standards, the following will also change:

• Letter grades will change to number scores aligned with student understanding of the learning standards.

• Students will be able to retake tests and quizzes until the end of each trimester.

• Homework will be referred to as "practice". Practice is designed to reinforce concepts already learned by students, rather than introduce new material. While practice work will not be graded in the traditional sense, scores may be documented to show student growth and students will receive feedback. The emphasis is on learning rather than compliance.

• Extra credit will be eliminated. Students will be able to retake assessments to improve scores.

Yes, those things are important. However, they should not receive grades. These are behaviors, not learning objectives. Therefore, teachers should focus on developing work readiness skills, task completion, and meeting deadlines. All of these will be assessed and a score entered onto the progress report.  The difference is that these "scores" will not be averaged into the overall score for the standard.

• Priority Standards Identified: These are the key learning goals or essential skills that have been prioritized for students to achieve.

• Scores for Student Achievement Towards These Standards: Students will be assessed based on how well they meet these priority standards.

• Scores for Learning Behaviors: Separate scores will be given for behaviors that support learning, such as attendance, participation, respect, and responsibility.

• Scores for Practice Completion: Students will also receive scores for completing practice work at home or in the classroom.

Staff training this year will focus on strategies for giving effective feedback and understanding grading practices, ensuring all teachers are well-prepared to accurately assess students' academic progress. Teachers will continue to clearly communicate the standards and learning targets to students, just as they do currently.

Our committee of administrators and middle school staff are developing a learning sequence for teachers to outline what students should learn and when. These sequences serve as common assessments used across all classes in the district to ensure cohesion.

Teachers will provide detailed feedback on students' work to help them understand their strengths and areas for improvement, motivating them to strive for progress rather than just a grade. Encouraging students to set personal goals fosters a sense of purpose and achievement, driving motivation beyond grades.

All students will be working towards grade level learning standards or grade level Essential Elements. Students will continue to receive individualized supports and modifications as identified in their individual education plan or 504 plan.

Yes, we will continue with the honor roll. Students will still be recognized for their academic achievements, effort, work completion, attendance and other performance factors.

District 155 is aware of the middle school transition to standards-based grading next year and this will not change the transition to high school. They are already familiar with the process through another feeder school, Prairie Grove Junior High. Students will continue to be placed in high school courses based on classroom performance and meeting course standards. Preparing students to self-assess strengths and weaknesses, self-motivate toward course objectives, and master standards will better equip them for the academic rigor of high school.

Although not comprehensive, here are some middle schools in Illinois that have implemented standards-based grading.

• Prairie Grove CSD 46

• Evanston/Skokie School District 65

• East Maine School District 63

• Lincolnshire-Prairie View District 103

• Woodland School District 50

• Gurnee District 56