- Evanston/Skokie School District 65
- Standards Based Grading & Report Cards
Standards Based Grading and Report Cards
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District 65 believes that report card grades are meaningful, accurate, and actionable for students, their families, and educators.
A Standards Based Grading report card is a snapshot of current learning and conveys two separate concepts:
- Academic measures reflecting current proficiency of grade-level standards
- A separate rubric on the habits of a student
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Grading/Reporting Scale for All K-5 Students
Academic Learning Measures (Standards-Based)
Academic Learning Measures (Standards-Based) Grading Scale Grading Scale Legend EX Exceeding Standard Exceeds the rigor of the end-of-trimester standard consistently and independently across a variety of contexts.
Quick Explanation: The student is able to consistently demonstrate grade level learning across a variety of tasks and they are able to extend that learning to new and different tasks.
ME Meeting Standard Meets the rigor of the end-of-trimester standard consistently and independently across a variety of contexts.
Quick Explanation: The student is able to demonstrate the learning required here at the grade level expectation. They are able to do this consistently and across different learning tasks.
PR Progressing in Learning of Standard Making progress towards consistently and independently meeting the end-of-trimester standard across a variety of contexts.
Quick Explantation: The student is making good progress towards the learning described here. They may be meeting the grade level expectation, but not yet consistently. Or a student may be growing and close to meeting the expectation but not yet demonstrating a complete understanding. More time and/or practice may be needed to help the student get to the grade level expectation.
BE Beginning Learning of the Standard Developing foundational skills needed to progress towards meeting the end-of-trimester standard consistently and independently.
Quick explanation: The student is beginning to learn the skills that are needed to get to grade level learning. This is a potential area to learn more about how to support your students' learning. We want to see all students meeting standards by the end of the school year.
IE Insufficient Evidence Lack of student evidence submitted to assess standard. Quick explanation: The classroom educator was not able to gather enough evidence of student learning aligned to this descriptor to share an accurate learning measure. This may be caused by limited attendance.
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Grading/Reporting Scale for All Middle School Students (SY 2022-2023 ONLY)
Academic Learning Measures (Percentage-Based)
Academic Learning Measures (Percentage-Based) Grade Percentages Letter Grade 90-100% A 80-89% B 70-79% C 65-69% D Below 65% F
Standards Based Grading
Why Standards Based Grading?
Las Calificaciones Están basadas En Los Estándares
¿Por qué las calificaciones están basadas en los estándares?
New Report Cards and How to Read Them
Navigating the new for K-5 and 6-8
Revisiones De La Boleta De Calificaciones
Report Cards
Learning Habits
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Learning Habits Descriptors K-5
Learning Habits Descriptors K-5
Kindergarten - Fifth Grade - Process of Learning Indicators - Habits of Learning Descriptors Beginning Progressing Meets Asks and responds to questions related to specific topics Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Uses feedback from others to make improvements Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Completes assignments with quality and punctuality Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Takes risks as a learner Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Exhibits effort and perseverance Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Takes initiative to learn Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Accepts responsibility for own behavior Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Demonstrates effective social problem solving skills Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Manages stress by using coping strategies Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Understands the effect of one's behaviors on others Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Identifies and communicates feelings and needs Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Respects others' identity, rights, and feelings Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Actively works to establish and maintain positive relationships Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Works collaboratively with others. Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. -
Learning Habits Descriptors 6-8
Learning Habits Descriptors 6-8
Sixth - Eighth Grade - Process of Learning Indicators - Habits of Learning Learning Habits Beginning Progressing Meets Prepares to Learn
- Ready to learn
- Prepared with needed materials
- Demonstrates organizational skills
- On-time
- Completes and submits assignments on time and with quality
- Seeks out help when needed.
Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Engages in Learning
- Focused on learning and instruction during class
- Actively engaged in class discussions and learning
- Places effort into work
- Collaborates effectively
- Respectful to individuals, the class, and guidelines
Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. Takes Initiative to Learn
- Reflects on learning and takes appropriate steps to improve
- Uses feedback (self-assessment, peer assessment and educator) to improve learning.
- Displays confidence to take on new challenges
Advocates for one's own learning needs. - Demonstrates honesty and integrity in learning
Inconsistently demonstrates all the behaviors with reminders Consistently demonstrates most of the behaviors with minimal reminders.
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Consistently demonstrates all the behaviors with reminders.Consistently demonstrates all the behaviors with minimal reminders. - Ready to learn
Handbook
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Standards Based Grading and Reporting Handbook
District 65 Standards Based Grading and Reporting Handbook (English)
District 65 Standards Based Grading and Reporting Handbook (Spanish)
Standards & Targets
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Reporting Standards and Learning Targets by Grade Level
Reporting Standards and Learning Targets (English)
Reporting Standards and Learning Targets (Spanish - Coming Soon)
FAQs
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Why change to Standards Based Grading?
"Why would anyone want to change current grading practices?
The answer is quite simple: Grades are so imprecise that they are almost meaningless.” (Marzano 20001)
Since the State of Illinois and Evanston/Skokie 65 have implemented new learning standards and new curricula in many subjects, District 65 has not updated grading, assessing, and reporting that mirror updated practices in classrooms. Current Illinois learning standards are rigorous, and while the District has worked to implement standards-aligned curricula, our District has yet to systemically address how student learning and mastery of standards is assessed, graded, and reported.
Many experts in education from around the world (Dylan William, Doug Reeves, Myron Dueck, Thomas Guskey, Ken O’Connor, Susan Brookhart, and Robert Marzano) have found that the most effective grading practices provide accurate, effective, and timely feedback to improve student performance. The traditional grading system reduces everything a student does into a single letter grade that is neither timely nor actionable.
The single letter grade has so many academic and nonacademic variables attached to it. These variables differ from teacher to teacher and school to school. Standards-based grading provides District 65 with the opportunity to unravel some of the variables attached to grades and place them appropriately and consistently.
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Will my child be prepared for high school when they do not use a standards based grading report card?
Students who experience standards-based grading in K-8 are prepared for high school, even if their high school teachers continue to use a more traditional system, because they are aware of the content knowledge and skills they have achieved, and because they are pushed to become more independent learners who take more responsibility for their learning.
“A standards-based report card identifies the specific learning goals within the curriculum so that appropriate rigor can be ensured. It also communicates more detailed information about higher levels of success. These distinct benefits serve to prepare students well, no matter what type of learning environment they enter after they leave school.” (Guskey & Bailey 2017).
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What are the advantages of standards based grading?
- Allows students, teachers, and parents/guardians to gauge each student’s progress per standard
- Represents more accurate representation of student’s knowledge and skills at each rotation/trimester
- Provides multiple chances for students to show what they know
- Limits the chance of penalizing students for mistakes made during the learning process
- Increases consistency in grading policies and criteria across teachers and schools
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What is the main difference from traditional grading?
- Standards-based grading focuses on a student’s progress toward meeting grade-level standards rather than a simple accumulation of points.
- It uses a symbolic scale that in our case uses letter combinations to refer to where students are on their learning journey (EX, ME, PR, BE) rather than a letter scale (A, B, C, D, F).
- To earn the highest mark of a “EX”, students must demonstrate exceptional understanding of the standard, not just general understanding of the standard, requiring students to show they can think more deeply and tackle more complex problems on their assignments with consistency and independence.
- It is less subject to being influenced by non-academic behaviors, such as tardiness or not speaking up in class.
- Grades are determined by each student’s ability to meet standards; not by how he or she compares to other students in the class. All students are expected to meet or exceed standards. Course grades are not based “on a curve”; all of the students that meet high standards can receive high grades.
Traditional Grading System Standards-Based Grading System 1. Based on assessment methods (quizzes, tests, homework, projects, etc.). One grade/entry is given per assessment. 1. Based on learning targets and reporting standards. One grade/entry is given per learning goal. 2. Assessments are based on a percentage system. Criteria for success may be unclear. 2. Standards are criterion or proficiency-based. Criteria and targets are made available to students ahead of time. 3. Use an uncertain mix of assessment, achievement, effort, and behavior to determine the final grade. May use late penalties and extra credit. 3. Measures achievement only OR separates achievement from effort/behavior. No penalties or extra credit given. 4. Everything goes in the grade book – regardless of purpose. 4. Selected assessments (tests, quizzes, projects, etc.) are used for grading purposes. 5. Include every score, regardless of when it was collected. Assessments record the average – not the best – work. 5. Emphasize the most recent evidence of learning when grading. Adapted from O’Connor K (2002). How to Grade for Learning: Linking grades to standards (2nd ed.). Thousand Oaks, CA: Corwin Press.
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Why do formative assessments, homework assignments, or participation count so little in a student’s grade, why should students take them seriously?
- Formative assessments and homework allow students to try out what they are learning without having to worry about how it affects their final grade.
- Teachers create formative assignments to gain insight into levels of student learning and to check for gaps in students’ understanding.
- Homework is used for practice, to prepare students for upcoming learning, and to reinforce and extend learning, but never to learn material for the first time.
- When students don’t complete homework, it becomes evident in their learning habits feedback, formative assessment feedback, and benchmark assessment scores.
- When these warning signs arise, students can then (with the help of their teachers and parents/guardians) set goals and develop plans to better support their own learning.
- Under standards-based grading, students are not relieved of the responsibility to participate in ALL aspects of their classes. Frequent independent practice of what is taught in class aids long-term learning.
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What does my child need to do to achieve an Exceeds (EX)?
- It is important to understand that an EX in standards-based grading is not the same as earning an “A” in the traditional system.
- Evanston/Skokie School District defines an EX as “Exceeds the rigor of the end-of-term standard consistently and independently across a variety of contexts.” This means that students need to be able to extend the grade level learning in a manner that shows they are transferring and applying the learning independently to different learning contexts. Examples of actions that may demonstrate skills aligned to “EX” include demonstrating they have a greater understanding by elaborating on their answers, solving more challenging problems, or showing connections between varying concepts that they have made on their own.
- Some students may find this aspect of standards-based grading more challenging since “going above and beyond the minimum standard” may take extra effort and persistence.
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If my child does everything that is asked of her/him/them, why doesn’t she/he/them get an EX (Exceeding) or ME (Meeting)?
- In a Standards-Based Grading system, a student’s grade depends on showing mastery of the standards. Completing the assigned work is important to a student’s learning, but assignments will be graded based on what a student is able to show what they know.
- Grades determined in our standards-based grading system more accurately show what students know and can do.
- If a student completes all assigned work but is unable to demonstrate mastery of the content knowledge, the student will not receive an EX or ME. They may receive PR (Progressing) if they are growing towards grade level proficiency in the skill or BE (Beginning) if they are working on acquiring the foundational skills that will help students grow towards the skill.
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What is the difference between a BE, IE and a blank grade?
- If a student earns a BE (Beginning), it means that he/she completed and submitted enough evidence to assess the student's performance towards the reporting standard. The work shows that they are beginning to demonstrate the learning that will support the student to get to grade level, but they are not yet making progress in the grade level learning. It is important that the student reviews this standard and works with the teacher to identify their next steps and receive further instruction to prepare for the next assessment or a retake opportunity.
- An IE (Insufficient Evidence) is given when there is not enough evidence for a teacher to assess a student’s understanding or progress towards standards. Typically, this means that a student did not turn in or complete an assessment or assignment. If a student earns an IE, they need to speak to their teacher immediately to determine if they can still turn in or redo the assessment in question; or complete an alternate assessment to make up the grade.
- A blank or empty cell on the report card indicates that a standard is not assessed that quarter. There is no action that needs to be taken on the part of the student. With multiple standards throughout the year, not all are assessed each quarter.
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How are middle school grades being calculated during the 2022-23 schools year as the District begins to transition to Standards Based Grading?
For the 2022-23 school year, middle school Literacy and Language Arts, Math, Science, and Social Studies educators are beginning the process of issuing grades that are a more direct reflection of a student's knowledge and/or skills aligned to a grade level standard. This is referred to as Standards based grading.
Standards based grading focuses on reporting a student's level of proficiency on a grade level standard and expectation and works to separate items like practice tasks from a student's grade. District 65's vision for this work is to provide meaningful, accurate, and actionable grades for students, families, and educators.
This year, we are beginning to make shifts towards standards based grading and as we do this we need to make sure that the evidence we use in generating grades is more focused on assessment tasks that are completed by students after they have been taught the content, had a chance to practice, received feedback and done with independence unless the standard says otherwise. These tasks are referred to as summative tasks or assessments. As a result, students' course grades in these content areas will consist of 85% evidence from summative tasks and assessments and 15% evidence from the process of learning or formative tasks, which may include tasks that are focused on providing practice like homework, some classwork tasks, participation, etc.
As we make this shift, we want to underscore that a summative task may include the end of unit projects or assessments but also includes educator selected tasks that are completed by students after content has been taught, there has been an opportunity to practice and get feedback. This allows for grades to be a more accurate reflection of students' knowledge and skills aligned to grade level expectations. Please see the District 65 webpage on standards based grading for additional information.
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Why did my students grade shift from ME (Meeting) to PR (Progressing) in trimester 2?
Standards based grades are meant to report a student's ability to know and do what academic standards require of them at their grade level. As District 65 built our standards based report card, we committed to reporting progress on the standard at the end of each term.
Early in the year, the expectation of what a student can do in relation to a standard may be lower and then the demand or complexity of the learning later in the year. A student could be meeting the expectation of the standard at the end of trimester one, yet the demand of the learning may grow and become more complex by the end of trimester two. This could lead to a student still being proficient in trimester one learning but not yet proficient in the newer, more complex demonstration of the standard at the end of trimester two. Please see the example below and you can refer to the reporting standards and learning targets.
Reporting Standard for 2nd Grade Math: Uses an understanding of place value to create hundreds, to read and write numbers to 1000, to compare three-digit numbers, and to count by 1s, 5s, 10s, and 100s (2.NBT.1-4)
Learning Targets Per Trimester Learning Targets for Trimester 1 Learning Targets for Trimester 2 - I can build three-digit numbers in different ways.
- I can read and write three-digit numbers.
- I can compare three-digit numbers.
- I can build three-digit numbers in different ways.
- I can read and write three-digit numbers.
- I can compare three-digit numbers.
Feedback
Feedback
Please use the form below to provide your feedback!
Having trouble with the form? Access the Feedback form directly
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Credits: District 65 thanks Orland 135 School District and Renton School District for sharing their resources and allowing the District to draw from their work.
