Throughout the 2017-18 and 2018-19 school years, the District's Standards-Based Grading Committee met monthly to develop a standards-based report card for those grade levels.
The committee focused on the importance of developing a tool that would communicate with parents, students and staff a measure of a student's academic and behavioral progress that goes significantly beyond a traditional "letter grade" report card.
Timeline for Change
The new report card will be launched for all K-5 students during the 2020-21 school year, beginning in August 2020.
A Video on District 401's Transition
In the following video, Director for Curriculum & Instruction Dr. Leah Gauthier provides an update and overview on the District's transition to standards-based grading.
What Is Standards-Based Grading?
Standards-based grading communicates how students perform on a set of clearly defined learning targets called "standards."
The purpose of standards-based grading is to identify what a student knows, or is able to do, in relation to these learning targets, as opposed to simply averaging grades or scores over the course of a grading period.
Once in place, the new system will provide detailed information about how a student is progressing toward standards in specific content areas.
The new report card will communicate much more than an "A," "B" or "C" about a student. Instead of traditional letter grades, standards-based grading uses numbers on a proficiency scale of 1 to 4. These scores indicate the extent to which a student is on track to meet all applicable end-of-the-year learning standards.
What the Numbers Mean
These numbers do not correlate with letter grades.
In a proficiency scale, the numbers 1-4 indicate the following levels of performance:
► 1 means "Below Grade-Level Standards,"
► 2 means "Developing Grade-Level Standards,"
► 3 means "Meets Grade-Level Standards"
► 4 means "Exceeds Grade-Level Standards"
Using proficiency scales helps communicate to students that learning is a process.
Some concepts and skills are more difficult than others to learn. A score of 1 or 2 while learning a new skill or concept is appropriate and not intended to be punitive. A score of 3 is the target; it shows proficiency and is to be celebrated! A score of 4 indicates a student has reached proficiency and applied knowledge beyond the grade-level standard.
Standards-based grading measures a student's mastery of grade-level standards by looking at recent and consistent performance.
A student who may have struggled at the beginning of a grading period may still demonstrate mastery by the end of the grading period.
This differs from traditional grading, where a student's performance for the entire quarter is averaged together and students are graded on something they used to not know rather than on their present level of performance and knowledge.
Work Habits and Behavior
Standards-based report cards separate academic performance from work performance and behavior in order to provide parents a more accurate view of a student's progress.
Effort, participation, cooperation, attendance and homework completion are reported separately.
Again, this differs from traditional grading, where factors such as late work, homework completion and behavior during an activity could factor into an overall average score.
If Your Child Is Part of the Pilot Program
What type of report card will your child receive at the end of a grading period if he or she is part of the District's pilot program in 2019-20?
Your child will receive two report cards at the end of each quarter: a traditional report card and a standards-based report card.
This will allow parents in the pilot program to compare what information is provided by each report card and offer their feedback.
Next school year, all parents of K-5 students will receive a standards-based report card.
Remember, Numbers Don't Equal Letter Grades
As the District makes this transition, it's important for parents and students to understand that the numbers used in standards-based grading do not correspond to letter grades. Specifically:
► The 1-4 scale should not be compared to the traditional A-F grading scale.
► A mark of “3” cannot be considered a "B," nor should a “4” be considered an "A."
► The "Meets Grade-Level Standards" score of 3 shows that a student is performing at grade level. If that performance is maintained, the student will meet the end-of-year standard.
Standards-based grading measures the mastery of multiple learning targets. A student's performance is measured against those standards rather than against the performance of other students. The goal is for everyone to meet or exceed the standards.
District 401 is holding information sessions during the 2019-20 school year for parents to learn more about standards-based grading. The most recent sessions were held Nov. 4 at Elmwood Elementary and EPHS, and Nov. 5 at John Mills.
Future sessions will be listed here as soon as they are scheduled.
To Learn More | Podcast
District 401's podcast, "Parkside Chat," devoted a recent episode to standards-based grading. The episode focuses on the process behind the shift away from traditional grades to standards-based reporting and how such a shift provides improved feedback, more relevant instruction and student ownership of education.
Teachers and students from John Mills Elementary School discuss the process with Parkside Chat host Ms. Jessica Iovinelli and talk about how it has affected teaching and learning.
To Learn More | Video
For additional information about standards-based grading, we invite you to view the following video produced by TeacherEase, a company specializing in standards-based learning.