Standards Based Reporting

Standards Based Reporting is designed to give students and families clearer information about what a student knows and is able to do. Rather than combining academic performance with behaviors such as participation, effort, or extra credit, this approach focuses on progress toward clearly defined learning standards.

This change supports more meaningful communication between schools and families and helps ensure academic reporting is clear, fair, and consistent.

Beginning in the 2026 – 2027 school year, traditional letter grades will no longer be used for academic areas in grades 3–6. Students in PK–2 already do not receive letter grades in academic subjects. Instead, academic progress will be reported using a performance scale tied to grade-level standards. Student learning will be evaluated based on a body of evidence over time rather than a simple accumulation of points. Habits of work, such as responsibility, participation, and collaboration, will still be communicated, but they will be reported separately from academic achievement.

• Clearer information about specific skills and standard
• Separate reporting for academics and habits of work
• A more accurate picture of progress toward grade-level expectations

We're taking a thoughtful, phased approach to implementation. Teachers are participating in professional development to refine learning intentions, clarify success criteria, and strengthen consistency in scoring practices.

We are also gathering feedback from staff, families, and students as we continue to build understanding and prepare for full implementation.

• Ongoing teacher professional development
• Collaboration across schools and grade levels
• Stakeholder feedback and engagement
• Family information and outreach throughout the process

Standards Based Reporting is a system that evaluates and reports exactly what a student knows and is able to do specific to grade-level learning goals, which the district calls "Learning Intentions". Instead of focusing on accumulating points or completing tasks, SBR focuses on a student's actual progress and mastery of specific skills and understanding over time.

The transition to SBR is rooted in a commitment to clarity, equity, and accuracy. Traditional grades often combine academic achievement with non-academic factors like behavior, effort, or participation, making it unclear what a student has actually learned. SBR separates these factors so families get a meaningful, accurate evaluation of what their child knows and how they can improve.

Our district is phasing in the new system to ensure teachers and systems are fully prepared.

• The initial implementation will begin for grades K – 6 in the 2026 – 2027 school year. 
• For grades 7 – 12, initial implementation will follow in the 2027–2028 school year.

Instead of averaging percentages from every assignment or test, teachers will determine grades based on a "preponderance of evidence". This means a student's grade will reflect their most current understanding and growth, ensuring they are not penalized for early mistakes made while they were still learning a new concept.

Instead of traditional A-F rubrics on daily work, teachers will use a district-wide scale to measure learning:

• Achieving: The student has met the learning intention and grade-level standard.
• Progressing: The student has met foundational criteria and is moving toward independent application.
• Beginning: The student is developing a foundational understanding and still requires support and guidance.

For learners who show evidence of deeper, extended engagement with the learning intention, teachers use the instructional level called "Extending". While these students earn the same letter grade as "Achieving," evidence of their extended learning may be specifically noted on the report card.

No. A core belief of SBR is that academic grades are based solely on achievement. Factors like behavior, attendance, and effort will be tracked and reported separately to parents as "Habits of Work" or "Traits of a Successful Learner". Missing or late work will be treated as an opportunity for learning recovery rather than a point penalty.

If a student misses an assignment or is unable to demonstrate any of the success criteria on the scale, they will receive an "Insufficient Evidence" status rather than a mathematical "zero".Teachers will work with the student to provide multiple opportunities to show their learning.

Our district's guiding rule for this transition is to "do no harm"—meaning the new scales cannot inadvertently reduce student opportunities for scholarships, GPA, or athletic eligibility. For secondary students, the district is currently finalizing policies to ensure high school transcripts maintain traditional final marks for GPA purposes and use a carefully configured conversion system that is fully aligned with college and NCAA requirements.

You can help by asking your child about their learning for the day (e.g., "What are you learning?" and "How will you know if you are successful?"). SBR is designed to empower students to take ownership of their education, so encourage your child to self-assess, review teacher feedback, and take advantage of multiple opportunities to demonstrate their growth.