District 31 is committed to providing grading practices that are accurate, meaningful, and focused on student learning.

Standards-Based Grading is one part of our larger commitment to ensuring that curriculum, instruction, assessment, grading, and reporting all work together to support student success.

This work aligns directly with Goal 1 of the District's 2022–2026 Strategic Plan, which focuses on improving student growth and achievement through a standards-aligned, differentiated curriculum.

Our work has also been informed by:

• Community and stakeholder feedback gathered during the strategic planning process
• Educational research and nationally recognized best practices
• Recommendations from a comprehensive curriculum audit conducted by the Consortium for Educational Change (CEC)

Over the past several years, District 31 has intentionally aligned curriculum and instruction with Illinois Learning Standards so that every student has clear learning expectations and consistent opportunities for success.

Standards-Based Grading provides families with a clearer picture of student learning by focusing on what students know and can do—not simply how many points they earned.

With Standards-Based Grading, families can better understand:

• What their child has mastered
• Skills that still need development
• Progress toward end-of-year learning expectations
• Areas where additional support or enrichment may be beneficial

Instead of asking, "What grade did my child earn?", families can ask, "What has my child learned, and what comes next?"

This creates more meaningful conversations between students, families, and teachers about learning and growth.

Our commitment is not to preserve one grading system indefinitely.

Our commitment is to use grading practices that:

• Accurately reflect student learning
• Support continuous student growth
• Provide meaningful and timely feedback
• Promote student ownership of learning
• Align with educational best practices
• Support District 31's mission of empowering every student to make a positive impact on tomorrow's community

As educational research evolves, we will continue refining our practices to best serve students and families.

Academic achievement and student behaviors are reported separately because they measure different aspects of a student's school experience.

Academic Standards

Academic proficiency reflects a student's progress toward meeting grade-level learning standards. Each standard includes clearly defined learning targets that describe the knowledge and skills students are expected to demonstrate by the end of the school year.

The proficiency level provides a snapshot of where a student is currently performing in relation to those year-end expectations.

Students who are identified as Beginning or Developing are still progressing toward proficiency, and growth throughout the school year is expected.

Behavioral Standards

Behavioral expectations—such as responsibility, collaboration, organization, and work habits—are reported separately from academic achievement. This ensures that academic grades communicate what students have learned while behavioral reporting provides meaningful feedback about important learning behaviors.