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Grading

District 401 utilizes standards-based grading (also known as standards-based reporting) for K-8. This approach allows teachers to better provide feedback to students and families on a student’s learning progress.

Standards-Based Grading & Reporting Purpose


Standards-based grading and reporting clearly communicates how students perform on a set of clearly defined learning targets called "standards." In Illinois, all public schools are required to teach the Illinois Learning Standards. The purpose of standards-based grading and reporting is to identify what a student knows or can do, in relation to these standards.

A key difference in a standards-aligned system is that teachers and students have clear knowledge of the learning targets (what students must know and be able to do) that indicate if students are performing at grade level.  Another difference in standards based grading is that it is important to separate feedback on learning habits and academic performance.

  • Learning Habits describe student behaviors that facilitate, broaden, or extend learning. These learning habits are organized into three categories - be respectful, be responsible, and be ready.
  • Academic Measures reflect how well students have achieved specific academic learning goals, standards, or competencies.

In a standards based system,

  • Curriculum clearly identifies what needs to be learned and how to assess it.
  • Learning targets are clear and shared with students.
  • Formative assessments are used to monitor student understanding and growth towards learning targets.
  • Students have opportunities to work on areas of need as indicated by the formative assessments.
  • Students are assessed using summative assessments that are standards aligned after learning has occurred.
  • Process of learning and product of learning are reported separately. 


Timeline for Implementation

SBG Roadmap

Learning Habits For Success K-8


Standards-based report cards separate academic performance from habits of learning performance to provide parents with a more accurate view of a student's progress.  

  • Be Respectful: demonstrates interpersonal skills to maintain positive relationships
    • Student recognized and accepted the boundaries of others (personal space)
    • Student interacted with others appropriately by being kind, caring, taking turns, and seeing the perspectives of others
    • Student used active listening skills (paying attention to others when they are speaking)
  • Be Responsible: demonstrates self awareness & self-management skills
    • Student listened and followed directions
    • Student communicated their needs and wants appropriately
    • Student was engaged and participated in class 
  • Be Ready: demonstrates decision-making skills in a school community
    • Student was prepared(organized)
    • Student had proper materials
    • Student was on time and ready to work

Learning Habits are reported using the following performance codes:

  • C - Consistently demonstrates 90 - 100% of the time
  • O - Occasionally  demonstrates 50 - 90% of the time
  • R - Rarely demonstrates less than 50% of the time


Academic Measures & Student Learning Criteria


Domains and Learning Criteria by Grade Level and Content Area:

Proficiency Levels


It's important to keep in mind that the numbers in a standards-based report card do not correlate with traditional letter grades.  On a proficiency scale, the numbers 1-4 indicate the following levels of performance:

  • 4 - Exceeds: Meets and applies the rigor of the standard to more complex tasks that show a deeper level of understanding.
  • 3 - Meeting: Student demonstrates understanding of the skill at the level expected.
  • 2 - Approaching: Student is moving toward being able to demonstrate understanding of the skill and meets most expectations.
  • 1 - Below: Student is beginning to develop the foundational skills needed.


Retake Protocol K-8


Teachers of students in grades K-2 reteach and reassess as needed, and may offer the opportunity to retake a summative assessment or portion of a summative assessment if their score is discrepant from observed classroom performance. If applicable, students will be offered one retake per summative assessment.
In grades 3-6, retakes are designed to allow students a second opportunity to demonstrate their mastery of a standard when they believe the initial summative assessment's score does not accurately reflect their performance. Students should fill out the following forms (grades 3-5 or grades 6-8) to request a retake.

Elmwood Park High School
Standards-Based Grading & Reporting


During the 2024-2025 school year, high school students will receive an updated standards-based report card in their core English Course (English I-IV and Honors). The focus and priority over the past years was to develop a tool that would communicate with parents, students, and staff a measure of a student's academic and social-emotional progress that goes significantly beyond a traditional "letter grade" report card.


Learning Habits for Success 9-12


Quality learning habits of work are an essential part of students' pathway to success. Students receive a separate Learning Habit indicator in each course.  Learning Habit indicators assess how students interact with others, how students approach learning challenges, and how students participate in class. 

  • Be Ethical: Behave ethically and treat others with respect. Accept responsibility for personal decisions and actions. Participate in creating a positive, safe and comfortable environment.
  • Be Collaborative: Work actively and cooperatively to achieve group goals. Perform a variety of individual roles and responsibilities within a group.
  • Be Accountable: Complete homework and come prepared. Be attentive. Participate effectively during class. Meet deadlines and established criteria. Access appropriate resources to solve problems.

Learning Habits are reported using the following performance indicators:

  • M = Meets Expectations: Student demonstrates appropriate conduct of the work habit. 
  • G = Area for Growth: Student demonstrates a need for improvement for the work habit.


Student Learning Criteria


Domains and Learning Criteria by Course:

  • ELA Courses: (English I & II) (English III & IV)


Proficiency Levels


These numbers do not correlate with letter grades. 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 Expectations"

Students may receive an indicator of “NE” to represent “No Evidence” and may mean one of the following:

  • Not assessed: student was absent & needs to make it up
  • Not applicable: student made an attempt but there was not enough information to score what was submitted
  • No attempt: student was in class but refused to complete

Retake Protocol 9-12


Retakes are designed to allow students a second opportunity to demonstrate their mastery of a particular standard when they believe the initial summative assessment's score does not accurately reflect their performance. Students should fill out the Retake Request Form to request a retake. Conditions for retake opportunities are outlined below:

  • Students will be provided with one (1) retake opportunity, per summative assessment.
  • To be granted the opportunity to retake an assessment, all formative assignments must be completed and relearning activities requirements must be met to indicate to the teachers that the student is ready to take the assessment a second time. 
  • The retake will take place within two weeks of the reported grade from the summative assessment or by the end of the semester — whichever is sooner.
  • Students will only retake the parts of a summative assessment that are aligned to the specific unmastered priority standard(s). 
  • Students will receive a new score based on their retake performance. Students can only increase their scores; retakes will not result in a lower score than the initial summative assessment.

Calculation of Grades 


The score for a standard that is reported on the report card is generated by averaging all summative assessments. This means that the student's final score will reflect the mastery of the learning standards. The standard scores will be converted to an overall letter grade for GPA and class rank purposes.

  • Learning standards are assessed per semester with an earned performance level score.
  • The conversion chart is used to determine a letter grade for the course. The overall score is the average of all the performance level scores per semester.
  • The letter grade is added to the course grades to determine credits earned per semester which is calculated in the student’s GPA.

Checking Progress with PowerSchool


Student progress may be viewed throughout the entire school year by logging into your PowerSchool account.
If you do not have your login information, please feel free to contact the Registrar's Office at 708-452-7272.

* For additional information regarding Standard-Based Grading & Reporting, please reference the Parent Guide.