There are many reasons for the change, including these noteworthy components:

1. Teachers are able to unify their grading practices (many teachers use different grading methods within the building and cross buildings in the district).

2. Students need to learn more than just the content of a course in order to be successful and well-prepared for their future. Students must learn content, but they also need to learn transferable skills that prepare them for post-secondary, military, tech schools, and/or the workplace. 

3. We believe in student learning of skills and standards. Late work, extra credit, or attendance (non-academic factors) should not factor into a grade reflection of the standards. 

4. We want to create students who can think critically, problem-solve, communicate well, and ultimately build self-efficacy (self-efficacy is one of the highest indicators of success).

What are the advantages of SBI/EBR? 

Improved communication and additional feedback for all stakeholders about student learning and grades:

1. Parents and students will see areas of academic strengths and weaknesses in the gradebook based off of the Enduring Skills.

2. Teachers will know which Enduring Skills they need to re-teach and students will know which Enduring Skills they need additional learning opportunities and/or practices.

3. Teachers can effectively communicate to students their patterns of proficiency (of lack thereof) in a student’s body of evidence. Assessments show student learning and proficiency of Enduring Skill(s).

4. Increase self-efficacy and learn transferable skills far beyond any content area.