All students at Kennedy Junior High and Lincoln Junior High will continue to use Standards-Based Reporting (SBR) to report academic progress. At Kennedy, teachers have some flexibility as to how they devise the system for their team. However, there are some expectations. For example, it is expected that certain types of work that are practice-based (some of which would apply to homework) would not be included in the weighted grades. It is also expected that teachers use the standards for their discipline to assess student work. These standards, and their assigned weight, were conceived at the district level by a committee composed of teachers, administrators, and other staff. 

Detailed Information about SRR

What is standards based reporting (SBR)?

Standards-based reporting is a grading system in which students’ achievement and progress in school are evaluated based on proficiency in meeting clearly articulated learning standards.  A standards-based report card accurately communicates what students have learned and are able to do in regard to the standard. Instead of relying on percentages, SBR offers information on students' proficiency on standards, strengths, areas for improvement, and progress over time. This holistic view supports effective communication between teachers, students, and parents, facilitating informed discussions about student learning.

Why is the district using standards-based reporting (SBR)? 

The goal of Naperville Community Unit School District 203 is to improve student learning by reporting grades that are accurate, consistent, meaningful, and supportive of learning. Standards-based grading is aligned with these goals and will provide the best grading system to achieve these goals. 

• Accurate:​ By basing a student’s grade on academic factors, the teacher creates a clear picture of what the student has learned. 

• Consistent Communication:​ For each unit of study, the teacher provides proficiency scales and/or rubrics that describe exactly what the student needs to know and do. Proficiency scales and rubrics establish expectations for learning at the beginning of a unit and are used throughout the unit to assess proficiency. 

• Meaningful Feedback: ​A meaningful grade is one that communicates what learning has taken place. Instead of receiving a single grade for an assignment or assessment, students receive feedback related to the designated proficiency scale/rubric for a summative piece of evidence.

• Supportive of Learning:​ A standards-based approach supports learning by focusing on outcomes and components that have or have not been learned rather than the accumulation of points. 

What is formative evidence?

Formative work helps students learn and practice towards mastery of the standards, while also providing teachers with information to guide instruction and provide feedback to students.  Formative work does not require a proficiency scale or rubric. When entering formative evidence in Infinite Campus, teachers will use the the language Complete (equates to 4/4 full credit), Partial (equates to 2/4 half credit), and Missing (equates to 0/4 no credit).  No points are actually entered, but the values within IC correlate to the language which is used to determine the overall formative performance and is 10% of a student's overall grade.

Formative evidence is required for any summative assessment reassessment within a unit. While late formative work (and summative assignments) needs to be turned in if a student wants to reassess prior to a summative assessment, the score the student received for formative work on the due date doesn’t change.

What is considered Summative Evidence? 

Summative work is evidence “of” learning and it documents a current level of proficiency. All summative work is combined for 90% of a student's overall grade.

What are the proficiency levels and what do they mean?

In a standards based reporting system, proficiency levels are used to describe student performance towards the reporting standards. The scores on the scale represent a learning continuum in which each level builds on the others and explains the learning students have to demonstrate in order to receive that score. Students must demonstrate proficiency as they move up the scale. Half scores: 3.5, 2.5, and 1.5 may also be used.  Below are generic descriptors for each of the five main levels:

• 4 - Exemplary

Student demonstrates knowledge of complex content and can make in-depth inferences and applications that go beyond Secure.

• 3 - Secure: 

Student demonstrates mastery of the standard. This level includes the essential skills, content, and processes for the learning standard.

• 2 - Approaching: 

Student understands foundational knowledge for mastering the standard. This is the vocabulary and prerequisite skills necessary for mastering the level 3 content. 

• 1 -  Beginning

Student requires support to understand foundational content. With help, partial success with level 2 and/or level 3 content

• 0 - No Evidence of Understanding/Missing Evidence

Student is unable to demonstrate knowledge or skill, even with support.

NOTE: Anytime you see a % symbol in IC, please disregard. Percentages as grades are no longer in use, but for some reason, the symbol in IC cannot be removed. 

Formative evidence is required for any summative assessment reassessment within a unit. While late formative work (and summative assignments) needs to be turned in if a student wants to reassess prior to a summative assessment, the score the student received for formative work on the due date doesn’t change.

Should there be a summative assignment that a teacher deems reassessable, formative work must have also been completed prior to it as well.

If a student qualifies for reassessment, the assessment score is below 'Secure' understanding and the student may reassess up to a Secure level of understanding following any additional work required prior to reassessment.

All reassessment is to occur within five days following the return of the original assessment.  Students must communicate and complete all reassessment work within the five days as well.

Retakes are for revisiting a concept or standard where there was struggle, even with proactive practices in place.  Retakes are not a reactive practice whereby the student is trying to play "catch-up" and/or did not engage in consistent formative practices.  Assessments submitted blank or considerably incomplete do not qualify for a retake.  Plagiarism situations are on a case-by-case basis.

1. If formative work has a score of “Missing”, it will be also flagged as “M” if not turned in on time to encourage completion in order to hopefully be prepared for assessments, but also, if needed, qualify for reassessment.  

2. If formative work is scored as “Partial,” then the “I” will be flagged for Incomplete to indicate not all work is done and it must be finished in order to, if needed, qualify for reassessment.

3. If formative work is submitted late, but prior to the summative assessment, the original formative score will not change, but the “L” flag for submitting late work will be indicated and either the “M” or “I” flags will be unmarked.

4. If a student does not turn in the incomplete or missing work prior to a summative assessment, the flags will be unmarked indicating the formative work may no longer be submitted.