Dear 4th–6th Grade Families,

We are excited to share an important shift in how we support and communicate your child’s learning progress. Beginning in the 2025–2026 school year, Pekin Public Schools District 108 will transition from traditional letter grades to Standards-Based Grading and Reporting (SBGR) for students in grades 4–6.

This change reflects our commitment to providing high-quality learning experiences and clear, meaningful feedback that supports every student’s growth.

What is Standards-Based Grading and Reporting in Pekin District 108?

Standards-Based Grading and Reporting (SBGR) is a more accurate and meaningful way to assess and report student learning. Rather than assigning traditional letter grades based on an average of tests, quizzes, homework, and class participation, SBGR focuses on what students actually know and are able to do in relation to clearly defined grade-level standards.

Each academic subject is broken down into specific learning goals, or standards, that describe the essential skills and knowledge students are expected to master by the end of the year. Report cards will now reflect your child’s progress toward achieving these end-of-year goals, providing a detailed picture of their strengths and identifying areas that may need more support.

This system also separates academic achievement from behaviors such as effort, participation, and responsibility. While those qualities are very important and may be reported separately, SBGR ensures that your child’s academic progress is clearly and accurately communicated.

By focusing on meeting standards rather than averages, Standards-Based Grading and Reporting empowers students, teachers, and parents to understand where a child is on their learning journey and what steps are needed to move forward.

Why Are We Making This Change?

Our move to Standards-Based Grading and Reporting (SBGR) is rooted in research and proven educational practices that better support student learning and achievement. This approach offers numerous benefits for students, families, and educators, including:

• Clear and consistent expectations across classrooms, helping everyone understand what success looks like at each grade level

• A focus on learning goals, rather than simply earning points or completing tasks

• Support for a growth mindset, encouraging students to see learning as a process and to persevere through challenges

• Emphasis on progress, with specific feedback that identifies both strengths and areas for improvement

• Increased equity, ensuring all students are measured by the same academic standards and expectations

This shift is supported by leading educational researchers and thought leaders, including Marzano (2010), Hattie (2012), Brookhart (2017), Guskey (2020), and Fisher, Frey, & Hattie (2021). Their research highlights that students learn best when they receive clear feedback tied to learning goals and are given opportunities to reflect, revise, and grow.

One of the most impactful elements of standards-based grading and reporting is its recognition that learning is a process. Students are not penalized for early mistakes. Instead, they are given multiple opportunities to show growth and demonstrate their understanding over time. Grades reflect the most recent or consistent evidence of learning, which encourages perseverance and reinforces the idea that effort and progress matter.

Ultimately, SBGR shifts the focus from “How many points did I earn?” to “What have I learned?” - a shift that benefits all learners.

What Will Report Cards Look Like?

In a Standards-Based Grading and Reporting (SBGR) system, report cards will no longer include traditional letter grades (A, B, C, etc.). Instead, you will see a clear breakdown of how your child is progressing toward end-of-the-year expectations of specific grade-level standards. Each standard will be assessed using a 4-point scale:

• 4 – Exceeds Expectations: Demonstrates deep understanding and application of the standard 

• 3 – Meeting Expectations: Meets the learning intentions of the standard (This is the goal for all students!)

• 2 – Approaching Expectations: Developing understanding; making progress but not yet meeting the standard

• 1 – Does Not Yet Meet Expectations: Limited or beginning understanding of the standard

This scale gives a more detailed picture of your child’s learning. A score of “3” indicates that your child has met the end-of-the-year skill as expected for their grade. Scores of “2” or “1” highlight where further development or support is needed for the end-of-year expectations.

In addition to the performance indicators, report cards may also include teacher comments that provide personalized insights into your child’s strengths, challenges, and growth throughout the term. This reporting method ensures you receive a clear, accurate, and meaningful understanding of your child’s academic progress and learning journey.

What About Homework, Tests, and Assignments?

Students will still engage in daily classwork, projects, assessments, and homework—these essential learning activities aren’t going away. What’s changing is how these assignments are used: instead of being scored for points that are averaged into a final grade, they serve as evidence of learning.

In a Standards-Based Grading and Reporting (SBGR) system, the goal is to measure progress toward the meeting of specific end-of-year skills and concepts. Not every assignment will be graded, and grades will not be based on an average of everything a student has completed. Instead, teachers will collect and evaluate a body of evidence (including quizzes, tests, projects, class discussions, observations, etc.) to determine a student’s current level of understanding for each standard.

This approach allows teachers to make more informed instructional decisions and ensures that students are assessed based on their most recent and consistent performance, not early attempts or one-time mistakes.

You’ll also notice a shift in how grades are displayed in Skyward. You can still check Skyward for updates on your child’s progress, but instead of seeing points and percentages, you’ll see how your child is performing on specific standards. The frequency and format of updates may look different, but the focus will be on providing clearer, more meaningful information about what your child is learning and how they’re progressing.

How Can Families Support the Transition?

We recognize that this shift to Standards-Based Grading and Reporting may feel unfamiliar, especially if your own school experience was centered around traditional letter grades. As we transition together, your support is crucial in helping your child succeed.

Here are a few ways you can help:

• Focus on learning, not just grades: Ask your child what they’re learning in school and how they’re progressing.

• Celebrate growth and effort: Talk about the areas where they’ve improved and encourage them in the skills they’re still developing.

• Stay connected: Maintain regular communication with your child’s teachers to understand learning goals, how progress is measured, and what feedback is being provided.

Common Questions from Families

"Will my child be ready for the next grade level?"
Yes! Standards-Based Grading and Reporting (SBGR) ensures communication of the essential skills needed for the student’s current grade level. This system builds a solid foundation of knowledge and abilities, better preparing students for future learning.

"How do I know if my child is doing well?"
With SBGR, you’ll receive specific feedback on the skills your child has met and the areas they are still working on. This detailed information gives you a clear picture of their progress, rather than just an overall grade.

"Will my child still be recognized for working hard?"
Absolutely. Effort and growth are key components of this system. Teachers will continue to provide feedback on learning habits, such as persistence, responsibility, and effort, separate from academic achievement. This ensures that hard work is acknowledged alongside academic progress.

“What does this mean for my child who has an IEP?”

If your child has an IEP, their progress will be measured and reported based on the grade-level standards for the grade in which they are enrolled. Accommodations, modifications, and services outlined in the IEP will continue to be fully honored. You will continue to receive IEP progress reports alongside report cards, and your child’s team will remain in close contact with you about their specific goals and needs.

“What does it mean to exceed an end-of-year grade-level standard?”

As we begin to implement Standards-Based Grading and Reporting in District 108, we will use scores of 1, 2, and 3 to communicate how students are performing in relation to end-of-the-year grade-level standards. A score of 3 indicates that a student is consistently meeting the expectations for their grade level. We are not yet using a score of 4, which would represent “exceeding the standard,” because we are continuing to clearly define in Pekin 108 what it means for a student to go beyond end-of-the-year grade-level expectations in each subject area. Once these definitions are established, we will be able to report this level of achievement consistently and accurately. Families will be notified when a mark of 4 is available.

“What does this mean for the Honor Roll?”

We are updating how a student's eligibility for the Honor Roll is determined to place more emphasis on qualities such as effort, integrity, perseverance, positive contributions to our school community, and other attributes of the District 108 Learner Portrait. Our goal is to recognize students who not only achieve academically but also demonstrate strong character and leadership. More information about these updates will be shared with families soon.  

What’s Next?

We will post additional resources on the Pekin Public Schools District 108 website soon to help you navigate this transition. These materials will provide more insight into Standards-Based Grading and how it benefits your child’s learning experience.

At its core, Standards-Based Grading and Reporting is designed to offer more accurate, meaningful, and actionable feedback for both students and families. By shifting the focus from “What grade did I get?” to “What have I learned, and what do I still need to work on?”, we create a more supportive environment for your child’s academic growth.

As with any change, open communication is key. If you have any questions, please contact me or an intermediate building principal (Erin Johnson, Principal at Washington Intermediate School or Josh Norman, Principal at Wilson Intermediate School). 

Thank you for your continued partnership in supporting your child’s success. Together, we are helping every student grow, learn, and thrive.

Sincerely,

Lynn Brown, Ed.D.
Coordinator of Curriculum and Instruction
Pekin Public Schools District 108

SBGR Informational Slideshow