A Clearer Way to Communicate Student Learning
We are preparing to implement Standards Based Reporting in elementaryschools beginning next school year. This approach is designed to provide families with clearer, more meaningful information about student learning and progress toward grade-level standards.
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Standards Based Reporting is designed to give students and families clearer information about what a student knows and is able to do. Rather than combining academic performance with behaviors such as participation, effort, or extra credit, this approach focuses on progress toward clearly defined learning standards.
This change supports more meaningful communication between schools and families and helps ensure academic reporting is clear, fair, and consistent.
Standards-Based Reporting focuses on student progress toward specific learning goals and grade-level standards.
In a traditional grading system, a single letter grade may combine many factors and may not fully show a student’s strengths or areas for growth. Standards-Based Reporting provides a more detailed picture of learning by showing how a student is progressing on important academic standards.
Beginning next school year, traditional letter grades will no longer be used for academic areas in grades 3–6. Students in PK–2 already do not receive letter grades in academic subjects. Instead, academic progress will be reported using a performance scale tied to grade-level standards. Student learning will be evaluated based on a body of evidence over time rather than a simple accumulation of points. Habits of work, such as responsibility, participation, and collaboration, will still be communicated, but they will be reported separately from academic achievement.
- Clearer information about specific skills and standard
- Separate reporting for academics and habits of work
- A more accurate picture of progress toward grade-level expectations
Benefits of Standards Based Reporting
We're taking a thoughtful, phased approach to implementation. Throughout this school year, teachers are participating in professional development to refine learning intentions, clarify success criteria, and strengthen consistency in scoring practices.
We are also gathering feedback from staff, families, and students as we continue to build understanding and prepare for full implementation.
- Ongoing teacher professional development
- Collaboration across schools and grade levels
- Stakeholder feedback and engagement
- Family information and outreach this spring
All Sessions Run 6 pm - 7 pm
- April 28: Boise Quad @ Hillside Junior High
- April 30: Capital Quad @ Fairmont Junior High
- May 5: Borah Quad @ South Junior High
- May 7: Timberline Quad @ East Junior
Standards Based Reporting: Frequently Asked Questions (Google Doc)
As we prepare to implement Standards Based Reporting, we know families will have important questions about what’s changing, why it matters, and what it means for their child. As we move through our initial implementation, we will continue to update our FAQ.
At its core, this transition is about providing clearer, more accurate information about student learning. By focusing on progress toward grade-level standards—and separating academic achievement from behaviors like effort or participation—Standards-Based Reporting is designed to give families a more complete and meaningful picture of how students are doing and how they can grow. The questions included address the most common topics we’ve heard from parents, including:
- What Standards-Based Reporting is and why we’re making this change
- When implementation will begin and which grade levels are affected
- How grades will be determined and what the new performance levels mean
- How habits of work will be reported
- What this means for high school students, GPA, and college admissions
- How families can support their child’s learning
As always, we are committed to clear communication and ongoing conversation as we move forward together.
If you have questions about standards based reporting, please reach out to a member of the district teaching and learning team.