We, District 31 community members, respectfully request that the district pause the planned expansion of Standards-Based Grading (SBG) for the 2026–2027 school year beyond the current 6th grade cohort. While we appreciate the district’s commitment to improving assessment practices, many families are concerned that key elements required for successful implementation, such as consistency across classrooms, clear communication, sufficient training, and defined measures of success, are still being developed during the current rollout.

Given these concerns, we believe it is important to pause further expansion until a formal evaluation of the current implementation is conducted and clearer evidence of student impact can be shared with the community. Before extending SBG to additional grade levels, families are looking for clearer information, and a more defined evaluation of how the current rollout is working.

Demonstrating Student Learning and Growth
Families expect schools to be able to clearly show how students are learning and progressing. Because the current 6th grade class is the first group experiencing SBG, parents are looking for clear evidence that the approach is actually strengthening student learning.

While individual data points may be shared, that is not the same as a full picture. Families and students would benefit from a clearer understanding of how outcomes are being measured, what success looks like, and how results are being evaluated across classrooms. The confusion many parents and students are experiencing, along with the district’s acknowledgment that more communication and support are needed, suggests that a clear evaluation framework is not yet in place.

Preparation for High School Expectations
Students at Field primarily move on to Glenbrook South and Glenbrook North, both of which use traditional letter grades. Parents want to understand how students will transition into that system and whether they are being prepared for the expectations and accountability that come with it.

What alignment work has actually been done? What specific steps are being taken to support students in that transition? These are important questions to answer before expanding the model further.

Impact on Student Motivation and Learning Habits
Several parents have raised concerns about how this system is affecting motivation. When grading expectations feel unclear, it can impact how seriously students take class attendance, daily work, homework assignments, and the need for practice.

These habits matter, especially as students prepare for high school, and they should be clearly supported by whatever grading system is in place.

Clarity and Consistency for Students and Families
One of the most common concerns from both parents and students is confusion. It is not always clear how performance is measured or how grades are determined under the current system.

When expectations are unclear, it becomes much harder for students to understand their progress, stay engaged, and take ownership of their learning.

Transparent Evaluation and Integration of Stakeholder Feedback
Parents, students, and teachers have been sharing feedback throughout the year. What is less clear is how that feedback is being used.  Families and students would benefit from more transparency around how input is collected, what themes are emerging, and how those insights are informing decisions moving forward.

Alignment with Implementation Best Practices
A change of this scale requires a thoughtful and structured rollout. That includes consistent application across classrooms, strong teacher training, clear communication, and the opportunity to evaluate and adjust before expanding.

Right now, many families feel that these elements are still being built during the rollout, rather than being fully in place beforehand. That likely contributes to the inconsistency and confusion students, teachers and parents are experiencing.

Responsible Use of District Resources
Implementing a new grading system requires a significant investment of time, training, and resources. Families would appreciate more transparency about that investment and, more importantly, how its impact on student learning is being evaluated.

Our Request
Our goal is not to oppose innovation. We want to ensure that grading practices actually support learning, build responsibility, and prepare students for what comes next.

For these reasons, we respectfully request that the district pause the expansion of SBG for the 2026–2027 school year until a formal evaluation of the current implementation is conducted and shared with the community. This evaluation should include clear evidence of student outcomes, meaningful review and integration of stakeholder feedback, and an assessment of consistency in how the system is applied across classrooms.

Following that evaluation, families are asking the district to demonstrate that a clearly defined and fully developed implementation plan is in place before any further expansion is considered. 

We welcome support from current and former District 31 families and community members who are invested in student outcomes and the responsible use of District resources.