Elementary Report Card

2020-2021 School Year Report Card Information

  • The elementary report cards for the 2020-21 school year have been modified due to difficulties assessing some standards remotely. Even though modifications were made to the report cards, instruction was provided on the trimester standards. The standards that were not able to be sufficiently evaluated during specific trimesters are noted with grey boxes on the report cards. These grey boxes are in addition to other standards that are not typically assessed during the different trimesters. 


    Sample  2020-21 elementary report cards reflecting these changes can be found below.

2020-2021 Modified Report Cards

  • Elementary Report Card

    The District 25 report card is one piece of communication amongst the many ways we communicate with families. It is a descriptive tool designed to enhance teaching and learning. The report card was designed to meet the unique needs of District 25 with input of various stakeholder groups as well as current research. It is consistent and uses clearly defined terminology from kindergarten through fifth grade.


    The below video was made for those who were not able to attend the parent nights held to inform parents about the new elementary report card.


    On the right, please find three sections:


    General Resources: these links are for all parents of students kingergarten through fifth grade.


    Grade Level Resources: these links are grade-level specific and contain supporting documents that will help you understand where a student is performing in relation to the standards in each trimester.


    Grade Level Report Cards: these links are copies of our grade-level report cards, including fourth and fifth grade advanced math report cards.


    Standards-Based Grading (SBG) is designed to provide a more comprehensive picture of students’ academic progress by identifying specific areas of strength, as well as areas where additional work may be needed. It thus facilitates collaboration between parents and educators in their efforts to help students improve their performance (Guskey & Bailey, 2010). It also reports nonacademic factors independently to separate student subject knowledge from student performance or skills.