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TABLE OF CONTENTS

Introduction
Chapter 1: Implementing Proficiency-Based Grading With Fidelity to Core Beliefs
Chapter 2: Implementing Proficiency-Based Grading in Career and Technical Education
Chapter 3: Implementing Proficiency-Based Grading in English Language Arts
Chapter 4: Implementing Proficiency-Based Grading in Fine Arts
Chapter 5: Implementing Proficiency-Based Grading in Mathematics
Chapter 6: Implementing Proficiency-Based Grading in Physical Education and Health
Chapter 7: Implementing Proficiency-Based Grading in Science
Chapter 8: Implementing Proficiency-Based Grading in Social Science
Chapter 9: Implementing Proficiency-Based Grading in World Languages
Epilogue: Building Efficacious Leaders

REPRODUCIBLES

Cross-Content Tools

• Figure 3.1: Speaking Rubric
• Figure 6.3: PE Self-Reflection Learning Target
• Figure 9.5: Student Assessment Reflection Sheet for a Curricular Unit
• Questions for Teachers and Students When Assessing Student Feedback

Chapter 1

• Figure 1.2: Proficiency-Based Gradebook for an Acting 2 Course

Chapter 2

• Figure 2.1: Scaled Learning Target for Presentation Skills
• Figure 2.2: Scaled Learning Target for Operating Shop Equipment
• Figure 2.4: PE and Health Learning Target and Assessment Alignment Plan Example

Chapter 3

• Figure 3.1: Speaking Rubric
• Figure 3.2: Proficiency Evaluation Assessment Pattern
• Figure 3.3: Sample Argumentative Writing Rubric

Chapter 4

• Figure 4.6: Band Performance Assessment Target Rubric Example
• Figure 4.7: Band Social-Emotional Learning Rubric Example
• Figure 4.8: Painting Class Rubric and Self-Reflection
• Figure 4.10: Dance SEL Rubric

Chapter 6

• Figure 6.3: PE Self-Reflection Learning Target

Chapter 7

• Exemplar Science Assessments—Level 1
• Exemplar Science Assessment—Level 2
• Exemplar Science Assessments—Level 3
• Figure 7.1: Two Science Proficiency Scales
• Questions for Teachers and Students When Assessing Student Feedback

Chapter 8

• Figure 8.5: College Preparatory Economics Rubric
• Figure 8.6: Writing Lesson for College Preparatory Economics

Chapter 9

• Figure 9.2: World Languages Single-Point Rubric With Feedback Space
• Figure 9.5: Student Assessment Reflection Sheet for a Curricular Unit
• Figure 9.6: A Pre-Speaking Tool for World Languages Students

SUGGESTED RESOURCES

BOOKS

• Bailey, K., & Jakicic, C. (2017). Simplifying Common Assessment: A Guide for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Malone, J. (2018). Taking Action: A Handbook for RTI at Work. Bloomington, IN: Solution Tree Press.
• Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. Bloomington, IN: Solution Tree Press.
• DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree Press.
• Gobble, T., Onuscheck, M., Reibel, A. R., & Twadell, E. (2016). Proficiency-Based Assessment: Process, Not Product. Bloomington, IN: Solution Tree Press.
• Gobble, T., Onuscheck, M., Reibel, A. R., & Twadell, E. (2017). Pathways to Proficiency: Implementing Evidence-Based Grading. Bloomington, IN: Solution Tree Press.
• Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Bloomington, IN: Solution Tree Press.
• Schimmer, T. (2016). Grading From the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset. Bloomington, IN: Solution Tree Press.
• Wiliam, D. (2018). Embedded Formative Assessment (2nd ed.). Bloomington, IN: Solution Tree Press.

WEBSITES

• Advance CTE, “CTE Standards”
• Massachusetts Technical Assistance Partnership for Prevention, “The Facts About Scare Tactics”
• Seal of Biliteracy
• Stanford University, Relationships and Convergences Venn Diagram
• STEM Teaching Tools, “Integrating Science Practices Into Assessment Tasks”
• Zoom