Foreword
Preface
Acknowledgments
About the Authors
Chapter 1: Why?
How This Book Is Organized
A Note on Terminology
Chapter 2: A Discussion About Equity
Chapter 3: Educational Theory That Grounds Our Model
Chapter 4: Development of the Model, 2015–2020
The Beginning: 2015–2016
First Revision: 2016–2017
Refining and Reorganizing: 2017–2018
Realigning: 2018–2019
Ongoing Adjustments: 2019–2020
Chapter 5: Creating Language for the Learning Progressions
Example: History Contextualization
Example: English Language Arts Thesis/Claim
Example: Math Problem Solving
Example: Art Elements and Principles
Chapter 6: Assessments
Introduction
Setting the Stage: Our Past Practice
Why Did It Need to Change?
Addressing the Concerns Regarding the New Structure
On Curriculum and Planning
On Sustained Effort
A Note Regarding Integrity
Scalable and Progressive
On Grading (Time, Stress, and Feedback)
On Conversations With Students and Parents
Our Types of Assessments
Chapter 7: Aligning Progress With a Traditional Model
Grade Translations
Development
Scaling the Course
Using for Quarterly or Semester Grades
Reporting Skills Progress in the Gradebook
Reporting Habits of Scholarship
Conferencing
Missing Work and Extra Credit
Concerns and How We Address Them
Chapter 8: Our Evidence
Chapter 9: A Step-by-Step Guide to Going Gradeless
Step 1: Identifying Your Values
Step 2: Grouping the Standards
Step 3: Creating a Learning Progression
Step 4: Pairing Assessments and Standards
Step 5: Aligning Assessments and Activities
Step 6: Reporting Out
Day-to-Day Implementation
Presenting to Students/Parents
In Conclusion
Resources A: Assessing Student Work
Resources B: Student Progress and Setting Benchmarks
Resources C: Some Full Rubrics
References
Index