Table of Contents
Foreword Jon Bergmann vii
Preface ix
Acknowledgments xi
About the Authors xiii
Chapter 1 Why? 1
How This Book is Organized 2
A Note on Terminology 2
Chapter 2 A Discussion About Equity 5
Chapter 3 Educational Theory That Grounds Our Model 11
Chapter 4 Development of the Model, 2015-2020 17
The Beginning: 2015-2016 18
First Revision: 2016-2017 23
Refining and Reorganizing: 2017-2018 25
Realigning: 2018-2019 28
Ongoing Adjustments: 2019-2020 34
Chapter 5 Creating Language for the Learning Progressions 37
Example: History Contextualization 40
Example: English Language Arts Thesis/Claim 41
Example: Math Problem Solving 42
Example: Art Elements and Principles 43
Chapter 6 Assessments 47
Introduction 47
Setting the Stage: Our Past Practice 47
Why Did It Need to Change? 48
Addressing the Concerns Regarding the New Structure 50
On Curriculum and Planning 51
On Sustained Effort 52
A Note Regarding integrity 52
Scalable and Progressive 53
On Grading (Time, Stress, and Feedback) 53
On Conversations With Students and Parents 57
Our Types of Assessments 59
Chapter 7 Aligning Progress With a Traditional Model 61
Grade Translations 61
Development 66
Scaling the Course 68
Using for Quarterly or Semester Grades 69
Reporting Skills Progress in the Gradebook 70
Reporting Habits of Scholarship 73
Conferencing 75
Missing Work and Extra Credit 77
Concerns and How We Address Them 78
Chapter 8 Our Evidence 81
Chapter 9 A step-by-step Guide to Going Gradeless 89
Step 1: Identifying Your Values 89
Step 2: Grouping the Standards 91
Step 3: Creating a Learning Progression 91
Step 4: Pairing Assessments and Standards 93
Step 5: Aligning Assessments and Activities 94
Step 6: Reporting Out 96
Day-to-Day implementation 97
Presenting to Students/Parents 99
In Conclusion 99
Resources A Assessing Student Work 101
Resources B Student Progress and Setting Benchmarks 135
Resources C Some Full Rubrics 145
References 159
Index 161
