Pathways to Proficiency Second

This book provides a five-phase process for implementing evidence-based grading, offering practical guidance for teachers and a clear road map for school leaders to improve student assessment, grading, and reporting. The five-phase process helps schools address some of the challenges they encounter with standards-based and competency-based grading models, providing structured steps and solutions. K–12 administrators can use this book to evaluate their system’s effectiveness, reflect on successes and challenges, and continuously refine evidence-based grading practices to enhance student learning outcomes.

K–12 administrators can use this book to:

• Propose, design, and evaluate new grading practices based on student performance
• Lead and organize the implementation of evidence-based grading policies and practices
• Establish clearer guidelines, benchmarks, and standards of student performance
• Navigate common pitfalls when transitioning to a new evidence-based assessment model
• Enhance student performance through more consistent feedback and stronger mentorship

Contents:
Introduction: A Case for a Better Way to Grade
Chapter 1: Preparation—Core Commitments
Chapter 2: Incubation—Unexpected Connections
Chapter 3: Insight—Critical Discoveries
Chapter 4: Evaluation—Key Questions
Chapter 5: Elaboration—Essential Realizations
Epilogue
Appendix A: Evidence-Based Grading Gradebook Hacks
Appendix B: Other Evidence-Based Grading Impacts
Appendix C: Converting a Unity of Study to Evidence-Based Grading
References and Resources
Index

Anthony R. Reibel is director of research, evaluation, and assessment at Adlai E. Stevenson High School in Lincolnshire, Illinois. He oversees the school’s teaching and learning principles and practices. Anthony began his professional career as a technology specialist and entrepreneur. After managing several small businesses, he became a Spanish teacher at Stevenson, where he also served as a curricular team leader, core team leader, coach, and club sponsor. He is a member of many professional organizations.
To learn more about Anthony’s work, visit Stevenson High School’s website (d125.org).

Troy Gobble is principal of Adlai E. Stevenson High School in Lincolnshire, Illinois. He previously served as assistant principal for teaching and learning at Stevenson. Troy taught science for eighteen years and served as the science department chair for eight years at Riverside Brookfield High School in Riverside, Illinois.
Troy holds a master of science in educational administration from Benedictine University, a master of science in natural sciences (physics) from Eastern Illinois University, and a bachelor’s degree in secondary science education from the University of Illinois at Urbana-Champaign.

Mark Onuscheck is director of curriculum, instruction, and assessment at Adlai E. Stevenson High School in Lincolnshire, Illinois. He is a former English teacher and director of communication arts. As director of curriculum, instruction, and assessment, Mark works with academic divisions around professional learning, articulation, curricular and instructional revision, evaluation, assessment, social-emotional learning, technologies, and Common Core implementation. He has also served as an adjunct professor at DePaul University for over twenty years.
Mark earned a bachelor’s degree in English and classical studies from Allegheny College and a master’s degree in teaching English from the University of Pittsburgh.

Eric Twadell, PhD, is the superintendent of Adlai E. Stevenson High School in Lincolnshire, Illinois. He has been a social studies teacher, curriculum director, and assistant superintendent for leadership and organizational development.
In addition to his teaching and leadership roles, Eric has coached numerous athletic teams and facilitated outdoor education and adventure travel programs. He is a member of many professional organizations.
Eric earned a master’s degree in curriculum and instruction and a doctorate in educational leadership and policy studies from Loyola University Chicago.