Proficiency-Based Grading in the Content Areas: Insights and Key Questions for Secondary Schools (Adapting Evidence-Based Grading for Content Area Teachers)

No matter the content area, evidence-based grading puts student growth at the heart of the classroom. Designed for teachers and administrators of grades 6-12, Proficiency-Based Grading in the Content Areas details a five-step approach for implementing evidence-based grading and maintaining its effectiveness over time. This book equips any educator -- from technical to fine arts -- with the tools and support to make the shift to focusing on standards and competency.

Use proficiency-based grading (also known as evidence-based grading) to drive student success:

• Become familiar with the basic concepts and essential decisions of evidence-based grading that apply to teaching in all content areas.
• Learn the five phases of implementing proficiency-based grading -- (1) preparation, (2) incubation, (3) insight, (4) evaluation, and (5) elaboration.
• Explore the steps, paradigm shifts, and pedagogy necessary to implement proficiency-based grading in a particular content area.
• Study individual-level and institutional-level grading decisions and how they differ from each other.
• Understand how proficiency-based grading differs from content area to content area and the unique benefits it offers to each.

Contents:
Introduction
Chapter 1: Implementing Proficiency-Based Grading With Core Belief Fidelity
Chapter 2: Implementing Evidence-Based Reporting in Career and Technical Education
Chapter 3: Implementing Evidence-Based Grading in English Language Arts
Chapter 4: Implementing Evidence-Based Grading in Fine Arts
Chapter 5: Implementing Evidence-Based Grading in Mathematics
Chapter 6: Implementing Evidence-Based Grading in Physical Education and Health
Chapter 7: Implementing Evidence-Based Grading in Sciences
Chapter 8: Implementing Evidence-Based Grading in Social Sciences
Chapter 9: Implementing Evidence-Based Grading in World Languages
Epilogue: Creating Self-Reliant Learners
References and Resources
Index

Anthony R. Reibel is director of assessment, research, and evaluation at Adlai E. Stevenson High School in Lincolnshire, Illinois. He administers assessments, manages student achievement data, and oversees instructional practice. Anthony began his professional career as a technology spe­cialist and entrepreneur. After managing several businesses, he became a Spanish teacher at Stevenson. He also served as a curricular team leader, core team leader, coach, and club sponsor.

In 2010, the Illinois Computing Educators named him Technology Educator of the Year for successfully integrating technology to support student learning. He is a member of the Association for Supervision and Curriculum Development, the Illinois Principals Association, Illinois Computing Educators, and the American Council on the Teaching of Foreign Languages.

Anthony earned a bachelor's degree in Spanish from Indiana University and master's degrees in curriculum and instruction and in educational leadership from Roosevelt University.

To learn more about Anthony's work, follow @areibel on Twitter.

Eric Twadell, PhD, is 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.

Stevenson High School has been described by the United States Department of Education (USDE) as one of the most recognized and celebrated schools in America and is one of only three schools to win the USDE Blue Ribbon Award on four occasions. Stevenson was one of the first comprehensive schools designated a New American High School by USDE as a model of successful school reform and is repeatedly cited as one of America's top high schools and the "birthplace" of the Professional Learning Communities at Work® process.

Dr. Twadell is a coauthor who has also written several professional articles. As a dedicated PLC practitioner, he has worked with state departments of education and local schools and districts nationwide to achieve school improvement and reform. An accessible and articulate authority on PLC concepts, Dr. Twadell brings hands-on experience to his presentations and workshops.

In addition to his teaching and leadership roles, Dr. Twadell has been involved in coaching numerous athletic teams and facilitating outdoor education and adventure travel programs. He is a member of many professional organizations.

Dr. Twadell earned a master's degree in curriculum and instruction and a doctorate in educational leadership and policy studies from Loyola University Chicago.