Ashley Cann 

Gradeless Teaching Assignment 

EEND679Y 

You have a new job! It pays you like so much money and all the students are extremely well-behaved 
and the parents are uber cooperative. Why not? It could happen! 

With accepting this new position, you have been told that this District is considered "gradeless" meaning 
you are not allowed to use traditional grades either letter grades or points. You must create what grading 
system you will use in your room. And you can use any system as long as you support your design with 
research or educational philosophy.  

For example: 

● If you choose to use the Grid Method, you may reference Webb's Depth of Knowledge.  
● If you choose to design a system which includes feedback and revision, you may reference Ron 
Berger and his book Ethics of Excellence. 
● Perhaps you will design an assessment method which hinges on the work of Montessori? 
Piaget? John Hattie? 

Overview of Although I don’t have a classroom of my own, my imaginary 2nd grade class consists of:
your - 22 students - 12 girls, 10 boys
Students/Class - 2 IEP students
room. - 2 ELL students
(You can use your - 4 Accelerated Students
current students or
create any sort of
classroom you would
like)

Explanation of I would like to try the Grid Method for my classroom. Using the Grid Method, I would focus
Assessment on creating tiered learning targets that are built off of the common core learning standards.
System. Once the targets are created, I would develop essential questions for each of those tiered
targets. Using the essential questions and targets, I would plan for learning opportunities
that would allow students to learn the content and gain essential understandings for the
targets being learned. Additionally, assessments would be developed and aligned to the
learning targets and experiences so that there is a common understanding of ultimate
goals and learning. The students would be working towards mastery, without using
assigned grades, but rather the Grid Method as a ‘ladder of continuum’ to determine levels
of mastery and depth of knowledge. All of this information would be organized on a grid in
order to present the information, levels of learning and opportunities for learning and
assessment in an easily organized and progressive manner.

Give a brief An example of a 2nd Grade Math lesson/targeted standard would be:
overview of
what one
lesson/hour/cla
ss would look
like in your
classroom.
(If you teach
Predict & Infer LO5:
Middle/High Create a Screencast video and/or modeling lesson (using Educreations, Seesaw, Virtual
School give an Manipulatives, etc…) to show your understanding of 3-digit place value and include some
Level 5 Target: examples of 4-digit place value numbers with names, values and models.
overview of
I​ can predict and Or
one class infer the values of Choose a creative way to demonstrate extended knowledge of place value of 4-digit numbers.
period. ) 4-digit numbers by Need:
Computer, programs necessary to produce work digitally, chosen materials for modeling
applying the base
If you teach in ten knowledge
K-5 classroom, from 3-digit
give an numbers.
overview of
one Construct & LO4A:
Design 4 3-digit Numbers that have teens in the tens place and/or zeroes in the ones place.
Math/ELA/SS Design After building those numbers, use the 4-way model graphic organizer to show your numbers in
or Science written, numeral, expanded and base-10 form. Then, use one of your numbers to create a
lesson.) Level 4 Target: sample test question that could be used to assess this topic.
I can construct Need​:
3-digit numbers Base-10 blocks, numeral expanders, 4-way model graphic organizers, number cards, number
name cards, paper, pencils, previous lessons & standards mastered
with teens and
zeros using
Assessment​:
Review numbers built and created, assess against rubric based on standard,review
various tools. assessment question created

LO3A​: LO3B​: LO3C​:

Complete Student 3-Digit Numbers in Tall Buildings Comparison - Lesson 3.6, use
Journal Page for Expanded Form, the chart to compare and contrast heights of
Compare & lesson 3.4 draw cards, build, various buildings using place value knowledge
Need: write and write in Need​:
Contrast expanded form
Base-10 blocks, Tall Buildings Height Chart, questions for
student journal, Need​: comparison/contrasting, pencils, base-ten
Level 3 Target: pencils, numeral Notecards with 3-digit blocks and expanders (if needed)
I can compare and expander numbers, numeral Assessment:
Assessment​: expanders, base-10
contrast the blocks
Tall Buildings Compare/Contrast Exit Slip with
values of digits in Formative different and same digit place value
assessment based Assessment: comparison
3-digit numbers. on intentionally Exit Slip with a new
selected questions number to draw,
from journal page as build, write and
exit slips expand

LO2A: LO2B: LO2C: L2D:

Complete Student Create 3-digit BrainPOP Jr. Video Create 3-Digit
Journal Page for numbers using on 3-Digit Numerals, Numbers using
Apply & lesson 1.5 base-ten blocks to Written/Oral 3-digit Number Names
Demonstrate match the numerals number expanders
Need: Need:
Base-10 blocks, on written notecards Need: Number Name
Level 2 Target: student journal, Need: Computer, BrainPOP Cards, Base-10
I can represent pencils, numeral Notecards with 3-digit Jr. link, numeral Blocks, Numeral
expander numbers, base-ten expanders, 3-digit Expanders, Pencils
3-digit numbers
Assessment: blocks, number cards, Assessment:
using base-ten partners/images to base-10 blocks
Formative Google Form Exit
blocks, drawings assessment based check work Assessment​: Slip, Write numeral to
and numerals. on intentionally Assessment: Exit Slip: Read It, match written number
selected questions Self/Peer Draw It, Write It for names
from journal page as Assessment using 3-digit numbers
exit slips images/partner
discussion
 LO1A: LO1B​: LO1C: LO1D​:
Identifying Numbers Place Value I Have, I’m Thinking of a Seesaw Activity -
with Base-10 Blocks Who Has Number Clue Writing 100s, 10s and 1s
Define & Explain Need​: Need​: Need​: drawing and
Picture Task Cards Partner/Group, Place Paper, Base-10 explanation

Level 1 Target: with numbers, Value I Have, Who Blocks, Pencils Need​:
paper, pencil Has Cards Assessment​: Number cards,
I can explain the Seesaw login,
difference
Assessment​: Assessment​: Written Clues turned
Task Card Formative in with matching computer
between Response Review Assessment based pictures drawn on Assessment​:
hundreds, tens on responses back Review activity
and ones. submission/explanati
on using correct
terms/values

CCSS: 2NBTA1
Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

Aspect of the Within each of the above areas and learning opportunities, there is an assessment aligned
Assessment to review student understanding. The assessments vary from formative in nature (such as
System which exit slips, review questions from student journal work, quizzes and student work samples)
will illustrate a to more summative in nature (such as electronic work submission, rubrics, and culminating
student’s projects and activities). Students have options for their learning experiences, which allows
understanding. them options for the types of assessments they would prefer to show their understanding.

Explain what When a student struggles with their understanding of the content, they have other learning
happens when opportunities that they can engage in, which will allow them further exploration at their
a student is individual readiness level before moving on to a deeper understanding of the content and
struggling with more complex application choices. Additionally, as with any method of assessment and
material. instruction, the teacher would provide support for the activities that are presented, as well
as in individual and small group settings to provide targeted instruction, address
misconceptions or misunderstandings and model and reinforce concepts that the students
need more instruction and understanding on. Students will also have options to work
independently or collaboratively, which will allow them to scaffold their learning from their
peers and/or teacher’s instruction. Students would continue to work within their tier of
instruction and learning opportunities until they display the necessary mastery to move to
the next tier of learning activities.

Research/Philo Much of the above laid out Grid Method Lessons and Assessment is aligned to Webb’s
sophy that is Depth of Knowledge. This philosophy ensures that students are “mastering foundational
the base of the knowledge before moving on to higher levels of understanding”. Additionally, the grid
Assessment above is organized in a manner that moves student understanding and displays of
System. knowledge from recall to conceptual to strategic thinking to extended thinking to
independent exploration of the concept. The depth of knowledge for the activities in the
(Make certain above Grid are extended and enhanced as students move through the standard from
to include any simple to complex understanding. Webb’s Depth of Knowledge philosophy is designed to
sources “increase the cognitive complexity and demand” in order to allow students to “transfer and
referenced.) use what they are learning in different contexts.” By combining Webb’s Depth of
Knowledge with the Grid Method, students can demonstrate their capacity to think deeply
about concepts, while analyzing the topic, accomplishing tasks and problem solving.
Source: The Grid Method: Mastery Learning System, Development Resource Workbook
written and developed by Chad Ostrowski, M.S Ed.
https://teachbetter.com/wp-content/uploads/2016/06/GrayScale_The-Grid-Method_Develo
pment-Resource-Workbook_FINAL-EDIT-copy-2.pdf

Source: What is Depth of Knowledge, ASCD Inservice by Erik Francis,

https://inservice.ascd.org/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel/