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We only grade the assignments that truly show the students comprehension of the standard

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less paperwork

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Partner work

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I build small groups based off of standards. The groups are then formed on where they are with the standard below to exceeds.

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We give lots of chances to practice before assigning the "real thing".

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We have begun shifting all scoring with a 4 point system in mind. Focusing on 3 meeting standard, with 4 and 1's being less likely to be used. And given that a 2 can be any one not meeting the standard.

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Learning Targets to reach standard posted for students, 3,2,1 grading scale with standards-based rubrics used

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I have learning targets posted in my rooms that are aligned with the standards and the students are graded based on those targets.

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Students have multiple opportunities to show proficiency

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Based around the standards, and graded more on understanding than completion.

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We listen to recordings we make of our rehearsals in class and the students comment on what they are doing well/what could sound better. They hear the pieces improve over time; if we don't practice and improve, we never get to play harder music (which they all want to do, regardless of their level of complaining when a new piece is passed out!).

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Practice work. Projects aligned to standards. 

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Practice work. Projects aligned to standards. 

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Grading currently on a 1-4 scale on several rubric items, students can retry playing tests to increase their score.

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Making assignments/tests that  closely aligned with standards.  

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Making assignments/tests that  closely aligned with standards.  

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I do not grade practice work. If I do, it's for completion.

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Projects, hands on experiments that align with standards, tracking progress, multiple ways to demonstrate mastery of a topic, re-testing as much as needed 

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Projects, hands on experiments that align with standards, tracking progress, multiple ways to demonstrate mastery of a topic, re-testing as much as needed 

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Designing Projects/Experiements that specifically align to standards.

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Tracking progress per Essential Standard by period...updating the percent proficient each time the standard is re-assessed.