No. ME-SBG works with your existing curriculum. The support materials are modular and optional—a buffet of resources, not a prescribed script.
Choose one or more grades from 6-8. All teachers in the chosen grade level(s) must use proficiency ratings by standard (academic mastery only) and allow reassessment for full credit. Everything else is flexible—use our materials or yours, adapt routines to your schedule.
No problem. The system works for both traditional and standards-based report cards. Scores by standard can be translated into letter grades.
ME-SBG makes the hardest part—reassessment for full credit—actually sustainable. Most schools grading by standard still struggle with reassessment because the time and material demands are too high. If you’ve already solved this sustainably, you may not need us—but that’s rare.
No. Each teacher can choose what works—standard by standard—from an online library of support materials. The system empowers teachers with flexible, ready-to-use options.
No. ME-SBG is designed to lighten the load with ready-to-use tools, flexible supports, and simple routines that ease implementation.
All participating schools implement ME-SBG. Some begin in September 2026, others in September, 2028. Random assignment ensures a fair, rigorous evaluation—but every school benefits.
Research files never contain student names; each student is identified only by a state student ID, which we then replace with a study code. The classroom app connects securely to your student information system (via Edlink) so teachers and students see dashboards by standard, but those roster records stay in your system, separate from research data. Data sharing is covered in our MOU, approved by an independent ethics board (IRB), and meets state requirements such as New York’s EdLaw 2-D.
In brief: Solutions are context-specific—we help you develop what works for your schedule.
Details: Real examples from pilot schools:
Critical clarification: This is NOT mastery-based or self-paced learning. The class moves through curriculum at normal pace—all students learn new content together. Students who need reassessment study earlier standards at home or during study hall, then reassess even after the class has moved on.
Flashback days (optional strategy): Some teachers implement periodic flashback days where the whole class revisits earlier standards—but it’s highly differentiated, not whole-class reteaching. Each student works on the specific standards they need:
In brief: A one-day PD that explains what teachers will do differently and why.
Details: Topics:
Ongoing help continues through the year via optional webinars and check-ins, with formats responsive to what principals find most valuable given their demanding schedules.
In brief: Schools keep all resources permanently and build internal capacity.
Details: During Years 3–4, we continue working with Cohort A schools to build sustainability infrastructure:
All materials remain free after the two-year support window. The only cost is staff time for local PD.
In brief: No costs for participating schools; others may pay for training or system integration.
Details: For study participants: Zero cost for materials. All ME-SBG resources remain available permanently at no cost.
Important note: During your two-year implementation period, we provide $60/hour stipends for teacher PD and PLC time. After that window, all materials remain free, but schools need to budget for teacher time for internal refresher trainings—or integrate them into existing PD structures.
For non-participants: Schools wanting to implement ME-SBG later will need to pay for initial training, implementation support, and potential software integration costs.
In brief: SBG shows exactly what students know for each math standard, instead of averaging points into one grade.
Details: Grades reflect learning on specific skills (“standards”)—not homework, behavior, or effort. Students and families see which concepts are mastered and which need more work.
Proficiency is not a percentage. Schools use either three levels (Not Yet Proficient, Proficient, High Performance) or four (for example, Developing, Close to Proficient, Proficient, High Performance). These levels describe the depth of what students can do, not whether they got 80% of questions correct:
Example: A student might be Proficient in linear equations but Not Yet Proficient in exponents.
In brief: SBG helps students learn more effectively and fairly.
Details: It makes learning visible, shows each student’s path to proficiency, and rewards persistence. Grades reflect mastery of content—not compliance—so every student has multiple ways to succeed. Rigorous research shows students in SBG classrooms learned more than half a year of additional math compared with traditional grading.
In brief: Early mistakes are opportunities to learn, not permanent penalties.
Details: Students can revisit a concept, practice more, and reassess for full credit. They see that effort leads to progress—building resilience and ownership of learning.
In brief: Yes. Classrooms using this approach achieved major math gains.
Details: In a study of 29 high schools, students using SBG learned more than half a year of additional math (≈54% of a school year in Algebra, two-thirds in Geometry). Clear feedback and full-credit reassessment drive these results. See research summary ›
In brief: SBG builds both stronger content knowledge and essential success habits.
Details: Through reassessment after additional learning, students learn to set goals, learn from mistakes, and take ownership of their progress—developing self-regulation skills like persevering after setbacks. At the same time, SBG ensures students truly master the content before moving forward. By leaving middle school with both stronger content knowledge and stronger habits of mind, students are well prepared for the expectations of high school, higher education, and future careers.
In brief: You can earn full credit after further study.
Details:
When you show new learning, your proficiency level updates—no penalty for earlier attempts.
In brief: Early struggles don’t lock in your grade—you get another chance after you learn more.
Details: If you don’t do well at first, finish any missing work, review what you got wrong, do extra practice, and then reassess for full credit. Your new grade replaces the old one. This system is about mastering the math, not about one bad day.
In brief: You get more than one chance to show what you know.
Details: Early struggles don’t define your grade. With teacher support and new practice, you can reassess for full credit. This focuses grading on mastery, not timing.
In brief: You can go deeper instead of just moving faster.
Details: Earn High Performance (HP) by solving advanced problems or helping a peer reach proficiency. Both paths strengthen reasoning, communication, and persistence—skills needed for higher-level math.
In brief: No, but they’re there when you need them.
Details: If you’re already Proficient, you’re done—or you can go for High Performance if you want. Reassessments are a safety net for when you need more time to learn something, not a requirement.
In brief: No, but it helps you learn.
Details: The consequence of skipping homework is not understanding the material—and that shows up on assessments. Before you can reassess, you must finish all missing homework and classwork for that standard.
In brief: You’ll see your rating for each standard and next steps—what to practice before reassessing—so you know exactly what to work on.
Details: Your teacher will show you your level on each standard—for example, Not Yet Proficient (NYP), Proficient (P), or High Performance (HP). Some schools use different names or an extra level, but it always shows if you need more work, are solid, or are going beyond. If a standard is NYP, your teacher or the project app will point you to videos, practice problems, or other activities to help you get ready before you reassess.
In brief: Yes, as long as you do the work to learn more first.
Details: You must finish missing assignments, do extra practice, and show you’ve learned more before each reassessment. It’s not automatic—you need to prove you’re ready. Your teacher will let you know what the reassessment rules are for your class.
In brief: Ratings describe current mastery on each standard. They are based on what students can show they know and can do, not on a fixed percentage like “80%.
Details (3-level example):
4-level version (Portland): DP = Developing, CP = Close to Proficient, PR = Proficient, HP = High Performance.
Some teachers use color feedback: Red = lost, Yellow = getting it, Green = have it, Blue = could teach it.
In brief: They’re essential for learning but not part of the academic grade.
Details: Grades reflect demonstrated understanding. Missing work leads to weaker understanding, not automatic point loss. Before reassessment, students must finish all required classwork and additional practice.
In brief: Focus conversations on learning progress, not points.
Details:
In brief: Teachers grade by standard, allow reassessment after further learning, and use ready-to-use supports.
Details: Core changes:
What tools, materials and support are provided?
In brief: Everything needed to make SBG manageable.
Details:
Implementation tools: reassessment contracts, tutoring protocols, student/family guides, and classroom routines for re-learning and reassessment.
Content library: short videos, worked problems, self-checks, Desmos activities, small-group lessons, and reassessment items—organized by state standard.
Support structures: Summer professional development (three days, year 1 and one day, year 2), monthly PLC sessions, a district liaison (assistant project director) as your main contact, and optional office hours or additional support on request.
All materials are optional and compatible with any curriculum (IM, Amplify, Eureka, etc.).
In brief: Yes—materials are optional tools, not requirements.
Details: You can modify our materials, use your own, or mix and match. What matters is that you:
If you improve our materials and share them, we may incorporate your changes to help future teachers.
In brief: Practical tools and routines to make standards-based grading and reassessment work smoothly in your actual classroom.
Details:
Summer PD and monthly online PLCs focus on implementation:
Monthly PLCs (small groups of teachers, usually by grade level) build on the summer work: you’ll share what’s working, troubleshoot problems together, and work through short improvement cycles on challenges your group chooses.
In brief: ME-SBG provides optional assessment items by standard, so you don’t spend nights and weekends creating new versions. You can keep using your curriculum assessments—ours are there if you need them.
Details:
In brief: Students can’t just retake tests. They must show additional learning first, and teachers use their professional judgment to decide when students are ready to reassess.
Details:
In brief: Math Empowerment through Standards-Based Grading (ME-SBG) combines SBG with the tools and routines that make it practical.
Details: It provides proficiency maps, re-learning and reassessment materials, a student dashboard, and supports for families and teachers. Funded by a $9.95 million U.S. Department of Education Education Innovation and Research (EIR) grant, the project serves Grades 6–9 across multiple districts.
Why resources + training? Standards-based grading often fails not because the concept is flawed, but because teachers lack time to create materials and manage reassessments. By providing ready-to-use resources alongside training, we remove the barriers that typically prevent effective implementation—so teachers can focus on instruction, not spending nights and weekends creating materials from scratch. We back this up with ongoing support for each district, including a dedicated point person and regular opportunities for teachers to get help as they implement ME-SBG.
In brief: A large study found students learned over half a year of extra math.
Details: In 29 high schools, SBG + reassessment classes outperformed traditional ones in Algebra I and Geometry. The current five-year randomized controlled trial (RCT) will test impact in middle-school math nationwide, with independent evaluation by Westat. Research summary ›
In brief: It supplies ready-to-use materials and scheduling routines that fit any timetable.
Details: Examples:
Students re-study and reassess without slowing the class pace.
In brief: 21PSTEM leads ME-SBG with research and district partners.
Details:
Consultant
Dr. Jessica Shupik’s professional journey has been defined by a passion for designing transformative learning experiences and driving positive organizational change. Through her doctoral research, Dr. Shupik has cultivated expertise that bridges research and real-world application. Throughout her roles in public education, corporate training, and nonprofit consulting, she has consistently developed and implemented initiatives that translate complex goals into measurable improvements in performance and engagement. As a learning professional, Dr. Shupik has crafted solutions tailored to diverse learners, from piloting programs that boosted test scores to leading national conference presentations on tech-infused education. She is recognized for her engaging public speaking, collaborative approach, and the ability to bridge communication across departments to achieve lasting, meaningful results.
Consultant
Dr. Teomara (Teya) Rutherford is an Associate Professor of Learning Sciences in the University of Delaware School of Education. She received her PhD in Learning, Cognition, and Development from University of California, Irvine, her JD from Boston University School of Law, and her bachelor’s degree in Elementary Education with a concentration in Computers in the Classroom from Florida International University. Dr. Rutherford’s research focuses on learning and motivation, especially in STEM and in digital contexts. Currently, she works on a number of federally-funded projects on K-12 mathematics and cybersecurity education and on university computer science. In each, she uses design tools, such as logic models and theories of change, to connect researchers, developers, and practitioners in creating, implementing, and evaluating learning-focused tools and products.
Student Success Programs Supervisor for PPS
Chris Heckman is the Student Success Programs Supervisor for Portland Public Schools in Oregon, where he supports work in mathematics standards and assessments. He’s taught 6-12 grades math for twelve years in the Portland area and has loved his experiences in math education working with youth. Apart from work, Chris stays active through exercise, outdoor adventures, and the occasional home repair project, expresses creativity through cooking and music (guitar and piano), and finds inspiration through reading and mindfulness / meditation. Currently, his two favorite teachers are his seven-year-old child – who offers daily lessons in wonder (and patience) – and his incredible wife, who he’s still working hard to impress.
Standards-Based Grading Specialist
Vivian Loewenstern-Jaffe has the background and experience that make her ideally qualified to play a supportive role in the Mathematics Empowerment through Standards-Based Grading Program. After a distinguished career as a mathematics teacher, she was a central office administrator in two school districts where she had the responsibility of implementing standards-based grading district-wide. In addition, she was a lead in the development of the mathematics curriculum and collaborated with others on the mathematics assessment system for a USAID funded project to develop STEM high schools in Egypt. In this role, not only did she create country-wide math assessments, but she performed numerous country-wide presentations on standards-based grading for teachers, administrators, and supervisors.
Logistics Coordinator and Administrative Assistant
Kylie Doyle is a Logistics Coordinator and Administrative Assistant on ME-SBG. She primarily works with travel, event coordination, and a multitude of other administrative duties to support the project. She has a background in visual arts, which she uses while managing the website and creating social media content along with other materials for ME-SBG. After work, Kylie enjoys writing, making art, and maintaining a growing collection of indoor and outdoor plants.
Lead Software Engineer
Tim Flood is the Lead Software Engineer for ME-SBG. In this role, he architects and develops the web-based platform that enables teachers to implement standards-based grading with their students, designing systems that handle LMS integration, standards management, and student performance tracking. A former project manager and scrum master turned software engineer, Tim collaborates with the ME-SBG team using Agile practices to deliver teacher-friendly tools. Outside of work, Tim’s interests range across weightlifting, long-distance swimming, reading, and drawing.