Proficiency-based rubrics grounded in cognitive rigor provide the necessary scaffolding for learners to be proficient at the cognitive demand (DOK) of the standard.

Quality criteria for each standard should be co-created in PLCs (collaborative teacher teams) and with students within a specific context rather than in isolation.

Each rubric in our bank is designed by separating the Iowa Core standards into learning targets for "Meets" and then backmapping the THINKING and DOING that precedes the expectations of the standard. Previous grade level standards are often referenced in full or in part in order to provide a reference for teachers and students who need Tier 2 or Tier 3 support.

Teachers begin instruction from "Meets" and then use the learning targets in "Progressing", "Beginning", and "Exceeds" only if/when a learner is ready for them.

The individual learning targets can be used to group, reteach, enrich, or otherwise organize learning experiences on the path to proficiency and college- and career-readiness.