I announced earlier this fall that I was collaborating with Pamela Weaver from The Choir Room on TpT on a companion product that she developed for S-Cubed Sight Singing Program for Beginners called the Mastery Belt System.
Pamela purchased S-Cubed years ago, and is a very experienced user of the program. The Mastery Belt System is her creation that she uses in her classroom to assess the skills from each lesson in S-Cubed. She's created clear data points that help her learn about how successfully she's taught the skills from S-Cubed and how well the students have learned the skills individually. Administrators love it, and so do the students. When they master each skill, they advance to the next belt.
She wrote this blog post below yesterday about how she used it in her classroom earlier that day.
We will be giving away the Mega Bundle of S-Cubed, one of the large bundles of the Mastery Belt System and my Sub Bundle on November 24. Here are the details on how to enter-
On the morning of November 24th, someone is going to win the S-Cubed Sight Singing Program Mega Bundle, the new S-Cubed companion product created by Pamela Weaver, the Mastery Belt System, and two months of my sub plans!
It’s a big Thanksgiving giveaway! You can enter until 11:59 PM on November 23rd.
http://inthemiddlewithmrd1.blogspot.com/2025/11/thanksgiving-s-cubed-sight-singing.html?m=1
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Pamela's post-
Orange Belt Assessments: Real-World Impact in a Big Choir Room
I’m in the middle of wrapping up the Orange Belt with my beginners—almost 100 sixth graders split into two huge classes of about 50 each. 
A lot of people assume it’s impossible to keep track of every student in a class that size… and honestly, they’re not wrong. You do have to stay on top of your stuff! One thing that’s been a total lifesaver for me, especially in these beginning stages, is the Mastery Belt Assessments I built.
For example, we just finished the Orange Belt Final Test. A major focus of this belt is note-name identification. Students complete two assignments, several written warm-ups, and a final exam—all designed to check that skill. There’s also basic vocabulary like bar line, measure, staff, time signature, and accent.
Once the tests were done, I sat down and reviewed every score. I use that data not only to see who’s struggling, but also to gauge my own teaching. For instance, this time around, I realized I didn’t do as strong a job teaching rhythm rules—I had to rush that section—so many students missed those questions. That tells me it’s something I need to revisit.
For students who didn’t pass, I dug deeper to identify which skills they were missing. If it was vocabulary, I can review that quickly with the whole class (because chances are, others need that refresher too). If it’s note naming, that’s more foundational—so I plan to pull those students for small-group support and focused practice.
These assessments aren’t just about grades or data points. Yes, they give me evidence to share with administrators, counselors, and parents—and they help me speak clearly at IEP or conference meetings about where a student is growing or struggling. But more importantly, they ensure that every single student gets the chance to succeed. 
Now that I’ve reviewed all the data, I’ve identified about six or seven students in each class who need extra help, plus exactly which skills they’re missing. I’ve even written a quick review sheet for my TA to use over the next two days so those students can get targeted support as we keep moving forward in the curriculum.
At the end of the day that’s what The Mastery Belt System is about—structure, equity, and success for every learner. 
— Pamela
"One Life, One Chance"
How did you change the world today?
And when they earn all of their beads for the year, they become Masters—one of my students’ favorite end-of-year celebrations.
