In my first year at Renaissance School for Arts and Science, I felt conflicted about grading neurodiverse learners. I have vision for instructional differentiation, but equitable assessment proved to be a harder challenge. Working industriously, I developed a plan based on evidenced-based practices and advice from colleagues. I sought to more accurately communicate the goals and achievements of my learners through narrative feedback. Presenting my work to the administration, I collaborated with all stakeholders to broaden the scope of our assessment practices, building a school-wide, competency-based grading system with narrative elements. This work is vital to the development of Renaissance’s mission, student learner outcomes, and portrait of a graduate.