In this analysis of my graduate capstone project, I examine the transition from traditional grading to mastery-based assessment within special education settings. The research identifies how standard grading practices can penalize individual learning timelines and proposes a transparent, four-point proficiency scale focused on actual skill development. By centering student well-being and employability, the project provides practical tools, including trauma-informed rubrics and growth-oriented feedback banks, to ensure assessment serves as a clear roadmap for student achievement and equity.