1. On Time….On Task and On a Mission!!
YCHS
On Time….On Task and On a Mission!!

2. Proficiency Based Learning @ YCHS

3. Sound Familiar?
A student is really Interested in the material but does not complete all the homework and turns labs in partially completed. Because they understand material so well, they tutor other struggling students during labs. They earned a 96% on the final assessment however at the end of the semester, the student earns a C in the course due to the average percentage of all the work.
A student begins a course they know nothing about. Throughout the course they work diligently and improve on homework, labs and assessments. With a lot of work they demonstrate a really complete understanding on the material and earn an 88% on all assessments. They however earn a C in the course as they are still being marked down because of work they did before thoroughly understanding the material.
A student tries very hard, completes all homework and ask questions often. When the test comes they earn a 60% as it’s clear they are missing some key understandings but they have no opportunity to fix their mistakes.

4. What We YCHS
Students achieve best when they have control and ownership of their learning
When expectations and learning targets are clear to students, they are much more likely to achieve them
Learning is not time­bound; All students learn at different rates
Grades should clearly communicate to students and parents what students know and are able to do as well as areas they still need to learn and grow
Skills and behaviors, such as completing work on time, participation, and neatness, are critical to success in school and life

5. What this means for students……
Students will know what they are expected to learn and be able to do in every class in order to earn proficient or exceeding grades
Grades will be primarily based on a student’s demonstration of what they know and can do through assessments and other tasks (90% of overall grade)
Work habits and other behaviors will contribute to a student’s overall grade (90/10)
Students will have opportunities to retake assessments in order to improve their grades
Prior to retaking an assessment, students will have to show new learning or work they have completed in order to be allowed to reassess
All classes will use the same rubric with the categories Exceeding, Proficient, 
Approaching, Beginning

6. What this means for Parents…..
Parents will have much more clear information about the knowledge and skills their student has as well as areas their student still needs to grow
Parents will be able to clearly identify the path to improving a student’s grade (retaking assessments/redoing projects or tasks for learning targets in which the student is not yet proficient)
Parents will know the specific skills and knowledge they can help their student develop in order to improve his/her learning outcomes

7. Common Terms and Definitions
Proficiency Statements = (90% HS ) Standards-based targets used as the goal with which students must reach to gain proficiency and build towards mastery of overall course goals.
CRLS (career related learning standards) = (10% HS) Teacher determined academic standards which lead to student success.
Formative assessment-Assessments that are given during the course of instruction to guide instructional practice. (No effect of overall grade)
Summative assessment- assessments that are given to measure attainment of proficiency statements ( Majority of overall grade)
Rubric- Tool that is used to accurately describe student performance.

10. YCHS General Proficiency Rubric
Grading Category
Grading Mark
Definition
Exceeding 4
The student is able to demonstrate knowledge and skills that surpass the standards, while weaknesses may be present, strengths are dominant.
Proficient 3
The student is able to demonstrate the knowledge and skills that encompass the standards, while still showing strengths and weaknesses.
Approaching 2
The student is able to demonstrate the basic knowledge and/or skills of the standards, with a low degree of consistency or accuracy. The student is not able to meet the level of rigor called for by the standards.
Beginning 1
The student has demonstrated some of the knowledge and / or skills of the standards, but is far from proficient. Significant learning gaps and /or misconceptions exist.
Blank
The student has not made an attempt to demonstrate knowledge and skills of the standards.

11. YCSD Grade Conversion Rubric
>3.5
An A in a course is determined by the student presenting sufficient examples of work and assessments demonstrating level 3 & 4 for each proficiency statement, with a majority of fours.
The student may not have any level 1 or 2 for a proficiency statement. B
A B in a course is determined by student presenting sufficient examples of work and assessments demonstrating a mix of level 3 and 4 for each proficiency statement, with a majority of threes. C
A C in a course is determined by student presenting sufficient examples of work and assessments demonstrating level 3 and 2 for each proficiency statement, with a majority of 3’s.
The student may not have any level 0 or 1 for a proficiency statement. NP
<2.5
Not Proficient
If a student has not earned a C or higher in the class at the endpoint of the term an NP will be reported on the progress report and online.    F
An F is only reported on the transcript when a student abandons the opportunity to show proficiency.