1. 1 Redmond High School’s *Standards based teaching *Proficiency based grading

2. 2 Overview Proficiency Based System Proficiency Based System Reasons for creating Reasons for creating Key elements Key elements Assessment based on standards and true content knowledge not on “artificial barriers” Assessment based on standards and true content knowledge not on “artificial barriers” Proficiency-based grading defined Proficiency-based grading defined Working toward the “Perfect Model: the School Without Failure” Working toward the “Perfect Model: the School Without Failure” Process for implementing Process for implementing How proficiency fit s with Essential How proficiency fit s with Essential

3. 3 Reasons for Creating a Proficiency Based System 18% of Redmond High School freshman dropped out of school with no planned destination; 18% of Redmond High School freshman dropped out of school with no planned destination; 50 to 70% of Redmond High School graduates attending post-secondary institutions needed remedial work in core subjects; 50 to 70% of Redmond High School graduates attending post-secondary institutions needed remedial work in core subjects; The percentage of students going on to post- secondary education was lower than the state- wide average; and The percentage of students going on to post- secondary education was lower than the state- wide average; and Graduating students tended to have high grade point averages but below average performance on the SAT. High grades did not equal high skill. Graduating students tended to have high grade point averages but below average performance on the SAT. High grades did not equal high skill.

4. 4 Freshman Academy: Key Elements Structure unique to “true” freshmen Structure unique to “true” freshmen Elements include: Elements include: Year-long relationship with core teachers; Year-long relationship with core teachers; Teacher partnerships with common period prep; Teacher partnerships with common period prep; Classrooms and lockers in the same proximity; Classrooms and lockers in the same proximity; Only one elective per term; and Only one elective per term; and Proficiency-based grading that eliminates grades below “C” and provides for lunch and multiple periods of recovery. Proficiency-based grading that eliminates grades below “C” and provides for lunch and multiple periods of recovery.

5. 5 Assessing Students: Based on What They Really Know! The goal of Redmond High school is to make students successful and prepare them for post- secondary educational opportunities.

6. 6 The emphasis has to be on assessed learning not “artificial barriers.”

7. 7 What are some of the “artificial barriers?” Example one: Items on the “checklist” that are not completed. Example one: Items on the “checklist” that are not completed. Johnny was assigned a paper. He wrote it first in green ink (which is absolutely not acceptable) and then put it on a disk. He emails it to the teacher and the teacher can’t open the file. Johnny is either penalized or receives a zero for the “artificial barriers”: green ink or technology! Johnny was assigned a paper. He wrote it first in green ink (which is absolutely not acceptable) and then put it on a disk. He emails it to the teacher and the teacher can’t open the file. Johnny is either penalized or receives a zero for the “artificial barriers”: green ink or technology!

8. 8 Artificial Barrier – Ex. 2 A student is to complete a map project and is required to color in various regions on the map. The student gets a reduced grade because the coloring is not done in a manner that pleases the teacher. A student is to complete a map project and is required to color in various regions on the map. The student gets a reduced grade because the coloring is not done in a manner that pleases the teacher.

9. 9 Artificial Barrier #3 Johnny “forgets” to put his name on his paper. He receives a zero because that is the rule in this class. Johnny “forgets” to put his name on his paper. He receives a zero because that is the rule in this class.

10. 10 The biggest artificial barrier of all……. The traditional point system which allows students to earn grades based on completing work rather than on demonstrating true proficiency of the assigned standard

11. 11 Do we sometimes reward students for……… Playing school. Playing school. Organized Organized Timely with assignments Timely with assignments Respectful Respectful Participate in class Participate in class Well-behaved Well-behaved Lots of glitter and sparkles Lots of glitter and sparkles

12. 12 The second largest artificial barrier is…….. Attendance

13. 13 What other “artificial barriers” exist in classrooms today?

14. 14 Are grades given in class….. As a punishment for a behavior? As a punishment for a behavior? As a control factor for managing classroom behavior? As a control factor for managing classroom behavior? As a means for “justifying” the student’s participation in class. “Johnny has 27 grades in my class.” As a means for “justifying” the student’s participation in class. “Johnny has 27 grades in my class.”

15. 15 Remember……… Are the learning objectives of the activity aligned to the standard(s)? Are the learning objectives of the activity aligned to the standard(s)? Are they assessed fairly for all students? Are they assessed fairly for all students? Does the students’ grade provide a direct link to what the student knows and can do? Does the students’ grade provide a direct link to what the student knows and can do? Personal traits are graded under the Career standards, not the content standards. Personal traits are graded under the Career standards, not the content standards.

16. 16 Career Learning Standards Personal traits like timeliness, tardiness, classroom behavior, and appropriate interaction with colleagues are graded under the Career standards, not the content standards. Personal traits like timeliness, tardiness, classroom behavior, and appropriate interaction with colleagues are graded under the Career standards, not the content standards. Each core subject teacher gives two different grades: one for content, the other for personal traits under the Career standards. Each core subject teacher gives two different grades: one for content, the other for personal traits under the Career standards.

17. 17 What should the “School Without Failure” Model look like at Redmond HS?

18. 18 Standards based Instruction All curriculum areas will determine core standards that will be used to drive instruction. All curriculum areas will determine core standards that will be used to drive instruction. Standards will be posted for each lesson. Standards will be posted for each lesson. Students will be given multiple ways to demonstrate proficiency toward those standards Students will be given multiple ways to demonstrate proficiency toward those standards Career related learning standards will be incorporated into each core curriculum class Career related learning standards will be incorporated into each core curriculum class Teachers will be accountable to insure all students are proficient in each standard. Teachers will be accountable to insure all students are proficient in each standard.

19. 19 Proficiency based grading Students primary responsibility is to demonstrate proficiency in each standard assigned. Artificial barriers will be removed from the grading process. Students primary responsibility is to demonstrate proficiency in each standard assigned. Artificial barriers will be removed from the grading process. Rubrics and/or chubrics will be developed for each assignment and given to students to guide their planning process. Rubrics and/or chubrics will be developed for each assignment and given to students to guide their planning process. Multiple opportunities will be given to students to demonstrate proficiency. Multiple opportunities will be given to students to demonstrate proficiency.

20. 20 Proficiency Based Grading Teachers will calibrate scoring rubrics both within the curriculum area and with teachers outside the curriculum area. Teachers will calibrate scoring rubrics both within the curriculum area and with teachers outside the curriculum area. Students will have the option to complete a course via an independent study method using moodles, pod casts, or other models chosen by the teacher. Students will have the option to complete a course via an independent study method using moodles, pod casts, or other models chosen by the teacher. Students will not fail unless they elect not to complete the work or do not make progress toward the goal of demonstrating an understanding of the concepts needed to be learned. Students will not fail unless they elect not to complete the work or do not make progress toward the goal of demonstrating an understanding of the concepts needed to be learned.

21. 21 Results Enrollment- 0% of students dropped out of Redmond High School with no planned destination compared to 18% from the previous year. Enrollment- 0% of students dropped out of Redmond High School with no planned destination compared to 18% from the previous year. Attendance- 91.3% compared to 91.1% Attendance- 91.3% compared to 91.1% Discipline- 9.2% of office referrals compared to 40.9% Discipline- 9.2% of office referrals compared to 40.9% OSAT- 56% met in reading (10 th grade average 62%), 38% met in math (10 th grade average 56%) OSAT- 56% met in reading (10 th grade average 62%), 38% met in math (10 th grade average 56%) Failure by course- less than 5% compared to 12.08% Failure by course- less than 5% compared to 12.08% Students who failed 2 or more courses- less than 5% compared to 17.9% Students who failed 2 or more courses- less than 5% compared to 17.9%

22. 22 Process 19 teachers received 6 paid days to help plan the Freshman Academy and the proficiency based system. 19 teachers received 6 paid days to help plan the Freshman Academy and the proficiency based system. 7 days of staff development 7 days of staff development 5 days paid curriculum planning prior to school and 3 days after the start of the year 5 days paid curriculum planning prior to school and 3 days after the start of the year 3 days to work together to calibrate scoring rubrics 3 days to work together to calibrate scoring rubrics 1 hour meeting every other week 1 hour meeting every other week Administrative coverage for team planning Administrative coverage for team planning

23. 23 Process continued Administration provide ongoing data Administration provide ongoing data Student tracking for incomplete standards Student tracking for incomplete standards Recovery system for students who need support Recovery system for students who need support Ongoing training and support for additional teachers to join the proficiency model Ongoing training and support for additional teachers to join the proficiency model Role forward to all 10 th grade core courses Role forward to all 10 th grade core courses

24. 24 Contacts For additional information or questions contact Michael Bremont, Sara House, or Greg Scott For additional information or questions contact Michael Bremont, Sara House, or Greg Scott Redmond High School michael.bremont@redmond.k12.or.us sara.house@redmond.k12.or.us gregory.scott@redmond.k12.or.us541-923-4800