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Redmond High School’sRedmond High School’s

*Standards based teaching*Standards based teaching*Proficiency based grading*Proficiency based grading

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OverviewOverview

Proficiency Based SystemProficiency Based System Reasons for creating Reasons for creating Key elementsKey elements

Assessment based on standards and true Assessment based on standards and true content knowledge not on “artificial content knowledge not on “artificial barriers”barriers”

Proficiency-based grading definedProficiency-based grading defined Working toward the “Perfect Model: the School Working toward the “Perfect Model: the School

Without Failure”Without Failure” Process for implementingProcess for implementing How proficiency fit s with Essential How proficiency fit s with Essential

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Reasons for Creating a Reasons for Creating a Proficiency Based SystemProficiency Based System

18% of Redmond High School freshman dropped 18% of Redmond High School freshman dropped out of school with no planned destination;out of school with no planned destination;

50 to 70% of Redmond High School graduates 50 to 70% of Redmond High School graduates attending post-secondary institutions needed attending post-secondary institutions needed remedial work in core subjects;remedial work in core subjects;

The percentage of students going on to post-The percentage of students going on to post-secondary education was lower than the state-secondary education was lower than the state-wide average; andwide average; and

Graduating students tended to have high grade Graduating students tended to have high grade point averages but below average performance point averages but below average performance on the SAT. High grades did not equal high skill.on the SAT. High grades did not equal high skill.

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Freshman Academy: Key Freshman Academy: Key Elements Elements

Structure unique to “true” freshmenStructure unique to “true” freshmenElements include:Elements include:

Year-long relationship with core teachers;Year-long relationship with core teachers;Teacher partnerships with common Teacher partnerships with common

period prep;period prep;Classrooms and lockers in the same Classrooms and lockers in the same

proximity;proximity;Only one elective per term; andOnly one elective per term; andProficiency-based grading that eliminates Proficiency-based grading that eliminates

grades below “C” and provides for lunch grades below “C” and provides for lunch and multiple periods of recovery.and multiple periods of recovery.

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Assessing Assessing Students: Based on Students: Based on What They Really What They Really

Know!Know!The goal of Redmond The goal of Redmond

High school is to High school is to make students make students successful and successful and

prepare them for prepare them for post-secondary post-secondary

educational educational opportunities.opportunities.

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The emphasis has to be on The emphasis has to be on assessed learning not “artificial assessed learning not “artificial

barriers.”barriers.”

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What are some of the “artificial What are some of the “artificial barriers?”barriers?”

Example one: Items on the Example one: Items on the “checklist” that are not completed. “checklist” that are not completed. Johnny was assigned a paper. He wrote Johnny was assigned a paper. He wrote

it first in green ink (which is absolutely it first in green ink (which is absolutely not acceptable) and then put it on a disk. not acceptable) and then put it on a disk. He emails it to the teacher and the He emails it to the teacher and the teacher can’t open the file. Johnny is teacher can’t open the file. Johnny is either penalized or receives a zero for either penalized or receives a zero for the “artificial barriers”: green ink or the “artificial barriers”: green ink or technology!technology!

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Artificial Barrier – Ex. 2Artificial Barrier – Ex. 2

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

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Artificial Barrier #3Artificial Barrier #3

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

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The biggest The biggest artificial barrier of artificial barrier of

all…….all…….The traditional point The traditional point system which allows system which allows

students to earn grades students to earn grades based on completing based on completing work rather than on work rather than on demonstrating true demonstrating true proficiency of the proficiency of the assigned standardassigned standard

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Do we sometimes reward students Do we sometimes reward students for………for………

Playing school. Playing school. OrganizedOrganizedTimely with assignmentsTimely with assignmentsRespectfulRespectfulParticipate in classParticipate in classWell-behavedWell-behavedLots of glitter and sparklesLots of glitter and sparkles

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The second The second largest largest artificial artificial

barrier is……..barrier is……..

AttendanceAttendance

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

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Are grades given in class…..Are grades given in class…..

As a punishment for a behavior?As a punishment for a behavior?As a control factor for managing As a control factor for managing

classroom behavior?classroom behavior?As a means for “justifying” the As a means for “justifying” the

student’s participation in class. student’s participation in class. “Johnny has 27 grades in my class.”“Johnny has 27 grades in my class.”

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Remember………Remember………

Are the learning objectives of the Are the learning objectives of the activity aligned to the standard(s)?activity aligned to the standard(s)?

Are they assessed fairly for all Are they assessed fairly for all students?students?

Does the students’ grade provide a Does the students’ grade provide a direct link to what the student knows direct link to what the student knows and can do? and can do?

Personal traits are graded under the Personal traits are graded under the Career standards, not the content Career standards, not the content standards.standards.

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Career Learning StandardsCareer Learning Standards

Personal traits like timeliness, Personal traits like timeliness, tardiness, classroom behavior, and tardiness, classroom behavior, and appropriate interaction with appropriate interaction with colleagues are graded under the colleagues are graded under the Career standards, not the content Career standards, not the content standards.standards.

Each core subject teacher gives two Each core subject teacher gives two different grades: one for content, different grades: one for content, the other for personal traits under the other for personal traits under the Career standards.the Career standards.

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What should the “School What should the “School Without Failure” Model look Without Failure” Model look

like at Redmond HS?like at Redmond HS?

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Standards based InstructionStandards based Instruction

All curriculum areas will determine core All curriculum areas will determine core standards that will be used to drive instruction.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 Students will be given multiple ways to

demonstrate proficiency toward those demonstrate proficiency toward those standardsstandards

Career related learning standards will be Career related learning standards will be incorporated into each core curriculum classincorporated into each core curriculum class

Teachers will be accountable to insure all Teachers will be accountable to insure all students are proficient in each standard.students are proficient in each standard.

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Proficiency based gradingProficiency based grading

Students primary responsibility is to Students primary responsibility is to demonstrate proficiency in each demonstrate proficiency in each standard assigned. Artificial barriers will standard assigned. Artificial barriers will be removed from the grading process.be removed from the grading process.

Rubrics and/or chubrics will be Rubrics and/or chubrics will be developed for each assignment and developed for each assignment and given to students to guide their planning given to students to guide their planning process.process.

Multiple opportunities will be given to Multiple opportunities will be given to students to demonstrate proficiency.students to demonstrate proficiency.

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Proficiency Based GradingProficiency Based Grading

Teachers will calibrate scoring rubrics both Teachers will calibrate scoring rubrics both within the curriculum area and with within the curriculum area and with teachers outside the curriculum area.teachers outside the curriculum area.

Students will have the option to complete a Students will have the option to complete a course via an independent study method course via an independent study method using moodles, pod casts, or other models using moodles, pod casts, or other models chosen by the teacher.chosen by the teacher.

Students will not fail unless they elect not to Students will not fail unless they elect not to complete the work or do not make progress complete the work or do not make progress toward the goal of demonstrating an toward the goal of demonstrating an understanding of the concepts needed to be understanding of the concepts needed to be learned.learned.

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ResultsResults

Enrollment-Enrollment- 0% of students dropped out of Redmond 0% of students dropped out of Redmond High School with no planned destination compared to High School with no planned destination compared to 18% from the previous year.18% from the previous year.

Attendance-Attendance- 91.3% compared to 91.1% 91.3% compared to 91.1% Discipline-Discipline- 9.2% of office referrals compared to 9.2% of office referrals compared to

40.9%40.9% OSAT-OSAT- 56% met in reading (10 56% met in reading (10thth grade average 62%), grade average 62%),

38% met in math (1038% met in math (10thth grade average 56%) grade average 56%) Failure by course-Failure by course- less than 5% compared to 12.08% less than 5% compared to 12.08% Students who failed 2 or more courses-Students who failed 2 or more courses- less than 5% less than 5%

compared to 17.9%compared to 17.9%

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ProcessProcess

19 teachers received 6 paid days to help 19 teachers received 6 paid days to help plan the Freshman Academy and the plan the Freshman Academy and the proficiency based system.proficiency based system.

7 days of staff development7 days of staff development 5 days paid curriculum planning prior to 5 days paid curriculum planning prior to

school and 3 days after the start of the yearschool and 3 days after the start of the year 3 days to work together to calibrate scoring 3 days to work together to calibrate scoring

rubricsrubrics 1 hour meeting every other week1 hour meeting every other week Administrative coverage for team planningAdministrative coverage for team planning

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Process continuedProcess continued

Administration provide ongoing dataAdministration provide ongoing dataStudent tracking for incomplete standardsStudent tracking for incomplete standardsRecovery system for students who need Recovery system for students who need

supportsupportOngoing training and support for Ongoing training and support for

additional teachers to join the proficiency additional teachers to join the proficiency modelmodel

Role forward to all 10Role forward to all 10thth grade core grade core coursescourses

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ContactsContacts

For additional information or For additional information or questions contact Michael Bremont, questions contact Michael Bremont, Sara House, or Greg ScottSara House, or Greg Scott

Redmond High SchoolRedmond High Schoolmichael.bremont@redmond.k12.or.ussara.house@redmond.k12.or.usgregory.scott@redmond.k12.or.us

541-923-4800541-923-4800