Redmond High School

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Redmond High Schools

• Standards based teaching
• Proficiency based grading

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Overview

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

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Reasons for Creating a Proficiency Based System

• 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
• 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.

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Freshman Academy Key Elements

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

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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.

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The emphasis has to be on assessed learning not
artificial barriers.
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What are some of the artificial barriers?

• 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 cant open the file.
  Johnny is either penalized or receives a zero for
  the artificial barriers green ink or
  technology!

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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.

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Artificial Barrier 3

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

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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

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Do we sometimes reward students for

• Playing school.
• Organized
• Timely with assignments
• Respectful
• Participate in class
• Well-behaved
• Lots of glitter and sparkles

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The second largest artificial barrier is..

• Attendance

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What other artificial barriers exist in
classrooms today?
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Are grades given in class..

• As a punishment for a behavior?
• As a control factor for managing classroom
  behavior?
• As a means for justifying the students
  participation in class. Johnny has 27 grades in
  my class.

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Remember

• Are the learning objectives of the activity
  aligned to the standard(s)?
• Are they assessed fairly for all students?
• 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.

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

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What should the School Without Failure Model
look like at Redmond HS?
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Standards based Instruction

• All curriculum areas will determine core
  standards that will be used to drive instruction.
• Standards will be posted for each lesson.
• Students will be given multiple ways to
  demonstrate proficiency toward those standards
• 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.

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Proficiency based grading

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

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Proficiency Based Grading

• 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 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.

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Results

• 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
• Discipline- 9.2 of office referrals compared to
  40.9
• OSAT- 56 met in reading (10th grade average
  62), 38 met in math (10th grade average 56)
• Failure by course- less than 5 compared to
  12.08
• Students who failed 2 or more courses- less than
  5 compared to 17.9

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Process

• 19 teachers received 6 paid days to help plan the
  Freshman Academy and the proficiency based
  system.
• 7 days of staff development
• 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
• 1 hour meeting every other week
• Administrative coverage for team planning

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Process continued

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

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Contacts

• For additional information or questions contact
  Michael Bremont, Sara House, or Greg Scott
• Redmond High School
• michael.bremont_at_redmond.k12.or.us
• sara.house_at_redmond.k12.or.us
• gregory.scott_at_redmond.k12.or.us
• 541-923-4800