”The Path”

“…The path, winding like silver, trickles on, Bordered and even invaded by thinnest moss That tries to cover roots and crumbling chalk With gold, olive, and emerald, but in vain. The children wear it. They have flattened the bank

On top, and silvered it between the moss With the current of their feet, year after year…”

-Edward Thomas

The Buff Learning Team

Our Path to Proficiency

About the presenters… Sarah Braman-Smith

Madras High School principal

Tammie Schongalla MHS instructional coach Previously taught reading & literacy

Melissa Wheeler MHS English teacher Previously taught social studies/foreign language

electives at a middle school

How’d we get that name? Madras High School’s mascot is the “White

Buffalo,” or “Buff” for short. Our freshmen core teachers adopted the term “Buff Learning Team” (BLT) for our small academy model. We have two BLTs, each with one English, one

math, and one science teacher. Students in each BLT vote on a team name and

compete in challenges through the year.

Opener Yes/No/Why

“Proficiency-based grading works or could work at our school.”

Goals1) How we created our

proficiency model Things already in place* First steps on the path

2) What it has meant for our teachers Logistics Glance at a unit map See some example

assessments (and try one?)

Look at a gradebook snapshot

Biggest frustrations Biggest joys*

Goals3) What it has meant for

students Increase in overall

responsibility Increase in

achievement

4) A Tale of Two Brandons*

-Brandon 1, last year -Brandon 2, this year

*I’m NEVER naming a future child Brandon, fyi…

5) Q&A

1) In our school, we have already implemented _____ to be ready for proficiency. BLTs

Already had a norm of meeting regularly to discuss our freshmen’s progress

Identifying our power standards in each department each grade level and/or

class Different depending on

subject areas

Unwrapping those power standards & developing CFAs-Analyzing the actual

language of the standards (e.g. what level of Bloom’s taxonomy, what knowledge and skills they should be able to demonstrate)

-Creating Common Formative Assessments

More things we already had in place Sheltered Instruction

Operational Protocol Because of our high ELL

population (at least half have been categorized as ELL at some time)

Expectation of both teachers & students always knowing the goals before lesson begins

Student Engagement Strategies – mantras: School is not a

spectator sport Everybody does

everything I do it, we do it, ya’all

do it, you do it Openers/Closers No hand-raising Precision partnering Verbal/physical choral

response And much more!

1) How we created our prof. model – first steps on the path: Our principal had been

hearing about “proficiency-based education” (it’s not a new idea)

Viewed it as “a necessary change that would have to happen in education;” deemed it “an idea worth exploring.”

Started sending small groups of us from the BLTs and electives to the BEC conferences around the state.

Most of us were very persuaded by the arguments for the proficiency model; the big picture made sense to most of us.

1) How we created our prof. model – next steps:

At conferences, we also got to see how subject area teachers were doing things

We came back and had TIME to meet all together as a freshmen team and by departments within the teams to start discussing how this could actually work for us.

2) What it’s meant for our teachers Logistics – what we decided:

Each kid must show proficiency 3 times per standard. We used Bloom’s Taxonomy to create the

assessments. Grades: master = 100/100 exceed = 85/100 proficient = 75/100 attempted = 1/100

NP = 0/100 or just “missing.” We created a 1000 point assignment (basically a “place-

holder”). If kids were not proficient at any one assessment, they get a 0/1000 until they showed proficiency. Their grade was a very low percentage, plus the term “NP” for not proficient.

2) What it’s meant for teachers More logistics:

Had to decide which standards to cover each quarter

Grouped them into logical, cohesive units Figured out what assessments they could do to

show proficiency 3 separate times. Doesn’t mean 3 totally separate assignments for each; some can be combined…

9th grade English had about 10 power standards (some we broke into 2)

Sample of one “quarter map”Standard Lesson

ideasProf. Assess. 1

Prof. Assess. 2

Prof. Assess.3

WR.10 “Establish coherent, clearly supported thesis that engages reader; conveys clear distinctive perspective; maintains consistent tone/ focus…”

-analyze/ evaluate examples-take notes on what good ones need-write some practice paragraphs (CFAs…)

-Given an old ODE sample expos prompt, students write an introductory paragraph only for that prompt

-Thesis, att. 1

-Write expos essay about prompt: “Supplies to Travel the World” (myaccess.com)

-Thesis, att. 2

-Write an expos essay about something of their choice (myaccess.com or microsoft word)

-Thesis, att. 3-Could be official Work Sample!

WR.10 “…ends with well-supported conclusion.”

-same as above

-Given an existing expos essay -Conclus, att 1

-same as above

-Conclus, att 2

-same as above

-Conclus, att 3

WR.11 “Create organizational structure that logically/ effectively presents info using transitions that unify paragraphs into a whole.”

-create outlines for existing essays, look for patterns

-Make outline for “Supplies” essay first (separate grade from essay itself)-Org struc, att 1

-same as above

-Org struc, att 2

-same as above

-Org struc, att 3

Making rubrics & assessments – Eng. example

WR.10 Essay ends with well-supported conclusion.

Not yet Proficient 1/100

Proficient 75/100 Exceeds 85/100 Masters 100/100

-Conclusion is not at least three sentences long, or does not adequately restate main points and ideas from thesis.

-Conclusion is at least three sentences long. Writer attempts to restate key points from thesis statement. May be basic summary or repetition.

Conclusion is longer than three sentences. Writer clearly restates both main idea and key supporting points from thesis statement. Gives reader a reason to remember the topic (e.g. new point to ponder, insight, or connection to life). Writer uses transition to signal conclusion.

Conclusion is longer than three sentences. Writer clearly restates both main idea and key supporting points from thesis statement in a new, interesting way. Gives reader a reason to remember the topic (e.g. new point to ponder, insight, or connection to life). Writer uses transition to signal conclusion.

Lower Bloom’s = simply restate, repeat the basics

Higher Bloom’s = create new, interesting way to restate; synthesize essay’s main point with other connections to life

Math example Attempt 1: quiz in 3 tiers, determines 75/85/100

Proficient: get any one tier correct (typically the easiest/lowest Bloom’s level)

Exceed: get any two tiers correct (typically the easiest tiers)

Masters: get all three tiers correct (includes highest Bloom’s level)

Attempt 2 Only proficient level question(s); only a checkmark in

gradebook. Attempt 3

Same as attempt 2 At any time, student can retry attempt 1 for

better grade.

Math quiz I can compare and draw conclusions about two or more data sets using graphical displays or

central tendencies and range. Tier One

Find the mean, median, mode and range of the data set: 20, 5, 8, 22, 10, 7, 7, 15, 16, 12, 15, 6, 13, 8 Tier Two

Teams from 2 colleges competed in a 10 km race. The data below show the finish times for the two teams.

Team A:25,30,25,30,30,35,34,26,35,32 Team B 32,28,28,26,31,30,32,29,32,30

A) Find the mean time for each team B) Which team is most likely to win and why?

Tier three Find each measure of central tendency for the data below and find which measure of

central tendency would be best fit for this data: 2, 20, 25, 21, 21, 24, 23. Explain your reasoning.

Science example Attempt 1: Paper/pencil test

Proficient level = 10 multiple choice questions about standard. Must get x amount correct (depending on standard).

Exceed level = must answer one short essay question about concept (graded by rubric).

Mastery level = must answer two short essay questions about concept (graded by rubric).

Attempt 2: Lab (rubric determines level) Attempt 3: Project (same)

Gradebook snapshot (English)Student Overall

gradeThesisPractice

/0

Conclusion HW

/0

WR.11 Org structure, att 2/100

WR.10 Thesis, att 2/100

WR.10Conclu, att 2/100

All standards met?

/1000

Basilio 75%= C M √ 75 75 75 √

Brandon 12%=NP M M 1 75 75 0

Kianna 100%=A √ √ 100 100 100 √

Morning 87% = B √ √ 100 75 85 √

Zack 16%=NP √ M 85 0 (M) 75 0

Key: √ = collected M = missing NP = not yet proficient

Gradebook snapshot (math)Student Overall

gradeM.1 Att 1

/100

M.1,Att 2

/0

M.1,Att 3

/0

M.2Att 1

/100

M.2Att 2

/0

All standards met?

/1000

Basilio 75% = C 75 √ √ 75 √ √

Brandon 6% =NP 75 √ 0 (M) 0 (M) 0 (M) 0

Kianna 100%=A 100 √ √ 100 √ √

Morning 93% = A 100 √ √ 85 √ √

Zack 13%=NP 75 √ 0 (M) 85 √ 0

Key: √ = collected M = missing NP = not yet proficient

2)What it’s meant for teachers Biggest Frustrations

Initial time spent mapping, rubric-making, brainstorming types of assessments

Sometimes when targets are so specific, it’s hard to focus on other important details (e.g. conventions)

How to challenge all kids at appropriate level? (from early finishers to unmotivated…)

CCSS means we have to redo our process (which we started using OR standards)

Isn’t school-wide or district-wide, yet.

Consistency of grading within department, across depts.

Athletic/activity eligibility…

Biggest Joys Once assessments are made,

it’s easy to plan the quarter, working backwards from the assessments.

Grading is faster and easier when the targets are so clear. Turnaround time is shorter, feedback is richer.

Kids feel they have more choice in their own educational paths and they are working at own pace.

Homework/practice work is for knowledge, not points!

I feel it’s perfected so many things we as a school and I as a teacher were already striving for.*

*What proficiency has meant for me All our previous school

reform efforts… Align curriculum vertically Identify power standards Unwrap standards;

develop CFAs Use CFA data to inform

instruction SIOP Use student engagement

strategies Adolescent literacy Differentiated Instruction

…were not passing educational fads. Proficiency-based grading

complements everything in the other column.

An educational time saver: What my kids

know/can do Feedback to give them Teach starting with

goals

3) What it’s meant for students Increased Responsibility

Kids do homework at same rate as before, even though no points are given!

They are choosing to do the practice work based on intrinsic motivation, not extrinsic rewards.

They use the language of knowledge: “I’m not proficient in conclusions yet,” versus “what’s the shortest homework assignment I can make up to earn a passing grade?”

They choose their level of achievement and work at own readiness level.

Willingness to revise!

3) What it’s meant for students Higher Achievement!

Last year, 70% of freshmen passed English 1, semester 1

This year, 82% of freshmen passed English 1, semester 1

What’s more, of those who passed, about 6 didn’t pass until semester 2 when they finally did the missing assessments.

Of the rest, only a few are more than a couple assessments away. We expect we could have a 90% pass rate for Eng 1, Sem 1.

More clear targets Especially for ELLs

They know what to ask They aren’t overwhelmed

by language demands Can focus more on the

one big concept until proficient; not be rushed through lots of little things

For all kids

Students weigh in…

iiiiiiiiiiiiiiiooooooo

iiiiiiiiiiiiiiiiiiiiiiiiiiiiiioooooooo

xxxxxxx

xxxxxxx

4) A Tale of Two Brandons Brandon 1

Barely did anything; passed English with a 61% - earned credit.

Started the year strong b/c played football.

Grades went down after athletic grade checks ended; mom started bugging him.

Didn’t do practice work, or take notes, or anything.

Never wrote a complete essay, only passed a few tests.

Did or made up just enough warm-ups, notes, and homework assignments to earn 61%.

Didn’t really gain much from English; has few skills going forward.

Brandon 2 Barely does anything; NP right

now in Sem 2 Hasn’t had a great year;

struggling with some identity issues, attendance issues, etc.

Won’t do practice work, or take notes, or anything.

Will do proficiency assessments, but only to the 75% level.

Is only missing a couple of those. Comes to tutoring once a month

and makes up a bunch of stuff at a time, and he knows how to show proficiency.

Confident that he WILL pass English, and with a 75% at least, and to do so, he had to write at least 3 essays, pass all major proficiency tests and projects.

Exit Survey: fold paper into quarters Like Didn’t like

Takeaways I still wonder

If you would like our PowerPoint or any other info, put your email on the back and what you’d like from us.

Questions?

“The task of the excellent teacher is to stimulate "apparently ordinary" people to unusual effort. The tough problem is not in identifying winners: it is in making winners out of ordinary people.”

-K. Patricia Cross