I'm still not sure what you mean by Proficiency Based Learning. Can you explain it more?
In a proficiency based learning model, students are provided clear expectations of what they are supposed to know and be able to do during a unit of study, including examples of what mastery of that learning looks like, and a description of the steps that the student needs to take to get there. These expectations are based on state learning standards (Maine Learning Results), which map out what students should learn K-12 in Maine.
For example, a 5th grade teacher might use the learning targets below to explain the following (teacher oriented) math learning standard to students. “Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.”
Student Friendly Learning Targets:
The teacher, in collaboration with other grade level math teachers, would then plan a series of learning activities for students using the learning targets, including modeling what mastery of calculating and problem solving with division looks like. Assessments would be designed for the learning targets, highlighting each target so students could see whether or not they “hit” it and achieved mastery.
Research has shown that when students understand the learning expectation and have a pathway to meet it, they are better able to monitor their own learning and be motivated to achieve. In the past, teaching typically was a one way street, with teachers providing information and students processing the information and demonstrating their knowledge on end of unit tests. In a proficiency based model, student learning is at the center of the two way street, as the teacher constantly monitors student progress toward the goal, providing extra support for students who need it and extra challenge for students for students who meet the goal early. Assessment happens during instruction as well as at the end of a unit, assuring that students do not end the unit with major gaps in understanding that were not addressed. Instruction across a content area and grade level becomes more consistent, as teachers work together to design learning activities, share strategies, and analyze student assessment results.
Does grading change in a PBL system? How?
In a PBL system, it is a priority for teachers and students to gain clarity about exactly which learning outcomes/standards students have mastered. With a traditional 0-100 grade system, student scores on assignments are averaged to determine a final grade. A student may have significant gaps in understanding (evidenced by a low grade on a test) that are masked by being averaged with higher grades (i.e. diligent homework completion). Student performance can become reduced to a percentage or letter grade that doesn’t necessarily reflect learning.
For more information about how traditional grading becomes problematic as instruction becomes more student-centered, see the Proficiency Based Learning Continuum. And for more information about Maine’s Proficiency Based Learning process, visit the Maine Department of Education website.
Are all the schools in York transitioning to Proficiency Based Learning?
Currently, the most significant changes have been focused on York Middle School. With the shift to a more student centered middle school model, and the reorganization of teachers, classroom instruction began to change to reflect proficiency based learning model in 2013. In an effort to better represent student progress in the new model, YMS teachers are now piloting the use of a new online reporting tool called MasteryConnect. It will be decided at the end of the 2014-15 school year whether to continue with MasteryConnect or choose a different grading and reporting approach. Both Village Elementary and Coastal Ridge Elementary schools have had elements of proficiency based learning in place for a few years now, and will be moving ahead with adding more clarity to student learning in the future. At York High School, the transition is more measured. The Maine Legislature has enacted a law (LD 1422) requiring that Maine high schools award proficiency based diplomas, starting with the class of 2018. In York, we have been provided by the state an extension to this requirement, and will first award proficiency based diplomas to students in the class of 2021 (current 6th grade students). Work is underway at York High School to create more clarity in the learning expectations in each course, as well as shifting instruction to be more student-centered. Other changes, including deciding how to track and manage student proficiency, are being discussed, but final decisions will not be made until the 2015-2016 school year at the earliest, with the input of the new York High School principal and parents. School administrators and school committee members are committed to moving slowly and thoughtfully with any changes at York High School, to ensure that student learning is reported with clarity to parents and colleges, and our students are advantageously positioned for college admission.
I’ve heard that this sort of model will discourage students from trying to excel in school. I’m worried about this.
In fact, research and our evidence from York Middle School says quite the opposite! Although we assume that a grade of "A" reflects a level of learning that exceeds expectations, in fact, in most schools (here and beyond), an "A" represents "doing everything the teacher asked of you", which may or may not reflect work that goes beyond the class expectation. In a proficiency based model, exceeding the class expectation is spelled out clearly for students, and requires effort and learning that goes beyond the typical class expectation. It's a higher bar of learning for students! The challenge at York Middle School as teachers make this transition is to offer learning experiences in this "exceeds" category, since these opportunities really didn't exist before for students. And research demonstrates that making these learning expectations clear for students, and providing a pathway to get there, not only increase student achievement, but increase student motivation as well. In fact, according to educational researcher John Hattie, it's one of the strongest levers for increasing student achievement that exists in schools today!
What happens if a student does not meet the learning standards? What about if a student can already demonstrate mastery of a standard?
One of the most significant changes with moving to a proficiency based system is that student learning becomes very transparent. When mastery of the standard becomes the expectation for students to reach, instead of learning outcomes being determined by individual teachers for their classroom, it makes it very clear when students aren't learning at a high enough level. Student performance can't be "hidden" behind letter grades that may reflect a variable standard of learning, or are more reflective of effective work habits (i.e. a student does homework diligently, but performs poorly on tests and quizzes). The benefit of this approach is that we now have a clear picture of student learning, even if students are struggling to meet standards. As part of our transition to a more student-centered approach, we continue to build in the supports that students may need in all buildings to meet the standards (intervention classes, targeted learning time, classroom support, etc) as well as opportunities for students who master standards at a faster pace (enrichment classes and extra challenges within the classroom).
YORK MIDDLE SCHOOL QUESTIONS
FOR MORE FAQ's focused on York Middle School, please visit the YMS Proficiency Based Learning Guide and scroll down to the bottom.
Won’t it be confusing for 8th grade students to move back to the traditional grading system at York High School?
We have always worked hard to help students manage the transitions between buildings and grading systems, so we expect no different with this transition. More importantly, we are developing language and expectations around classroom instruction, like the use of learning targets, that will be familiar from the middle to high school. We will continue to evolve our instructional practices in each building to be more seamless. In addition, the student centered nature of proficiency based learning - from helping students understand their strengths and challenges as learners to monitoring their own progress - will give students skills to adapt to any learning environment, from high school to college to the workplace.
I’ve heard that students can re-take tests at York Middle School. Won’t this just cause students not to bother to study, if they know they can re-take it?
When the classroom emphasis shifts from "what is taught" to "what is learned", it becomes an obvious priority that students LEARN what we have deemed important, even if it doesn't happen on an ideal teaching timetable. So giving students an option to learn more, and assess again, becomes an important part of the process. This doesn't necessarily mean that the entire class instruction stops, so all students can retake tests. In fact, having to re-take an assessment means a student has to work harder to learn more! Read Principal Dave William's blog about retakes at York Middle School, and especially read the article at the end by Rick Wormeli. Wormeli makes a pretty strong case for retakes and redo's as a necessary part of learning, both in schools and the workplace.
How will the new grading system at YMS affect course placement in ninth grade at York High School?
The course recommendation process for ninth grade has historically relied primarily on standardized test scores (in Math and ELA) and teacher recommendation much more than grades. Teachers in both 8th and 9th grade are keenly interested in placing students in a 9th grade course level that will be challenging for them, but not frustrating, so they work closely together to make their best recommendation to parents and students. The change in grading practices at YMS will provide even more information about what 8th grade students know and can do, as well as their work habits, helping teachers and parents make informed decisions about ninth grade placement. As before, students and parents who disagree with the teacher recommendation are encouraged to meet with the 8th and/or 9th grade teachers to discuss the placement. The parents, students and teacher can review student data, discuss the rigor of the course, and make a decision collaboratively as to what placement is best for the student in 9th grade.
YORK HIGH SCHOOL QUESTIONS
How will the Proficiency Based HS Diploma required by the state affect my student?
For current YHS students, as well as current 8th grade students, there will be no changes to the graduation expectations. While these students may see shifts in classroom instruction that reflect proficiency based learning, the graduation requirements will remain the same. For current 6th grade students and grades below, their progress toward a high school diploma will also include measuring and tracking proficiency of graduation standards.
Is York High School moving to a grading system like the new system at York Middle School?
We recognize the importance of moving slowly and deliberately with changes in grading practice at York High School. While it is challenging to measure student progress towards graduation standards with the traditional 0-100 grade scale, we also want to make sure any changes in our grading systems are advantageous to college admissions for our students. We intend to continue the use of the traditional grade scale at York High School, but we are considering also tracking student mastery of a limited number of essential performance standards for each course. Students who are working towards a proficiency based diploma (current 6th graders and younger) would need, to pass a course, to demonstrate mastery of these select standards in addition to earning a minimum grade of a 70%. These standards would appear in the PowerSchool Parent Portal, but the assessment of these standards would still be reflected in student grades for the course. This approach retains the familiar grading system, but also allows us to be confident that students are mastering all the essential learnings for each course and can be deemed proficient upon graduation.
I’m worried about how these changes will affect my child’s college admission. Will colleges be confused by transcripts with these standards on them?
This is probably the biggest concern that parents have with regard to any changes in instruction and reporting of grades! Parents should be reassured that any changes that we make in York will be focused on placing our high school students in a MORE advantageous position for college admissions. By raising the learning expectations, revising our YHS school profile, and helping our students be more clear about their strengths as learners, we hope York students will be positioned for admission to even more selective colleges and universities. We will be working on creating a draft transcript (for students in the class of 2020) next year that will reflect both standards and courses/grades in a way that provides more information without confusion. The most selective colleges and universities accept students from all over the nation and world, and see a wide range of documentation of student learning, so we are confident that we will cast our York High School students in the best possible light for their next step in learning and life.
Will York High School still calculate a GPA in a Proficiency Based Learning model? Will students still be ranked based on the GPA?
Yes, we will calculate a GPA for York High School students. Whether YHS students are ranked based on that GPA will be under close consideration. There is strong evidence to indicate that ranking students against each other can be unfair, and actually reduce student motivation to learn. Many high performing high schools in Maine and beyond do not report student rank, and have college admission rates that are stronger than ours. For more information about the pitfalls of ranking students, visit the Great Schools Partnership page on Grading and Reporting, and explore the Academic Recognition and Latin Honors section (scroll down to see link).
Will there still be an Honor and High Honor Roll in a proficiency based system? How about a class valedictorian?
We recognize the importance of providing opportunities for students to achieve at the highest levels, and for that achievement to be celebrated publicly. So there will be a mechanism for students to be recognized, but it may look different from the current system. For example, using Latin Honors may be considered, since it is familiar to colleges and universities, and has a long and storied tradition. Whether or not to have a class valedictorian will also be considered, as there are other models for recognizing top achievers. Decisions about how to proceed with any changes in academic recognition will be considered next year, when the new York High School Principal comes on board.
How can parents get involved in some of these decisions at York High School?
With the upcoming change in leadership at York High School, no substantial decisions about how to proceed with changes to YHS grading and diplomas will be made this year. Next year, as committees are formed to grapple with some of the upcoming decisions, particularly around grading and academic recognition, parents will be invited to participate in the process. In addition, parents will have the opportunity to weigh in via surveys and focus groups. We want to proceed with the best interest of our students and families in mind as we work to continuously improve the YHS learning experience.
In a proficiency based learning model, students are provided clear expectations of what they are supposed to know and be able to do during a unit of study, including examples of what mastery of that learning looks like, and a description of the steps that the student needs to take to get there. These expectations are based on state learning standards (Maine Learning Results), which map out what students should learn K-12 in Maine.
For example, a 5th grade teacher might use the learning targets below to explain the following (teacher oriented) math learning standard to students. “Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.”
Student Friendly Learning Targets:
- I can recall division facts.
- I know division is the inverse operation to multiplication.
- I can find quotients of whole numbers using various strategies to solve the problem.
- I can explain the strategy I used to solve a division problem.
- I can represent my strategy with symbols, numbers and models.
The teacher, in collaboration with other grade level math teachers, would then plan a series of learning activities for students using the learning targets, including modeling what mastery of calculating and problem solving with division looks like. Assessments would be designed for the learning targets, highlighting each target so students could see whether or not they “hit” it and achieved mastery.
Research has shown that when students understand the learning expectation and have a pathway to meet it, they are better able to monitor their own learning and be motivated to achieve. In the past, teaching typically was a one way street, with teachers providing information and students processing the information and demonstrating their knowledge on end of unit tests. In a proficiency based model, student learning is at the center of the two way street, as the teacher constantly monitors student progress toward the goal, providing extra support for students who need it and extra challenge for students for students who meet the goal early. Assessment happens during instruction as well as at the end of a unit, assuring that students do not end the unit with major gaps in understanding that were not addressed. Instruction across a content area and grade level becomes more consistent, as teachers work together to design learning activities, share strategies, and analyze student assessment results.
Does grading change in a PBL system? How?
In a PBL system, it is a priority for teachers and students to gain clarity about exactly which learning outcomes/standards students have mastered. With a traditional 0-100 grade system, student scores on assignments are averaged to determine a final grade. A student may have significant gaps in understanding (evidenced by a low grade on a test) that are masked by being averaged with higher grades (i.e. diligent homework completion). Student performance can become reduced to a percentage or letter grade that doesn’t necessarily reflect learning.
For more information about how traditional grading becomes problematic as instruction becomes more student-centered, see the Proficiency Based Learning Continuum. And for more information about Maine’s Proficiency Based Learning process, visit the Maine Department of Education website.
Are all the schools in York transitioning to Proficiency Based Learning?
Currently, the most significant changes have been focused on York Middle School. With the shift to a more student centered middle school model, and the reorganization of teachers, classroom instruction began to change to reflect proficiency based learning model in 2013. In an effort to better represent student progress in the new model, YMS teachers are now piloting the use of a new online reporting tool called MasteryConnect. It will be decided at the end of the 2014-15 school year whether to continue with MasteryConnect or choose a different grading and reporting approach. Both Village Elementary and Coastal Ridge Elementary schools have had elements of proficiency based learning in place for a few years now, and will be moving ahead with adding more clarity to student learning in the future. At York High School, the transition is more measured. The Maine Legislature has enacted a law (LD 1422) requiring that Maine high schools award proficiency based diplomas, starting with the class of 2018. In York, we have been provided by the state an extension to this requirement, and will first award proficiency based diplomas to students in the class of 2021 (current 6th grade students). Work is underway at York High School to create more clarity in the learning expectations in each course, as well as shifting instruction to be more student-centered. Other changes, including deciding how to track and manage student proficiency, are being discussed, but final decisions will not be made until the 2015-2016 school year at the earliest, with the input of the new York High School principal and parents. School administrators and school committee members are committed to moving slowly and thoughtfully with any changes at York High School, to ensure that student learning is reported with clarity to parents and colleges, and our students are advantageously positioned for college admission.
I’ve heard that this sort of model will discourage students from trying to excel in school. I’m worried about this.
In fact, research and our evidence from York Middle School says quite the opposite! Although we assume that a grade of "A" reflects a level of learning that exceeds expectations, in fact, in most schools (here and beyond), an "A" represents "doing everything the teacher asked of you", which may or may not reflect work that goes beyond the class expectation. In a proficiency based model, exceeding the class expectation is spelled out clearly for students, and requires effort and learning that goes beyond the typical class expectation. It's a higher bar of learning for students! The challenge at York Middle School as teachers make this transition is to offer learning experiences in this "exceeds" category, since these opportunities really didn't exist before for students. And research demonstrates that making these learning expectations clear for students, and providing a pathway to get there, not only increase student achievement, but increase student motivation as well. In fact, according to educational researcher John Hattie, it's one of the strongest levers for increasing student achievement that exists in schools today!
What happens if a student does not meet the learning standards? What about if a student can already demonstrate mastery of a standard?
One of the most significant changes with moving to a proficiency based system is that student learning becomes very transparent. When mastery of the standard becomes the expectation for students to reach, instead of learning outcomes being determined by individual teachers for their classroom, it makes it very clear when students aren't learning at a high enough level. Student performance can't be "hidden" behind letter grades that may reflect a variable standard of learning, or are more reflective of effective work habits (i.e. a student does homework diligently, but performs poorly on tests and quizzes). The benefit of this approach is that we now have a clear picture of student learning, even if students are struggling to meet standards. As part of our transition to a more student-centered approach, we continue to build in the supports that students may need in all buildings to meet the standards (intervention classes, targeted learning time, classroom support, etc) as well as opportunities for students who master standards at a faster pace (enrichment classes and extra challenges within the classroom).
YORK MIDDLE SCHOOL QUESTIONS
FOR MORE FAQ's focused on York Middle School, please visit the YMS Proficiency Based Learning Guide and scroll down to the bottom.
Won’t it be confusing for 8th grade students to move back to the traditional grading system at York High School?
We have always worked hard to help students manage the transitions between buildings and grading systems, so we expect no different with this transition. More importantly, we are developing language and expectations around classroom instruction, like the use of learning targets, that will be familiar from the middle to high school. We will continue to evolve our instructional practices in each building to be more seamless. In addition, the student centered nature of proficiency based learning - from helping students understand their strengths and challenges as learners to monitoring their own progress - will give students skills to adapt to any learning environment, from high school to college to the workplace.
I’ve heard that students can re-take tests at York Middle School. Won’t this just cause students not to bother to study, if they know they can re-take it?
When the classroom emphasis shifts from "what is taught" to "what is learned", it becomes an obvious priority that students LEARN what we have deemed important, even if it doesn't happen on an ideal teaching timetable. So giving students an option to learn more, and assess again, becomes an important part of the process. This doesn't necessarily mean that the entire class instruction stops, so all students can retake tests. In fact, having to re-take an assessment means a student has to work harder to learn more! Read Principal Dave William's blog about retakes at York Middle School, and especially read the article at the end by Rick Wormeli. Wormeli makes a pretty strong case for retakes and redo's as a necessary part of learning, both in schools and the workplace.
How will the new grading system at YMS affect course placement in ninth grade at York High School?
The course recommendation process for ninth grade has historically relied primarily on standardized test scores (in Math and ELA) and teacher recommendation much more than grades. Teachers in both 8th and 9th grade are keenly interested in placing students in a 9th grade course level that will be challenging for them, but not frustrating, so they work closely together to make their best recommendation to parents and students. The change in grading practices at YMS will provide even more information about what 8th grade students know and can do, as well as their work habits, helping teachers and parents make informed decisions about ninth grade placement. As before, students and parents who disagree with the teacher recommendation are encouraged to meet with the 8th and/or 9th grade teachers to discuss the placement. The parents, students and teacher can review student data, discuss the rigor of the course, and make a decision collaboratively as to what placement is best for the student in 9th grade.
YORK HIGH SCHOOL QUESTIONS
How will the Proficiency Based HS Diploma required by the state affect my student?
For current YHS students, as well as current 8th grade students, there will be no changes to the graduation expectations. While these students may see shifts in classroom instruction that reflect proficiency based learning, the graduation requirements will remain the same. For current 6th grade students and grades below, their progress toward a high school diploma will also include measuring and tracking proficiency of graduation standards.
Is York High School moving to a grading system like the new system at York Middle School?
We recognize the importance of moving slowly and deliberately with changes in grading practice at York High School. While it is challenging to measure student progress towards graduation standards with the traditional 0-100 grade scale, we also want to make sure any changes in our grading systems are advantageous to college admissions for our students. We intend to continue the use of the traditional grade scale at York High School, but we are considering also tracking student mastery of a limited number of essential performance standards for each course. Students who are working towards a proficiency based diploma (current 6th graders and younger) would need, to pass a course, to demonstrate mastery of these select standards in addition to earning a minimum grade of a 70%. These standards would appear in the PowerSchool Parent Portal, but the assessment of these standards would still be reflected in student grades for the course. This approach retains the familiar grading system, but also allows us to be confident that students are mastering all the essential learnings for each course and can be deemed proficient upon graduation.
I’m worried about how these changes will affect my child’s college admission. Will colleges be confused by transcripts with these standards on them?
This is probably the biggest concern that parents have with regard to any changes in instruction and reporting of grades! Parents should be reassured that any changes that we make in York will be focused on placing our high school students in a MORE advantageous position for college admissions. By raising the learning expectations, revising our YHS school profile, and helping our students be more clear about their strengths as learners, we hope York students will be positioned for admission to even more selective colleges and universities. We will be working on creating a draft transcript (for students in the class of 2020) next year that will reflect both standards and courses/grades in a way that provides more information without confusion. The most selective colleges and universities accept students from all over the nation and world, and see a wide range of documentation of student learning, so we are confident that we will cast our York High School students in the best possible light for their next step in learning and life.
Will York High School still calculate a GPA in a Proficiency Based Learning model? Will students still be ranked based on the GPA?
Yes, we will calculate a GPA for York High School students. Whether YHS students are ranked based on that GPA will be under close consideration. There is strong evidence to indicate that ranking students against each other can be unfair, and actually reduce student motivation to learn. Many high performing high schools in Maine and beyond do not report student rank, and have college admission rates that are stronger than ours. For more information about the pitfalls of ranking students, visit the Great Schools Partnership page on Grading and Reporting, and explore the Academic Recognition and Latin Honors section (scroll down to see link).
Will there still be an Honor and High Honor Roll in a proficiency based system? How about a class valedictorian?
We recognize the importance of providing opportunities for students to achieve at the highest levels, and for that achievement to be celebrated publicly. So there will be a mechanism for students to be recognized, but it may look different from the current system. For example, using Latin Honors may be considered, since it is familiar to colleges and universities, and has a long and storied tradition. Whether or not to have a class valedictorian will also be considered, as there are other models for recognizing top achievers. Decisions about how to proceed with any changes in academic recognition will be considered next year, when the new York High School Principal comes on board.
How can parents get involved in some of these decisions at York High School?
With the upcoming change in leadership at York High School, no substantial decisions about how to proceed with changes to YHS grading and diplomas will be made this year. Next year, as committees are formed to grapple with some of the upcoming decisions, particularly around grading and academic recognition, parents will be invited to participate in the process. In addition, parents will have the opportunity to weigh in via surveys and focus groups. We want to proceed with the best interest of our students and families in mind as we work to continuously improve the YHS learning experience.