MHS Proficiency Journey
Updated November 18, 2013
The Theory
As a part of our School Improvement Grant in 2010, MHS was challenged to look at innovative
ways to improve student learning. Standards-based or Proficiency Based Teaching and Learning
was an approach selected by teachers to do just that. Schools that use this model building wide
are eligible for different seat time requirements from the state of Oregon. We knew it would be a
challenging journey, but collectively we agreed to move forward because our students deserved
better.
The Basics
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Priority Standards are identified for each course at MHS.
Standards are broken down into what students need to know and what they need to be
able to do and then put into student-friendly language. Teachers use Bloom’s Taxonomy
to determine the level of thinking needed to meet each standard.
Performance Assessments are then created to not only determine whether a student is
able to meet a standard but also if they are able to exceed a standard by demonstrating a
higher level of thinking.
Students must demonstrate proficiency in all course standards to receive credit for the
course.
Grading (An old system merges with a new approach):
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There are no Ds under this grading system. Students must show a proficient level of
learning in order to earn credit in the class.
o A – Masters Material
o B- Exceeds Proficiency
o C – Proficient
o NP – Not Yet Proficient – Student is engaged with teacher to demonstrate
learning.
o F – Student is not showing active engagement in his/her own learning process
Students who receive NPs or higher can continue to work with individual teachers on
demonstrating a higher level of learning.
Two weeks after the end of the grading period, NPs move to Fs on the transcripts. Grade
change forms may be used after that date for students who are continuing to show
progress toward learning.
Implementation Timeline
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2010-2011 Semester 2 English 3
2011-2012 Freshmen Learning Team (Teachers who opt in)
2012-2013 Freshmen, Sophomore, and CTE class (Teachers who opt in)
2013-2014 Projected Building wide
Current Concerns
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How do we build student ownership?
How do we ensure the new system does not negatively affect student achievement,
GPA and post-secondary options?
How do we ensure consistency across departments and the school?
How do we build community ownership into the system?
How do we support students and families in the higher learning expectations?
How do we communicate clearly with all stakeholders?
Action Steps
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2010-2011 Professional Development available to all staff
o Priority Standards and Common Formative Assessments (required)
o Business Education Compact Proficiency Based Teaching & Learning (optional)
2011-2012
o Business Education Compact Proficiency Based Teaching & Learning (required)
o Paid or release time with colleagues to collaborate and prepare (optional)
o After first pilot year, completion rate in ALL freshmen courses except English 1
Enriched had increased over previous years. This data supported moving forward.
2012-2013 Semester 1
o Piloted Proficiency+ Schedule – time within the instructional day to work on
proficiency make up.
o Proficiency Make Up Plans in place school wide
o Staff and student surveys administered
2013-2014
o All Classes at MHS using proficiency grading
o 100% Standards Based A, B, C, NYP (Not Yet Proficient), NE (Not Eligible)
o PowerSchool—Each standard must have a minimum of one practice work entry
(check or A-B-C-NYP-NE) - No numbers in the gradebook.—Training for teachers,
parents, and students.
o An advantage to having all classes using proficiency grading is that it has the
potential to release us from the Oregon Department of Education seat time
requirement, which means we wouldn’t be tied to a certain number of minutes of
instructional time in a school day or week. It may provide the needed flexibility to
sustain some of our current interventions as well as enhance how we prepare all
students for college & career readiness.
Future Focus
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Building student empowerment so more student choice and student voice are built into
performance assessments.
On-going support to teachers, students, & parents when inconsistencies surface.
Communication and collaboration with the MHS community.
Creating a system and schedule that makes learning the constant and time the variable.
Ensuring that every student has the necessary knowledge and skills to graduate and be
successful with his/her own career or college post-secondary path.
Madras High School creates an inspired community of productive citizens and life-long learners.