BACKGROUND:
In 2014, the Vermont Agency of Education adopted the Education Quality Standards (EQS), State Board Rule 2000, which outlined graduation requirements. According to the EQS: A student meets the requirements for graduation when the student ​demonstrates evidence of proficiency in the curriculum​ [...], and completion of any other requirements specified by the local board of the school attended by the student. In response to the EQS, the following local policy was adopted: It is the policy of the Bellows Free Academy Union High School District #48 [and the Maple Run Unified School District] that to receive a diploma, beginning with the class of 2020, students will meet or exceed proficiency­based requirements as outlined in the VT State Board of Education, Education Quality Standards Rule 2000 adopted April 5, 2014. The EQS have identified the content areas where students are expected to demonstrate proficiency: Each school shall enable students to engage annually in rigorous, relevant and comprehensive learning opportunities that allow them to demonstrate proficiency in a. ​literacy ​(including critical thinking, language, reading, speaking and listening, and writing); b. ​mathematical content and practices​ (including numbers, operations, and the concepts of algebra and geometry by the end of grade 10); c. ​scientific inquiry and content knowledge​ (including the concepts of life sciences, physical sciences, earth and space sciences and engineering design); d. ​global citizenship​ (including the concepts of civics, economics, geography, world language, cultural studies and history); e. ​physical education and health education​ as defined in 16 V.S.A. §131; f. ​artistic expression​ (including visual, media and performing arts); and g. ​transferable skills​ (including communication, collaboration, creativity, innovation, inquiry, problem solving and the use of technology). 2
Today:
Bellows Free Academy has adopted the Transferable Skills as our academic, social, and civic expectations required for accreditation by the New England Association of Schools and Colleges. Students will have multiple opportunities within their content area courses to demonstrate proficiency in these skills. A portfolio of each student’s work, including reflections on how their work meets the challenges of the Transferable Skills, will provide the evidence of proficiency. The Bellows Free Academy graduation requirements include study in the following subject areas that meet the EQS expectations. As in the past, students must be enrolled in 7 class periods per semester and must acquire 24 credits in the following subjects in order to graduate. English – 4 credits Mathematics – 3 credits Science – 3 credits Social Studies – 3 credits Career Exploration and Computer Applications ­ .5 credit each Physical Education – 1.5 credits Health Education – .5 credit Arts (Art, Music, Drama, or Dance) – 1 credit* Electives – remainder *PE can include 1 credit Dance *Dance Class cannot be counted as both, PE and Art Grading:
Grades should not reflect what students EARN, but rather should communicate what they LEARN. Grading for proficiency requires a transition to ​Standards­Based Grading​. This system measures a student’s proficiency in the essential skills and standards for a class. It also measures how well a student understands class content. At the beginning of every unit, teachers will separate the standards for the unit into smaller objectives and criteria using a detailed rubric. During instruction, the student will be assessed to see if s/he comprehends the information. Assessments can take many forms, including traditional paper and pencil tests, projects, discussions, or reports. The grade a student receives will be based on all of the evidence teachers collect that 3
demonstrates proficiency in the standards. The evidence becomes part of a student’s Personal Learning Plan as required by Act 77 (passed in 2013). The goal of this approach is to provide the teacher, student, and parent as accurate a picture as possible of the student’s learning and to encourage a dialogue about how the student can master the material for the class. In particular, because learning is a process that takes place over time, each assessment will provide feedback for the student about what to focus on next, and the student will be allowed to ​retake​ assessments. When the new assessments show a higher level of mastery, the new scores are weighted more heavily. Standards­based grades in a proficiency­based system are: Accurate: ​By basing a student’s grade solely on demonstration of learning, the teacher reports a clear picture of what the student has learned without the influence of other factors. These other factors, such as effort and attitude, are still essential, but are not part of the student’s academic grade and are communicated separately. Consistent: ​ For each unit, the teacher will provide a rubric that describes exactly what the student will need to master. Using rubrics establishes clear expectations for mastery; they are a gauge of student performance throughout the unit and semester. Meaningful:​ A meaningful grade is one that clearly communicates what learning has taken place. In a proficiency­based classroom, scores are recorded by the essential standards rather than by type, such as tests and homework, making it easier to identify areas of strength and to address areas of concern for each student. Supportive of Learning:​ Standards­based grading supports learning by focusing on the information that has or has not been learned rather than on accumulating points to reach a certain total. The reassessment policy also supports student learning by allowing new levels of learning to replace old when a student shows improvement on an assessment. Adapted from ​Excelsior Springs High School. ​Standards-Based Grading: Frequently Asked Questions. Retrieved from ​http://excelsiorshs.ss9.sharpschool.com/about_our_school/standards-_based_learning Whereas in the past, all grades in a course were numerically averaged, the new Proficiency Based Graduation Requirements require a system that allows for students to grow in their learning. To reflect this new reality, you will see that your student’s most recent assessments of proficiency in each skill area are weighted more heavily than initial attempts. 4
Our grading system is based on a 4­point scale. 4.0
Expanding on Proficient 3.0
Proficient (This is the standard for graduation.) 2.0
Developing 1.0
Beginning 0.0
Insufficient or No Evidence of Proficiency We are committed to ensuring that homework and practice activities are used for the development of skills and knowledge and not for grading. We will work to de­emphasize grading in these areas as we move forward with proficiency based learning. In this way, students will only be graded on what they know and can do at the end of instruction. At the end of the semester, these scores are translated into the alpha (A­F) grades you are accustomed to seeing. A grade point average (GPA) is calculated based upon the letter grade. Proficiency Score Letter Grade 3.9-4.0 A+ 3.7-3.8 A 3.5-3.6 A- 3.3-3.4 B+ 3.0-3.2 B 2.7-2.9 B- 2.4-2.6 C+ 2.0-2.3 C 1.8-1.9 C- 1.5-1.7 D+ 1.3-1.4 D 1.0-1.2 D- 0.0-0.9 F 5
Appendices:
We are including the following information to further your understanding of Proficiency­Based Graduation Requirements and Standards­Based Grading 1.
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Changing the Metaphor of Grading: from Compensation to Communication Ten Principles of Proficiency­Based Learning An Example of Grade Calculation using a Decaying Average Vermont Agency of Education Frequently Asked Questions: Proficiency­Based Graduation Requirements 5. Additional Frequently Asked Questions 6. A Quick Guide to using Canvas Parent 7. Definitions 6
Changing the Metaphor of Grading: From Compensation to Communication At a recent conference, presenter Rick Wormeli said that we need to change the metaphor for grading: we have to stop thinking of grades as compensation, and start thinking of them as communication. The Old Metaphor: Compensation for Learning Traditional grading works on a system very similar to currency. Students can “earn” grades or points like they earn money. Points are given and taken away for many reasons--some about learning and some not. This means that traditional grades vary greatly from teacher to teacher. In addition, because this is a system of compensation, teachers can use grades as reward and punishment as well. The New Metaphor: Communication of Learning Imagine you’re trying to get to the Revere Hotel in Boston. You click on your MapQuest app and it asks you to enter your destination. You do. It asks you to be more specific. You are. Then it asks you for your starting location. You type in your address and click Calculate Directions. This is the start of standards­based learning. First, we determine our learning targets (our destination). We need to be specific… not enough to say we want to go to Boston, or to a hotel in Boston. We must precisely define the target. So let’s say our target is “I can analyze an author’s use of rhetoric.” Second, we must determine where we are starting. This may be where the whole class is starting, or it may be where our individual students are starting based on a pre­assessment. If we have students starting from different locations, it becomes obvious that we will need to use different routes to get to the destination (and that it won’t take the same amount of time for all students). So we have the destination (learning target) and the starting location (current student knowledge, understanding or skill), and we hit "Calculate Directions." The map comes up. This is where our expertise as teachers and content area experts comes in. Do we know only one way to get students to the destination? What if there's a road block? Are there pitstops we want to take on the way? Do we want to take the student on main roads or back roads? We are the GPS. We are that programmed voice that suggests u­turns, locates coffee shops, calculates (and recalculates) estimated time of arrival, and ultimately that says, "you have arrived at your destination." So what is the grade? The grade is the blue dot. It's the exact location of the student in relation to their destination. That's all. There is no judgement. The grade is a clear communication of the student's current achievement of the goal. This metaphor has changed the way we think about grades. Grades are no longer a game. It's not a system of compensation, where you "earn" points or "lose" points based on an incredibly wide, varied, and frankly, arbitrary set of rules. They are a way to clearly communicate achievement of a goal. That's it. Is standards based grading perfect? No. And it's certainly not easy. We have a lot of work to do to write good targets, calibrate expectations, and most importantly, to make our maps as detailed as possible so we are able to help more of our students reach (or go beyond) our destinations. Ultimately, I feel much better acting as my students' GPS, than I did acting as their banker. E. Rinkema & S. Williams. (2014, January). Changing the Metaphor for Grading [Web log post]. Retrieved from ​http://humanitiesintheannex.blogspot.com/2014/01/changing-metaphor-for-grading-from.html 7
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Example of Grade Calculation using ​Decaying Average The department chairs at BFA determined that the best way to calculate a grade in the new proficiency­based system is to use a ​Decaying Average​. In its simplest form, a Decaying Average means that the earliest assessments in a skill are valued less than the most recent assessments. This reflects a Growth Mindset, which is a belief that all learners grow over time and that with effort, all learners can achieve. The Decaying Average is considered superior to a traditional average because it reflects the belief that growth takes time and that students should not be punished by early attempts at learning. At the same time, it does assign a weight to early learning to remind students that they must put forth effort from the beginning. Here, we will consider two grading scenarios with the same learner. For the Algebra 1 skill, “​Rewrite expressions involving radicals and rational exponents using the properties of exponents,​” the student has been assessed five times in the first semester. The assessment scores are as follows: 1, 2, 2, 3, 4 (from earliest to most recent). Traditional Average: ​If we were to average these scores in the traditional way, the learner has earned a 2.4. In our four­point scale, that indicates a ​Developing​ level of proficiency. While this may seem natural for those of us who were graded with traditional averages throughout our schooling, it is contrary to the growth mindset. This learner is now proficient but his/her end­of­semester grade will not communicate this achievement. Decaying Average: ​In the Decaying Average system, the final attempt is weighted at 50% and all previous attempts are weighted at 50%: ● Average the first four grades and multiply them by 50%: [(1+2+2+3)/4]*.5 = 1.0; ● Multiply the final grade by 50%: 4*.5 = 2.0; ● Add the subtotals: 1.0 + 2.0 3.0 The learner has earned a 3.0 in the Decaying Average system, which is ​Proficient​ in our four­point scale. This reflects the fact that the learner has grown over time and has now attained the level of proficiency we expect. While the Decaying Average system may initially seem more complicated, we believe that it better reflects the law in Vermont, which requires schools to grade learners on proficiency. 9
Vermont Agency of Education. ​Frequently Asked Questions: Proficiency-Based Graduation Requirements. Retrieved from ​http://education.vermont.gov/documents/EDU-PBGR_FAQ.pdf 10
Additional Frequently Asked Questions: Proficiency­Based Graduation Requirements What is Standards­Based Grading?​ Standards-based grading measures the mastery of the learning objectives, or how well students understand the material in class. It is based on a specific set of standards that students need to meet for each grade/content level. Marks are not a comparison of one student to another, but rather a way to measure how well students are doing on grade-level/course level standards. A standards-based approach allows parents and students to understand more clearly what is expected of students and how to help them be successful in their educational program. What is the goal of Standards-Based Grading? ​The primary goal of standards-based grading is to improve student achievement by focusing instruction and the alignment of curriculum with the essential standards. Standards-based grading and reporting will provide better communication to students, parents, teachers and administrators on what each student knows and is able to do according to the identified standards and separately assess the influence of positive and consistent work habits on student learning. How does standards­based grading differ from traditional letter grades? ​Standards-based grading informs us what students have actually learned and know. Standards-based grading measures students’ knowledge of grade­level content over time by reporting the most recent, consistent level of performance. So, a student might struggle in the beginning of a grading period with new content, but then learn and demonstrate proficient performance by the end of the grading period. In traditional grading, the student’s performance for the whole grading period would be averaged and early quiz scores that were low would be averaged together with proficient performance later in the course resulting in a lower grade. In standards-based grading, a student who reaches proficiency would be reported proficient and the grade would reflect current performance level. In standards-based grading, in most courses factors like attendance, effort, work habits, and attitude will be reported separately in order to give a more accurate report of student progress. Everyone knows what an A­B­C-D-F and 100 point scale stands for. Why change? ​The Vermont Education Quality Standards (EQS) require that students graduating in and after 2020 demonstrate proficiency in locally developed knowledge and skills. This goal entails the use of grade book software which promotes standards-based assessment and instruction allowing all stakeholders to view the specific skills or concepts a student has mastered or need improvement. Traditional grading often measures many different factors and compares how well students do to their classmates. Standards­based grading measures how well an individual student is doing in relation to the grade level standard/skill, not the work of other students. In the 100 point system, the question becomes “100 percent of what?” We need criteria to have more consistency and accuracy about what students know and are able to do. When a percentage system is applied, it can be misleading. 100 percent correctness on a set of very easy questions is very different than a slightly lower percentage on a set of difficult items. A 100 point scale does not consider difficulty of work and leads to an inaccurate measure of student learning relative to a specific learning goals. Grades must be accurate and consistent to be useful. The use of a grading scale that is unequal, such as the 100 point scale, distorts the final grade as a true indicator of mastery. The smaller equal interval scale will cause grading practices to be more accurate and consistent. What is the effect on the GPA? ​Standards-based grading will have no effect on GPA. At the high school level, the 4.0 scale will be converted to a letter grade which is used to determine GPA. What student evidence determines grades? ​Teachers carefully consider the following in determining progress: independent daily written or oral tasks; application of skills; periodic assessments (quizzes, tests), performance tasks, and teacher­student questioning. Several different types of assessments will be available. Students can retest 11
as many times as they need to, to show they know the concept or skill. Consistent descriptive feedback will be given to let students know what improvements are needed and what they are doing right. The information that provides the most accurate depiction of students’ learning is the most current information. If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information. Why is averaging scores to determine a grade not the best method? ​Averaging does not always provide an accurate description of what students have learned. Teachers must consider other central tendencies such as median, mode, or new learning replacing old. What about zeroes and extra credit? ​Zeroes and extra credit do not measure learning and they skew a learner’s grade. In a standards­based system, students are actually able to demonstrate their learning in many different ways and timeframes. In a traditional system in which points determine everything, extra credit and extra points will influence a grade and not necessarily reflect any additional learning. For instance, a student that has a 2.0 on a specific learning goal may have multiple opportunities to demonstrate their learning at the 3.0 level. As we begin our move toward a true proficiency- and standards-based system, you should expect to see many fewer zeroes and much less extra credit. How will standards­based grading affect my child’s college applications? ​Above all, colleges look for evidence that students will be successful in college-level studies. They look to see that students have taken the most rigorous courses available in high school and that they were successful. For this reason, AP, dual enrollment, and accelerated coursework is looked upon favorably. When colleges receive a student’s transcript, they also receive a school profile that details the most rigorous courses available at the school, the grading system, and school demographic information. Admissions officers are accustomed to seeing a variety of grading schemes from students all over the country, so standards­based grading and proficiency-based graduation requirements do not cause any disadvantage, in fact, because work habits are reported separately from academic achievement, these grades can be looked upon more favorably than traditional grades. When will standards­based grading and assessment become district-wide? ​The class of 2020 is the first group of children to graduate under the new proficiency-based graduation requirements. What research has the district used in developing standards-based assessment and grading? ​The district has utilized research from the following experts in the field: Dr. Robert Marzano, Ken O’Connor, Jay McTighe, Rick Wormeli, Thomas Guskey, Douglas Reeves, Rick Stiggins Adapted from ​Excelsior Springs High School (2011). ​Assessment & Grading Handbook. Retrieved from http://excelsiorshs.ss9.sharpschool.com/about_our_school/standards-_based_learning 12
Using Canvas Parent for the First Time (Android or iOS) 1. Search for and download the ​Canvas Parent​ App from the Google Play Store or the iTunes App Store. 2. Click ​Create Account 3. Fill in your name, an e­mail address, and the password of your choice 4. Click ​Create Account 5. Click ​Add Student 6. Type in our district code, which is ​fcsuvt​, and click ​Go 7. Type in your child’s network username and password (these will have been provided to you by the Guidance Office) 8. Click ​Log In Using Canvas Online as a Parent Observer (PC and Mac) 1. Navigate to ​https://fcsuvt.instructure.com/login/ldap 2. Click on ​Parent of a Canvas User? Click Here For an Account 3. Fill in your name and an e­mail address 4. Type in your child’s network username and password (these will have been provided to you by the Guidance Office) 5. Agree to the Terms of Use by clicking in the box 6. Click ​Start Participating ​and then follow the instructions on the screen 7. You may log­in any time by navigating to the link above and signing in with the credentials you have set­up. Please Note: ​Setting up on iOS and Android does NOT automatically create a way to log­in on a Mac or PC. If you wish to log­in using both your portable device and your computer, you must create two separate log­ins using both instruction sets above. 13
Definitions Average​: The sum of all scores students received on their assignments divided by the number of assignments. Formative Assessment​: The tasks and activities, administered at regular intervals, that provide information on a student’s progress in order to help improve performance. GPA​: Grade Point Average. GPA is calculated by averaging a student’s cumulative grades. Proficiency​: The degree of knowledge or skill in a given area. Progress Report​: Progress Reports will be issued two times throughout the school year: once in October and once in March. Report Card​: Report cards will be generated two times during the school year: once in January and once in June. Rubric​: The evaluation tool or set of guidelines used to assess a student’s performance based on a consistent set of criteria. Standard​: Learning Standards are written descriptions of what students are expected to know and be able to do at specific times in their education. Standards are scored on a 1­4 scale. Summative Assessments​: The tasks or activities where a student is expected to demonstrate acquired knowledge and skills. Transcript​: The official school form indicating a student’s performance in all their academic courses during their enrollment at Bellows Free Academy. Transferable Skills​: Skills that apply to all academic content areas. These skills include Clear and Effective Communication, Self­Direction, Creative and Practical Problem Solving, Responsible and Involved Citizenship, and Informed and Integrative Thinking. The transferable skills are also our school­wide academic, social, and civic expectations used for accreditation. 14