How Proficient am I?

Emily Bryant - emily.bryant@bcsemail.org Enka High School

Candler, NC

Outcomes

Hints

StrugglesStrategies

What are Outcomes?Outcomes are

defined by targets, “I

can” statements

that summarize

the content in the Outcome.

Outcomes should consist of two weeks or 10-12 days of instruction.

Outcomes are the big ideas that you teach

your students

Outcomes are a work in progress. Make sure your outcomes require a student to

demonstrate what they have learned so that you can accurately assess them.

Example of Outcome & Targets for Math 1

I can write a rule to represent an

exponential function.

I can write a recursive rule, for example a Now-Next rule, for

exponential patterns given any representation..

I can write a function rule (eg. Y= or f(x)=)

for exponential patterns given any

representation.

I can examine the translation of a graph

of an exponential function and rewrite the function rule to

show the translation performed.

I can explain the effects on an

exponential graph when f(x) is replaced by f(x) +k or f(x+k).

I can rewrite exponential expressions from a

contextual situation in equivalent forms using the rules of exponents.

HP: I can write an exponential function from a contextual

situation that demonstrates a translation

Grading Student Work

Daily work, homework, and quizzes

Tests• Work on tests is the evidence you should use to decide if students are proficient or not.• Students previous work on homework, classwork and quizzes should contribute to whether they are proficient but the

test is their final chance to show you they finally have mastered the material.• I do not keep a student from achieving proficiency because of not completing homework nor can completion of

homework show evidence of proficiency.

RED• Omits parts of

question and response; has major errors; uses inappropriate strategies

• And/or No Response; frivolous or irrelevant response

YELLOW• Contains good solid response but not all of the

characteristics of green; • explains less completely; may include minor

error of execution but not of understandingAND/OR

• Contains complete response, but explanation is muddled; presents incomplete arguments; Includes diagrams that are inappropriate or unclear, or fails to provide a diagram when it would be appropriate; Indicates some understanding of mathematical ideas, but in an unclear way;

• Shows clear evidence of understanding some important ideas while also making one or more fundamental, specific errors.

GREEN• Contains complete response with a

clear and concise explanation; • Includes clear and simple diagram,

if appropriate;• Communicates the mathematics

effectively; shows understanding of mathematical ideas and processes respective to the question

• Identifies all important elements of tasks

• Includes examples and counterexamples when appropriate

• Gives strong supporting arguments

How to Calculate a Student’s Grade using OutcomesWith Powerschool my grading has changed a little bit and we will see how this goes this year. For this first nine weeks of my year long freshman classes my students have not had many outcomes

to show proficiency on and therefore I have had to adjust.

PROGRESS REPORTS-I really like that printing progress reports is much easier than before.

In Powerschool I entered each outcome as a category and high performance as a category. I assign a 1 if they showed proficiency and a 0 if not. I had to put a 0 in for HP if they

did not get the HP correct or it would show they had a 100%. With just one outcome proficient the students show a grade

of 83, I did give students either 0, .5, or 1 for high performance. The .5 gave the students a (92) B, the 1 gave

the students an (100) A.

How can I make an A?What makes a task High Performance?

A high performance tasks asks the students to extend their math skills to make connections between mathematics they have learned previously to the current topics or to extend the concepts to a more difficult situation.

Here are a few examples of proficient tasks compared to high performance tasks. On some test I offer the either/or option where students can choose to just complete the proficiency task or the high performance for the same concept and then for other tests the students have to do all the targets and the high performance to receive credit.

I also consider if the class is Honors or not. I expect my honors students to have a deeper understanding of the concept and therefore be able to explain connections between math concepts previous learned or related to another subject area.

On the next two slides are the proficiency and high performance for Math 2 Outcome 1.

Examples of Proficiency tasks

Examples of High Performance task

What makes a task High Performance?These problems come from Math 2

Examples of Proficiency tasks Examples of High Performance task

What if I am not PROFICIENT • If a student is not proficient

after the test they must come before or after school to get help. Then the student can come back in the next day and complete a task similar to the task they were struggling with.

• I have also offered chances on future tests for students to show their math skills that were lacking on previous outcomes.

Task from the test

Recovery Task

STRUGGLE with managing paperwork• Powerschool has definitely helped with an online method for

tracking students progress. I can not limit the grades to be an A, B, C or F but most students do not have a D unless they are not completely proficient but got the high performance correct.

• I still keep a students portfolio with each students test and recovery work. This really helps when students come to make up work and for me to easily see what they got wrong the first time.

• I do allow students to recover after the grading period has ended because we may work on the concept later in the year and if they understand the task now why shouldn’t they be rewarded for that knowledge.

How proficient

are you NOW?

Outcomes

Struggles

Strategies

What’s Next

Hints

NEXT STEPSNow it’s time to reflect! Record what you have learned about Outcomes. How are you going to apply what you have learned to your class practices?