How Proficient am I? Emily Bryant - Enka High Candler, NC Outcomes Hints Struggles Strategies

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 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 understanding AND/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 Outcomes How to Calculate a Student’s Grade using Outcomes With 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? 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 tasksExamples 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 StrugglesStrategies What’s Next Hints NEXT STEPS Now 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?