Leavitt Area High School
Proficiency Based Learning Guide
Leavitt Area High School is committed to the academic growth of all students. A key component of meeting this commitment is the accurate communication of student learning. The State of Maine has outlined expectations for what students should know, understand, and be able to do. These expectations or standards are outlined in the Maine Learning Results, Common Core State Standards and Next Generation Science Standards.
Proficiency based grading focuses on measuring students’ proficiency on a specific set of content proficiency or skill standards. These content or skill standards are shared with students at the outset of a course or unit of study, along with a grading scale or rubric, that explains these essential standards in detail. A student’s progress toward proficiency is tracked by their performance on specific performance indicators that align to the standards. This encourages student ownership of the learning and allows the teacher to provide accurate feedback to the student. The goal of a proficiency based approach is to assess and report out on student progress in relation to a specific standard. Therefore, students are provided with the important information needed to help them be more successful in their education.
Using proficiency based grading also provides an avenue so that students receive feedback on their learning. A student will receive a score of: Exceeds (4), Meets (3), Partially Meets (2), or Does Not Meet (1) on individual assessments in each course. Proficiency based grading provides opportunities to practice essential skills and be assessed and potentially re-assessed on performance indicators and standards. After each assessment students will be provided with specific feedback regarding their level of proficiency. This feedback and potential reteaching can be used by students who wish to complete a reassessment to demonstrate that they have reached the desired outcome(s). A student’s course scores are based solely on his/her academic achievement. A student’s effort, attitude and work habits are scored and reported separately. This ensures course scores reflect the student’s proficiency in the course’s required standards.
Utilizing the overall weighted GPA we will recognize three levels of honors. Honors, High Honors and Highest Honors will be recognized at the end of each semester.
Highest Honors: 3.8 and above
High Honors: 3.6-3.79
Powerschool is one of our more important tools for communicating student progress with parents. If you do not currently have access, you can go to ps.msad52.org/public/ to create an account. It will allow you to view the information for one or more students with a single sign in. Parents will need their student ID and password in order to link the accounts. Contact Jason Breton (firstname.lastname@example.org) if you need assistance.
Practice is the learning experience that allows students to reinforce the concepts learned in class. Practice may be completed during class time or outside of class depending on the course and/or teacher. If a student chooses not to complete practice work, he/she will miss out on a crucial part of his/her learning. It is important for students to understand that their teacher is evaluating their performance on learning tasks including practice, each day. Using this information, teachers will determine the student’s mastery of a specific skill or content and adjust instruction accordingly. While practice is not factored directly into students overall course score, it does affect their success on content assessments. Completion of practice assignments will be measured using the habits of work rubric and will be recorded in PowerSchool.
For further information see MSAD #52 Graduation Requirements IKF
Maine Learning Results: Guiding Principles
For further information see Maine Learning Results: Guiding Principles
Alternative Methods of Earning Credit
All alternative methods must be approved by a guidance counselor in order to count towards graduation.
For further information see Awarding of MSAD #52 Diploma IFKA
What does a 1, 2, 3, 4 mean?
The scores on the scale represent a learning continuum and should not be equated to a traditional grade point average. Each of the levels builds on the others and explains the learning students have to demonstrate in order to earn a score. Students must demonstrate proficiency as they move up the scale. For example a student may not earn a 3 until they demonstrate proficiency of the level 2 concepts or skills.
The scale designations are as follows:
4 – The student demonstrates an in-depth understanding of the material by completing advanced applications of the material.
3.5 – In addition to a 3.0 score, the student demonstrates partial knowledge of 4.0 elements.
3 – The student demonstrates proficiency on the complex, targeted knowledge and skills for the class.
2.5 – In addition to a 2.0 score, the student demonstrates partial knowledge of 3.0 elements.
2 – The student understands the foundational material, but is still working to master application of the concepts and skills
1 – The student is able to demonstrate an understanding of all of the foundational material with support
Each yearlong course will typically have no more than 10 standards. Each standard should be summatively assessed at least twice.
Scores for Standards
Every assessment will be aligned with one or more indicators. A rubric or scoring guide will be used to evaluate a student’s performance on the assessment and a score from 1-4 will be assigned to the assessment or to each part of an assessment if an assessment evaluates more than one indicator. The weighted average of all assessments within a standard will result in an overall score for that standard. In calculating the weighted average for a standard, more recent assessments will carry more weight.
Midterms & Finals
Type of Assessment
Activities within a unit designed for students to learn or practice the material. These activities may occur during class or outside of class.
Assessments within a unit to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.
Assessments used to evaluate student’s learning. Many of these assessments will be common to all teachers of that course and used for data analysis in PLC’s.
Teachers will assign a grade for each performance indicator on the exam, and this grade will be included as an additional assessment for the particular standard. Scores earned for Midterms/Finals can not be reassessed.
Overall Course Scores
Overall course scores will be calculated by averaging the scores of all course standards. In order to earn credit in a course, a student’s overall course score must be at least a 2.60.
Students are allowed to be reassessed. This does not necessarily mean that a student can simply retake a test or take a similar test. For example, the original assessment might be a test while the reassessment might be a project. The student must work with their classroom teacher and follow the appropriate classroom procedure for reassessment (ex. discussion with teacher or filling out a Request for Reassessment Form). The teacher will determine an appropriate format for the reassessment based on their work with the student. The request for reassessment procedure should be initiated by the student within one week from the day the grade for the original assessment appears in Powerschool. The target date for completion will be clearly communicated as part of the classroom teacher’s reassessment procedures.
Formative Assessments: Students will have two opportunities to be reassessed on formative assessments. When a student is reassessed, the new score will replace the original score and a comment included in PowerSchool to note that the student has been reassessed.
Summative Assessments: Students will have one opportunity to be reassessed on a summative assessment. When a student is reassessed the new score will replace the original score and a comment included in PowerSchool to note the student has been reassessed.
Late or incomplete assessments
The policy on late work is as follows:
Work Habits & Behavior
Habits of Work will be evaluated using a school-wide rubric in each class two times per quarter according to predetermined dates. These scores will be reported out at mid-quarter progress reports and at the end of each quarter. These scores do not affect a student’s course grade but could affect a student’s eligibility for extracurricular activities and credit recovery opportunities such as summer school. These scores will also be used to measure proficiency in the guiding principles.
Each student will gather evidence to show they have met the standard in each of the guiding principles from the Maine Learning Results in order to graduate:
Midterms and Finals:
With the exception of AP and college courses, midterms and finals will evaluate a student’s proficiency on the content standards from the semester, and the format of the midterm or final may differ depending on the content area. These exams offer students a last opportunity to demonstrate proficiency on a standard. The midterms and finals cannot be retaken and the scores do not replace previous scores. The assignment will be titled with the name “Midterm” or “Final” and the names of the standards assessed.
Co- and Extracurricular Eligibility:
Each student who participates in any extra/co-curricular activity sponsored by Leavitt Area High School must take a minimum of six classes. Eligibility will be determined using a tiered system. Tier one: Students maintaining course scores of 2.6 or above based on the Year Overall (YO) score in all classes will immediately be considered eligible for the upcoming grading period. Tier two: If the student has a course score(s) below 2.6 but not less than 2.0, the Habits of Work (H.O.W.) score(s) from those courses will be considered. If the H.O.W. score in the course(s) is 2.6 or above, the student will be considered eligible for the upcoming grading period. A student who does not meet the criteria for either tier at the nine-week mark at the close of the grading period will be ineligible to practice, participate or play in any extra/co-curricular activity for the next grading period.
For the first grading period of each school year, eligibility will be determined by the end of course scores from the previous school year. Students must earn a minimum of six credits from the previous school year, before the start of fall activities, in order to be considered eligible.
Students who have earned less than the required six credits may recover credit through a credit recovery program offered through Leavitt Area High School. Eligibility for that program will be determined using a tiered system. Tier one: Students who earn a minimum Year Overall (YO) score less than 2.6 but greater than or equal to 2.3 will be eligible for credit recovery. Tier two: If students earn a YO score less than 2.3 but greater than or equal to 2.0, the H.O.W. score in that course(s) will be considered. If the student’s overall H.O.W. score in the course(s) is 2.6 or greater, the student will be eligible for credit recovery. The intent of this policy is to ensure that students are earning credits and maintaining a pace to earn the 24 required credits for graduation in four years in order to be eligible for fall activities, while at the same accommodating this requirement by providing opportunity through credit recovery.
All incoming freshmen will be academically eligible for fall extra/co-curricular activities, provided they are enrolled as a full-time student.
Please see flow-chart in Appendix C for additional information on academic eligibility.
Summer School/Credit Recovery:
Summer school and other credit recovery programs are an extension of the regular academic program and provide students with additional time to earn credits they did not earn during the regular school year. Summer school is scheduled for two weeks, however students may finish earlier. Summer school is not offered for every course each year. Other credit recovery programs are offered during the school year and will vary across the building. Eligibility for summer school and/or a similar credit recovery program is based on a student’s end of course scores. Once a student has successfully completed a credit recovery program their transcript will reflect having earned his/her credit for the course. The following tiered system will be used to determine eligibility for summer school and similar credit recovery programs.
Tier One: Students who have earned an end of course score that is less than 2.6 but greater than or equal to 2.3 will eligible.
Tier Two: If a student has earned an end of course score less than 2.3 but greater than or equal to 2.0, the H.O.W. score in that course(s) will be considered. If the student’s H.O.W. score in the course(s) is 2.6 or greater, the student will be eligible.
tier 1---extra time/guided practice
Extended HPT and before/after school time is used to keep students on pace with the standards. This time should be used for classroom teachers to help their students with the current content/assessments or with a reassessment plan.
tier 2---standards recovery
When a quarter is complete, if a student needs remediation in a standard they enter a standards recovery program to start the next quarter. Student data is entered into a spreadsheet (monitored by network leaders) and a plan to meet the standard is completed with the teacher. The standard is reassessed with that teacher or with an academic interventionist during extended HPT, after school, or during the school day.
tier 3---credit recovery
At the end of a semester or school year students who are failing a course can enter into a credit recovery program. These students are also entered into a spreadsheet (monitored by network leaders) and complete a plan with their teacher. Students revisit the standards that caused them to fail the course with an academic interventionist during school, after school or in summer school.
Extended HPT occurs every Wednesday and Thursday.
Appendix A- Common Language
Proficiency Based Diploma & Alternate Pathways: Policy IKF & IKFA-R
Credit: Will be awarded for a course when a student has demonstrated the minimum proficiency level for that course. Students must have a combined average of 2.6 on all course standards.
Standard: A concise, written description of what students are expected to know and are able to demonstrate during a specific course.
Proficient: The degree of competency to be demonstrated for a standard.
Performance Indicator: Describes concrete actions the student should be able to perform as a result of learning. Eg. The student will be able to ...
Practice: Assignments and activities students complete when learning is new and ongoing. Work may be completed during or outside of class.
Formative Assessment: A formal or informal process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning in order to improve student proficiency.
Summative Assessment: A tool used to evaluate student learning at a point in time when the instruction for performance indicators on that topic are complete.
Score/Course Score: A numerical representation of achievement of course standards.
Scoring Levels: 4-Exceeds the Standard, 3-Meets the Standard, 2-Partially Meets the Standard, 1 Does not Meet the Standard. These scores represent a learning continuum and do not equate to a traditional grade point average.
Habits of Work Rubric: A common school rubric used in each class two times per quarter to assess Assignment Completion, Responsibility, Time Management, and Respect. Scores are not used in the calculation of an individual course grade but are recorded to document a student’s proficiency in the appropriate Guiding Principles of the Maine Learning Results. The standards of the Guiding Principles are important to help ensure success as a student and future successes in educational, career, and personal pursuits.
Reassessment: Students wishing to improve their score on a specific assessment will have the opportunity to be reassessed after completing the Reassessment Agreement.
Reassessment Agreement: A form that will be completed by a student with teacher input indicating the student’s intent to retake an assessment.
Appendix B-Gradebook Codes:
A zero with no other markers is an assignment that cannot be made up. A comment will accompany this zero.
An assignment that has been collected by the teacher and grading is in process.
An assignment that has been assessed/recorded by a teacher but has not been attempted, completed, and/or turned in; unless this is a practice assignment, a 0 will automatically be factored into the course score. Teachers may enter details in the comment section for the assignment for further explanation at their discretion.
An assignment that has been turned in by a student but is past the deadline.
Level Not Determined
Is used when there is not enough information to include a score for a particular standard or performance indicator. For example: A student is absent right at the end of a quarter. Or, instructionally a new standard has started at the end of a quarter and there is not enough available information to include the assessment in the quarter score.
Assignment is not included in final course score; this is practice work.
Student is not required to complete the assignment
An assignment flagged as missing. The flag alone will not affect a grade
Click on this to see a description the teacher has given for the assignment/category
The teacher has given a comment for this item. Click to read what was written.
Appendix C-Academic Eligibility Flow Chart
Appendix D-Request for Reassessment Form
Request For Reassessment Form
Student’s Name: __________________ Teacher’s Name: __________________
Class: __________________________ Today’s Date: _____________________
Directions: Complete sections I and II and submit the form to your teacher.
I. Indicators to be Reassessed
● I would like to be reassessed on the following:
Performance Indicators Current Score Reassessment Attempt
_______________________ ___________ 1 2
_______________________ ___________ 1 2 _______________________ ___________ 1 2
● Reason(s) I did not do well on the original assessment(s):
II. Reassessment Plan
● Before my reassessment, I will complete the following activities to prepare. (See page 2 for examples)
Activity: Evidence of Completion Student will Provide:
Target Date of Completion: ________ Teacher Initials: _____________
III. Reassessment Approval
● To be approved by the teacher with the student input: (Possible forms of reassessments are: written response, verbal assessment, revised form, same form, other.)
Method of Reassessment ___________ Date/Time of Reassessement_____________ Teacher’s Signature: ________________ Student’s Signature: ___________________
IV. Reassessment Guidelines
● If more than five school days have passed since the grade on the original assessment was reported in Powerschool, this request may be denied.
● Student must return this agreement along with any evidence of completion of assigned activities before reassessment is allowed.
● If a student is unable to take the reassessment due to missing evidence or failure to show up, the student will be allowed to reschedule the reassessment once.
● Completing a reassessment does not guarantee that the student’s grade will increase.
● Reassessments during the final week of the quarter or the semester will be determined by teacher discretion only.
V. Reassessment Study Activities
Select from the activities below to complete the “Preparation Information” section of the reassessment agreement. You can also check with your teacher to see if there are any particular activities that are recommended. If you need any additional explanation or information about any of these ideas, please see your teacher.
Sample Activities/ Possible Evidence of Completion
● Complete missing assignments
● Make flashcards
● Create practice assessment with answer key
● Tutoring with a teacher Signed note documenting tutoring time
● Study your notes – 30 minute minimum Study log
● Complete internet activities provided by your teacher
● Design a review game
● Make a poster explaining a topic or process
● Create a web diagram
● Write a summary for each of the topics of reassessment
● Complete review exercises from the textbook or provided by your teacher.
● Other activities provided by your teacher