Standardized test scores are not the end-all, be-all in education, but they do carry a fair amount of weight, especially when they are used–as they are at present–to determine who will graduate and who will not. They are published in the newspaper. They are made public on the Office of the Superintendent of Public Instruction’s official website in the form of a “report card,” so parents and others may view how their schools and districts stacked up to the rest of the state. They are also scrutinized at the district level to see how individual teacher’s classes performed; my professional evaluation takes these scores into account.  And the list goes on. And until we come up with a better or different measure in education, it is, in most senses, “the measure.”

Of course, I have not been quiet about my concerns and doubts with such measurements, especially in regards to the current high-stakes, high-cost reality in which we presently find ourselves. But despite my misgivings, it remains our reality. It seems I cannot change that, for it’s hard to imagine that this politically-charged, money-making reality will chart a different course simply because of the protestations of educators like me. It’s our reality. It’s our measure.

And so, it is with that in mind that I go on to share this year’s scores. When I set out on the Project 180 journey last fall, whether I wanted it or not, this year’s SBA scores would be a factor in determining success at the end. If my kids had performed poorly, my critics would have been quick to cry foul on my approach this year, maybe uttering such things as, “Well, what did you expect? Did you really think that kids would learn, would grow when you gave them an “A” at the beginning of the year?” Yes, I did expect that. And yes, they did.

• 84 students tested.
• 81 students met SBA proficiency levels (96.5% proficient).
• 82 students met Washington State graduation requirements (97.7%).
• 53 (63%)of my students achieved Level 4 proficiency, which means they exceeded standard.
• And while there are many scores to still come in, with 33,379 tests scored, the Washington State average proficiency rate is at 73%.

Over the coming days and weeks I will process what these results really mean as I reflect on my experiences with 180. But for now, I would offer that these scores suggest that we have a lot to learn about learning. With grades off the table this year, my students achieved a 5% higher proficiency rating than my “graded” kids last year. Lots of processing and reflecting. But for now,  I am going to enjoy the success of my kids. I am proud of them. I feel like they have lived into the A’s that I gifted them 157 days ago.

Happy Tuesday, all.

So excited to introduce “Project Change the World” today. This is but another culminating task that creates a kids-in-their-moments opportunity for me to witness and cherish as our time together comes to a close for the year. I have devoted Mondays and Tuesdays as work days for the project. We will continue to deliver speeches Wednesday through Friday until all are complete. Below is the introduction that I will share with the kids today. I am eager to see what they dreams they will seek to turn to realities. I eager to see them stretch their minds and discover their creative and imaginative capacities. In earnest, I believe they can change the world. I want them to believe that, too.

Project Change the World

When I better the world, I make a difference.

When I make a difference, I change the world.

So, I’m gonna do it. I’m gonna change the world.  

General Overview and Guidelines

Your culminating task for the year is to come up with an idea and plan for bettering the world. Your plan can have a local, national, and/or global impact, but it must be something that somehow betters the world–big or small. You will compete against other teams in the international “Change the World” Summit in June.

1. Create a project for bettering the world.
2. You may work as an individual or in teams of two, three, or four but no more.
3. You must develop a project plan/proposal (see specific guidelines below).
4. You must present your project to the class.
5. You will compete for the following awards of distinction: Most Original, Most Creative, Most Inspiring, Most Ambitious, Most Impressive Impact, Best Project Title, Best Logo, Best Slogan, Director’s Choice

Project Guidelines

Ideas are great, but ideas without plans never get very far. So, using the guidelines below, you will develop a plan for making your idea a reality. In an effort not to put any imaginative or creative limits on your idea, I am asking you to think beyond any present time or resource limitations that may present themselves. Remember, you are developing a plan; you are not necessarily putting that plan into action, though some plans may indeed be ready for action during the project. However, many of you will develop plans best left to some future time when you have the necessary resources. Dream big, but think realistically. The goal here is to create an actionable plan for bettering the world.

1. Project Title: Please begin with the word “Project.” Project You Matter, Project Feed Forward, etc.
2. Project Mission Statement: Here you will define and present the project goal.
3. Project Logo and Slogan: This will mark the beginning of marketing your project. Think catchy. But also, think about communicating purpose.
4. Project Plan: Here your job will be to create a comprehensive, realistic plan for your project. You need to think, “turn idea into reality.” More specific requirements for this part to follow.
5. Proposal Letter to the “Change the World” Board: Here you will write a letter to the Board, pitching your plan, seeking a spot for the presentation round of the competition. Spots are limited. Letters must not exceed 250 words. Your goal here is to catch the attention of the Board, so they invite you to the presentation round.
6. Presentation: If (when) you are invited to the summit, you will need to begin thinking of a compelling way to present your project. More specifics to follow as we get closer to June.

Happy Monday, all. So excited to get this project underway. Man, I love kids.

Back at it today. We have a full complement of speeches scheduled each period. I can’t wait. I’ve said it a million times, and I will likely say it a million more, I love witnessing kids in their moments. For me, beyond the massive amounts of monetary compensation I receive for this job, there is nothing more rewarding. I purposefully end the year with speeches and presentations, for it provides the perfect opportunity for the kids to make final and lasting impressions. It becomes my last and, in many respects,  most memorable experience with my kids. Love it.

But for a few, it does not end with “happily ever after.” For a few, it abruptly stops with “the end.” No triumphant moment. No beautiful crescendo. No exclamation-pointed finale. Nope. A few never get on the stage. Collin (name changed) is one of those few this year. He will not deliver a speech this spring. He has chosen not to. Oh, he’s not being defiant or even resistant. He’s being real. For him, the glossophobia is too real. I know this. I have seen him struggle–truly struggle–with the practice opportunities, so when he came to me, barely able to speak or breathe with tears threatening, and told me he couldn’t do it, I was not surprised.  And so, I just simply looked him in the eyes and said, “Okay, Collin. Okay.” I patted him on the back, and he returned to his seat.

I had a decision to make. I, too, am making final, lasting impressions. Some may suggest that I have not helped this young man by letting him off the hook. There may be some truth there. But I am not convinced that making a kid do something that he is truly afraid of is going to really benefit him either. He wrote his speech. He participated in the practice opportunities. He made progress. I am not going to undermine that by making a power play at this point. His time will come when he’s ready. He’s not ready. For him, right now, it’s too much. I believe that. I honor that.

Fortunately, most of my kids are ready. And I know this because they have made a choice. I have told them since the beginning that I am not going to make anyone give a speech. It is their choice. It is an opportunity to grow. Either they will take the opportunity or they won’t. Commitment, not compliance is the path here. And I am beyond proud that most of my kids have committed. There is no grade to force compliance. There is only choice to prove commitment. I am proud that I have been able to get kids to commit to their growth in an area for which most find real fear. Proud of that.

Happy Friday, all.

With many of my kids taking the AP World History exam today (yet another test), I decided to take a day. I’ll  get an appointment that I’ve been putting off out of the way, and make a date with my bike for a long ride. And I will definitely find a nap. Love my naps.

Speeches went well yesterday. SBA scores are still trickling in. Only waiting on 16 more. Kids are rocking it so far. Excited to share the results and my thinking around them.

Happy Thursday, all. Sorry for the short post this morning.

Held another teacher panel last night for my college kids. That makes 15 panels over the last 5 years. So grateful to have colleagues who are willing to support the next generation of teachers. It is always the highlight of the quarter for my education students who are just entering the program at Eastern Washington University. It’s kinda cool that three on the panel were former students in the same class. I was proud to have them sitting on the other side of the room, sharing their own early wisdom. Thank you Ms. Root, Ms. Frucci (former student), Ms. Alderete (former student), Ms. Tamura (been on all 15 panels), Mr. Arensemeyer, Ms. Hatcher, Ms. Hoerner (former student), and Mr.  Picicci (not pictured) for your passion and dedication to our profession, inside and outside your classrooms. You made the quarter for 18 young, soon-to-be teachers. Thank you for your wise words.

In other news, all my kids are finally done with the ELA part of the SBA this year. And as numbers continue to trickle in (I have results for 65 of 84 kids) I am so pleased with the kids’ performances. I am eager to share percentages, but I am going to wait until I have all 84 in. Hopefully by the end of the week.

We will begin speeches today. Excited to see kids in their moments.

Happy Wednesday, all. Hope you find some sunshine today.

https://teachersgoinggradeless.com/2017/05/06/why-were-gradeless/

Read an inspiring and affirming article by Aaron Blackwelder yesterday, “Why We’re Gradeless,” (link above). He and Arthur Chiaravalli have begun a blog, Teachers Going Gradeless, and I am beyond thrilled to have access to their great minds and to benefit from their helpful resources as I continue my own gradeless journey. I became connected to Aaron, another Washington State teacher, through Twitter. And though our connection has been brief and our experiences limited, he came to me at a pivotal stage of Project 180, a stage where I am looking back over my own journey this year in anticipation and preparation for next year. I look forward to continuing our connection around this important topic into the future.

It’s been a lonely journey, and it’s been nice to find companions out here on the trail. Thank you, Aaron Blackwelder, Arthur Chiaravalli, Gary Chu, Jen Doucette, Tish Mullen, Dean Haakenson, and Katie Budrow for your insight and wisdom. It brings some comfort and gives some hope to this weary traveler. Thank you. And another thank you to Aaron for presenting an opportunity to possibly share some of my Project 180 journey on your blog. Looking forward to it.

Happy Tuesday, all.

Belief matters. I use my belief in students to drive and shape their beliefs in themselves. And that has certainly been at the core of Project 180 this year. When I gave my kids an A, I was saying, “I believe in you. You can and will learn this year out of commitment, not compliance.” And while commitment has taken many forms this year, traditional compliance has been non-existent. And though we still have 29 days to go, there are some indicators that my belief has made a difference.

First, some preliminary SBA results have already begun to roll in. With results from a little over half of my kids in the database, I am thrilled with our success; the kids have already exceeded my expectations. I am reluctant to share numbers at this stage, but I should be able to by week’s end. Suffice it to say, I am very happy with the results.

Second, on a whim, I changed things up a bit for the practice speeches on Friday. Wanting to test personal commitment to growth opportunities, I told the kids that they did not have to participate in the day’s practice round. I told them they had an opportunity to grow from experience and feedback, and if they wanted to capitalize on it, the podium was open. And one after one, the kids stepped up. It was perhaps a crowning moment on the year. Here were kids doing what they perhaps hate and fear most–public speaking–for the sake of growth. Of course, not every kid got up and some needed some cajoling from their peers, but most seized the opportunity. Not sure there is much that is more fulfilling than that. I believe. So they will believe.

Happy Monday, all.

I cannot believe we are down to 30 days! Crazy. Yesterday was a great day in 211. The practice speeches went splendidly. As I have shared numerous times, kids in their moments is what I live for, and yesterday provided lots of mini-moments. Kids never cease to amaze me on so many levels. Favorite moment yesterday: Dylan, one of my quiet, brilliant lights finally got up to do his practice round. He was certainly facing fear, and past experiences reminded all of us that his speaking in front of his peers was a particularly tough task for him. But he got to the podium, started…then, stopped. I was sure he was going to walk away, but he stayed, compelled by a chorus of “You got this.” He made it through the rest of his speech, actually getting more comfortable as he went, even making decent eye contact. Immediately, afterwards, Tate’s hand shot up and she shared, “Dylan, you always say you’re nervous, but you never look it.” Dylan was surprised by this. And I chimed in sharing that we often feel more nervous than we look. I was proud of Dylan yesterday. But I was equally proud of the 29 supportive peers around him. Man, I love kids. Next week, Dylan and others will no doubt struggle to face an audience as they deliver their real speeches, but I want to believe that our intentional practice will make the struggle a little less daunting. Kids. Moments. Doesn’t get any better.

Happy Friday, all.

Speech practice today. Yesterday, the kids wrote some brief pieces (100-word paragraphs) to deliver so they can practice eye contact. The goal here is to connect visually with the audience, attempting to make eye contact with each member. This is not easy, especially for inexperienced speakers. But it’s an essential element for engaging an audience.  And the only way that we can get better at it is to practice and get feedback. So, we are going to practice. And we are going to give and get feedback.

Each kid will go twice. The process here is to get more practice, but it’s also to have another shot at it after feedback. After each kid speaks, as an audience, we will give both general and specific feedback. For general feedback, we will simply indicate our response to “visual connectedness” with our fingers, a quick visual for the speaker. 3 = felt visually connected. 2 = felt somewhat visually connected. 1 = did not feel visually connected. For specific feedback, we will give some verbal responses regarding our perceived visual connection with the speaker. The goal, then, is for each kid to take into account what he/she learned from the feedback, using that information to improve in the next round. Growth is the goal here. I do not expect the kids to be Ted-Talk caliber speakers after this exercise, but I do expect them to improve, to grow.

What’s more, I expect them to apply their growth in practice this week to their performance opportunities next week. I hope for most that the biggest takeaway–and something over which they have a great deal of control–is the importance of preparedness. They cannot transform themselves into polished speakers in the span of a couple of days. But they can through intentional, diligent practice reach a level of familiarity with the text that will put them into a position to more effectively employ the six elements of effective speaking. I tell them that, at minimum, they must read aloud a text ten times to become familiar. I encouraged them to do that for today’s practice. My hope is that many did not. No, I’m not keen on their failing today to fail; rather, I am keen on their failing today to succeed next week. Today, my kids will be brave. Today my kids will struggle. Today my kids will grow.

Happy Thursday, all.