1. The document discusses the second year of implementing a credit for proficiency model at a school focused on student learning, success, independence, and high academic and behavioral standards. 2. Under this model, students can retake assessments until they demonstrate proficiency in order to earn credit for courses. Data shows proficiency rates increased after the first year of implementation. 3. The school aims to prepare students for college, careers, and global citizenship through integrating technology, collaborating with the local community, and embracing various learning opportunities outside the classroom.

1. CREDIT FOR PROFICIENCY 2011 - 2012 The Second Year of Practice, and the First Year of Full Implementation

3. We present “learning targets” in multiple ways so that all students will understand these proficiencies

4. We assess progress continuously and feedback to students

5. We allow repeated opportunities to demonstrate understanding

7. What kind of school do you want? A school focused on student success … Students receive an ‘I’ when they don’t meet a Proficiency. Staff and students are expected to work towards success in each proficiency, ‘Whatever it takes’ Teachers focus on Formative Assessment at frequent intervals during the course of each proficiency, so that students and teachers are continually being informed about progress.

8. What kind of school do you want? A school focused on instilling independence, self-reliance, and responsibility in students … Every day, Teacher Access Time is available for students to work with teachers Teachers and students are expected to voluntarily use TAT to aid students in their learning Students are expected to initiate opportunities to convert I’s to C’s or better Students are encouraged to collaborate with teachers in seeking alternate methods for learning and assessment

9. What kind of school do you want? A school focused on maintaining high standards in student academics, and positive behavior … All courses are derived from and are faithful to State, National and International Standards Higher standards of learning are expected and achieved Positive Behavior Intervention System provides the basis for our SPIRIT philosophy. Our positive community behavioral expectations drive our expectation for success in school for all students

10. Geometry

12. What kind of school do you want? A school focused on the local community … Leadership classes require projects that benefit the community Parent volunteers tutor students in Student Study Center TDUB welcomes parent visitors at all times, and invites parents to participate in any event they wish to Credit For Proficiency frequently causes students and teachers to seek multiple learning opportunities – our community is the best venue for quality educational experiences

13. Electronic Message Board purchased through years of fundraising to help improve communication with the community

14. What kind of school do you want? A school focused on college and career readiness .. The Credit for Proficiency model emulates College learning expectations and processes Community venues are encouraged for learning, and students have exposure to many possible future career openings and experiences Learning opportunities outside the classroom are embraced as often as possible

15. D21 Student Transition Program Coordinator, and TDUB School-to-Work Coordinator

16. What kind of school do you want? A school focused on preparing students to be members of the world community with skills for the future … Learning to collaborate is a feature of Credit For Proficiency and SPIRIT, because formative assessment and homework for learning are emphasized and classroom assignments are utilized for practice Technology education and use is encouraged in our school; Credit for Proficiency encourages technology integration into learning and assessment

17. Chef Hummel in her Lab during prep

18. Engineering Lab

19. Summer School Data SUMMER SCHOOL FINAL REPORT FOR 2011 Credit recovery based on Credit for proficiency Students can take assessments for credit in Algebra, Geometry, Physical Science, Biology, Global Studies, English 9 and English 10. 51 hours and students signed up for 88 courses Capacity = 90 students Student Data

20. T.D.W.H.S. MARKS DISTRIBUTION REPORT 2010/2011 Semester 1, 2009/2010 Proficient % age = 77.10% Non Proficient % age = 22.90% August 1, 2011, 2010/2011 Semester 1 Final, including Summer School Total School Population: Proficient % age = 82.87% Non Proficient % age = 17.13%

21. T.D.W.H.S. MARKS DISTRIBUTION REPORT 2010/2011 Semester 2 2009 / 2010 Total School Population: Proficient % age = 77.68% Non Proficient % age = 22.32% August 1, 2011, 2010/2011 Semester 2 Final Including Summer School Total School Population: Proficient % age = 80.80% Non Proficient % age% = 19.20%

22. The Future of our school is … Essential Skills focused Common Core Standards Technology integration 50/50 teacherized and computerized Kahn Academy, on-line learning Focused on integrating with our community, and preparing for the world of our children’s future Our future is technology … an enriched learning environment today can only exist where teachers and students have access to up-to-date learning technologies