project 180 education

Project 180: One Teacher’s Journey to Turn Grading Upside Down

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Project 180 is the first step in an effort to transform education by turning it upside down--challenging the status quo and disrupting convention. For the next two years, I will set aside traditional grading practices in my high school English classroom, seeking to improve my students’ experiences by making learning, not grading, the central focus.

For now twenty years, I have been unsettled by and dissatisfied with traditional and conventional grading practices, suspecting that there had to be a better way to approach learning, that grades--in the traditional sense--did little to help and, in many cases, made worse the learning in my classroom. I have dabbled in and experimented with standards-based grading and found it to be a promising alternative to tradition, but I think that--though it is radical in its own right, it is not radical enough to bring about the necessary shift in a system far too settled in the it’s-how-we’ve-always-done-it-rut approach to education. So, in an effort to turn things upside down, I am going to give my students A’s on day one. I am going to take grades out of the equation by giving them what they, their parents, and society have come to believe is the golden stamp of approval in American public education: an A. Then for the next 180 days, I am going to give them an opportunity to learn, to grow, free from the pressure and pretense of grades.

Can students learn without grades? My instincts say yes. But my critics--including the ghosts of my own self-doubt--will suggest otherwise, clinging to the deeply-seated standard of traditional grading as the way, the mark of learning. But two decades in, I am going to listen to my gut and take a monumental risk to learn and grow, and ultimately, hopefully make better the learning experiences in my classroom.

I first flirted with the idea after reading the Zanders’ The Art of Possibility. In one of the chapters, the authors discussed the “practice of giving an A,” an approach where students were given an A at the outset of the year during which they had to live into the A, proving in the end the end that they had earned it.

And though I found it intriguing, it never amounted to more than a casual fling, for I could not fully wrap my head around taking such a crazy path in a traditional, public-school setting. That was ten years ago, but now armed with the confidence--maybe craziness--that change not only must but can happen, I am ready to get this journey underway. We can change practice. We have to change practice. But it will happen neither easily nor expediently. It will take effort. It will take time. I am devoting both.

My original intent was not to gift A’s to all my students. My original plan was to give each student a P for pass, a seemingly simple, harmless way to take traditional grades off the table. However, after discussing the idea with our lead counselor, it became clear that a “P” could be problematic on students’ transcripts when it came to college entrance and/or scholarships. So, wishing to never do harm, I decided to go with A’s for all, which I believe better set the desired course anyway. One, it took traditional grading out of the equation. Two, it was radical enough to call attention to the shortcomings of conventional grading practices. Thus, the stage was set. But how was I going to do it?

Below is a rough sketch of my plan. But before we get there, here is a necessary preface. Students (and parents) will be given full ownership of their learning in my classroom this year. As the lead learner in the room, I will provide opportunities for students to learn and grow in an ELA environment. I will provide direction, feedback, and encouragement, but only they can provide the motivation to learn and grow. They already have their A’s for the year. Now it’s their turn to live into their A’s by making the experience what it should be in the first place, an opportunity to build themselves over the next 180 days, not a year-long sentence to get a grade. They will grow or they won’t. I can only provide the opportunity. They have to own their learning. Here is how I plan to do it.

There are so many more details to share--many more, too, that I will consider and discover over this two-year project. But for now, I hope this provides a skeleton for my approach.

Why project 180? Well a few things. One, 180 degrees turns things upside down--a necessary step for change. Two, there are 180 days in a school year--this endeavor will be the most difficult thing that I have done in my career, so I will have to take it one day at a time. Plus, I plan to share my journey one day at a time on my blog ( www.letschangeeducation.com ). Three, because “upside down” is uncomfortable it must be set upright again--another 180 degrees, bringing things full circle, at which point, I hope I have learned to make learning better in my little corner of the world. If you are interested, please join my journey this fall, as I daily post the stories from the adventure at www.letschangeeducation.com .

Crazy? Maybe. Determined? Absolutely. We have to change education.

We’re all about a second chance

But first, we need your help.

Project 180’s focus on clean-and-sober housing, job skill training, and establishing a supportive social network is a logical solution to the difficult challenges formerly incarcerated citizens face when they reenter our communities.

“Staying clean and sober, getting a job and earning a living, having a driver’s license or other form of identity, becoming one with the civic standards of a healthy and stable community, and having a roof over our heads are all advantages many of us take for granted. Project 180 helps those returning to society from behind bars with all of this in a smart, intelligent, and community-supportive way. I endorse their program.”

Project 180 is a unique and innovative project that will afford formerly incarcerated men and women the hope, compassion, skills set and the opportunity for restoration required to ensure a successful reentry. It is clear that Florida needs many more community projects like this one.

Strong Voices Lectures

In partnership with The Boxser Diversity Initiative,

Project 180 presents

The 2024 Season

The transformative power of project 180.

Friday, October 11

Michael’s on East, Sarasota

11:00 Doors Open

11:15 to 1:00 Program

Secure your tickets now

Strong Voices explores timely reentry topics and features international, national, regional and local experts. Since its inception in 2014, the series has drawn over 2,000 attendees and has featured speakers from over 20 institutions, agencies, and nonprofits including The Florida State University, University of South Florida, the Urban Institute, Virginia Tech, University of Massachusetts at Lowell, the Rockefeller University, and the California Department of Corrections and Rehabilitation.

Our Mission: Project 180 seeks to reintegrate formerly incarcerated citizens into community life.

Our vision: to reduce poverty, homelessness, unemployment and criminal behavior among formerly incarcerated citizens., our programs work.

• Residential Program

Our Residential Program is designed to meet the needs of citizens returning to the community from prisons and jails and to provide the tools they need to succeed.

• Financial Literacy Course

After securing a job, a returning citizen’s next step on the road to success is financial stability.

CEO Workforce Education Program

Employment is one of the most critical factors in ensuring success as a mainstream citizen.

First Week Out Program

Sarasota County citizens no longer need to start from scratch when they return home from prison.

Get The Facts

Incarcerated men and women who earn a GED are 8.7% less likely to recidivate than those who do not complete a program.

Incarcerated citizens with a Vocational Certificate at release were 14 percent less likely to recidivate than inmates overall.

Individuals who participated in prison-based treatment followed by a community-based program postincarceration were 7 times more likely to be drug free and 3 times less likely to be arrested for criminal behavior than those not receiving treatment.

• The CEO Program
• First Week Out

Project 180, a 501(c)(3) nonprofit organization

• Education & Teaching
• Schools & Teaching

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better: A Teacher's Journey: Project 180 Book One Hardcover – December 29, 2022

Purchase options and add-ons.

The teacher’s journey. The ever and every journey. It is ever without end. It is within every each. It’s our journey, where somewhere along the way we discover it’s not about being great or even good, it’s about becoming better. From our day one to our next period to our year twenty and beyond, our work simply centers on our next better. And our journey continues, one better at a time.

Indeed, we become better teachers, not better than him, her, or them–not better than anyone. We are just better than we were. Good and great tend to become only and empty ends. So, instead, we chase our next better around the bend.

Of course, I didn’t fully understand this in the fall of 2016 when I began what would become a five-year journey into the blogosphere, believing I could change education with Project 180. I thought if I could turn education upside down, I could return it right side up. But what turned up instead was in front of me all along. Better. This is a book about better.

• Print length 419 pages
• Language English
• Publication date December 29, 2022
• Dimensions 6 x 1.14 x 9 inches
• ISBN-10 1990566359
• ISBN-13 978-1990566356
• See all details

Product details

• Publisher ‏ : ‎ Code Breaker Inc. (December 29, 2022)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 419 pages
• ISBN-10 ‏ : ‎ 1990566359
• ISBN-13 ‏ : ‎ 978-1990566356
• Item Weight ‏ : ‎ 1.56 pounds
• Dimensions ‏ : ‎ 6 x 1.14 x 9 inches
• #930 in Experimental Education Methods (Books)
• #2,401 in Computers & Technology Education

About the author

Monte syrie.

Monte Syrie has been chasing better in the

classroom for 28 years. His long journey to

better began in Royal City, Washington in the

fall of 1996 where he was a middle school ELA

teacher for 7 years. In 2003, he had a chance

to move back to his hometown of Cheney,

Washington to teach high school ELA at his alma

Today, he is still there at home chasing better, one step at a time.

Ever an advocate for challenging the status quo in education, Monte

started Project 180 in the fall of 2016, a journey he has documented

on his daily blog. Unsettled by the notion that things in education have

to be because they’ve always been, he set out to find better for himself

and his students, discovering along the way the promise, potential, and

possibility in the humanization of the educational experience. He

hopes his discoveries from his “do-reflect-do better” approach to

education, and life, inspire others on their own journeys to better.

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Project 180

Better: a teacher’s journey (project 180, book one).

Monte Syrie invites all teachers into a lyrical, inspiring conversation on learning and doing better. Sharing his characteristic wit and vulnerability, he asks us to question grading, learning, and relationship practices—and with his book in our hands, he’s a welcoming, supporting mentor beside us on our own journeys. ~Nicholas A. Emmanuele, HS ELA Teacher and Dept. Chair

Morning, all. So excited to share the cover of my book with you.

What has been years in the making is finally nearing its completion. Blessed to have such a solid support system in my publisher CodeBreaker. As blessed to have such an awesome audience in you all, for you have helped me stay the course with Project 180 over the years. Thank you for always being here. Could not have done this without you. Thank you.

The book should be available around October. I will keep you posted.

Do. Reflect. Do Better.

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Project 180

Project 180 is a transformative initiative designed to positively impact the lives of young boys enrolled in the 5th grade within the West Alabama Community. The program operates on a stringent evaluation process, wherein each 5th-grade teacher utilizes specific criteria to identify students who demonstrate exceptional dedication and commitment to academic excellence and personal growth.

Every 9-week grading period, one outstanding male student is meticulously selected by his teachers to be honored as the Project 180 Award Recipient. This esteemed designation not only recognizes the student’s academic achievements but also celebrates their character, leadership qualities, and overall contribution to their school community.

As a token of appreciation for their exemplary performance, the Project 180 Award Recipient is rewarded with a celebratory pizza party for their entire class, fostering a sense of camaraderie and unity among peers. Additionally, a movie voucher is presented to a deserving young lady within the class, promoting inclusivity and positive social interactions.

Furthermore, the pinnacle of achievement in the Project 180 program is attained by the overall winner for the academic year. This distinguished individual is granted the opportunity to embark on an unforgettable shopping spree, where they procure all necessary school clothes and supplies for their transition into the 6th grade. This gesture not only alleviates financial burdens for the student and their family but also instills a sense of pride and accomplishment in their academic journey.

Project 180 stands as a beacon of hope and opportunity for young boys in the West Alabama Community, fostering a culture of excellence, resilience, and empowerment. Through its comprehensive recognition and reward system, the program inspires students to reach their fullest potential, equipping them with the tools and support needed to thrive academically and beyond.

Girls To Ladies

Girls to Ladies is an impactful program with the overarching goal of positively influencing the lives of middle school to teenage girls residing in the West Alabama area. Spearheaded by three dedicated University of Alabama students, the initiative is driven by a steadfast commitment to empowering young females and equipping them with essential life skills.

At its core, Girls to Ladies endeavors to foster holistic development by addressing key areas such as character building, confidence enhancement, navigating peer pressure, and combatting bullying. Through meticulously crafted mentoring sessions and immersive group building retreats, participants are provided with a nurturing environment conducive to personal growth and self-discovery.

What sets Girls to Ladies apart is its emphasis on fostering deep connections and meaningful relationships among its members. Beyond mere acquaintances, the young ladies involved in this program are encouraged to cultivate bonds that transcend friendship, evolving into a supportive and nurturing family unit.

Through a combination of mentorship, peer support, and engaging activities, Girls to Ladies seeks to instill in its participants a sense of empowerment, resilience, and self-worth. By equipping them with the tools and resources necessary to navigate the challenges of adolescence with confidence and grace, the program strives to lay the foundation for a future generation of strong, confident, and capable women.

In essence, Girls to Ladies stands as a beacon of hope and inspiration, providing young girls with the guidance, support, and mentorship they need to realize their full potential and emerge as confident, compassionate leaders in their communities and beyond.

Join our efforts today by making a tax deductible donation to help us continue to create equitable opportunities for all of our students.

Bridges to success.

Bridges to Success is a transformative program dedicated to guiding and empowering young teenage males who have encountered challenges leading to involvement with the juvenile detention system. Founded on the principles of mentoring, self-realization, education, and community engagement, the program endeavors to inspire hope and facilitate positive change in the lives of its participants.

At the heart of Bridges to Success lies a commitment to providing comprehensive support and guidance to young men who may feel disenfranchised or disconnected from traditional pathways to success. Through personalized mentorship initiatives, participants are encouraged to explore their potential, identify their strengths, and envision a brighter future for themselves.

Central to the program’s approach is the belief in the transformative power of education. Bridges to Success offers educational resources and support services aimed at equipping participants with the knowledge and skills necessary to overcome obstacles and pursue their academic and career aspirations.

Moreover, Bridges to Success recognizes the importance of fostering a sense of belonging and community among its participants. Through meaningful community involvement and service opportunities, young men are encouraged to develop a sense of accountability, responsibility, and civic engagement, thereby fostering a positive impact both within themselves and their communities.

By providing a nurturing and supportive environment that prioritizes mentorship, self-discovery, education, and community involvement, Bridges to Success aims to empower young men with the tools and resources they need to chart a new course for their lives. Through guidance, encouragement, and unwavering support, the program endeavors to demonstrate to its participants that positive change is not only possible but within their reach.

TCF Elite Academy

TCF Elite Academy stands as a premier program dedicated to the holistic development of student-athletes. Our mission is rooted in a commitment to excellence, emphasizing the comprehensive well-being of our participants both on and off the field.

At TCF Elite Academy, we go beyond traditional athletic training, prioritizing the cultivation of character, leadership skills, and academic achievement. Through a combination of rigorous physical training, personalized coaching, and a supportive community environment, we empower our athletes to reach their full potential in sports while preparing them for success in all aspects of life.

Our program is designed to foster a culture of excellence and accountability, instilling in our athletes the values of discipline, resilience, and teamwork. Through structured training sessions, individualized coaching, and mentorship opportunities, we provide our athletes with the tools and resources they need to excel in high school athletics and beyond.

Moreover, at TCF Elite Academy, we recognize the importance of academic success as a cornerstone of our athletes’ overall development. We prioritize education and offer support services to ensure our participants thrive academically, paving the way for future success in college and beyond.

By nurturing the complete athlete, TCF Elite Academy prepares our participants to excel in today’s competitive landscape, both on and off the field. With a steadfast commitment to excellence and a focus on holistic development, we are dedicated to empowering the next generation of leaders, both in sports and in life.

Inspiring future generations to pursue their dreams .

The e.l.i.t.e. program.

The E.L.I.T.E. (Everyday Lifting Individuals Through Excellence) Program is dedicated to the holistic development of teens aged 13 to 18, hailing from diverse backgrounds. Our primary objective is to prepare these students for the transitional phases of life, whether it entails navigating high school, pursuing higher education at colleges or universities, enrolling in trade schools, or embarking on a career in one of our armed services.

Central to the mission of The E.L.I.T.E. Program is our steadfast commitment to providing comprehensive support and guidance to our participants. Through strategic partnerships with esteemed colleges and universities, we diligently cultivate opportunities and resources aimed at equipping our students with the tools necessary to thrive at the next level of their academic or professional journey.

An outstanding testament to the effectiveness of our program is the remarkable success rate of our graduating seniors. Over 90% of students who complete The E.L.I.T.E. Program graduate with full scholarships to their college or university of choice, underscoring the transformative impact of our holistic approach to education and mentorship.

Through a combination of academic support, mentorship initiatives, and tailored resources, The E.L.I.T.E. Program empowers students to realize their full potential and achieve their aspirations. By fostering a culture of leadership, integrity, and academic excellence, we strive to cultivate a generation of empowered individuals poised to make meaningful contributions to their communities and beyond.

College Xperience

The College Xperience serves as a valuable outlet for college students within the West Alabama area. Our program caters to students attending various institutions such as the University of West Alabama, Shelton State Community College, Stillman College, and The University of Alabama.

Gathering weekly on the campus of The University of Alabama every Wednesday night at 6pm, The College Xperience provides a dynamic platform for students to engage in a myriad of activities aimed at personal and communal growth. Our structured sessions encompass small group discussions, real talk bible studies, community service projects, and mentoring campaigns, fostering an environment conducive to holistic development and meaningful contribution.

At The College Xperience, we recognize the importance of nurturing the talents and gifts of our students while empowering them to serve the local community of West Alabama. Through our mentoring campaigns, students have the opportunity to leverage their unique abilities to effect positive change and make a tangible impact on the lives of others.

Central to our program is the cultivation of a supportive and inclusive community, where students can explore their faith, engage in thoughtful discourse, and forge meaningful connections with their peers. By providing a space for open dialogue and personal reflection, The College Xperience equips students with the tools and resources necessary to navigate the challenges of college life while fostering a sense of purpose and belonging.

Through our comprehensive approach to student engagement and community service, The College Xperience seeks to empower students to lead lives of purpose, integrity, and service, both during their time in school and beyond. We are committed to providing a transformative college experience that nurtures the mind, body, and spirit, ultimately preparing students to become impactful leaders in their communities and beyond.

The teacher’s journey. The ever and every journey. It is ever without end. It is within every each. It’s our journey, where somewhere along the way we discover it’s not about being great or even good, it’s about becoming better. From our day one to our next period to our year twenty and beyond, our work  simply  centers  on  our  next  better.  And our journey continues, one better at a time. 

Indeed, we become better teachers, not better than him, her, or them–not better than anyone. We are just better than we were. Good and great tend to become only and empty ends. So, instead, we chase our next better around the bend.

Of course, I didn’t fully understand this in the fall of 2016 when I began what would become a five-year journey into the blogosphere, believing I could change education with Project 180. I thought if I could turn education upside down, I could return it right side up. But what turned up instead was in front of me all along. Better.

This is a book about better.

Do. Reflect. Do better.

Monte Syrie • Project 180

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Cheney teacher’s class project – a blog – leads to book deal

Cheney High School teacher Monte Syrie is in his fifth year of writing daily messages about education on his “Project 180” blog, a blog that has launched a book that is expected to be published this year.

“It started out innocently enough,” Syrie said. “It was a dare from one of my students.”

Syrie, who teaches 10th grade language arts, had assigned his students an independent learning project. He asked them to create a product that related to something they were interested in. Then a student asked if he was going to do a project, too. “I agreed that I would do it,” he said.

He’d been toying with the idea of writing a blog, so that’s what he decided to do. “I decided to make it about education,” he said. “They say write what you know.”

The blog is available at letschangeeducation.com . Syrie said his goal is to write about things he wants to change, how to turn them around 180 degrees and make them better. His goal is to challenge the status quo, convention and tradition.

Syrie said he didn’t plan to make it a daily blog at first. “Once I started, I discovered a habit, and it became a routine and eventually became a ritual,” he said. “It has really helped me grow and learn.”

Syrie has been teaching at Cheney High School for 18 years, the same high school he graduated from in 1990. He taught for seven years in Royal City, Washington, before moving back home to teach.

In a recent blog post he discussed how students get labeled as good and bad students. “And if we label the learning, does that then label the learner?” he wrote. “And if a learner is labeled, then how does that impact her learning, her life? We see the impacts, I think. The lack of confidence. The abundance of anxiety, even – especially – among our ‘good’ students, who come to worry not about the learning but about the grading.”

Discussions about grading come up a lot in Syrie’s blog. He points to it as one of the areas where he’s really advocated for change. “Grading causes a lot of consternation in education,” he said. “I don’t think it always fairly reflected learning. For too long, we’ve used grades as either a carrot or a stick.”

One year he gave all his students an “A” at the beginning of the school year, actually handing them wooden letters. He told them that would be their grade at the end of the year no matter what. Syrie said it proved that students would still learn and be engaged even if they didn’t have to focus on earning a good grade. “I think we were at a 96 percent on the state assessment in that class that year,” he said.

His blog has also helped him focus on his students as people. He begins each class with “Smiles and Frowns,” a time when students share about what has made them happy or sad that day. He said it encourages connections and helps create a family atmosphere. “We have to put the kids first,” he said. “One of the most important lessons I learned is a renewed commitment to the humans in the room.”

He ends each post with the words “Do. Reflect. Do better.”

Syrie maintains an active Twitter account, where he often shares links to his blog posts. His tweets caught the attention of Codebreaker Inc., a Canadian company that focuses on elevating the voices of teachers, he said. They reached out and said they were interested in publishing a book based on his blog.

“I had already begun on my own,” Syrie said. “I was going to self-publish on Amazon.”

There will be some blog posts in the book, but Syrie said the book will be about his journey to “better.”

“I want it to ignite others to pursue their own betters,” he said.

Syrie said he’s grateful he’s being allowed to write the book in the way he thinks it should be written. “They’re educators themselves,” he said. “They understand the journey.”

The goal is to have the book out by August, but Syrie said he’s finding it difficult to put together the book while still writing daily blog posts. He said he is committed to doing the blog for five years. But he also doesn’t think he’ll give up the blog after the five years are up.

“I don’t think I can,” he said. “I have to have that time in the morning to reflect. The work’s not done.”

Nina Culver can be reached at [email protected]

Spokane businesses can help nonprofits fight downturns with a one-two punch: cash and crews

Earlier this year, “Giving USA: The Annual Report on Philanthropy” confirmed what many nonprofits suspected to be true: charitable giving continued its decline in 2023.