Proficiency Scale Key Ideas
Assessments
- Keep assessments open-ended, focus on inquisitiveness, critical thinking, risk-taking, real-world application vs. info recall
- Assessments might include student reflections, teacher feedback focusing on skills to master, learning as a process/growth mindset, data student notebooks
- Collecting evidence might include blended learning, stations, CFA's
- It will be important to have a clear idea on what a level 4 looks like
Communication
- It will be important for all of us to communicate to parents and community about the mind shift of proficiency scales and the focus on evidence of student learning
- This will begin with a clear explanation of proficiency scales to students.
- The website classroomblend.com has a lot of good ideas in a handbook.
- Adding an evidence column to the proficiency scale will support communication.
- Consistency will also be an important part of communication
Implementation Ideas
- Make proficiency scales visible, use them to track student progress/provide student accountability, revisit scales with students/make them routine, take baby steps (one scale with students to begin with), use for consistent feedback
- Use scales to guide instruction,
- Use scales to help students demonstrate level of learning.
- Use scales to develop CFAs
- Use scales to provide specific feedback to parents and students.
- Use scales as a source of reflection and goal setting for students.
- Don't punish practice
- Develop routines for integrating through out the lesson to support learning
- See your students as learners
- Focus on mastering level 2 criteria first
- Provide clear identification of what students should know
- Use for instructional decision making
- Focus on one standard in depth
- Have students self-evaluate and track their own progress
- Develop a growth mindset in classroom with students
- Teachers will need to purposefully plan multiple opportunities to develop mastery.
- Use scales in classrooms and share with others how it is going
- Observe in other classrooms to see how scales are being used with students and how students are self-evaluating their own progress.
- Additional supportive materials from district level SBG committee or Marzano group to assist with the implementation of scales into the classroom.
- Most recent evidence is what displays student learning
- PLC Implementation
- Creation CFAs and summative assessments to align with scales to show level 2 and level 3 skills.
Questions
Q: What is the timeline for implementation?
A: Below is the action plan for this work. This year is targeted for completing the scales (including level 4 and evidence of attainment) and piloting. Based on this work and feedback, the SBG leadership team will review the progress and add to the action plan.
Q: Should level 4's be included in an assessment?
A: At some point, we will be adding level 4's to assessment opportunities. Some districts that we have collaborated with give a level 4 task, and if students are able to complete it successfully, they do not need to take the remainder of the assessment. This is something that we will work towards over time, and will get some guidance on when we work with the Marzano group in April.
Q: What is the grade book going to look like?
A: As we continue to roll out this work, we will collaboratively work on some processes for how to document progress. We are in the process of exploring some learning management systems that may provide support.
Q: How does this prepare students for the real-world and college?
A: The use of proficiency scales provides more clarity for students on the learning targets, where they are in the learning progression, and what they need to move forward. It increases both student ownership and student reflection on their learning. Meeting the learning targets and having a clear understanding of what we have prioritized as important to know and be able to do will prepare students for the real-world and college.
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