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Proficiency Based Model and Professional Development Plan

Proficiency-Based Learning Model - Curriculum 

  • A cooperatively developed and implemented proficiency-based learning model 
  • A process for reviewing curriculum, instructional materials, and resources to ensure the inclusion of the distinct and unique cultural heritages and contemporary portrayal of American Indians in the curriculum
  • A schedule for revising curriculum standards at least every five years or consistent with the state's standards revision schedule

Proficiency-Based Learning Model Development:

  • For the last two years (2023-2025), teachers in grade-level and school-level teams have been working to develop and implement proficiency-based standards for ELA and Math. Teams were guided through the process by first selecting priority standards based on the Priority Standards Selection Process. 
  • From there, we completed a K-8 Priority Standards Crosswalk for ELA and Math to ensure students receive a well-rounded, standards-based education. 
  • Next steps included creating the proficiency scales for each priority standard for ELA and Math in K-6. Those are linked to the Crosswalk for easy access. 
  • Ongoing teaming takes place to enhance and improve the scales to align more closely with the skills students develop at each level. 
  • During our Professional Learning opportunities, teachers learned how to use core curriculum-based assessments to assess student learning across a grade level.

Curriculum Review Process:

  • We follow our Curriculum Review Cycle. We review standards alignment, curriculum, materials, resources, report card language, and proficiency scales as part of this process. We consider IEFA Essential Understandings in every content area but most thoroughly during the Social Studies Review. 

Proficiency-Based Learning Model - Assessment 

  • Is developed and will be implemented within two years
  • Details of progression, growth, and proficiency
  • Uses more than one measure and method to assess student growth and proficiency in content standards and content-specific grade-level or grade-band learning progressions in all program areas

Implementation Timeline:

Current State (as of 2024-2025 school year):

  • K-6: Complete priority standards and proficiency scales (ELA/Math)
  • K-6: Started implementation 2024-2025
  • 7-8: No current progress on creating priority standards or proficiency scales

 

Focus Areas (Phase 2 Alignment):

  1. Continue aligning proficiency scales with instruction and resources
  2. Strengthen feedback and goal setting practices
  3. Build assessment literacy and reliability
  4. Develop equitable grade-level assessments

 

Year (23-24) (Phase 1 & 2) - informally:

  • Level-setting staff on proficiency based learning model
  • Grade-level team discussions around Proficiency based learning model

 

Year 1 (24-25) (Phase 2 & 3):

  • Plan and initiate the rollout
  • Complete K-6 assessment alignment
  • Establish consistent feedback practices
  • Finalize grade-level common assessments
  • Continue reliability training/practice
  • Communicate implementation plan to stakeholders

Establish multiple measures of assessment:

  • Proficiency scales
  • Common assessments
  • State assessments
  • Classroom performance data

 

Year 2 (25-26) (Phase 3 & 4):

  • Implement K-8 monitoring systems
  • Prepare for reporting systems
  • Roll out reporting procedures
  • Begin tracking correlations between measures
  • Train new staff on established practices
  • Expand work in non-core content areas (science/social studies)
  • Implement proficiency scales in selected grade levels

Implement a system for tracking student progression:

  • Grade-level learning progressions
  • Growth measurements across assessment types
  • Content-specific proficiency tracking

 

Year 3 (26-27) (Phase 5):

  • Continue tracking correlations among scores
  • Expand implementation to additional grade levels
  • Train incoming stakeholders (new staff, new parents, new board members)
  • Celebrate success

 

*Note: While a two-year implementation is requested, we've adopted a three-year timeline to ensure:

  • Thorough staff training and support
  • Time for meaningful feedback and adjustments
  • Sustainable change in instructional practices
  • Proper assessment alignment and reliability
  • Strategic expansion to non-core areas

updated December 2024