A proficiency scale is a tool that displays a collection of related learning targets, skills, and content for determining the current level of understanding.  Proficiency scales show a progression of learning and inform how teachers plan lessons and assessments.  Priority standards are defined as a competency.

 

 

Teachers develop assessments based on the skills and content within the proficiency scale for each competency.  Based on the child's demonstration or application of the skill assessed, the teacher will assign the appropriate level of proficiency as described in the proficiency scale.  Depending on the instructional path, some assessments may only measure basic skills or processes (2.0 or AE).  This may occur as the instruction increases in complexity and the application of the knowledge and skills become rigorous (3.0 or ME).

There is no correlation between letter grades, points, or percentages and the standards-based reporting proficiency scales.

 

 

Student learning is personalized.  Every student learns at a different pace, using different strategies. Standards-based learning classrooms allow teachers to provide feedback to students and parents detailing specific skills and allows the teacher to provide instruction based on student needs.

 

Greensburg Salem Elementary schools have reported student learning using qualifiers.  The following qualifiers describe what the student is demonstrating for the growth towards meeting the end-of-the-year grade-level standard (competency).  Qualifiers describe the learning growth of the proficiency level outlined in the proficiency scale. 

The relationship between the qualifier and proficiency scale is shown.  The proficiency scales define growth between the content scores.  As shown, a student may show partial growth or success in proficiently meeting target content throughout the school year.  The growth is represented as 2.5 and 1.5 and reported as AEG –approaching expectations with growth or TEG targeting expectations with growth.

 

 

For a visual representation of the proficiency levels, let us consider learning how to ride a bicycle.

 

In the beginning, most children begin riding a tricycle. This demonstrates that a child has a bicycle but is starting with one that has strong supports that allow them to be able to ride the tricycle.  This is defined as a 1.0 or TE which means that the child needs help and support from the teacher to complete basic skills and concepts.

 

The next step to learning to ride a bicycle may be a bicycle with training wheels and support from an adult. 

A child that rides a bicycle with training wheels and needs someone for support and to be there to push them along is defined as a 2.0 or AE which means that the child is getting close to meeting expectations and can do basic content and skills.

The next step in learning to ride a bicycle would be to remove the training wheels and adult support.  A child that rides a bicycle independently is successfully meeting expectations and is defined as a 3.0 or ME.  At times, you may experience falling, but you get right back up on the bicycle and continue riding.

Now, if you are really confident and skilled at riding a bicycle, you may want to apply your knowledge and skills deeper by trying some tricks or willies.  A child that rides a bicycle independently and can apply their skills is defined as a 4.0 or EE.  The child still has a bicycle but can demonstrate performance at a deeper level than the expectation of the standard, but not grade level.

A standards-based report looks different than a traditional report card.  A standards-based report provides information about how each child is progressing towards proficiently meeting the end of the year standards.  The standards-based report lists the priority learning targets that each child should know and be able to do independently by the end of the school year.  Students will not receive letter grades.  Students will receive a mark or qualifier that shows their proficiency level at the time of the report.  Each child's report is individual, meaning a parent cannot compare a child's growth to another child.  Each child learns at a different pace.

Marks on the Standards-Based Growth Report

ME (3.0) - Meeting Expectations
AEG (2.5) - Approaching Expectations with Growth
AE (2.0) - Approaching Expectations
TEG (1.5) - Targeting Expectations with Growth
TE (1.0) - Targeting Expectations 
EE (4.0) - Exceeding Expectations

The Difference Between Standards-Based Reporting and Traditional Grading

Standards-Based Reporting	Traditional Grading
Only achievement or learning evidence related to standards is assessed and reported	Grades are a combination of achievement, attitude, effort, completion, and behavior
Individual performance in comparison to the standard is assessed and reported	Grades may include a combination of individual performance and group project performance
Mark is based on the most recent evidence of learning	An average or collection of points used to quantify a grade
Multiple marks are acquired throughout the year	A single grade is given per subject
Only measures achievement-not extra credit or zeros	Often includes extra credit or zeros for incomplete assignments or poor single test scores
Based on proficiency levels of performance toward the standard	Inconsistent grading measures based on course or teacher

 

What to Expect

• The goal for all children in elementary schools is to provide an equitable journey toward understanding and proficiently meeting the end of the year standards.  Each child has the entire school year to reach proficiency in multiple ways to demonstrate they have met the final goal-"ME (3.0)"-Meeting Expectations.
• One of the biggest adjustments will be for parents and children to understand the purpose of the standards-based growth report that focuses on end-of-the-year learning goals.
• In the first or second quarter, instead of getting A's or EE's (4.0) for trying hard, doing well on tests, and/or completing assignments, a proficient student may have marks that indicate they are not yet proficient in some skills.  
• This may be disconcerting for parents or children to see that they do not have an "ME (3.0)", or "EE (4.0)".  Please remember that the purpose of the standards-based report is to communicate each child's individual progress towards achieving proficiency by the end of the school year for each learning goal. 

• Parents should expect to see lots of "AE" (Approaching Expectations) or "AEG" (Approaching Expectations with Growth) throughout the school year. "ME (3.0)" is the goal for all students to achieve by the end of the school year.

 

Letter Grade Equivalent

There is no equivalency to letter grades. The standards-based report provides parents and students the specific learning goals to reach proficiency by the end of the school year.  

Exceeding Expectations

Standards-Based reports encourage students to demonstrate their ability to apply skills and knowledge in depth beyond what was taught.  Standards cannot be compared across grade levels.  Standard learning goals increase in complexity and rigor in each grade.  Therefore, a child is not measured on the next grade-level standards.  Typically, few students demonstrate this application of knowledge and skills.

Differentiated Instruction

If a child has shown proficiency in meeting the learning target, teachers will utilize individual student measures to determine a personalized learning path to allow the student to grow and progress.  With the various personalized learning tools available, each child will be able to have meaningful and challenging work to grow.

Standards-Based Growth Report Example

The standards-based growth report will include the following:

 

Proficiency Scale for Standards-Based Growth Report Example

The following is an example of a teacher-friendly proficiency scale for reaching the end of the year expectations:

 

 

Visual Representation of the Qualifier (Score)

 

 

 

Academic Pages

 

 

Pennsylvania State Standards
http://www.pdesas.org/Standard/StandardsDownloads

Pennsylvania Common Core Assessment Anchors and Eligible Content
http://www.pdesas.org/Standard/AnchorsDownloads

Pennsylvania Common Core Resources
http://www.pdesas.org/Standard/CommonCore

Pennsylvania Early Childhood Standards
https://pdesas.org/Page/Viewer/ViewPage/11/?SectionPageItemId=511

The Pennsylvania Department of Education provides the following explanation to inform families of appropriate expectations for children.  An explanation of each component of the classroom learning environment is explained as guidance to assist learning at home.

 

Reading Focus

Reading involves the use of pictures, symbols, and text to gain information and derive meaning, and writing is used for a variety of purposes. Children should be exposed to a variety of books to acquire new information and for personal fulfillment. Children apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate text. Children draw meaning from their prior knowledge and experience, their interactions with others, their knowledge of word meaning, and their word identification strategies. Children vary their use of the spoken and written language to communicate effectively with others. One of the first building blocks of reading is phonemic awareness; this is one of the best predictors of early reading achievement. Children should be developing this awareness in the early years by listening to rhyming stories and songs and engaging in word play activities.

Components:

• Emerging reading involves the use of pictures, symbols, and text to gain information and derive meaning.
  • How do I acquire and practice pre-reading skills?
• Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. An expanded vocabulary enhances one’s ability to express ideas and information.
  • What is the text really about?
  • How does interaction with the text promote thinking and response?
  • Why learn new words?
  • What strategies and resources does the learner use to figure out unknown vocabulary?
• Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Effective research requires the use of varied resources to gain or expand knowledge.
  • What makes clear and effective writing?
  • Why do writers write?
  • Who is the audience?
  • What will work best for the audience?
  • Where can one find information to answer questions?
• Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose.
  • What do good listeners do?
  • How do active listeners make meaning?
  • How do speakers effectively communicate a message?

 

Math Focus

To fully understand math, children must be able to connect mathematical concepts to real-world situations and across disciplines. Math skills are developed and based on children’s experiences with their environment, their interactions with adults and other children, and their daily observations. Throughout the early years of life, children notice and discover mathematical dimensions of their world. They compare quantities, find patterns, problem-solve, communicate, and confront real problems such as balancing a tall block building or angling a ramp to roll a ball down. Mathematics helps children make sense of their world and helps them construct a solid foundation for future success. Mathematical thinking is foundational and important to academic success in all subjects. All children are capable of developing a strong knowledge of mathematics in their earliest years.

Components:

• Mathematical relationships among numbers can be represented, compared, and communicated. Numeral quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools. Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations. Patterns exhibit relationships that can be extended, described, and generalized.
  • How is mathematics used to quantify, compare, represent, and model numbers?
  • How can mathematics support effective communication?
  • How are relationships represented mathematically?
  • How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
  • What does it mean to estimate or analyze numerical quantities?
  • When is it is appropriate to estimate versus calculate?
  • What makes a tool and/or strategy appropriate for a given task?
  • How can patterns be used to describe relationships in mathematical situations?
  • How can recognizing repetition or regularity assist in solving problems more efficiently?

 

• Patterns exhibit relationships that can be extended, described, and generalized. Geometric relationships can be described, analyzed, and classified based on spatial reasoning and/or visualization.
  • How can patterns be used to describe relationships in mathematical situations?
  • How can recognizing repetition or regularity assist in solving problems more efficiently?
  • How are spatial relationships, including shape and dimension, used to draw, construct, model, and represent real situations or solve problems?
  • How can the application of the attributes of geometric shapes support mathematical reasoning and problem solving?
  • How can geometric properties and theorems be used to describe, model, and analyze situations?

 

• Numerical quantities, calculations, and measurements can be estimated or analyzed by using appropriate strategies and tools. Measurement attributes can be quantified, and estimated using customary and non-customary units of measure. Data can be modeled and used to make inferences. Mathematical relations and functions can be molded through multiple representations and analyzed to raise and answer questions.
  • What does it mean to estimate or analyze numerical quantities?
  • When is it appropriate to estimate versus calculate?
  • What makes a tool and/or strategy appropriate for a given task?
  • Why does “what” we measure influence “how” we measure?
  • In what ways are the mathematical attributes of objects or processes measured, calculated, and/or interpreted?
  • How precise do measurements and calculations need to be?
  • How does the type of data influence the choice of display?
  • How can probability and data analysis be used to make predictions?
  • How can data be organized and represented to provide insight into the relationship between qualities?

 

 

 

 

Science Focus

Children are born with natural curiosity and the innate science and math skills to interpret and respond to the world. They explore, experiment, invent, design and test solutions, and form ideas about how the world works. Students who are given opportunities to conduct experiments, gather data, and make conclusions are developing skills that support discovery about the natural world and scientific inquiry. Adults support science in play by providing an engaging environment and facilitating appropriately. Scientific play is enhanced with natural objects. High-quality early learning environments provide students with the structure in which to build upon their natural desire to explore, build, and question. Adults must acknowledge and support students in extending their curiosity through the scientific process of inquiry, observing, asking questions, forming hypothesis, investigating, gathering data, drawing conclusions, and building ideas that lead to new questions.  Adults facilitate scientific inquiry when classrooms or learning environments are structured to promote curiosity.  One role of the adult during this active exploration is to scaffold students’ thinking by asking open-ended questions. Open-ended questions encourage problem-solving and support students’ learning of the world around them. When learning environments are structured to promote curiosity, students use strategies that are based on scientific inquiry.

Components:

• Living things have unique characteristics which differ from nonliving things. The characteristics of living things can be observed and studied.
  • In what ways do living and nonliving things differ?
  • What are similarities, differences, and patterns of living things?
• Physical properties help us to understand the world.
  • What are physical properties of objects?
  • How are physical properties of objects discovered?
  • What effect does energy have on the physical properties of objects?
• The earth, which is part of a larger solar system, consists of structures, processes, and cycles which affect its inhabitants.
  • What structures, processes, and cycles make up the earth?
  • How do the various structures, processes, and cycles affect the earth’s inhabitants?
  • How do we know the earth is part of a larger solar system?
• People live in an environment. People share the environment with other living things. People are impacted and have impact on the environment.
  • How can I describe my immediate environment?
  • In what ways can I use the environment?
  • How does what I do (positive or negative) affect my environment?

 

 

Social Studies Focus

 

The foundation of social studies, economics, history, and the workings of government begin with children’s personal experiences and their initial understanding of themselves in relation to their families, homes, and schools. Gradually, students expand their under- standing to include communities and the larger world. As their perception grows, they further expand their scope to understand how systems work together. Adults facilitate children’s social studies skill development by helping them engage in active investigations that build knowledge and understanding.

 

Components:

• Learning to be a good citizen helps one contribute to society in a meaningful way.
  • What rules and consequences are important?
  • Can I identify some American symbols?
• Money can be used to purchase goods and services, or can be saved. People make choices about how to spend money based on different influences.
  • How can I use money?
  • What influences the choices I make about spending what I have earned?
• Location can be represented using a variety of tools.
  • What tools help me to understand the location of places and things?
  • How can I represent the location of places and things?
• Past experiences and ideas help us make sense of the world.
  • In what ways can events be sequenced?
  • How do I use past experiences and events to understand the present?

 

Learn at Home, Scholastic Magazine

https://classroommagazines.scholastic.com/support/learnathome.html

Pennsylvania Department of Education. (2016). Pennsylvania learning standards for early childhood. Retrieved from http://pdesas.org

The Pennsylvania Department of Education provides Core Standards for English Language Arts and Mathematics.  The Core Standards describe what students should know and be able to do with the English language. Targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms are provided. 

 

English Language Arts Focus

The English Language Arts Core Standards provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators, and community members become partners in learning.

Components:

• Students read, understand, and respond to literature and informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.
• Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
• Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
• Beginning in kindergarten, students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. These foundational skills are not an end in and of themselves; rather, students apply them as effective, fluent readers.

 

Mathematics Focus

The Pennsylvania Core Standards in Mathematics in grades K–5 lay a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals. Taken together, these elements support a student’s ability to learn and apply more demanding math concepts and procedures.  Additionally, they set a rigorous definition of college and career readiness by demanding that students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

Components:

• The standards stress both procedural skills and conceptual understanding to ensure students are learning and applying the critical information they need to succeed at higher levels.
• K–5 standards, which provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals, help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into application.
• They also provide detailed guidance to teachers on how to navigate their way through topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous progression from grade to grade.
• Having built a strong foundation at K–5, students can do hands-on learning in geometry, algebra, and probability and statistics.

 

 

Science Focus

Learning about science and technology is vitally important in today's increasingly complicated world. The rate of new discoveries and the development of increasingly sophisticated tools make science and technology rapidly changing subjects.  Learning about the world around us, by observing and experimenting, is the core of science and technology and is strongly reflected in Pennsylvania's Academic Standards for Science and Technology.

Components of Pennsylvania Academic Science Standards:

• Life Science
• Physical Science
• Earth and Space Science
• Environment and Ecology Sciences

The Next Generation Science Standards (NGSS) are incorporated into the science learning experiences in Grades K-5.  The NGSS allows scientific inquiry and active engagement to be interconnected in discovering the world around us.

Social Studies

The Pennsylvania Academic Standards for Civics and Government, Economics, Geography, and History are embedded in the mathematics, science, and English language arts curriculum in grades 3-5.  The Pennsylvania Constitution of 1790 was the basis for the Free Public School Act of 1834 that is the underpinning of today's system of schools operating throughout the Commonwealth. These schools were created to educate children to be useful citizens, loyal to the principles upon which our republic was founded, and aware of their duties as citizens to maintain those ideals.  Therefore, the intent is to prepare the children to become responsible and productive citizens of our community. 

Components:

• Exposure of primary resource documents
• Create a sense of rules, regulations, and laws within the school and community
• Basic information of Pennsylvania history, facts, and geography
• Development of basic geographical skills and applications
• Create engagement in the understanding of production, exchange, and consumption of goods and services as it pertains to school settings and the community at large.

 

Pennsylvania Department of Education. (2014). Academic standards for english language arts. Retrieved from http://pdesas.org
Pennsylvania Department of Education. (2014). Academic standards for mathematics. Retrieved from http://pdesas.org
Pennsylvania Department of Education. (2014). Academic standards for science and technology. Retrieved from http://pdesas.org
Pennsylvania Department of Education. (2014).Academic standards for civics and government. Retrieved from http://pdesas.org