Proficiency Scales

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).

Reporting Progress and Proficiency

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.

Qualifiers and Score

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.

Further Explanation of the Proficiency Levels

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.