Proficiency-Based Grading Optional Resources
Proficiency-Based Teaching and Learning in Oregon: An Evolution from State Policy to Practice
This paper describes the evolution of Oregon's state policy "Credit for Proficiency" to a K-12 proficiency-based teaching and learning system focused on teachers' instructional practice and student learning.
Teaching and Learning to Proficiency
News Announcements: General Guidance for HB 4150 - April 23, 2014
Teaching and Learning to Proficiency in Oregon has been fueled by a grassroots movement to increase student ownership of their own learning and to increase student achievement to standards. An ever-increasing number of Oregon school districts, schools, and classrooms have implemented strategies that require students to demonstrate they know and can apply the knowledge and skills included in the Oregon academic content standards. The resources available here are offered to provide support to those seeking more information about Proficiency teaching and learning and to offer examples from Oregon school districts and classrooms.
Theory and Best Practice Resources
While specific to grading, the discussion also points to the value of reporting of the students' proficiency to academic content standards. Webinar: Standards-Based Grading and Assessing Student Mastery of Content, May 30, 2013, Northeast College and Career Readiness Research Alliance, with hosted presentations by Dr. Thomas Guskey and Dr. Robert Marzano.
Some districts may choose to address the "at least" annual proficiency report by adopting a standards-based grading system. These resources are provided to show how some districts have already implemented a standards-based system, and include samples of letters and other communication tools that help parents understand a standards-based grading system.
These are examples of standards-based report cards. HB 2220 does not require changes to district report cards. The items included here are intended to show how report cards can be used to report student achievement in terms of the academic content standards, and might eliminate the need for a separate annual proficiency report.
These are examples of grading systems for a variety of grade levels and content areas. While HB 2220 does not require districts to change grading systems, some districts may choose to move to a proficiency-based grading system for clearer communication of student academic achievement. Some of these examples, initially separating academics and behavior, re-combine the academic and behavior grades to compute a final grade.
These materials were generated as districts/schools put standards-based grading into practice. These resources are provided for schools and districts choosing to adopt proficiency-based systems. Schools and districts are not required to adopt such systems by HB 2220.
Proficiency Related Links and Resources
Other states across the nation are implementing similar processes as they continue to develop standards based instruction and assessment in their school systems. The links below connect to ongoing efforts in proficiency and competency based instruction.
For further information on this topic, email Pandie Anderson or call (503) 947-0500.