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Teaching and Learning to Proficiency


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Student Climbing Books

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 hosted presentations by Dr. Thomas Guskey and Dr. Robert Marzano.

Parent Communications
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. Samples of letters and other communication tools that help parents understand a standards-based grading system.



Report Cards
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.


Grading
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.


Systems Implementation
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.


Video Exemplars of Proficiency-Based Teaching and Learning
Two examples of overview videos. One is of Shady Cove Elementary in Eagle Point, which was designated as a Model School. The second showcases the strong Proficiency Education practices at Hidden Valley High School in the Three Rivers School District.

BEC-Proficiency-based Teaching and Learning PDF   09/27/2013 (211.51 KB)
This link goes to the Business Education Compact (BEC) website where there are more proficiency teaching and learning resources. The BEC has provided support for the Proficiency initiative since 2003.


Medford School District Contacts
  • John O'Neill, Assistant Superintendent/Chief Academic Office, Forest Grove School District
    503-359-2430, JONeill@fgsd.k12.or.us eMail
  • Tiana Tucker, Taft 7-12, Assistant Principal for Teaching and Learning, Lincoln County School District
    541-996-2115 ext. 178, tiana.tucker@lincoln.k12.or.us eMail
  • Keith Ussery, Director, School Improvement & Instructional Services, Willamette ESD
    503-385-4725, keith.ussery@wesd.org eMail



Contacts
  • Andrea Morgan Email    (503) 947-5772
    Instruction, Standards, Assessment, and Accountability - 1 - Ed. Specialist, Social Sciences Curriculum and Advanced Placement Incentive Prog

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