Priority Standards, Proficiency Scales, Assessments

Priority Standards, Proficiency Scales, Assessments

In the standards-era of education, it is critical that schools develop a Guaranteed and Viable curriculum. A guaranteed curriculum means all teachers will teach the same priority standards for the same course and/or grade level. A viable curriculum is one that can be taught in the time available for teachers to do so. Assessment is first and foremost a teaching tool, not just a grading tool. Developing quality assessments and using a variety of assessment practices is one of the most important aspects for teaching and learning in the standards-based learning environment. 

The goal of the Standards Professional Learning (SPL) grant project was to engage practitioners in a collaborative study of learning standard viability, learning targets, and proficiency scales in order to improve core instruction and assessment of student mastery. Read the full SPL Grant Evaluation Report here.

• Mathematics

• English Language Arts (ELA)

  If you'd like more information on "How To Use These Resources", please reach out to Erin Lacina, NESC Director of Professional Learning & Operations, at 701-662-7650 or erin.lacina@nescnd.org.

   

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What's coming next? 

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How are Proficiency Standards & Scales Actually Being Used in the Classroom?

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Webinars with Phil Warrick and Jan Hoegh, Marzano Resources:

Password required for access. Please email Erin Lacina at erin.lacina@nescnd.org with your Full Name, Job Title, School, and District.

• Prioritized Standards
• Proficiency Scales
• Assessment
• Using Proficiency Scales in the Classroom

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Testimonials

• Students indicated the feedback they received was valuable. Students had an easier time seeing writing as a skill they can improve, rather than something a person is either good or bad at."
  
  
• "Student learning has definitely increased and students feel safe to ask questions or bring up issues in class because of it."
  
  
• "Students felt that the instruction had more purpose. It also put learning ownership into the students' hands."
  
  
• "Students are more self-motivated to achieve their next level."
  
  
• "My students were engaged and loved taking ownership in their knowledge of why and what is needed to be successful in their content area."
  
  
• "I feel the students are seeing more success because they are now mastering the information which helps them build a stronger foundation. Our 3rd-grade students tested quite well on the NDSA in the area of math. I think it has a lot to do with the focus on the mastery of our prioritized standards."
  
  
• "Students definitely feel more confident for tests because of the proficiency scales helping me slow down to re-teach a concept that they were struggling with. Kids love the Student-Generated Assessment and will make high-quality work from it!" 
  
  
• "Students had an easier time self-assessing and knowing what a reasonable goal for improvement is. I also had an easier time in feedback and thinking of the next step for each student."
  
  
• "When given a clear scale, students are engaged in making the effort to be more successful."
  
  
• "My students were much more knowledgeable about where they were performing and where they were headed. They [The scales] worked really well for my student-led conferences."
  
  
• "Not only will I be using these; I will be sharing with everyone else at the school. The resources & help we received at this workshop are FANTASTIC!"  - Teacher, Manvel Public School
  
  
• "It was awesome. This is going to be amazing for my classroom. - Elementary Teacher, Tate Topa Tribal School