STATE BOARD OF EDUCATION – TOPIC SUMMARY
Topic: Proficiency-Based Teaching and Learning
Date: August 27, 2009
Staff/Office: Colleen Mileham, EII
Action Requested: Information only Policy Adoption Policy Adoption/Consent Calendar
ISSUE BEFORE THE BOARD : The Board will examine policy issues related to proficiency-based teaching and learning as a work plan priority.
BACKGROUND: In December 2002, the State Board of Education approved the following policy: “Districts may award credit based on proficiency” as an option for school districts. In January 2007, the Board approved a more extensive policy as a part of recommendations for the Oregon Diploma: “A key feature of the future diploma will be wider use of proficiency, ensuring that all students will have the opportunity to choose to earn credit by demonstrating proficiency.” In April 2009, the Board adopted revisions to the Credit Options OAR
581-022-1131 http://www.ode.state.or.us/teachlearn/standards/creditforproficiency/581-022-1131.pdf
indicating district credit options.
At the 2009 State Board retreat, the Board will discuss implications of proficiency-based teaching and learning for transforming the system. A panel of district and school educators will share how proficiency-based teaching and learning is progressing in their schools and identify any emerging issues and state policies that are barriers to implementation. ODE staff will provide additional information on how the implementation of proficiency-based teaching and learning may impact the education system. For example, an issue that needs to be addressed over the next year is the “valuing” of proficiency by community colleges. Will community colleges use proficiencies to connect high school students to the colleges’ learning environment? This issue will be brought back to the Board during the 2009-2010 year.
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Proficiency-based teaching and learning (PBTL) practice in schools is about focusing instruction on the demonstration of knowledge and skills rather than clock hours or time-based teaching methods.
PBTL intentionally focuses on standards and learning of each and every student. Oregon’s standards-based system provides the foundation for this practice with clear learning targets of what students should know and be able to do to succeed in their next steps.
Characteristics
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Student centered: The individual student is at the center of the learning process; the teacher acts on an expectation that all students will achieve at a proficient level and move on successfully.
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Standards based: Knowledge and skill statements define what students should know and do to succeed in their next steps
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Student proficiency focused: Clear, articulated indicators measure student performance to identified knowledge and skill standards
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Ongoing formative assessment: Teachers employ varied and ample formative assessment to monitor student performance and inform instruction
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Student engagement: Once students understand the applicable standards and proficiency levels to be attained, they are enabled to take responsibility for their progress with appropriate teacher support
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Instructional strategy: Cognizant of varied learning styles, teachers balance instructional strategies (direct instruction, group projects, online resource use, etc,) to engage all students in the learning and assessment process
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Teacher collaboration: Teachers work collaboratively with peers in professional, collegial relationships, and with students through learning partnerships to enrich classroom effectiveness
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Learning vs. time based: Student learning validated at individual rate and level; instruction and assessment practices are respectful of all learning styles
Oregon’s credit for proficiency policy offers the opportunity for students to earn credit for graduation by demonstrating what they know and can do. This policy has three guiding purposes:
 To offer flexibility to districts and schools as they meet each student’s diverse needs, interests, and level and rate of learning.
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To create additional options for students based on Oregon’s high standards and accountability system.
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To empower and encourage local decision-making and creativity to meet student learning needs.
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Credit for Proficiency Definition
Units or part units of required and elective graduation credit awarded to students who demonstrate proficiency or mastery of recognized standards through sufficient and appropriate assessment evidence.
*Proficiency: Demonstrated knowledge and skills that meet or exceed defined levels of performance.
*Recognized standards: Local, state, industry-based, national, international knowledge and skill statements.
*Sufficient and appropriate assessment evidence: Quantity and quality of student work which demonstrates what students know and are able to do tied to specific standards and proficiencies (e.g., tests, work samples, projects, daily assignments, etc.).
Students may demonstrate proficiency inside the traditional classroom, outside the classroom where hours of instruction may vary, through documentation of prior learning, by appropriate examination, or by any combination thereof.
Credit for Proficiency Policy and Credit Options Overview
In January 2007, the State Board of Education approved a Credit for Proficiency Policy as a part of recommendations for the Oregon Diploma. The appointed Credit for Proficiency Task
Force developed specific recommendations to support wider use of proficiency options associated with the new diploma. As a result, OAR 581-022-1131 Credit Options was revised and adopted by the Board in April, 2009.
Key Features of OAR 581-022-1131
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Clock Hours: Each school district or public charter school shall offer students the option for earning each credit required for the diploma or a modified diploma by successfully completing classroom or equivalent work in a course of at least 130 clock hours . o Classroom or equivalent work must meet academic content standards as required by
OAR 581-022-1210.
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Other Credit Options: A school district or public charter school may grant credit to a student if the student demonstrates defined levels of proficiency or mastery of recognized standards by any one or more of the following options : o Successfully completes classroom or equivalent work designed to measure proficiency or mastery of identified standards in class or out of class, where hours of instruction may vary ; o Successfully passes an appropriate exam designed to measure proficiency or mastery of identified standards; o Provides a collection of work or other assessment evidence which demonstrates proficiency or mastery of identified standards; o Provides documentation of prior learning activities or experiences which demonstrates proficiency or mastery of identified standards.
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Local Policy: The school district or public charter school must identify by district or school policy which options are available to students for earning credit.
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Coordinated Policy Development
The Oregon Student Accounting Manual has been revised to offer school districts a method by which to account for Average Daily membership (ADM) for students who may be enrolled in an out-of-class credit for proficiency opportunity.
(See pages 42 & 43 on Credit for Proficiency and Expanded Options in the link below.) https://district.ode.state.or.us/apps/info/docs/Revised_March_2009__Student_Accounting_Ma nual_2008-09.doc
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