1. Proficiency Based Teaching and Learning in Albany, Oregon
Presenters
Diane Smith, Curriculum Director
Jason Hoffert-Hay, Principal-Timber Ridge
Anne Griffith, Assistant Principal-Timber Ridge
Dana Lovejoy, Math Teacher-Calapooia
Cindy Drouhard, Sci/Math Teacher-Timber Ridge
Erin Puga, 5th grade Teacher-Timber Ridge

2. Proficiency Facts & Figures
47 states have policy and/or practices that allow or require proficiency-based practices.
Some states require proficiency-style evaluations to earn a diploma.
Over 1000 Oregon teachers have been trained in the last 3 years in gr
Some districts are supporting proficiency-based schools, where students are held accountable to reach proficiency as part of the assessment system.

3. Schools are beginning to see remarkable data from proficiency-based teaching and learning.
Improved attendance
Fewer students earning F’s
Higher % of students meeting benchmark on OAKS
Fewer disciplinary issues
Increased graduation rate
Improved communication about student learning Improved grading procedures
Student ownership of learning
Workshops are scheduled throughout the school year through Business Education Compact (BEC)

4. How does Albany support Proficiency-based Teaching and Learning?

5. Sample Questions-6th Grade Placement Test
Which list shows the decimals below in order from least to greatest?
What is the circumference
of the circle?
2 m
2 m
3.14 m
6.28 m
12.56m

7. 5th Grade Math Rubric

9. What are the hurdles of implementation?
Time
Time to meet
Time to develop multiple assessments
Time for re-teaching
Time for re-assessing—before/after school/during lunch (Scheduling)

10. What are the hurdles of implementation?
Parent and Student Education
Parent buy-in/my child used to be an “A” student—sufficiency vs. proficiency
Mindset shift from completion to learning (ex. Re-take test or quiz)
Teacher selection
“Struggling students can’t fail”
What do you with the student that is still not proficient at the end of the year?

11. What are the hurdles of implementation?
Grades/Grading
Homework-
Grading and/or credit for assignments attempted, but not completed
Gradebook set up to support proficiency fall 2009
Incomplete in previous term is better than an “F,” as far as GPA is concerned)
How do we utilize practice-
Formative assessment vs. pure practice (zero weighting)

12. How will The Ridges support Proficiency?
Process emphasis- not all subjects, baby steps
PLC Structure
Develop common essential outcomes
Develop common assessments
Common prep time
Early Release Days
Team meeting time
Time for RTI conversations

13. How will The Ridges support Proficiency?
Developing Interventions
Priority to create time within school day
Advisory period (25 minutes 3-4 times per week)
Using lunch time differently (40 min.)-comping time
Pulling students out of electives- last resort
Re-grouping students according to proficiency level
Pre and post assessments- group students after pre-assessment

14. How will The Ridges support Proficiency?
District Support
Diane Smith and BEC
Topic has airtime at all levels
District wide 6-8 math courses have same name
District wide initiative K-8 common assessments aligned with District K-8 Math Pacing Guide

15. Questions? Presenters email addresses: Diane.Smith@albany.k12.or.us