Proficiency-Based Learning

Vermont Agency of Education Briefs

At the Agency, we recognize that many school systems have moved beyond discussing the "what" and the "why" of proficiency-based learning.  Others, however, are still in the initial stages of implementation. Regardless of where educators are along this continuum, it is important to revisit these questions at different points in time to help ensure a shared vision for the future. These briefs can be used to provoke important conversations among educators. Questions to consider include: How do these documents align with our thinking? How are they different? What might be missing?

• Proficiency-Based Learning Glossary
• Why is Proficiency-Based Learning Important?
• Key Characteristics of a Proficiency-Based Learning System of Education
• What is Proficiency-Based Learning?

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​Proficiency-Based Grading Practices and Transcripts

Vermont Resources:

• The Mastery Transcript Consortium (MTC) Panel Video provides information about this digital high school proficiency-based transcript from the perspective of Vermont students and educators. Additionally, an overview of the transcript is provided by a member of the MTC team.

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​​​Mastery Transcript Consortium Frequently Asked Questions

• Proficiency-Based Grading and Transcripts: Responding To Parent and Community Concerns: This document was created in order to respond to common questions related to proficiency-based grading practices and transcripts.
• Research Brief: Proficiency-Based Grading Practices: The information in this document should be used to inform rather than dictate decisions related to grading practices in a personalized and proficiency-based system. Focus questions with related research are provided. Specific sections of this document could be selected for discussion based on the specific needs of a school community.
• Vermont Proficiency-Based Grading Practices: This document provides current examples of proficiency-based grading and reporting practices in Vermont. The intent is to share resources and materials so that leaders and educators in school systems can support one another on the path to proficiency.

Additional Resources:

• Off to College: A Student Interview With Jay Gardoqui: Technology is allowing students to share their interests and expertise with college admissions officers in new ways. The audition video below was submitted as part of an application to DePaul University’s Sound Recording Technology program.

• How do Colleges View Proficiency-Based Transcripts?
• How Selective Colleges and Universities Evaluate Proficiency-Based Transcripts: Insights for Students and Schools
• Let's Give Up the Search for 'Best Practices' in Grading
• New England Secondary School Consortium: College Admissions
• Reinventing Crediting and Transcripts (Part 2): Considerations for Making Change
• School Profiles: Helping College Admissions Teams Understand Deeper Learning
• Talking with Families About Transcripts and Grading in a Personalized, Competency-Based Environment
• The Promise of Performance Assessments: Innovations in High School Learning and College Admission
• Vermont’s Journey Toward Proficiency and Personalization: College Acceptance and the Proficiency-Based Transcript
• What if Teachers Could No Longer Give B-Minuses?

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Vermont Stories: The Road to Implementation of Proficiency-Based Learning

Vermont educators are working hard to implement educational systems that are personalized and proficiency-based. Below are blogs in which educators share their stories about this journey.

CVU Learns: One School's Journey to Standards Based Learning is a blog written by educators, Stan Williams and Emily Rinkema, unless otherwise noted. Posts include relevant topics such as Assessing to Develop Skill, Not Identify It and Proficiency, Personalization, and a Cocktail Napkin: or, how PBL became PPBL.

Transparency: Operating with a Clear Instructional Vision to Put Policy into Practice is the first in a three-part series written by Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont. A set of educator specific proficiencies and performance indicators drafted with teacher input are described. The goal is to use these proficiencies and indicators to guide the overall implementation of proficiency-based learning. 

Supporting Teachers with Making Sense of Proficiency-Based Learning is the second in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont. This post explains how a district-wide teacher learning system supports ongoing efforts to implement K-12 proficiency-based learning practices.

Providing Flexible Pathways and Personalized Learning Options for All Students is the third in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont. Educators at Mill River are looking for ways to completely rethink what it means to learn and go to school. The Trailhead Project that is described in this post leverages the unique characteristics of each school to provide dynamic learning opportunities for students in this district.

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Proficiency-Based Learning Commentaries/Articles

• Are Your Students Ready For Their Graduation Handshake?
• Education Secretary Says Proficiency Deadline Not 'Hard-and-Fast" Rule
• Proficiency-Based Learning is Best Practice
• Taking the Pulse of Proficiency: What's the Future of This Learning Model in Vermont?
• The Importance of Proficiency-Based Learning

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Proficiency-Based Learning Resources

Suggested Readings/Resources 

• Beliefs and Practices of Proficiency-Based Learning
• CBE 360 Survey Toolkit
• Competency-Based Education: Staying Shallow or Going Deep?
• Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed
• ​Educator Competencies for Personalized, Learner-Centered Teaching
• How can mastery learning be more culturally responsive? (video)
• ​Leadership Competencies for Learner-Centered, Personalized Education
• Navigating the Future of Learning: Forecast 5.0
• ​Quality Principles for Competency-Based Education
• ​Reaching the Tipping Point: Insights on Advancing Competency Education in New England
• What is Competency-Based Education? An Updated Definition

Proficiency-Based Learning (Competency-Based Education) Across the United States

The map below, created by iNACOL,  indicates competency education is advancing across the country. Even in many of the states with little or no interest in exploring competency education, there are educators pursuing a better way to organize education so that students receive the instructional support they need. 

A Snapshot of K-12 Competency Education State Policy Across the United States

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Organizations that Support Proficiency-Based Learning

• Aurora Institute’s mission is to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all.
• Achieve-National provides resources about competency-based pathways, graduation requirements, and college and career readiness.
• Great Schools Partnership creates resources for developing efficient standards-based systems that prepare all students for 21st-century colleges, careers, and communities.
• Nellie Mae Education Foundation offers a knowledge base of materials created by funding projects that provide evidence of student-centered learning that enables every student to develop the skills and knowledge they need for the future.

• The Tarrant Institute for Innovative Education leverages professional learning, research, and storytelling, in order to empower educators and students to engage in learning that is meaningful and relevant.

• Up for Learning helps educational institutions across the country fully engage youth in their own learning and in reimagining and transforming education. 

  • Stories on the Road to Proficiency

  • Our Time

    • Talking  About Our Time Behind the Scenes of the Sound Check

    • The Promise of Our Time Dialogue Guide

Note: Competency and proficiency-based learning are used interchangeably in the resources above.

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Questions?

Email Pat Fitzsimmons or call (802) 828-5986.