Proficiency Scale

If your PLC is at the Proficiency Scale Development Phase:

3 Big Ideas of a PLC

Four Critical Questions of a PLC

PLC Big Idea 1: Focus on Learning

  • Do we share a common purpose?

PLC Big Idea 2: Collaborative Culture

  • Highly effective teams

PLC Big Idea 3: Results Orientation

  • Using assessments to make a difference
  • What do students need to know and be able to do?
  • How will we know when they have learned it?
  • What will we do when they have not learned it?
  • What will we do when they already know it?

 

According to the thesaurus of the Educational Resources Information Center (ERIC) database, articulation of standards refers to the "systematic coordination of course and/or program content within and between educational institutions to facilitate the continuous and efficient progress of students from grade to grade, school to school, and from school to the working world." In the South Sioux City Schools, our prioritized standards have been articulated and learning expectations for levels of proficiency clearly defined in the associated Proficiency Scales.

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Guiding Questions/topics for your PLC at this phase center around Proficiency Scales;  identifying prerequisite skills and vocabulary, so that teachers, students, and others have clarity on what we expect students to know and be able to do, at each level of proficiency. 

District PLC discussion topics are likely to include &/or reference:

District Curriculum documents – reference priority and supporting standards and vertical alignment

Completed Proficiency Scales for the priority standards (link)

SSC reference document for proficiency scale development (link)

District PLC discussion may include:

  • Constructive debate regarding levels of proficiency:  Have we clearly identified what students will know and be able to do at each level of proficiency?
    • For PLCs of content other than reading, when reflecting on reading during District PLC: 
      • Have we identified the relationship of reading skills to student success in our content area and how to effectively promote reading skills within our content?
      • How will we know when students are able to effectively use appropriate reading skills within my content area?
      • Types of instructional strategies that may be more or less effective in teaching the content
      • Prerequisite skills & Vocabulary – what prerequisite skills and academic & content vocabulary will students require to achieve proficiency?
      • Discussion of (but not limited descriptions of) what kinds of skills students would demonstrate, if achieving beyond the standard, and strategies to teach beyond the standard

Discussions/focus for PLCs comprised of non-reading content areas:

  • Identification of content connections to addressing reading skills meaningfully, within your content area
  • Identification of effective strategies and methods for addressing reading skills within your content area

Work Products (may include):

Proficiency Scales   Note: Proficiency Scales will be revised only on an annual basis.

SSC Proficiency Scale Feedback Guide/Template 

Build Your Own Curriculum (BYOC)  to note strategies, etc.

Identification of effective strategies for teaching at each proficiency level (for non-reading content PLCs, identification of strategies for addressing reading skills in non-reading content areas – references below)

Reference: Teaching Reading in the Content Area: If Not Me, Then Who? By Vicki Urquhart and Dana Frazee, 3rd Edition http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/teaching-reading-sample-chapters.pdf

Reference:  Literacy Strategies for Improving Mathematics Instruction by J. M. Kenney, E. Hancewicz, L. Heuer, D. Metsisto and C. Tuttle, Ch 2. Reading in the Mathematics Classroom, available at: http://www.ascd.org/publications/books/105137/chapters/Reading-in-the-Mathematics-Classroom.aspx

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