Proficiency-Based Learning

At the Southwest Vermont Supervisory Union, we strive for success for every student through personalized learning and flexible pathways. According to the Vermont Agency of Education, “Proficiency-Based Learning is a key component of flexible and personalized pathways set forth in Act 77 and the State Board of Education’s Education Quality Standards. Vermont public schools must provide students with flexible and personalized pathways for progressing through grade levels and to graduation. These resources can help educators and families understand some of the changes that are taking place in Vermont schools.”

To learn more about Proficiency-Based Learning and how it is being implemented in the SVSU, please visit the links below.
All terms and definitions listed below have been taken directly from the SBG Guides listed in the Resources from the SVSU Section. 
Formative Assessment: Purposeful, ongoing collection of information about how students are learning while there is still time to improve. Both teacher and student then use the information to guide continuous improvement toward the intended learning.

Interventions: Interventions are intentional actions that a school team/teacher implements when a student is not reaching grade level standards. The purpose is to accelerate academics performance so that each student meets or exceeds standard.

Learning Targets: Descriptions of what students will know and be able to do. They are aligned with standards and guide the design of units intended to move students toward proficiency and the achievement of performance indicators.

Modifications: Adaptations to the curriculum that fundamentally alter the grade‐level expectation, but do not fundamentally alter the content standard. Modifications are provided only to students who qualify for special education services or highly capable students. Modifications typically include reducing the cognitive load, methodology or delivery of instructions, and/or the performance criteria.
Modified Grade: A progress indicator that reflects student achievement based on a modified standard.
Modified Standard: An expectation for student performance that is challenging for eligible students, but is less difficult than the grade-level academic achievement standard. Modified academic achievement standards must be aligned with academic content standards for the grade in which a student is enrolled.

Multiple Assessment Opportunities: Evaluations that provide more than one way for students to demonstrate attainment of a standard. Students need to be provided with multiple opportunities to perform in relation to standards. Multiple opportunities to perform can apply to the assessment approach (open ended questions vs. close‐ended questions), format (constructed response, multiple choice), or context (on‐demand vs. over time, the setting, the purpose of the assessment).

Proficiency: Having or demonstrating an expected degree of knowledge or skill in a particular area.

Standard: The broadest, most general form of learning expectation from which more specific grade level curriculum is developed. Content standards describe what students should know and be able to do.

Standards‐Based: A descriptor that suggests how a clear and direct relationship exists among any combination of activities, materials, instructional processes, and assessments and that all relate to each other and to identified standards.

Standards‐Based Assessments: Assessment in which the criteria for evaluating student achievement are taken directly from the standards.

Summative Assessment: A culminating assessment at the end of an instructional period that measures the extent a student has learned a specific set of content or skills.