{"id":14326,"date":"2017-12-13T12:58:47","date_gmt":"2017-12-13T16:58:47","guid":{"rendered":"http:\/\/tiie.w3.uvm.edu\/blog\/?p=14326"},"modified":"2017-12-15T13:13:43","modified_gmt":"2017-12-15T17:13:43","slug":"proficiency-based-assessment-for-students-with-disabilities","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/proficiency-based-assessment-for-students-with-disabilities\/","title":{"rendered":"Looking at proficiency-based assessment for students with disabilities"},"content":{"rendered":"

Making sure Proficiency work includes all students<\/h1>\n

\"practice<\/a>Recently, I was in a middle school team meeting walking folks through some proficiencyb-based learning scenarios and one teacher said \u201cI have a student who is performing at a 4th grade level, what do I do?\u201d <\/span><\/p>\n

Sound familiar?<\/span><\/p>\n

<\/p>\n

Is the traditional grading reporting system the best we can do (for all students)…..Nope!<\/h2>\n

\"\"<\/a>\u00a0Remember how you felt getting this? Did it help?<\/p>\n

 <\/p>\n

No doubt, grading and reporting, for students with disabilities or those performing much lower than their grade level has been a topic of heated debate for a long time. To argue that the traditional systems has \u201cworked\u201d is a tough pill to swallow (<\/span>What\u2019s Worth Fighting Against in Grading<\/span><\/a> Reeves, Jung, and O\u2019Connor). The traditional A,B,C,D or F doesn’t accurately reflect what students know or can do. Especially if they now how to play the game of school!<\/span><\/p>\n

The switch to a proficiency based system has certainly highlighted the issue of inequity in our system and provides an opportunity to be more specific with our learning intentions, increase the meaningfulness of our feedback and highlight the individual learner needs\u2019. The introduction to the Vermont Education Quality Standards reads \u201c The purpose of these rules is to ensure that all students in Vermont public schools are afforded educational opportunities that are substantially equal, and enable them to achieve or exceed the standards approved by the State Board of Education.\u201d Given the opportunities and a high degree of autonomy, many still want to know what this will look like?\u00a0<\/span><\/p>\n

https:\/\/twitter.com\/JPhillipsVT\/status\/938047760745533441<\/p>\n

What resources can you offer?<\/h2>\n

That’s a great question. Glad you asked?<\/p>\n

\n

Struggling w standards based grading for Ss with IEPs? Differentiated Assessment & Grading Model: https:\/\/t.co\/mzV05Fee8f<\/a> #sblchat<\/a> pic.twitter.com\/wQwYyVCLbL<\/a><\/p>\n

— Lee Ann Jung, PhD (@leeannjung) September 7, 2017<\/a><\/p><\/blockquote>\n