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2500 South State Street Salt Lake City UT 84115
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Granite School District > Proficiency-Based Learning > Proficiency-Based Learning Model

Proficiency-Based Learning Model

Premise for Proficiency-based Learning

Grades are intended to communicate progress toward mastery of articulated course content standards to students and parents. They are intended to indicate what a student knows and is able to do with respect to course objectives that have been explicitly taught. They encourage the student to act on feedback and the teacher to adjust and individualize instruction.

Guiding Principles

  • Grades should be directly tied to specific standards and objectives in  a given course or content area.
  • Grades should be accurate and reflect proficiency in course standards, concepts and content.
  • Grades should be associated with differences only in student performance rather than with differences in gender, ethnicity, or socioeconomic status.
  • Grades  should reflect multiple opportunities for assessment in multiple modalities in a given course or content area.
  • Grades should be specific and timely in providing feedback to students and parents.

Reinforcing Practice

  • Teachers create frequent opportunities for students to demonstrate proficiency in prescribed standards.
  • Teachers utilize a multitude of assessment evidence to determine a student’s level of proficiency: assignments, observations, portfolios, assessments, products, discussions, projects, performance tasks, etc.
  • “Homework”  is replaced with meaningful, independent practice tied to specific content standards which requires time and effort outside the classroom. These learning activities are not scored but serve as  vehicles for teacher feedback and student progress.
  • Points are not deducted for reasons other than a student’s lack of academic proficiency.
  • Classroom formative assessments tie directly to specific content standards and objectives.
  • Teachers allow students who score below proficient on formative assessments to reassess and/or take alternative assessments to demonstrate their increased learning.
  • Teachers require extra practice on specific concepts before reassessment.
  • “Extra credit” is not included in the academic grade. Instead, students are given additional opportunities to demonstrate increased proficiency.
  • Issues of student behavior, participation, punctuality, work timeliness and effort are reflected in a citizenship grade rather than an academic grade (unless such behaviors are written into content standards).
  • Gradebook is updated regularly to prompt learning and increase proficiency.

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Assistant Superintendent, School Leadership &  Improvement Services
John Welburn
385-646-4525

Director, Proficiency-Based Learning
Dawn Hauser
385-646-2142

Associate Director, Advanced Learning/Dual Immersion
Sheri Sorensen
385-646-7341

Associate Director, Online Learning
Stephanie Wood
385-646-7358

Associate Director, Elemenatary Literacy/English Language Arts
Karen Gregory
385-646-4192

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Non-Discrimination Statement

Granite School District prohibits discrimination, harassment (including sexual harassment), or retaliation on the basis of race, color, sex, pregnancy, religion, national origin, marital status, disability, sexual orientation, gender identity or any other legally protected classification in all educational programs, activities, admissions, access, treatment, or employment practices and provides equal access to scouting groups and other designated youth groups. Related inquiries and complaints may be directed to a school administrator or to Charlene Lui, Title IX Coordinator and Director of Educational Equity, (385) 646-7413. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695.
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Granite School District is committed to making information, programs, and services accessible to all students, parents/guardians, patrons, and employees, including those with disabilities. Please contact your school administration or Charlene Lui, Director of Educational Equity, (385) 646-7413 to request interpreters or auxiliary aids. If you need help accessing this website, or you would like to provide feedback or report a concern, please contact our Communications Office, (385) 646-4529.

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