That is, states should not be limited to measuring academic achievement using performance metrics that focus only on the proportion of students who are grade - level proficient — rather, they should be encouraged, or at a minimum allowed, to use performance metrics that account for student achievement at all levels, provided the state defines what performance level
represents grade level proficiency on its reading / language arts and mathematics assessments.
This Framework includes an expectation that every student will reach or
exceed grade level proficiency within three or fewer years while attending an Imagine School.
«We had just over 30 percent of kindergartners and just under 30 percent of first grade missing so much school that they couldn't possibly
attain grade level proficiency.»
Created by Douglas Fisher, Ph.D. and Nancy Frey, Ph.D., this vocabulary program is designed to prepare students who are at or
nearing grade level proficiency and English language learners to be successful with state standards.
Utah has for many years offered a core of expected standards and objectives for student learning, which school districts use each spring when assessing
student grade level proficiency.
• Collaborate with other staff, as necessary, to implement grant - funded programming to accelerate learning for students with a variety of needs including special education, at - risk, limited English proficient students and others, to bring them to
grade level proficiency.
Check out some schools that have shown big gains for students both in getting more kids to
grade level proficiency and in showing year over year growth!