Curriculum

Proficiency-Based Learning

Vermont Act 77, also known as the Flexible Pathways Initiative, promotes proficiency-based learning in the state of Vermont. This legislation requires schools to implement personalized learning plans for students, focusing on their individual strengths and needs. Proficiency-based learning emphasizes students' mastery of specific skills and knowledge, rather than relying solely on traditional grading systems. It encourages students to progress at their own pace and provides opportunities for personalized instruction and assessment. The goal of Vermont Act 77 is to ensure that all students are prepared for college, career, and civic life by providing them with a more flexible and personalized education.

10 Principles of Proficiency-Based Learning

Standards

1. All learning expectations are clearly and consistently communicated to students and families, including long-term expectations (such as graduation requirements and graduation standards), short-term expectations (such as the specific learning objectives for a course or other learning experience), and general expectations (such as the performance levels used in the school's grading and reporting system).

2. Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students regardless of whether they are enrolled in traditional courses or pursuing alternative learning pathways.

Assessment

3. All forms of assessment are standards-based and criterion referenced, and success is defined by the achievement of expected standards, not relative measures of performance or student-to-student comparisons.

4. Formative assessments measure learning progress during the instructional process, and formative-assessment results are used to inform instructional adjustments, teaching practices, and academic support.

5. Summative assessments evaluate learning achievement, and summative-assessment results record a student's level of proficiency at a specific point in time.

Research Reporting

6. Academic progress and achievement are monitored and reported separately from work habits, character traits, and behaviors such as attendance and class participation, which are also monitored and reported.

7. Academic grades communicate learning progress and achievement to students and families, and grades are used to facilitate and improve the learning process.

Personalization

8. Students are given multiple opportunities to improve their work when they fail to meet expected standards.

9. Students can demonstrate learning progress and achievement in multiple ways through differentiated assessments, personalized learning options, or alternative learning pathways.

10. Students are given opportunities to make important decisions about their learning, which includes contributing to the design of learning experiences and learning pathways.

Flexible Pathways / Act 77

Proficiency Based Learning Glossary

The BUUSD engages in continuous improvement through various strategies and practices. Here are a few common approaches:

1. Data-driven decision making: collect and analyze data on student performance, attendance, and other relevant factors to identify areas for improvement. This data helps educators make informed decisions and implement targeted interventions.

2. Professional development: provide ongoing professional development opportunities for teachers and staff to enhance their skills and stay updated with best practices. This includes workshops, training sessions, and collaborative learning communities.

3. Collaborative planning and reflection: encourage teachers to collaborate and share ideas, resources, and strategies. Regular meetings and discussions allow educators to reflect on their practices, exchange feedback, and collectively identify areas for improvement.

4. Stakeholder involvement: actively involve various stakeholders, including students, parents, and community members, in the improvement process. Their input and perspectives are considered when making decisions and implementing changes.

5. Curriculum and instruction review: regularly review and update their curriculum and instructional practices to align with current standards and research-based approaches. This ensures that students receive high-quality education that meets their needs.

6. Monitoring and feedback: establish systems to monitor student progress and provide timely feedback to students and parents. This helps identify areas where additional support or adjustments are needed.

By implementing these strategies and fostering a culture of continuous improvement, we strive to enhance student learning outcomes and create a positive and effective learning environment.

BUUSD Continuous Improvement Plan / Summary

Education Quality and Continuous Improvement Planning

 

Multi-tiered Systems of Support (MTSS) is an educational framework designed to provide targeted and differentiated support to students based on their individual needs. It is a comprehensive approach that aims to address academic, behavioral, and social-emotional needs of students in a proactive and systematic manner. The following webpage is a resource hub for MTSS components and procedures in the BUUSD.

MTSS in the Barre UUSD

Other MTSS Resources:

VTmtss Field Guide 2019

Vermont Early MTSS System Inventory

The Agency of Education defines curriculum as, "the umbrella for the integration of the content, concepts, skills, and process by which students achieve proficiency." Coordinating our curriculum helps Barre students, families, and educators know where they are going as well as where they have been.

To learn more about the curriculum, please visit our Resources by Content Area webpage.

National and State Standards

As outlined in the Vermont Education Quality Standards we are required to align our curricular design to identified standards across content areas. The identified standards resources for the various content areas are outlined below.

The Common Core - Math and   Literacy	K-12 Financial Literacy Standards
Next Generation Science   Standards - Science	AASL Standards - Library & Media
C3 Framework - Social Studies	Vermont Early Learning Standards   - Preschool
National Health Education   Standards - Health	Technology Integration Matrix
National Core Arts Standards	World-Readiness Standards for   Learning Languages
SHAPE America National P.E.   Standards

 

• BUUSD LAU Plan
• Curriculum Department Organizational Chart
• Grant Application Prior-Approval Form - FY22
• Grant Procedures Manual
• Instructions for Completing Federal Time Documentation
• Mileage Reimbursement
• Procurement Documentation Form - FY23
• Purchase Requisition Form
• Reimbursement Request Form
• Title I - Parent and Family Engagement
• Title IIA - Supporting Effective Instruction
• Title IV - Allowable Activities - Student Support and Academic Enrichment
• Training / Workshop / Conference Request Form
• Vendor Selection Process Form

BUUSD uses multiple local, state and national measures to evaluate student progress. Our Assessment Framework guides the administration of common assessments throughout the K-12 schools in literacy, math and science as well as the regular practice of analyzing and responding to more holistic data. The Framework is continually revised to include updated assessments. Below lists the local assessments currently given to BUUSD students at each grade level. Included is also additional information related to state and national assessments.

Grade	BUUSD Local Assessments
PK	Teaching Strategies Gold: rhyme, phonemic awareness, Letter  ID, alphabet knowledge, book knowledge (title, author,  illustrator), print concepts (letters, words, upper case use,  spaces, punctuation), emergent reading (pretends to read,  recites story), retells story, writes name, uses early inventive  spelling; math concepts; writing: fine motor development, pre-  writing skills
K	Letter ID & Sounds Assessment, Phonological Awareness  Screening Test (PAST), on-demand writing prompt, Primary  Number/Operations Assessment (PNOA), and Illustrative Math  Unit check-ups
1	Universal: Letter ID & Sounds Assessment, STAR Early   Literacy, LETRS Spelling Inventory, on-demand writing  prompt, Primary Number/Operations Assessment (PNOA),  and Illustrative Math Unit check-ups  Diagnostic: Phonological Awareness Screening Test (PAST),  LETRS Word Reading and Phonics Assessment, Acadience  Oral Reading Fluency
2	Universal: STAR Early Literacy, LETRS Spelling Inventory, on-  demand writing prompt, Math Lab Assessments, and  Illustrative Math Unit check-ups  Diagnostic: Phonological Awareness Screening Test (PAST),  LETRS Word Reading and Phonics Assessment, Acadience  Oral Reading Fluency
3/4	Universal: STAR Reading & STAR Math, LETRS Spelling  Inventory, on-demand writing prompt, Acadience MAZE, Math  Lab Assessments, and Illustrative Math Unit check-ups  Diagnostic: Phonological Awareness Screening Test (PAST),  LETRS Word Reading and Phonics Assessment, Acadience  Oral Reading Fluency
5/6	Universal: STAR Reading & STAR Math, LETRS Spelling  Inventory, on-demand writing prompt (The Writing Revolution),  Math Lab Assessments, and Illustrative Math Unit check-ups  Diagnostic: Acadience MAZE, Phonological Awareness  Screening Test (PAST), LETRS Word Reading and Phonics  Assessment, Acadience Oral Reading Fluency
7/8	Universal: STAR Reading & STAR Math, LETRS Spelling  Inventory, on-demand writing prompt (The Writing Revolution),  Math Lab Assessments, and Illustrative Math Unit check-ups  Diagnostic: Acadience MAZE, Phonological Awareness  Screening Test (PAST), LETRS Word Reading and Phonics  Assessment, Acadience Oral Reading Fluency
9/10	Universal: STAR Reading & STAR Math, Course Assessments  Diagnostic: Phonological Awareness Screening Test (PAST),  LETRS Word Reading and Phonics Assessment, Acadience  Oral Reading Fluency
11/12	Course Assessments  Diagnostic: STAR Reading & STAR Math, Phonological  Awareness Screening Test (PAST), LETRS Word Reading and  Phonics Assessment, Acadience Oral Reading Fluency

 

VTCAP/Cognia

Students in grades 3-9 take a statewide common assessment each spring. More recently, that assessment has been the SBAC for English Language Arts and Math, and for students in grades 5, 8 and 11, the Vermont Science Assessment. Beginning in 2023, that assessment changed to the Vermont Common Assessment Program (VTCAP), which some refer to as Cognia, and will continue to assess students in grades 3 through 9 in English Language Arts (ELA) and Math and students in grades 5, 8, and 11 in Science.

The ELA and mathematics assessments measure the Common Core State Standards (CSSS) for English and mathematics, respectively. The science assessment measures the Next Generation Science Standards (NGSS).

MSAA

The Multi-State Alternative Assessment (MSAA) is an assessment program designed for students with significant cognitive disabilities. It is administered in participating states as an alternative to the general state assessments. The MSAA is aligned with the state's academic content standards but provides a more accessible format and modified expectations for students with significant cognitive disabilities.

The MSAA assesses students' knowledge and skills in English language arts/literacy and mathematics. It is designed to measure their progress in achieving grade-level content through the use of performance tasks and observations. The assessment focuses on real-world applications and requires students to demonstrate their understanding through various means, such as verbal responses, gestures, or using assistive technology.

WIDA

WIDA stands for World-Class Instructional Design and Assessment. It is an organization that provides English language proficiency standards and assessments for English language learners (ELLs). WIDA's standards and assessments are used by educators to support the academic language development of ELLs and to ensure their success in academic settings. WIDA's resources and tools help educators understand and address the unique linguistic and cultural needs of ELLs in order to promote their language development and academic achievement.

PSAT/SAT & ACT

1. PSAT (Preliminary SAT): The PSAT is a practice test for the SAT and serves as a qualifying exam for the National Merit Scholarship Program. It is typically taken by high school students in their sophomore or junior year. The PSAT assesses critical reading, writing, and math skills.

2. SAT (Scholastic Assessment Test): The SAT is a standardized test used by many colleges and universities as part of their admissions process. It measures a student's readiness for college-level work and assesses their knowledge of reading, writing, and math. The SAT includes sections on Evidence-Based Reading and Writing, Math and an optional Essay.

3. ACT (American College Testing): The ACT is another standardized test used for college admissions. It assesses a student's knowledge and skills in English, Math, Reading, and Science. The ACT also includes an optional Writing section. Some colleges accept either the SAT or ACT, while others may have a preference or require one specific test.

Both the SAT and ACT provide colleges with a standardized measure of a student's academic academic abilities and help colleges evaluate applicants fairly. It's important for students to research the specific requirements of the colleges they are interested in to determine which test(s) they should take and prepare accordingly.

Advance Placement Assessments

Advanced Placement (AP) Assessments are standardized exams administered by the College Board in the United States. These assessments are designed to evaluate a student's knowledge and skills in specific subject areas at a college-level. AP courses are typically offered in high schools, and students have the option to take AP exam at the end of the course.

Scoring well on AP Assessments can have several benefits for students. Firstly, it can earn them college credit or advanced standing at many colleges and universities, allowing them to skip introductory courses and potentially graduate earlier. Additionally, strong AP scores can enhance college applications and demonstrate a student's readiness for high education.

National Assessment of Educational Progress (NAEP)

The NAEP is an assessment program in the United States that measures and reports on the academic achievement of 4th and 8th grade students in various subjects. Unlike other standardized tests, the NAEP uses a representative sample of students from different schools across the country. This allows for a comprehensive and unbiased assessment of student achievement. The results are reports in terms of average scores, achievement levels, and trends over time, providing valuable insights into the educational progress of the nation.

Nation's Report Card

Vermont Education Dashboard

The Vermont Agency of Education's Education Dashboard has a variety of information about the assessments that we use for our data analysis, continuous improvement planning and ongoing reflection. These include but are not limited to the Physical Education assessment, Science Assessments and the Vermont Comprehensive Assessment Program.

Understanding Your Child's Report Card

With the implementation of proficiency-based learning and assessment, we are now assessing and scoring your child's work a little differently. To better understand these differences - and what they mean - you may find the below pamphlet helpful:

Understanding Your Child's Report Card