Proficiency-Based Teaching
AND Learning
=
AN Individualized Education Plan
For All Students
MAXIMIZING LEARNING
PROMOTING CURIOSITY
RAISING EXPECTATIONS
Special Education--Specially designed instruction
"Specially designed instruction" means adapting
the content, methodology, or delivery of instruction:
¡ 
To address the unique needs of the child that result from the
child's disability; and
¡ 
To ensure access of the child to the
general curriculum, so that he or she
can meet the educational standards
within the jurisdiction of the school
district that apply to all children.
Modified Assessments
—  Modifications are changes to the achievement level,
construct, or measured outcome of an assessment.
÷  This
means that IEP teams may adjust the administration of the
assessment and or the assessment’s achievement standard.
Example:
successful demonstration would be a 220 on the OAKS
Reading instead of the regular “meets” cut score of a 236
a minimum score of 9 on each work sample as opposed to
the minimum of 12 for a regular work sample.
Post Secondary Goal/Course of Study
—  IEP must include
appropriate measurable
postsecondary goals
based upon age
appropriate transition
assessments related to
training, education,
employment, and, where
appropriate, independent
living skills.
—  The course of study
should identify the
courses that the student
will take, whether special
education or general
education, that relate
directly to helping the
student meet his/her
specific postsecondary
goals.
Iden%fica%on of Learning Disability Lack of Appropriate Instruc%on? v  Are Expecta(ons Clear? v  Is Instruc(on Differen(ated for Each Student? v  Did Teaching and Learning Move On? v  Was Student Given Mul(ple Opportuni(es? v  Is Material Engaging? v  Are Assessments Differen(ated for Every Learner? IEP Goals/STOs
(Behavioral)
—  Before Proficiency Student will … Be on %me to class on 9/10 opportuni%es Demonstrate appropriate student behavior Remaining seated during class Come to class prepared Turn in 8/10 assignments Maintain a homework log Be respecNul towards teachers and peers Remain on-­‐task for twenty consecu%ve minutes. AQer Proficiency Student will… Be proac%ve by scheduling a re-­‐take when deficient in a standard Access on-­‐line grade reports one %me per week in order to keep current on assignments, projects and standards. IEP Accommodations
Traditional point-based/assessment
Ø More time on written assignments
Ø May retake test if grade lower than C
Ø May take test in resource room
Ø May use student-generated notes on tests
Ø May write ½ of written assignment when
over 5 pages
Ø May have tests read aloud or taken orally
Ø Student may leave class when feeling
frustrated
Ø May use calculator
Ø May have due dates for math homework
Extended up to one week.
With PBTL
Ø  May re-take standard to demonstrate
proficiency in special education
setting; proctored by special
education staff. (when reading or
behavior, emotional issues dictate)
Ø  When assessing a standard, assess
one component/learning target at a
time.
Traditional accommodations are
no longer necessary, as they are
built-in to the PBTL model, and
so accessible to all students.
“Tear down that wall, Mr. Gorbachev!”
—  Barriers to achievement
Traditional, point-based model
Seat Time
Tardiness
Homework
Subjectivity
Preparedness
On-task, “appropriate” behavior
•  Assessing what matters
PBTL
Multiple Opportunities
Diversified Instruction
Transparent Learning Targets
Assessment of Learning
“The covers of this book are too far apart”
ü  Break up the STANDARD into learning
targets
ü  Teach the learning targets
ü  Assess each learning target individually when
possible
Standard: Getting a driver’s license.
Learning Targets: Know meaning of
signs, stopping at a red light, rightof-way laws, etc.
Students learn one component of a
standard at a time, each “learning
target” is measurable and meaningful –
students who struggle are successful
when they learn and are accessed one
learning target at a time, and not on the
time spent in the driver’s seat.
IEP Goals/STOs
(Writing)
Before PBTL
After PBTL
Student will…
Score a 4 or better on two consecutive
writing samples.
Increase spelling skills to a 5th grade level
Increase writing skills in the area of
organization to a 9th grade level.
GOAL:
Using graphic organizers as pre-writing tools
and a proofreading checklist, the student will
demonstrate proficiency in the writing
process including pre-writing, drafting,
revising, editing and publishing.
S.T.Os:
Given instruction and examples, student will
utilize graphic organizers as pre-writing tool.
Given instruction and guided practice, student
will utilize a proofreading checklist when
editing his/her writing.
IEP Goals/STOs
(Math)
Before PBTL
After PBTL
Student will…
Increase knowledge of multiplication facts to the
6th grade level.
Be able to add and subtract fractions with like
and unlike denominators at the 7th grade
level.
Will graph a linear equation given the slope and
initial value (y-intercept.)
GOAL:
Using graphs, visual cues, problem-solving
strategies and simultaneous equations,
student will demonstrate proficiency in
representing and solving systems of linear
equations with two variables.
S.T.Os:
The student will be able to solve a two-step
equation with 90% accuracy.
The student will graph a linear equation given
the slope and initial value (y-intercept.)
Example of PBTL Reading Goal
—  Reading
—  Objectives
—  GOAL
—  Given instruction and practice on a
variety of summarization strategies,
(e.g. Cornell notes, determine
important information) Student will
determine the central idea and theme of
a variety of texts and proficiently
provide an objective summary of the
text and proficiently evaluate and
assess an author's argument.
—  Criteria: Proficiency on 4 of 5
opportunities
—  Evaluation Procedures: Grade C or
above (proficient) on grade-level
English class reading standards.
Will demonstrate proficiency on the
Common Core Reading Standard (RL.
9-10.2) “Determine a theme or central
idea of text and analyze in detail its
development over the course of the text
and provide an objective summary of
the text”
Will demonstrate proficiency in the
Common Core Reading Standard (RL.
9-10.8) “Evaluate the author’s
argument”
Example of PBTL Math Goal
Given direct instruction and guided
practice on algebra terminology and
guided practice on evaluating
expressions, Joe will demonstrate
proficiency on the Algebra Standard
“Evaluate, compute with and determine
equivalent numeric and algebraic
expressions with real numbers and
variables that include absolute value,
exponents, square roots, pi, and
scientific notation.
Short- term objectives
—  Joe will evaluate or compute expressions
involving real numbers.
—  Joe will evaluate or compute expressions
involving exponents.
—