Understanding Proficiency Beyond Textbooks
The education landscape has undergone a paradigm shift with the advent of the “standards movement.” With its focus on expectations for all students, measured by high-stakes accountability assessments of student performance, education is no longer just about adhering to a daily schedule, following traditional lesson routines, or ensuring every student moves through an entire curriculum. The real crux now lies in molding students into proficient learners and performers, equipped to exhibit their mastery of tested content on standardized assessments or make a seamless transition to subsequent academic or life stages.
Moving from Adult-Based Decisions to Student-Centered Outcomes
Previously, school improvement was anchored in adult decisions (e.g., schedules, curriculum, materials). Essentially, all planning revolved around the “input” side, as coined by Ed Directions coaches. However, the standards movement has required a revolution in how school reform is approached. When improvement measures are based on student success rather than adult compliance, improving schools must begin with an analysis of performance expectations and the school’s ability to enable all students to meet those expectations. Improvement efforts must focus on enhancing student performance, with adult performance being relevant only when it supports all students’ progress toward the defined performance expectations.
Identifying What Has to Be Taught, Learned, and Used Proficiently
The standards movement is grounded in defined expectations for all tested areas. These “performance standards” identify the following:
- Content (concepts, relationships, and tasks—often broadly defined).
- Assessment Venues and Format (the structure and specifications of the standardized tests).
For example, traditional language arts curricula once focused narrowly on reading and writing. Today, most state language arts standards broaden their scope, emphasizing multiple areas of communication (e.g., reading, writing, speaking, and listening). Similarly, mathematics curricula have evolved from focusing solely on computational proficiency to including math concepts and the real-world applications of mathematical operations.
In addition to stated expectations, there are multiple required proficiencies that are often not explicitly outlined in state standards:
- Critical and purposeful reading
- Creative and critical writing (writing that expresses thought and reasoning)
- Active listening and purposeful speaking
- Logic, reasoning, and critical and creative thinking
- Mastering test-taking as a genre
Redefining Curriculum
Holding students accountable for standards expectations means that the traditional approach to curriculum (i.e., content covered over a course or unit) must be re-imagined. Educators must recognize the multiple types of curricula in every school:
- Learned Curriculum: The actual learning that students take away, which is tested by the state.
- Experienced Curriculum: The work students engage in while participating in classroom activities.
- Taught Curriculum: Lessons prepared and delivered as part of a teaching plan.
- Planned Curriculum: Course, unit, and lesson plans designed to guide classroom teaching and learning.
- Master Curriculum: The broader district or school framework supporting the development of other curricula types.
- Expected or Mandated Curriculum: The specific learning objectives schools must address as they strive to create proficient learners.
The modern approach to curricula no longer merely focuses on content to be covered. Instead, it emphasizes developing learners and performers who can use concepts, skills, and processes to demonstrate their learning on high-stakes assessments. Without alignment between the expected and learned curricula, schools and teachers may inadvertently prepare students to underperform on state assessments.
Shifting the Focus to Student Outcomes
Previously, school success was often measured by indicators tied to adult actions (e.g., orderly classrooms, written lesson plans, proper student supervision). Now, in the era of standards expectations, the focus has shifted to what students can do with what they’ve learned. Academic leaders must redefine “proficiency,” rethink curriculum delivery, and monitor student progress closely to ensure every student makes adequate progress toward state assessment benchmarks and exit expectations.
Missing Elements in Classroom Planning
Educators are discovering that simply “covering the curriculum” is insufficient in this high-stakes educational environment. Teachers overly focused on delivering district curricula, utilizing technology tools, or following state-mandated lesson scripts may overlook a crucial component—how students learn. A lack of understanding in this area risks leaving students behind, regardless of how well the material is presented.
A Lesson from Brain Science
Research since 1993 has revealed important findings about how students learn and achieve mastery. One key insight lies in the types of memories activated during a typical lesson:
- Sensory Memory (Awareness of stimuli—both external and internal): Awareness
- Short-Term Memory (Temporary storage of learning): Recognition
- Long-Term Memory (Extended storage of learning): Mastery learning
During class, these memories are developed sequentially, beginning with attention and awareness and culminating in long-term memory development. While teachers often assess short-term memory through end-of-lesson or unit tests, state assessments focus on cumulative evaluations of long-term memory. To achieve success, lessons must ensure that knowledge progresses to and remains in long-term memory.
The Four Fundamental Stages of Learning
Drawing on brain-mapping research and Robin Fogarty’s insights, the Ed Directions approach emphasizes these four stages:
- Attending Work – Sensory memory
- Acquiring Work – Short-term memory
- Organizing Work – Preparation for long-term memory
- Meaningful Work – Storage in long-term memory, ready for long-term access
The Five Legs of Student Performance
Student achievement relies on more than memorization. There are five key components:
- Knowledge of content, tasks, and relationships is necessary but insufficient on its own.
- Attitude towards school and schoolwork plays a significant role.
- Perceptions of self-proficiency and potential impact the level of effort students invest.
- Creative Thinking at grade level is integral to navigating complex assessments.
- Equivalent Experience provides confidence and competence when facing unfamiliar challenges.
These insights must guide planning, across all subjects, to ensure students are equipped to achieve deep, mastery-level learning. Success requires students to independently retrieve knowledge from long-term memory and apply it in rigorous assessment contexts. Learn more about the 5 Legged Model.
Redefining Success for All
If our ultimate goal is “success for all,” then schools must ensure students are equipped with the tools needed for both proficiency and performance. By focusing on all five key “legs” of student success, educators can provide a solid foundation for mastery learning while supporting diverse student needs.
This framework isn’t just theoretical—it’s the foundation for effective lesson planning and provides guidance on when and how to implement specific strategies. It empowers educators to redefine their approach to student learning, academic planning, and long-term success.