IK - Standards Achievement Learning System (SALS)

Before entering high school, students need to know the standards for attaining a high school diploma in order to plan an appropriate, sequential, educational program to meet college and career goals after high school. To this end, the Acton School Department has adopted a Standards Achievement system of learning consistent with Maine law, which means that transition from Acton Elementary School to High School will be contingent on the demonstration of proficiency on local, state and national standards. 

1. Purpose 

To establish clear principles and guidelines for a system of Standards Achievement learning (SALS) that includes, but is not limited to, curriculum, instruction, assessment, reporting, educator evaluation and professional learning.

2. Scope

This policy applies to all staff at Acton Elementary School.

3. Responsible Parties

The superintendent, in coordination with the school administrative team, will be responsible for developing practices and procedures that comply with this policy.

4. Definitions

1. The following definitions are based on Maine’s Glossary of Terms Related to Standards Achievement Learning:

1. Proficiency - Targeted level of achievement in a standard or learning goal. “Demonstrating proficiency” is synonymous with “demonstrating mastery” or “meeting the standard”.

2. Standards Achievement (a.k.a. Standards-Based) - Standards are used to guide curriculum. Student progress in demonstrating proficiency of standards is measured and used to determine advancement to higher learning levels.

3. Standards Achievement System (a.k.a. Standards-Based System) - A school district can be said to have a Standards Achievement system when all aspects of the system - including reporting, transportation, scheduling, building and grounds, etc.-support a Standards Achievement approach.

5. Principles of Standards Achievement Learning (SAL)

A Standards Achievement system is one in which standards drive and inform practices and procedures related to curriculum, instruction, assessment, reporting student progress and growth, as well as the professional growth of educators. The following principles guide the practices and procedures related to SAL at Acton Elementary School.

1. Standards are used to inform and guide all decisions, practices, and procedures related to curriculum, instruction, assessment, reporting, and professional growth of staff.

2. Whereas learning expectations are fixed, 

1. teachers have flexibility in choosing the research- and evidence-based methods of instruction,

2. and students have flexibility in demonstrating their learning;

3. Learning objectives are 

1. based on standards

2. clearly communicated and understood by students and parents,

3. measurable and evidenced-based,

4. transferable (applicable to other subject areas and necessary for future learning)

4. Students demonstrate mastery before advancing or moving on to more complex learning.

5. Valid, reliable and consistent methods are used to assess and evaluate student learning;

6. Assessment is designed to be positive, growth-oriented and a meaningful experience for students;

7. Students receive frequent and routine feedback on their learning;

8. Parents have timely access to student learning and growth;

9. Students receive timely and differentiated support based upon individual learning needs.

6. Guidelines for Procedures and Practices

The following guidelines are used to ensure that educators at Acton Elementary School USE STANDARDS, as well as the data gathered from standards-based assessments, to establish procedures and implement practices to do the following. 

1. Structures and Supports

1. Develop schedules and programs of study

2. Design multiple pathways for students to learn and demonstrate mastery.

2. Curriculum

1. Develop vertical learning progressions within the cohort that will be publicly accessible,

2. Create scope and sequences that will be publicly accessible,

3. Writing units of study, 

4. Ensuring that curriculum resources (e.g. programs and related materials) align with all the standards and are modified or complemented when necessary.

3. Instruction

1. Determine instructional groupings in conjunction with academic, social and emotional needs (but not age).

2. Define measurable, and evidence-based objectives for learning at the lesson level.

3. Set student learning goals.

4. Develop lessons that target what students are ready to learn.

5. Implementing formative assessment practices.

4. Assessment

1. Develop and implement assessments that 

1. are holistic and do not rely on averaging - which often conflicts with SAL practices,

2. have construct validity,

3. are implemented reliably at interim and summative levels

4. provide rubrics and exemplars that describe and illustrate proficiency

2. Provide feedback in accordance with learning objectives and student learning goals.

3. Ensure that teachers consistently administer and grade common assessments with high inter-rater reliability.

5. Transition

1. Develop transition expectations and create a document that will define and communicate student achievement on specific competencies students need to have in order to transition to high school.

2. Develop gateway exhibitions to transition between cohorts (K-2, 3-5, 6-8)

3. Implement a culminating capstone or exhibition experience necessary for transitioning from Acton Elementary School to high school.

6. Reporting Growth and Learning

1. Develop tools for clearly and routinely communicating learning expectations and growth towards measurable goals to students and parents.

2. Design student-centered conferences and other opportunities where students demonstrate and celebrate their growth and learning.

7. Professional Growth

1. Teachers will have at least a minimum of 90 minutes per week to work in cohort-level SALCs to engage in facilitated, standards-driven work around curriculum, instruction and assessment.

2. Provide professional opportunities that target growth areas for educators at AES

3. Develop routine opportunities to use standards-driven protocols within professional learning communities to support collaborative practices around curriculum, instruction, assessment, analysis of student work/data, and teacher evaluation.

Adopted:   December 8, 2015

Reviewed:   October 10, 2019