Proficiency-Based Learning
What is proficiency-based learning?
Since 2023, Montana law has included a clear definition of proficiency-based learning for schools. Under Montana Code Annotated § 20-7-1601, the Legislature defined proficiency-based learning as an education system in which student progress is based on a student’s demonstration of competence with grade-level standards rather than seat time, age, or grade level. This statutory definition reflects a statewide direction toward emphasizing mastery of knowledge and skills.
It is important to clarify a terminology issue, because it often causes confusion. Proficiency-based learning is commonly called “standards-based grading", which is actually a misnomer. Under Montana law and Office of Public Instruction guidance, the framework is correctly called proficiency-based learning. Proficiency-based learning measures student performance in relation to state-adopted academic standards. The focus is on whether a student can demonstrate mastery of the state-required content standards.
As a result of the 2023 law, the Montana Office of Public Instruction (OPI) developed an administrative rule definition of “proficiency-based learning” as systems of instruction, assessment, and academic reporting that are based on students demonstrating they have learned the knowledge and skills outlined in state content standards.
The Administrative Rules of Montana, Title 10, Chapter 55 (Standards of Accreditation) form the basis of school accreditation in the state. These rules require districts to demonstrate that they have developed and are implementing an assessment and instructional system aligned to state standards. While the accreditation rules do not mandate an immediate, full conversion to a new grading system, they do require districts to demonstrate progress and plans toward a proficiency-aligned system within a two-year timeline as part of the accreditation review cycle. As a result of this two-year requirement, Whitehall began this work at the elementary school level. Pages 17 and 18 of this accreditation document show the requirement for school accreditation.
Whitehall's approach to proficiency-based learning reflects prioritization of student outcomes. Proficiency-based rollout is occurring at the elementary level first to ensure we remain in compliance with state law for school accreditation and do not negatively affect our college-bound students. Whitehall's implementation model continues to recognize that GPA credit and transcripts remain central to graduation and college admission. Our district will ensure that college-accepted GPA, credits, and transcripts remain intact as we plan any future changes. Take a look at this state-issued policy primer, which indicates the direction the state is moving in regard to "rethinking" high school.
Our elementary proficiency-based planning emphasizes clear performance criteria tied directly to mastery of grade-level state content standards. We are building common scoring guides and calibration practices so all teachers apply consistent criteria rather than each teacher deciding in isolation. Proficiency-based systems rely on common scoring guides, calibration between teachers, and shared assessment criteria. This reduces individual interpretation and increases consistency across classrooms. Our instructional frameworks continue to include work habits, attendance, and learning behaviors as reported measures. These are not being eliminated. Our district's portrait of a graduate framework clearly delineates this, and we are actively working to incorporate these community priorities in everything we do.