Just in time for Parent Teacher conferences
TL; DR: The Proficiency Scale is about measuring growth, complexity of understanding, and application – not performance.
Think of it as leveling up in a game: once you 100% – reach extending on – a level (getting all of the collectibles and the highest number of coins!), you restart at “emerging” on the next one. True learning never actually ends – it just gets more interesting and complex over time.
Every parent wants to see their child thrive. In BC, schools no longer use percentages and letter grades for most grades. Instead, we use a proficiency scale: Emerging, Developing, Proficient, and Extending – to describe how well students are meeting learning expectations.
But even though the scale was designed to move us away from the “good, better, best” mindset, it’s easy to view it this way. Many parents – and even teachers – still see “Extending” as an “A+” or “top mark”.
Let’s clear that up. The proficiency scale was never designed to be a percentage system. It’s actually about growth, complexity, and application – not just performance.
Continuums of Growth:
Shelley Moore, 2023
Shelley Moore shares this version of Proficiency. This model of proficiency builds in complexity and truly visualizes the curriculum as a continuum; once a learner “extends” their knowledge, they come back to “emerging” at a new level – ready to grow in a new area or in a deeper way. The key word here is ADDITIVE: growth builds on top of itself.
- Emerging means that your child is grasping the Essential Concept – or the Big Idea.
- Developing means that there is some complexity being added to it – maybe they’re drawing from prior knowledge, and adding some more to it. Or maybe, they’re showing a good amount of effort.
- Confident (Proficient in typical scales) means that they are proficient – an “A” if you will.
- Extending means that your child is creating challenges for themselves and others, and is going the extra step to turn their existing ideas on their head in a new context, with a new theory, or in a new direction altogether.
Myron Dueck uses this:
Myron Dueck, 2023
What Does That Look Like in Real Life?
Let’s use some examples to make this clearer.
Example 1: Soldering in a Maker Class (Grade 7)
- Emerging: Learning safety rules—don’t touch hot tools, unplug them after use.
- Developing: Using the soldering pen, but still learning control and accuracy.
- Proficient: Using it safely and correctly to attach wires and complete circuits.
- Extending: Applying that skill in a new way—like using soldering to make jewelry or a light-up badge.
Example 2: Math (Grade 5)
- Emerging: Recognizing coordinate grids and plotting simple points.
- Developing: Plotting shapes using coordinates.
- Proficient: Transforming shapes—flipping, sliding, or rotating them.
- Extending: Exploring 3D coordinates, equations, or inventing a new system to represent data.
Example 3: Riding a Bike
- Emerging: Knowing what safety gear to wear.
- Developing: Riding a toddler bike while you push.
- Proficient: Riding with training wheels.
- Extending: Riding without training wheels (a big-kid bike!) but you might need to hold on sometimes.
- Emerging: Riding without training wheels (a big-kid bike!) but you might need to hold on sometimes.
- Developing: Wobbly, but independent. You follow right behind in case they fall!
- Proficient: Riding independently – maybe they’re zooming around on the driveway on their own!
- Extending: Riding on the road with you and cars. Maybe they’re even signaling to drivers!
Notice something? Not every child needs—or wants—to “extend” in every area. Take the last example – not even all adults ride their bikes on the road! “Extending” is not a measure of worth or ability; it’s simply an indicator of where your child is choosing to stretch their skills. It means your child is comfortable experimenting with new ways of thinking, applying, and creating. Some kids will do this naturally in art, design, science, sports, or music.
How do teachers measure proficiency?
The best way to know is to ask!
That’s what parent-teacher conferences are for. And trust me – teachers are much more accessible than they were 10 years ago, especially via email. But make sure your questions are specific enough – instead of just, “How can my child get all Extendings?” or “How can I help my child?” try:
- What does proficient look like in your class?
- What can I do to help my child gain a more complex understanding?
- How can I help my child build confidence and independence in this skill?
We use rubrics and continuums to describe what we’re looking for at each level. Sometimes we focus on creativity, other times on accuracy or consistency. And that huge block of text that follows – the report card comments – should give clues on how your child is thriving and where they can grow next.
Conclusion: Celebrate Growth, Not Grades
When we stop seeing “Extending” as the goal and start seeing it as part of an ongoing learning cycle, we open the door to real curiosity and creativity.
Encourage pride in Proficient – it means they’ve mastered the skill or content. And when they do extend, celebrate the joy of exploring something new.