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Presentation Slides

Angela Hardy, Senior Associate, GSP
PROFICIENCY-BASED
LEARNING SIMPLIFIED
RSU 19 School Board
December 3, 2013 | Newport, Maine
Tuesday, December 3, 13
Outcomes
Develop conceptual
understanding of a
proficiency-based learning
system
Outcomes
Access to tools and
resources to support local
implementation
Outcomes
Consider strategic role of a
School Board
Is a non-profit support
organization based in Portland
working nationally with
schools, districts and state
agencies, providing coaching,
and developing tools.
We Believe
In equitable, personalized,
rigorous learning for all
students leading to readiness
for college, careers, and
citizenship
We Believe
That schools must
simultaneously attend to
policy, practice, and
community engagement
We Believe
School improvement is
context-based, not onesize fits all
Why
Proficiency-Based
Graduation?
Why PBG
Clear, universal, rigorous, college
& career-ready expectations
Why PBG
+ Progression & diploma-granting by proficiency
Why PBG
+ Personalized learning & pathways
Why PBG
+ Effective leadership & supportive structures
Why PBG
-> Increased attendance, engagement, voice, choice
Why PBG
-> Increased attendance, engagement, voice, choice
= Successful student learning
The Cross-Curricular Graduation Standards are drawn from the Guiding Principles of the Maine Learning Results, which include the Common Core State
Standards and are anticipated to include the Next Generation Science Standards, and relevant national college- and career-ready standards documents.
The Content-Area Graduation Standards are drawn from the Maine Learning Results, the Common Core State Standards, the Next Generation Science
Standards, and relevant national college- and career-ready standards documents.
Required for
Graduation
YES
Assessment
Method
Reporting
Method
Transcript
Cross-Curricular
Demonstration by Body of Evidence
Graduation Standards
Portfolios, exhibitions, and other culminating
demonstrations of learning are assessed
5-8 school-wide standards
YES
Transcript and
Report Cards
NO
Progress
Reports
NO
Feedback
to Student
Content-Area
5-8 standards per content area
Performance Indicators
Student progress toward the achievement of
standards is determined and reported
Common School-Wide Assessments
5-10 indicators per content-area standard
Common summative assessments ensure greater
consistency in the evaluation of student learning
Unit-Based Learning Objectives
Formative Teacher Assessments
Guided by essential questions, teachers use daily learning
targets to create progressions that move students toward the
demonstration of performance indicators
Ongoing formative assessment is used to evaluate
student learning progress
Required for
Graduation
YES
Reporting
Method
Transcript
Cross-Curricular
YES
Transcript and
Report Cards
NO
Progress
Reports
NO
Feedback
to Student
Content-Area
Unit-Based Learning Objectives
Guided by essential questions, teachers use daily learning
targets to create progressions that move students toward the
demonstration of performance indicators
C
2012-2013 Maine Revised Statutes
Title 20-A: Education
Part 3: Elementary and Secondary Education
Chapter 207-A: InstructionSubchapter 3: Secondary Schools
§4722-A. Proficiency-Based
Diploma Standards
Beginning January 1, 2018*,
a diploma indicating
graduation from a secondary
school must be based on
student demonstration of
proficiency
In order to receive a diploma
indicating graduation from a
secondary school in Maine,
a student must:
A Student Must:
Demonstrate that the student
engaged in educational experiences
relating to English language arts,
mathematics and science and
technology in each year
A Student Must:
Demonstrate proficiency in
meeting state standards in all
content areas of the system of
learning results
A Student Must:
Demonstrate proficiency in each
of the guiding principles
A Student Must:
Meet other local requirements
specified by the governing body
of the school administrative unit
Method of Gaining and
Demonstrating Proficiency:
Method of Gaining and
Demonstrating Proficiency:
Students must be allowed
to gain proficiency through
multiple pathways
Suggested Policy Roadmap
• Graduation Requirements (IKF)
| 1/14
| 1/14
• Multiple/Flexible Pathways (IKFF)
| 6/14
| 1/14
| 6/14
• Early College + Dual Enrollment (IHCDA)
| 6/14
| 1/14
| 6/14
• Transfer Students (IKF)
| 1/14
| 6/14
| 1/14
| 6/14
• Transfer Students (IKF)
| 6/14
| 1/14
• Latin Honors + Academic Recognition (IKD)
| 8/14
To support graduation requirements:
Required for
Graduation
Reporting
Method
YES
Transcript
Cross-Curricular
The Cross-Curricular Standards will
be an intentional component of the
teaching, learning, and reporting
process:
Clear and Effective Communicator
Self-Directed and Lifelong Learner
Creative and Practical Problem Solver
Responsible and Involved Citizen
Integrative and Informed Thinker
YES
NO
Transcript and
Report Cards
Progress
Reports
The Content-Area Standards will be
clearly defined, K-12, to allow for a
continuous learning experience with
consistent expectations.
Content-Area
Standards will be foundational, enduring, and
leveraged concepts and skills within a
discipline.
Sample ELA Standards:
Standard
Descriptor
Reading Foundations
Students will understand and apply concepts of print
and basic conventions of English.
Reading: Literature & Informational
Text
Students will be able to comprehend complex
texts and cite evidence to support analysis.
Writing: Argumentative, Informative/
Explanatory, Research, Narrative
Students will write routinely over extended and
shorter time frames for a range of purposes.
Listening & Speaking
Students will integrate evidence from
informational sources in discussion and
presentation, using a variety of media, to convey
a distinct perspective.
YES
NO
Transcript and
Report Cards
Progress
Reports
Content-Area
The Performance Indicators describe or define what
students will need to know and be able to do to
demonstrate proficiency of a standard.
A standard due to
language in Appendix A
Standards
Curriculum
Demonstrate command of the
conventions of standard English
grammar and usage when writing
and speaking.
Standards
Curriculum
finish line
the goal
3 inches
a moment
Photo credit Martinec from Lille, France, via Wikipedia Commmons
Standards
Curriculum
finish line
3 inches
the goal
a moment
marathon
26 miles
the race
a journey
Curriculum
knowledge
skills
topics
concepts
examples
stories
lessons
units
assignments
projects
readings
materials
videos
research
Demonstrate understanding of how
the principles of “checks and
balances” and “separation of powers”
work in American government
Teachers
Teachers
historical examples
Teachers
historical examples
learning materials
Teachers
historical examples
learning materials
texts/videos/websites
Teachers
historical examples
learning materials
teaching approaches
Teachers
historical examples
learning materials
teaching approaches
tests/assessments
Teachers
historical examples
learning materials
teaching approaches
tests/assessments
& everything else
Learning
is like training
conditioning
commitment
dedication
endurance
failures
successes
growth
progress
improvement
accomplishment
satisfaction
fulfillment
self-belief
Tools + Resources
http://maine.gov/doe/proficiency/
Engage school
board in
developing
conceptual
understanding
about
proficiency-based
learning
Review existing
policies
Draft new and
revised policies
Collect feedback
on draft policies
from faculty, staff,
students, parents,
and local officials
Refine policies
based on
feedback
Adopt new and
revised policies
Establish a district wide proficiency-based
committee
Establish a school wide proficiency-based
committee
Collaboratively develop the conceptual
framework with faculty and staff
Engage faculty
and staff in
professional
development on
proficiency-based
learning
Engage faculty in
professional
development on
proficiency-based
curriculum design
and instruction
Engage faculty in
professional
development on
assessment
literacy
Develop
cross-curricular
graduation
standards
Develop
content-area
graduation
standards
Develop
performance
indicators for
cross-curricular and
content-area
graduation
standards
Create
communications plan
for proficiency-based
learning
Develop Record
Keeping Process,
Transcript, and
Report Card
Engage local media
Engage students, parents,
and the public about
proficiency-based learning
Implement system for
reporting on the
achievement of student
learning.
Develop
body-of-evidence
assessment process
for demonstration of
cross-curricular
graduation standards
Develop a process for
verifying achievement
of content-area
standards
Policy
Practice:
Graduation
Requirements
Practice:
Instructional
System
Develop system for
reporting on the
achievement of
student learning
Community
Engagement
Policy
http://maine.gov/doe/proficiency/support/self-assessment.html
Self-Assessment
Higher Ed Endorsement
Profile | Transcript
How Does Proficiency-Based Learning Work?
How is it possible that a student can graduate from high school and yet be unable to read or write well, do basic
algebra and geometry, identify major countries on a map, understand how our political system works, or explain
the scientific method? While it may be difficult to believe, countless students graduate from high schools every year
without the fundamental knowledge and skills they will need to earn a college degree, succeed in the modern
workplace, or contribute meaningfully to their communities. How is this possible?
The answer is that many schools do not use teaching, testing, grading, and reporting methods that require students
to prove they have actually acquired the most critically important knowledge and skills. In fact, high schools give
out thousands of grades, report cards, and diplomas every year, but many of them would not be able to tell you
what their students have specifically learned or not learned.
Luckily, there’s an alternative option for today’s schools: proficiency-based learning.
How It Works
√ All students must demonstrate what they have learned before moving on. Before
students can pass a course, move on to the next grade level, or graduate, they must demonstrate that
they have learned what they were expected to learn. If students fail to meet learning expectations,
they are given more support and instruction from teachers, more time to learn and practice, and more
opportunities to demonstrate progress. Until they acquire the most essential skills and grasp the most
important concepts, students do not move on to the next level.
√ Teachers are very clear about what students need to learn. In every class, students know
precisely what teachers expect—no guesswork required. The learning expectations for the course are
Tuesday, December 3, 13clearly described and communicated, and students will know precisely where they stand throughout the
QUESTIONS
482 Congress Street, Suite 500
Portland, ME 04101
207.773.0505
greatschoolspartnership.org
THANK YOU
Angela Hardy
Senior Associate
cell: 207.233.2171
[email protected]

Presentation Slides

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