PBTL at COSA June 2011
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PBTL at COSA June 2011



Proficiency-Based Teaching and Learning COSA Conference June 2011

Proficiency-Based Teaching and Learning COSA Conference June 2011



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PBTL at COSA June 2011 PBTL at COSA June 2011 Presentation Transcript

  • COSA 2011Steve Boynton Proficiency- Superintendent, Arlington SD Based Teaching andRinda Montgomery Conwell Asst. Superintendent, Learning North Central ESD “A proficiency teacher guarantees every student is learning and progressing.”
  • What is the role of: The school?
  • What is the role of: The administrator?
  • What is the role of: The teacher?
  • What is the role of: The student?
  • What is the role of: The parent?
  • What if the role of: The school was to..
  • What if the role of: The administrator was to..
  • What if the role of: The teacher was to..
  • What if the role of: The student was to..
  • What if the role of: The parent was to..
  • When you redefine learning, you redefine teaching.
  • Which kids are you not reaching?
  • What is proficiency? Skill-based/skill measured
  • What is proficiency? Individualized
  • What is proficiency? Time is the variable.
  • What is proficiency? Student driven
  • What is proficiency? Teacher coached
  • What is proficiency? Student centered
  • What is proficiency? Kids know the WHY for everything they do.
  • The Arlington Model Academically grouped by ability
  • The Arlington ModelSocially grouped by age for music, physical education, health, and technology
  • The Arlington Model Progression is skill-driven
  • The Arlington Model Mobile technology is the main resource.
  • The Arlington ModelCompletely individualized in pace
  • The Arlington Model The RTI process is built in.
  • The Arlington ModelSpecial Services is redefined.
  • The Arlington Model Standards-based reporting system
  • The Arlington Model Student-led conferences
  • The Arlington ModelProfessional development istargeted and individualized for teachers.
  • The Arlington ModelProgress monitoring software
  • The Arlington ModelBloom’s Revised Taxonomy is built in.
  • The Arlington Model Flexible to student interests
  • The Arlington ModelEmbedded technology skills
  • The Arlington Model Archiving of culminating activities
  • The Arlington Model Rubrics become student portfolio
  • The Arlington Model Seamless transitions throughout the year
  • Building the Model in a Year August  Juggling  Socratic approach  What do we do? Does it make sense?  Challenge the use of grades  Challenge the notion of groups and group teaching  Laminated Lexile test score questions  Bloom’s Revised Taxonomy
  • Building the Model in a Year September  Roll out data from previous year to challenge the assertion that what was done works.  EasyCBM  Talk about doing things differently
  • Building the Model in a Year October  During grading time, as what each grade in the grade book means in terms of knowledge or skill.  Ask why the teachers grade all those papers.  Ask why they write lesson plans.
  • Building the Model in a Year November  First professional development training on proficiency  Challenge teacher-centered activities  Monitor teacher reaction
  • Building the Model in a Year December  Second professional development training  Rubric writing  Parsing/unwrapping standards  Ask for feedback  Monitor teacher reaction
  • Building the Model in a Year January  Show a completed one-grade block to teachers  One grade  Language Arts/Social Studies block  Ten modules  Twelve activities per module  Standards addressed blended into worksheets  Field questions and concerns  Begin parsing/unwrapping standards as a group
  • Building the Model in a Year February  Grade 5 Language Arts/Social Studies block modules finished
  • Building the Model in a Year March  Staff in-service  Parsing/unwrapping standards  Grouping standards  Creating themes of modules
  • Building the Model in a Year April  One teacher worked 1.5 days with ESD staff.  Standards for LA and SS already broken out  Themes already created  Worked on activities  Collected resources
  • Building the Model in a Year May  Writing activities for LA & SS Grade 5  Parse standards for Math/Science Grade 6  Writing activities for Math/Science Grade 6
  • Building the Model in a Year June  Email all high school staff  Next year all grades must be tied to standards.  All final exams must be related to standards and turned in to administrator.  No grades allowed for attendance, behavior, or event participation.
  • Building the Model in a Year Summer  Staff have ten working days  Finish modules  Two grade levels per teacher  Two block classes per grade level  40 Modules  480 Activities  Write rubrics for each standard skill/knowledge addressed  Find resources  Samples for each activity that requires a resource
  • Block Schedule Grades 1-2 Time Activity 15 Skills, Small Group 15 Full-Group Instruction 15 Modules, Small-Group Check In 5 “App Attack” 15 Mini Lesson 15 Modules, Individual Check Ins 5 “Rave Session” 20 Small-Group Instruction
  • Block Schedule Grades 3-4 Time Activity 15 Skills, Individual 15 Full-Group Instruction 15 Modules, Small-Group Check In 5 “App Attack” 15 Mini Lesson 15 Modules, Individual Check Ins 5 “Rave Session” 20 Small-Group Instruction
  • Block Schedule Grades 5-8 Time Activity 15 Skills, Individualized Levels 10 Mini Lesson: Based on student needs or vocabulary lesson 15 Transition to Modules, Small-Group Check Ins 15 Modules, Individual Check Ins 5 “Rave Session” 5 “App Attack” 10 Mini Lesson 30 Modules, Individual Check Ins
  • The State of Education, Part 1 What it is What it should be Confirmation of Systemwide Every student minimum guaranteed to learn; standards of targeted outcomes completion(AYP/state report card)Segmented/Separ Instruction Integrated across ate; Linear curriculum; Cyclical Instruction InstructionExpert in Learning; Teachers Facilitator of Classroom is Learning; Classroom Kingdom as part of a larger
  • The State of Education, Part 2 What it is What it should be Limited Technology Integrated within Application the system “Doing” for the Student Learning for the sake of Motivation sake of lifelong grades/rewards application Collection of Assessment Demonstration of points Proficiency Dictated by the Community Guided by adults,adults; rules based owned by students; incentive based
  • Comparison Traditional Standards ProficiencyView of Some will excel, some All students can achieve atLearners will do average work, a high standards; failure is not portion will fail an option.Learning Time based; learning is Learning based; time is aProgram a variable. It’s variable. It’s effective for all effective for a portion students. of students.Grades Based on various, and Indicate only what student sometimes subjective, has learned (knows and points rather than can do) by demonstration proficiencies; may of proficiency; quality of reflect quantity over work is based on quality (such as extra agreements about credit work); may be evidence of proficiency. used in part to punish, End-of-course grades reward, or control reflect student proficiency student behavior, AT the end of course. subject to inflation. Grades are sometimes locked in before a course ends.
  • Comparison Traditional Standards ProficiencyAssessment Relies heavily on Includes summative summative assessment, assessment, but heavily favors including standardized formative assessment as a testing. feedback mechanism to continuously measure and guide student learning, and to drive and improve instructionNature & Often adult centered in Student centered in practice.Structure of practice. Self-contained Home base for flexibleSchools education factories in a learning experiences where management hierarchy students can assume more modeled on 20th Century initiative, work in teams, and industry. learn in community settings, online venues, and other education institutions as well as in their own school of record.Curriculum Disciplines are Based on recognized independent of one standards. Rigor and another and content is relevance are driving criteria. independent of Disciplines are often standards for integrated. Content is keyed postsecondary success. to what students need for postsecondary studies and job success.
  • Comparison Traditional Standards ProficiencyStudent Students accumulate Students are assessed toCredentialin graded units of ensure they have acquiredg instruction to graduate high standards of knowledge through “seat time,” and skills defined by minimum regardless of skill levels state diploma requirements acquired or grades matched to state standards. assigned, and a Students with an interest in standard diploma is advanced certification and regarded as the end credits (AP, IB, college credits) point of the high school are supported in going experience. For students beyond minimum diploma capable of doing more requirements. and advancing while still in high school, the senior year is often spent coasting to the finish line.Teachers Dispense knowledge Do many of the traditional about subject matter; things, but also are content lead class discussions, experts, mentors, resources, make assignments, partners in school motivate students, assign management, partners with grades. community resource providers, skilled assessment practitioners, members of teaching teams, members of professional learning communities.
  • Comparison Traditional Standards ProficiencyStudents Receive or absorb Envision and help plan information passively, their education path, recite when asked, partner in their own achieve on tests. progress, learn by Often don’t know at observation and the beginning of the application as well as by course what reading and taking class constitutes successful notes, and they develop learning. both individual and group skills.Student Infrequently Frequently collected andPerforman collected and analyzed (currently andce Data analyzed, if at all. longitudinally) by teachers, professional learning communities, and curriculum and instruction administrators for program improvement.
  • Online ResourcesLive Binder FaceBook GroupPBTL Proficiency-Based Teaching and Learninghttp://livebinders.com/play/play_or_edit?id=44141 SlideShare PBTL at COSA June 2011
  • Contact InformationSteve Boynton Rinda Montgomery ConwellSuperintendent Assistant SuperintendentArlington School District North Central ESDsboynton@arlington.k12.or.us rmconwell@ncesd.k12.or.us