This document outlines the journey of RSU #57 in Waterboro, Maine toward implementing a proficiency-based model of education. It discusses the core beliefs that all students can learn in different ways and at different paces. Data showed that student performance was relatively well but not good enough. This led to a commitment to transformational organizational change and embracing a path toward performance-based education. The document then details the professional learning and training that staff have undergone from 2009 to 2014 to implement this model, including training in instructional design, learning progressions, and complex reasoning. It provides an example of a cultural studies unit integrating various proficiencies, habits of mind, and reasoning skills.

1. GROWING PROFICIENCY STEP BY STEP
Mary Bellavance (marybellavance@rsu57.org)
Deb Harriman (deborahharriman@rsu57.org)
Lori Lodge (lorilodge@rsu57.org)
Angela Madigan (angelamadigan@rsu57.org)
Kevin Perkins (kevinperkins@rsu57.org)
RSU #57, Waterboro, Maine
Maine ASCD Conference
Pathways to Proficiency ~ April 14, 2014

2. OUR CORE BELIEFS
 All students can learn.
 Students learn in different ways, in
different settings and at different rates for
different futures.

3. OUR DATA STORY
 “Relatively well” for many years
 Relatively well = Not good enough

4. LOOKING AHEAD
 Students were not immersed in
the 4C’s essential for the 21st
Century.

5. Today’s students are moving beyond the basics
and embracing the 4C’s —“super skills” for the 21st century!
Communication
Sharing thoughts, questions,
ideas, and solutions
Collaboration
Working together to reach a
goal—putting talent, expertise,
and smarts to work
Critical Thinking
Looking at problems in
a new way, linking learning
across subjects & disciplines Creativity
Trying new approaches
to get things done equals
innovation & invention
For more 4C resources from
the Partnership for 21st Century Skills,
including the animated film ABOVE & BEYOND
by Peter H. Reynolds & FableVision, journey to
www.p21.org/4Cs

6. A NEW DIRECTION
Core Beliefs + Data + Looking Ahead =
Commitment to Transformational
Organizational Change
o Embraced a path toward performance-
based education.

7. Our Professional Learning Journey
Toward a Proficiency-Based Model of Education
RSU #57 ~ Waterboro, Maine
2009-10 2010-11 2011-12 2012-13 2013-14
Symposium Training
Conversations w/
Stakeholders
Development of
Shared Vision
Staff Pre-Assessment
of PBE Components
RISC Training
(Beacon Training)
Symposium Training
RISC Beacon
Training
RISC Advanced
Beacon Training
Staff Assessment
Cohort Work w/
Learning Progressions
Development of
Strategic Plan
(community forums)
Joined Maine Cohort
for Customized Learning
PBE Guide Training
RISC Classroom
Design & Delivery
Training
RISC Instructional
Design & Delivery
Training
Student Leadership
Training
Cohort Work w/
Learning Progressions
Educate (software)
Training (ThreeShapes)
Staff Feedback Loop
Student Leadership
Training
RSU #57 Classroom
Design & Delivery
Training
RSU #57
Instructional Delivery &
Design Training
Complex Reasoning
Training (Debra Pickering)
Cohort Work w/
Learning Progressions
Educate (software)
Training (ThreeShapes)
Becoming a
Reflective Teacher
Training (Bea McGarvey)
Staff Feedback Loop
Collaborative Unit
Planning
Technology
Integration Day
Parent Advisory
Group (Lori Lodge)
Complex Reasoning
Training (Debra Pickering)
Cohort Work w/
Learning Progressions
Educate (software)
Training (ThreeShapes)
Becoming a
Reflective Teacher
Training (Bea McGarvey)
Staff Feedback Loop
To be continued...

8. Reasoning)Processes)
Using)Knowledge:)Decision(Making,(Problem(Solving,(Inven6on,(
Experimental((Inquiry,(Inves6ga6on,(&(Systems(Analysis(
Analyzing)Knowledge:)Comparing,(Classifying,(Analogical(Thinking,(
Analyzing(Perspec6ves,(Construc6ng(Support,(Analyzing(Errors,(Deduc6ve(&(
Induc6ve(Reasoning(
Comprehending)Knowledge:)Symbolizing(&(Integra6ng(
Retrieving)Knowledge:(Recognizing,(Recalling,(&(Execu6ng(
Content)Knowledge)
English)Language)Arts,)MathemaAcs,)Social)Studies,))
Science,)World)Languages,)Industrial)Technology,))
Career)Development,)Health,)Physical)EducaAon,))
Visual)&)Performing)Arts,)&)Technology)EducaAon)
ReflecAve)Learner:)(Understanding)Oneself):)Understanding(One’s(Learning(Style,(Cul6va6ng(Crea6vity(
&(Imagina6on,(Maintaining(a(Growth(Mindset,(Responding(Appropriately(to(Feedback(
SelfODirected)Learner:)(Improving)Oneself):)Mee6ng(Quality(Standards,(Persevering,(SePng(&(
Monitoring(Goals,(Managing(Impulsivity(
CollaboraAve)Worker:)(Working)With)Others):)Working(Toward(Team(Goals,(Listening(With(
Understanding/Empathy,(Seeking(To(Be(Understood,(&(Seeking(to(Resolve(Conflicts((
Using these critical thinking skills
with this knowledge
to practice getting better at being a reflective, & self directed learner,
& a collaborative worker
MCCL,(2014(

9. SOCIAL STUDIES:
1. World History: Religion,
Diversity & Identity,
2. Culture: Awareness and
Understanding
ELA:
1. Reading: Informational: Text
Structures and Text Features
2. Language: Acquisition:
Vocabulary
3. Writing: Research: Accessing
Information
4. Writing: Types and Purpose:
Informative/Explanatory
5. Writing: Writing Process:
Production & Distribution
HABITS OF MIND:
1. Setting and monitoring goals
2. Persevering
3. Meeting quality standards
4. Listening with understanding and empathy
COMPLEX
REASONING:
1. Comprehending
Knowledge (integrating)
2. Analyzing Knowledge
(perspective analysis)
3. Using Knowledge
(investigation)
Cultural Studies:
An Interdisciplinary Research Project
Note: This unit is designed to
engage students in a cultural
study where they explore
customs and beliefs around
the world as they integrate
technology through an in
depth research project. RSU$#57,$Waterboro$Elementary$School,$2014