Proficiency-Based Teaching and Learning for OSBA 2011


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  • Rinda and Steve start out.Overview: Each section or “part” begins with a topic related to a familiar story, has content words, then ends with a question.To Do November 2, 2011Put in picturesClip videosInsert data chartsWrite speaking notes for Leslie and TravisRealign slides for new backgrounds
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  • TravisTalk about Bloom’s Taxonomy by referencing handout.Discuss the -ing words that go with each level.Talk about what happens when
  • Travis: let me know how you want these changed. Photos of the girls wouldn’t go amiss.
  • TravisIf you had to summarize how we are different, what would you say to people? Share with your elbow partner.
  • Travis: Since showing is better than telling, we’re going to let one of our teachers show you what’s going on in the classroom.(Introduce Leslie)
  • LeslieAsk them to break down bicycling in terms of skills and think of the order to teach those skills.Let them think for 15 seconds.Pair up and share your skills in order with each other. Make additions and adjustments.Let them talk for 30 seconds.Have pairs join up to form quads and share their skills and the order and agree.Ask one person in each quad to hold up the number of fingers for the number of skils they agreed on.Ask them whether they learned from others.
  • Leslie: Walk through the slide bullets and overview what you used to do as a teacher, and what you do now in a proficiency model. The point is to let them know your activities are more focused and effective, you’re not wasting time grading and proving student progress—the kids do that themselves. Etc.
  • Leslie: talk about the main differences in the proficiency model, as above. Your mini lessons are laser focused and based on performance and dataThe “homework” is done in classThe teaching of small and full groups is targeted and focused on specific skills in standards.You have help.
  • LeslieThis is the end of this part/section of the presentation. Ask them the reflection question on the slide. It can be rhetorical, or pair shares. The idea is can they see in work environments these concepts of proficiency implementation we are using in schools?
  • Leslie:Part Four will break it down, or tell the story of the teacher’s 1001 nights of preparation (supposed to be a joke).
  • Leslie:We are going to show you one of the Common Core State Standards for one of my grade levels. We will ask you to tell us one activity or test that would prove the nine-year-old child was proficient in this standard.Then we will show you how to break down or parse or unpack the standard.We will talk about aligning with Bloom’s Revised Taxonomy.Then we will review the process.
  • Leslie: Review the slide content…this is one standard. Ask the final bulleted question. The point they should get is that a 9 year old couldn’t possibly do this or learn this or demonstrate knowing this in one sitting…
  • Leslie and RindaI’ll take it from here to talk about parsing standards
  • Rinda Leslie prepare with Travis or Steve to quickly roll out your butcher paper on cue.
  • Leslie: roll out the butcher paper.
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  • Travis(Note that referrals go up in all classes, particularly those students who experience the proficiency courses, when they have moved into the social core which is not proficiency based.)
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  • Part One: The System Is BrokenParents are good teachers/schools have forgotten they prepare students for the future.Part Two: What’s the Difference?How is the proficiency approach different from the traditional model?Part Three: Showing is Better Than TellingHow can you teach this standard?Part Four: Breaking It DownShow the standard broken down, aligned to Bloom’s, reorganized.Part Five: Is Good Enough Good Enough?Are we preparing kids for the future we cannot define?Part Six: Which Path Will You Take?Will your schools continue to align to the factory model of instruction, or step up to life and work expectations?
  • $50k in textbooks was diverted to tech and personnel. Reallocated to technology. Have spent just over $30K for tech so far.$8,150 per aide. Split full-time aides into half-timers, now have six aides.
  • Proficiency-Based Teaching and Learning for OSBA 2011

    1. 1. Proficiency-BasedTeaching and Learning The Adventure Approach Stories From Another Place OSBA 2011 November 12, 2011
    2. 2. The System is BrokenOr, The Emperor Has No ClothesPart One
    3. 3. The Experts in the Room How did you teach your children?  To walk?  To ride a bicycle  To talk?  To tie their shoes?  Or even ??? When did you know they could do it?
    4. 4. Would you teach those skills likethis?Watch video here:
    5. 5. Or this?Watch video here:
    6. 6. How would you recognize goodteaching for those skills?Question
    7. 7. What‟s The Difference?Or The Ugly DucklingPart Two
    8. 8. What I Know About Kids Thirsty for knowledge Creative School kills that
    9. 9. Traditional and Proficiency-BasedComparing Two Educational Models
    10. 10. View of LearnersTraditional Proficiency Some will excel, some  All of them can will do average achieve at high work, a portion will standards; failure is fail. not an option
    11. 11. Learning ProgramTraditional Proficiency Time based; learning  Learning based; time is a variable. It‟s is the variable. It‟s effective for a portion effective for all of students. students.
    12. 12. GradesTraditional Proficiency Based on various, and  Indicate only what sometimes student has learned subjective, points rather (knows and can do) than proficiencies; may by demonstration of reflect quantity over proficiency; quality of quality (such as extra- work is based on credit work); may be used in part to agreements about punish, reward, or evidence of control student proficiency. behavior; subject to  End-of-course grades inflation reflect student Grades are sometimes proficiency at the end
    13. 13. AssessmentTraditional Proficiency Relies heavily on  Includes summative summative assessment, but assessment, including heavily favors standardized testing. formative assessment as a feedback mechanism to continuously measure and guide student learning and to drive and improve instruction.
    14. 14. Nature & Structure of SchoolsTraditional Proficiency Often adult-centered  Student-centered in in practice. practice. Self-contained  Home base for flexible education factories in learning experiences a management where students can assume more hierarchy modeled on initiative, work in 20th Century industry. teams, and learn in community settings, online venues, and other education institutions as
    15. 15. CurriculumTraditional Proficiency Disciplines are  Based on recognized independent of one standards. Rigor and another and content is relevance are driving independent of criteria. Disciplines standards for are often integrated. postsecondary Content is keyed to success. what students need for postsecondary studies and job success.
    16. 16. Student CredentialingTraditional Proficiency Students accumulate  Students are graded units of assessed to ensure instruction to graduate they have acquired through “seat time” high standards of knowledge and skills regardless of skill defined by minimum levels acquired or state diploma grades assigned, and requirements a standard diploma is matched to state regarded as the end standards. This is the point of the high minimum school experience. requirement. We work forward from there.
    17. 17. Student Credentialing, continuedTraditional Proficiency For students capable  Students with an of doing more and interest in advanced advancing while still in certification and high school, the credits senior year is often (AP, IB, college spent coasting to the credits) are supported finish line. in going beyond minimum diploma requirements.
    18. 18. TeachersTraditional Proficiency They dispense  They do many of the knowledge about traditional things, but also are content subject matter; lead experts, mentors, resou class rces, partners in school discussion, make management, partners assignments, motivat with community e students, assign resource providers, skills grades. assessment practitioners, members of teaching teams, and members of professional learning
    19. 19. StudentsTraditional Proficiency They receive or  They envision and absorb information help plan their passively, recite when education asked, achieve on path, partner in their tests. own progress, learn by observation and application as well as by reading and taking class notes, and develop both individual and group
    20. 20. Students, continuedTraditional Proficiency Often don‟t know at  From the very the beginning of a beginning of a course what course, they know constitutes successful precisely what learning. proficiencies demonstrate desired attainment of knowledge and skills, and they work to achieve those proficiencies.
    21. 21. Student Performance DataTraditional Proficiency Infrequently collected  Frequently collected and analyzed, if at all. and analyzed (currently and longitudinally) by teachers, professional learning communities, and curriculum and instruction administrators for program
    22. 22. Background Philosophy Bloom‟s Revised Taxonomy  See handout What skills align with each level? When you scaffold learning, you create student ownership.  Tell me, I forget  Show me, I remember  Involve me, I understand
    23. 23. Teacher to PrincipalWhen I Taught Now as a Principal Traditional Model  School Culture Forced to push the  Academic boundaries implementation Used student  Change in teacher performance to role change my program/  Student responsibility instruction and self management Used formative  Parent responsibilities assessment data  Community school regularly
    24. 24. One Dad‟s StoryThen Now Guiding meant telling  Guiding means asking how to do it. scaffolded questions. I knew the best way.  They come up with really good ways. I decide what‟s right.  They evaluate I point to the goal. whether it works. It‟s right when Daddy  Together we find the says so. goal  They can make their own decisions.
    25. 25. How are we so different?Question
    26. 26. Showing is Better than Tellingor The Wonderful Wizard of OzPart Three
    27. 27. Think About It How to break down in bicycling in terms of skills (think self) How would you deliver/teach those skills? (pair) Share with your neighboring pair your skills (share) How many skills did you have? (Raise hands with number) How many learned from another person or pair?
    28. 28. The Proficiency TeacherI Used To Now I Write lesson plans  Have modules students Grade papers can go through at their Create resources own pace. Prepare for conferences  Evaluate skills as students work. Teach everyone  Sometimes revise Reteach everyone modules. Reteach again  Watch students present Catch kids up who data at conferences came to me behind  Reach each child Stay at the front of the  Teach at one reading or room math level at a time.  Coach among students
    29. 29. In the Classroom Mini Lessons Flipping the Model Small- and full-group teaching Aides in every classroom
    30. 30. What examples can you give ofthis in the world of work?Question
    31. 31. Breaking It Downor Tales of 1001 Arabian NightsPart Four
    32. 32. Common Core State Standard Show a CCSS standard, ask for an activity or test that would fit this. Demonstrate a breakdown into skills and knowledge Align with Bloom Review the process
    33. 33. Typical Standard Informational Text Grade 4 Domain: Integration of Knowledge and Ideas Standard:  Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. How can you test that?
    34. 34. Knowledge and Skills Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
    35. 35. The Process Parse the standards Lay out according to difficulty of knowledge or skill Find associated pieces of standards Group Align to Bloom‟s Choose a Theme Create Activities Write Instructions Design rubrics/scoring guides Outline roles and responsibilities for Teacher, Student, Parent
    36. 36. The Outcome Leslie‟s roll-out plan for level 3 language arts and social studies. A photo here would be great!
    37. 37. Which ideas from teaching bicyclingjustifies this approach to standards?Question
    38. 38. Is Good Enough Good Enough?Or Back To The Future(or The Princess and the Tin Box)Part Five
    39. 39. Today‟s Reality What is happening in your schools? How will kids be prepared for jobs of the future? What does each activity do to prepare them for life and work?
    40. 40. Our Reading Scores 32.5 2 Grade Equivalency Growth1.5 Adjusted** Expected Growth 1:1 10.5 0 1 2 3 4 5 6 3 4 5 6 7 8
    41. 41. Our Math Scores1.2 10.80.6 Grade Equivalency Growth0.4 Adjusted* Expected Growth 1:10.2 0 1 2 3 4 5 6-0.2-0.4 3 4 5 6 7 8
    42. 42. Discipline Data 80 70 60 50 40 30 20 Non-Proficiency 10 Classes 0 Proficiency Classes
    43. 43. Success Stories Student Engagement Level of Performance Teacher Perception In .2 of the school year, students have made .5 growth. In other words, the progress they had made by October was where they would normally be in January (if they were on track). In the spring we had two early implementers.  One teacher‟s discipline issues went down to zero.  One teacher‟s % of 3rd graders passing the state OAKS went from 60% the year before to 100% last spring.
    44. 44. Sara‟s Project See video here:
    45. 45. What future is your schoolpreparing kids for?Question
    46. 46. Which Path Will You Take?Profiles in Courage or Don Quixote?Part Six
    47. 47. Option 1
    48. 48. Option 2
    49. 49. Your Choice Which teaching do you want for your children?
    50. 50. “The illiterates of the 21st century will not bethose who cannot read and write but those who cannot learn, unlearn, and relearn” - Alvin Toffler
    51. 51. A New Skill Geomicrobiologist Pieces together bits of geology, environmental science and microbiology to figure how micro- organisms might help make new medicine or clean up pollution.
    52. 52. Do you want Seat Time  Proficient Performance?
    53. 53. Which Doctor Do You Want?
    54. 54. Which Pilot Do You Want?
    55. 55. QuestionWhat are you going to do to make schoolrelevant in your students‟ lives?
    56. 56. The Full Pictureor The Time MachineReview
    57. 57. What Did You Just See?Presentation Level’s of Bloom’sComponents Revised1. The System Is 1. Remembering Broken2. What‟s the 2. Understanding Difference? 3. Applying3. Showing Is Better Than Telling 4. Analyzing4. Breaking it Down 5. Evaluating5. Is Good Enough 6. Creating Good Enough?6. Which Path Will You Take?
    58. 58. Resources and Informationor Through The Looking GlassResources
    59. 59. Essential Differences Systems Approach  No multi-year transition approach  NOT one teacher at a time  Not a slow-down approach  Kids First/Adults Get Paid to Be There Know the Students Progress Monitor regularly Skills are based on turning standards into skills—you can‟t teach or test a standard Teacher-created modules Partnerships Professional Development Fluidity/Flexibility
    60. 60. FAQs How can you scale it up for larger schools? Can you begin with only a few teachers? How did you pay for the technology? How did you pay for the additional personnel? How did special education become student services? How did you get a partnership going? Don‟t you have to buy textbooks? How can my school do this? Who can help?
    61. 61. What do I need to accomplishthis? A system‟s approach The right people in the right jobs Courage Passion A deep understanding of what you want for children
    62. 62. Web 2.0 Resources ACCS‟ PBTL LiveBinder  20 Jobs That Will Not Exist in 20 Years  Jobs of the Future  How Do We Prepare Students For Jobs That Don‟t Exist Yet?  How to Teach Students for Jobs That Don‟t Exist Yet  Star Wars and Bloom‟s Taxonomy  Bloom‟s Taxonomy According to Pirates of the Caribbean  You Can‟t Be My Teacher  Education “The times are a-changing” 
    63. 63. Today‟s Presentation TeamSteve Rinda MontgomeryBoynton, Superintendent Conwell Arlington Community Assistant Superintendent Charter School North Central Education Service District LeslieTravis Reeser, Principal Arlington Community Walborn*, Teacher Charter School Arlington Community Charter School This year‟s Oregon Small Schools Association Teacher of the Year
    64. 64. Those who say it can’t be doneshould not interrupt those of us who are doing it.
    65. 65. Notes to Presenters Leslie: If asked about having to create your own curriculum as opposed to getting a published kit, talk about the benefits of going through the process of breaking down standards and building modules, how much better you know the purpose of the activities and the standards. Travis: Talk about how it has changed your approach to the overall view of what education is, and how it has changed your activities as a father. Rinda: Don‟t talk too much. Steve: Go get „em!