The document discusses the role of proficiency-based teaching and learning where a proficiency teacher guarantees that every student is learning and progressing. It introduces Steve Boynton, Superintendent of Arlington School District, and Rinda Montgomery Conwell, Assistant Superintendent of North Central ESD, who discuss proficiency-based models. The document then outlines various questions and details about defining proficiency, the Arlington proficiency model, and how to build a proficiency model in a school over the course of a year.

1. COSA 2011
Steve Boynton Proficiency-
Superintendent, Arlington SD Based
Teaching and
Rinda Montgomery Conwell
Asst. Superintendent, Learning
North Central ESD “A proficiency teacher
guarantees every student is
learning and progressing.”

2. What is the role of:
The school?

3. What is the role of:
The administrator?

4. What is the role of:
The teacher?

5. What is the role of:
The student?

6. What is the role of:
The parent?

7. What if the role of:
The school
was to..

8. What if the role of:
The administrator
was to..

9. What if the role of:
The teacher
was to..

10. What if the role of:
The student
was to..

11. What if the role of:
The parent
was to..

12. When you redefine learning,
you redefine teaching.

13. Which kids are you not
reaching?

14. What is proficiency?
Skill-based/skill measured

15. What is proficiency?
Individualized

16. What is proficiency?
Time is the variable.

17. What is proficiency?
Student driven

18. What is proficiency?
Teacher coached

19. What is proficiency?
Student centered

20. What is proficiency?
Kids know the WHY for
everything they do.

21. The Arlington Model
Academically grouped by
ability

22. The Arlington Model
Socially grouped by age for
music, physical education,
health, and technology

23. The Arlington Model
Progression is skill-driven

24. The Arlington Model
Mobile technology is the
main resource.

25. The Arlington Model
Completely individualized in
pace

26. The Arlington Model
The RTI process is built in.

27. The Arlington Model
Special Services is redefined.

28. The Arlington Model
Standards-based reporting
system

29. The Arlington Model
Student-led conferences

30. The Arlington Model
Professional development is
targeted and individualized
for teachers.

31. The Arlington Model
Progress monitoring software

32. The Arlington Model
Bloom’s Revised Taxonomy is
built in.

33. The Arlington Model
Flexible to student interests

34. The Arlington Model
Embedded technology skills

35. The Arlington Model
Archiving of culminating
activities

36. The Arlington Model
Rubrics become student
portfolio

37. The Arlington Model
Seamless transitions
throughout the year

38. 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

39. 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

40. 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.

41. Building the Model in a Year
 November
 First professional development training on
proficiency
 Challenge teacher-centered activities
 Monitor teacher reaction

42. Building the Model in a Year
 December
 Second professional development training
 Rubric writing
 Parsing/unwrapping standards
 Ask for feedback
 Monitor teacher reaction

43. 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

44. Building the Model in a Year
 February
 Grade 5 Language Arts/Social Studies block
modules finished

45. Building the Model in a Year
 March
 Staff in-service
 Parsing/unwrapping standards
 Grouping standards
 Creating themes of modules

46. 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

47. 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

48. 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.

49. 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

50. 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

51. 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

52. 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

53. 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 Instruction
Expert in Learning; Teachers Facilitator of
Classroom is Learning; Classroom
Kingdom as part of a larger

54. 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

55. Comparison
Traditional Standards Proficiency
View of Some will excel, some All students can achieve at
Learners will do average work, a high standards; failure is not
portion will fail an option.
Learning Time based; learning is Learning based; time is a
Program 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.

56. Comparison
Traditional Standards Proficiency
Assessment 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 instruction
Nature & Often adult centered in Student centered in practice.
Structure of practice. Self-contained Home base for flexible
Schools 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.

57. Comparison
Traditional Standards Proficiency
Student Students accumulate Students are assessed to
Credentialin graded units of ensure they have acquired
g 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.

58. Comparison
Traditional Standards Proficiency
Students 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 and
Performan collected and analyzed (currently and
ce Data analyzed, if at all. longitudinally) by
teachers, professional
learning communities,
and curriculum and
instruction administrators
for program
improvement.

59. Online Resources
Live Binder FaceBook Group
PBTL Proficiency-Based Teaching and
Learning
http://livebinders.com/play/play_or_
edit?id=44141
SlideShare
PBTL at COSA June 2011

60. Contact Information
Steve Boynton Rinda Montgomery Conwell
Superintendent Assistant Superintendent
Arlington School District North Central ESD
sboynton@arlington.k12.or.us rmconwell@ncesd.k12.or.us