mastery-based learning simplified · mastery-based learning simpliﬁed standards review process...

Mastery-Based Learning Simplified Standards Review Process

May 2015

MASTERY-BASED LEARNING SIMPLIFIED

OUTCOMES

Develop a common vocabulary

OUTCOMESArticulate components of an effective mastery-based teaching and learning system

OUTCOMESClarify the distinction between quality graduation competencies and performance indicators

OUTCOMESIdentify a set of graduation competencies and performance indicators for each content area

Today’s AgendaWelcome, Introductions, and Norms

Mastery-Based Learning Simplified Overview

Content-Area Graduation Standards

Content-Area Performance Indicators

Closing

Is a non-profit support organization based in Portland Maine, working nationally with schools, districts and state agencies, providing coaching, and developing tools.

GSP has served as the coordinator of the New England Secondary School Consortium since its inception in 2009

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 one-size fits all

We Believe

Norms• Respect time • Monitor “air time” • Listen well • Respect differences • Support a culture of

possibility

• Freely attend to personal needs

• Foster good humor

• Maintain confidentiality

What else do you need in order to do your work well today?

Self-Assessment Tool for Secondary Learning

An Internationally Benchmarked

GLOBAL BEST PRACTICES12

GLOBAL BEST PRACTICES12

“…prioritized learning standards in every content area so that the most essential content, skills, and habits of mind are covered in depth…”

HISTORY TIMELINE

3,500 performance indicators across 14 content areas k-12:

So, What’s The Problem With Standards?

“You would have to change schooling from K-12 to K-22. The sheer number of standards is the biggest impediment to implementing standards.”

- Robert Marzano (2001)

So, What’s The Problem With Standards?

PRIORITY STANDARD

LEARNING TARGETS

POWER STANDARDS

Common Terms for Standards

GRADUATION STANDARD

PRIORITY STANDARD

PROFICIENCY STANDARDS

COMPETENCIES

MASTERY OBJECTIVES

LEARNING TARGETS

POWER STANDARDS

LEARNING OBJECTIVES

PERFORMANCE INDICATORS

MEASUREMENT TARGETS

DESCRIPTORS

BENCHMARKS

Common Terms for Standards

is a student’s ability to transfer learning in and/or across content areas.

MASTERY

COMPETENCY


PROFICIENCY


Established norms or benchmarks for learning that define what students need to know and be able to do.

STANDARD

BROAD SPECIFIC

Graduation StandardPower Standards Learning Targets

Performance Indicator

All These Terms Are Standards

Graduation Standard

Performance Indicator

Learning Target

The Envelope Please…

Order the statements in the envelope on your table from broad to specific

Mastery-Based Learning SimplifiedA Great Schools Partnership Learning Model

Graduation Standards

Performance Indicators

Learning Targets

A standard that focuses instruction on the most foundational, enduring, and leveraged concepts and skills within a discipline.

A Graduation Standard Is…

To what extent is this statement at the heart of understanding the content area and to what extent does it align with national & state standards?

Foundational Lens:

To what extent does this statement provide students with knowledge & skills that will be of value beyond a particular point in time (ie, test, unit)?

Endurance Lens:

Will this provide knowledge and skills that will be of use in multiple disciplines?

Leverage Lens:

Physical Sciences: Structure/Properties of Matter, Forces and Interactions !Understand and analyze matter, reactions and physical systems as demonstrated through the integration of scientific and engineering practices and cross-cutting concepts (PS 1 + PS 2)

Sample Graduation StandardContent Area

Statistics + Probability !Interpret, infer, and apply statistics and probability to analyze data and reach and justify conclusions.


Writing Informative and Narrative Texts !Produce clear and coherent informative and narrative writing for a range of tasks, purposes, and audiences. (CCWA 2, 3, 4, 10)


Describes or defines what students need to know and be able to do to demonstrate mastery of a graduation standard.

A Performance Indicator

Is measurable.


Students can demonstrate their performance over time.


The aggregation of proficiency on these performance indicators measures whether a student has met the graduation standard.


A. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. (HS-PS-1)

Sample Performance IndicatorScience

A. Summarize, represent, and interpret data on two categorical and quantitative variables. (CCSS HSS.ID.B)

Sample Performance IndicatorMath

B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (W.2b)

Sample Performance IndicatorEnglish Language Arts

The component parts of a performance indicator - that is, the performance indicator has been broken down into a series of progressive steps and digestible chunks.

Learning Targets Are…

I can describe the properties of an element based on its placement in the periodic table.

Sample Learning TargetScience

I can select and integrate the most significant details to include in my writing, given the topic I am trying to develop.

Sample Learning TargetEnglish Language Arts

Graduation Standard

The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments and societies.


Learning Targets

Graduation Standard



The student describes and analyzes how planned and market economies shape the production, distribution, and consumption of goods, services, and resources.

The student analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability.

The student evaluates the costs and benefits of governmental fiscal and monetary policies.

Learning Targets

Graduation Standard



The student describes and analyzes how planned and market economies shape the production, distribution, and consumption of goods, services, and resources.

The student analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability.

The student evaluates the costs and benefits of governmental fiscal and monetary policies.

Learning Targets

The student can explain how scarcity impacts a market economy and a planned economy. The student can compare and contrast the allocation of goods in a market economy and planned economy.

Mastery-Based Learning SimplifiedA Great Schools Partnership Learning Model

English Language ArtsSample Graduation Standards and Performance Indicators

A. Demonstrate an understanding of the organization and basic features of print. (RF.1)

B. Demonstrate an understanding of spoken words, syllables and sounds (phonemes). (RF.2)

C. Know and apply grade level phonics and word-analysis skills in decoding words. (RF.3)

D. 5HDG�ZLWK�VXI¿FLHQW�DFFXUDF\�DQG�ÀXHQF\�WR�support comprehension. (RF.4)

English Language Arts: Reading Foundations

READING FOUNDATIONSUnderstand concepts of print and basic conventions of English (ccRF).�3UR¿FLHQF\�LQ�WKLV�DUHD�VKRXOG�EH�GHPRQVWUDWHG�E\�WKH�HQG�RI�JUDGH��DW�ZKLFK�SRLQW�VWXGHQWV�VKRXOG�DSSO\�WKHVH�VNLOOV�LQWR�WKHLU�GDLO\�UHDGLQJ�URXWLQH�

Fifth-Grade Performance Indicators Eighth-Grade Performance Indicators High School Performance Indicators

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A. Determine the theme of a story, drama or poem from details in the text; summarize the text. (RL.2)

B. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (RI.2)

English Language Arts Graduation Standard 1

READING COMPREHENSION5HDG�DQG�FRPSUHKHQG�DSSURSULDWHO\�FRPSOH[�OLWHUDU\�DQG�LQIRUPDWLRQDO�WH[WV�LQGHSHQGHQWO\�DQG�SUR¿FLHQWO\��ccRA 10)


A. Determine the theme or central ideas of the text, analyze its development including its relationship to character, setting, and plot, and provide an objective summary. (RL.2)

B. Determine a central idea of the text, analyze its development including its relationship to

A. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. (RL.2)

English Language Arts Graduation Standard 2

READING INTERPRETATION:Interpret, analyze, and evaluate appropriately complex literary and informational texts. (ccRA 7, 10)

A. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL+RI.1)

B. compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more literary and informational texts. (RL+RI.5)

C. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RL+RI.6)

D. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (RL.7)

E. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to

A. cite textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences drawn from the text. (RL+RI.1)

B. compare and contrast the structure of two or more literary and informational texts and analyze how the differing structure of each text contributes to its meaning and style. (RL+RI.5)

C. Determine an author’s point of view, purpose, or rhetorical strategies in a text, analyzing how FRQÀLFWLQJ�HYLGHQFH�DQG�SRLQWV�RI�YLHZ�LPSDFW�the text, or how a character’s point of view creates effects such as suspense or humor. (RI+RL.6)

D. Evaluate the advantages and disadvantages of using different media to present a topic, idea, or literary work. (RL+RI.7)

E. Delineate and evaluate the argument and

A. cite strong and thorough textual evidence to support an analysis of the text, including any applicable primary or secondary sources, and determine both explicit and implicit meanings, such as inferences that can be drawn from the text and where the text leaves matters uncertain. (RL+RI.1)

B. Analyze how an author chose to structure a text and how that structure contributes to the text’s meaning and its aesthetic and rhetorical impact. (RL+RI.5)

C. Determine an author’s point of view, purpose, or rhetorical strategies in a text, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (RL+RI.6)

D. Evaluate content and multiple sources of information presented in diverse media and formats to interpret literature, address a


C. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a literary or informational WH[W�EDVHG�RQ�VSHFL¿F�LQIRUPDWLRQ�LQ�WKH�WH[W��(RL+RI.3)

D. Determine the meaning of academic and GRPDLQ�VSHFL¿F�ZRUGV�DQG�SKUDVHV�DV�WKH\�DUH�XVHG�LQ�D�WH[W��LQFOXGLQJ�¿JXUDWLYH�language. (RL+RI.4; L.4,5,6)

supporting ideas, and provide an objective summary. (RI.2)

C. Analyze how any genre of text makes connections among and distinctions between individuals, ideas, or events. (RL+RI.3)

D. Determine the meaning of words and phrases DV�WKH\�DUH�XVHG�LQ�WKH�WH[W��LQFOXGLQJ�¿JXUDWLYH��connotative, and technical meanings; analyze WKH�LPSDFW�RI�VSHFL¿F�ZRUG�FKRLFHV�RQ�PHDQLQJ�and tone. (RL+RI.4; L.4,5,6)

B. Determine the central ideas of a text, analyze their development, and provide an objective summary. (RI.2)

C. Analyze a complex set of ideas or sequence RI�HYHQWV�DQG�H[SODLQ�KRZ�VSHFL¿F�LQGLYLGXDOV��ideas, or events interact and develop over the course of the text. (RL+RI.3)

D. Determine the meaning of words and phrases as they are used in the text, including ¿JXUDWLYH��FRQQRWDWLYH��DQG�WHFKQLFDO�PHDQLQJV��DQDO\]H�WKH�LPSDFW�RI�VSHFL¿F�word choices on meaning and tone. (RL+RI.4; L.4,5,6)

Mathematics

Sample Graduation Standards and Performance Indicators

A. Understand the place value system. (CCSS K.CC.A-C, K.NBT.A.1, 1.NBT.A-B, 2.NBT.A, 4.NBT.A, 5.NBT.A.1-3)

B. Use place value understanding and properties of operations to add and subtract. (CCSS 1.NBT.C, 2.NBT.B)

C. Use place value understanding and properties of operations to perform multi-digit arithmetic. (CCSS 3.NBT.A, 4.NBT.B)

D. Understand fractions as numbers and explain fraction equivalence and ordering. (CCSS 3.NF.A, 4.NF.A)

E. Use equivalent fractions as a strategy to add and subtract fractions. (CCSS 5.NF.A)

F. Apply and extend understandings of operations on whole numbers to build fractions from unit fractions. (CCSS 4.NF.B)

G. Apply and extend understandings of multiplication and division to multiply and divide fractions. (CCSS 5.NF.B)

Mathematics Graduation Standard 1

NUMBER AND QUANTITY

Reason and model quantitatively, using units and number systems to solve problems.


A. Understand ratio concepts and use ratio reasoning to solve problems. (CCSS 6.RP.A)

B. Analyze proportional relationships and use them to solve real-world and mathematical problems. (CCSS 7.RP.A)

C. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. (CCSS 6.NS.A)

D. Apply and extend previous understandings of numbers to the system of rational numbers. (CCSS 6.NS.C)

E. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. (CCSS 7.NS.A)

A. Extend the properties of exponents to rational exponents. (CCSS HSN.RN.A)

B. Use the properties of rational and irrational numbers. (CCSS HSN.RN.B)

C. Reason quantitatively and use units to solve problems. (CCSS HSN.Q.A)

D. Perform arithmetic operations with complex numbers. (CCSS HSN.CN.A.1-2)

E. Use complex numbers in polynomial identities and equations. (CCSS HSN.CN.C.7)

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© 2013 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Maine Department of Education and Great Schools Partnership.

MASTERY-BASED

Review of CT Graduation Competencies

LEARNING

Group ProcessIndependently review the Design Criteria Chart + Sample Graduation Competencies (10 min)

Discuss + chart warm feedback; identify areas of agreement (10 min)

Discuss + chart cool feedback; prioritize areas for refinement (10 min)

Revise the Graduation Competencies using the Design Criteria Chart + reference documents (30 min)

MASTERY-BASED

Review of CT Content-Area Performance Indicators

LEARNING

Group ProcessIndependently review the Design Criteria Chart + Sample Performance Indicators (15 min)

Discuss + chart warm feedback; identify areas of agreement (15 min)

Discuss + chart cool feedback; prioritize areas for refinement (15 min)

Revise the performance indicators using the Design Criteria Chart + reference documents (45 min)

Tools + Resources

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 clearly described and communicated, and students will know precisely where they stand throughout the course—for example, a student will know that she has achieved three of six expected learning standards, but that she needs to work harder to achieve the last three before she can pass the course. Importantly, her parents will also know precisely what she’s learned and what she may be struggling to learn.

√ Common, consistent methods are used to evaluate student learning. In many schools, different learning expectations are applied from course to course, and different methods and criteria are used to evaluate what students have learned. Consequently, one Algebra I course in a school may be very challenging, for example, while another Algebra I course may be comparatively easy—and a B earned in the “difficult” course might actually represent stronger learning achievement than an A in the “easy” course. Proficiency-based learning applies the same standards to all students, while teachers use consistent methods of evaluating and reporting on student learning—everyone knows precisely what grades stands for and what each student has learned. As a result, grades mean the same thing from course to course, and schools can certify that students are prepared when they move on.

√ While learning expectations are fixed, teachers and students have more flexibility. Even though learning expectations and evaluation methods are common and consistent, teachers can be given more flexibility in how they teach and students can be given more choice in how they learn. For example, teachers don’t need to use the same textbooks, assignments, and tests—as long as their students learn what they need to learn, teachers can develop new and more creative ways to teach. Similarly, students can be given an assignment—research an American president, for example—but they can choose which president to study or how they want to show what they’ve learned (one student may write an essay, while others may create a short documentary using archival photos or an audio podcast in the style of a presidential address). As long as students meet the course expectations—demonstrate a strong understanding of the election system, the executive branch of the federal government, and the role of the American president—teachers can teach and students can learn in the ways that work best for them.

newenglandssc.org/leadership_in_action

www.greatschoolspartnership.org/webinars/webinar-archive/

http://www.greatschoolspartnership.org/proficiency/

QUESTIONS

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482 Congress Street, Suite 500Portland, ME 04101207.773.0505greatschoolspartnership.org

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