performance based...

Performance Based Education

The Future is Now.

“The difficultly lies not so much in developing new ideas as in escaping old ones.”

-Dufour et al, 2008

Wednesday, January 22, 14

Pre-Assessment Survey: Your Results

✦ 1- 0

✦ 2 - 4

✦ 3 - 5

✦ 4 - 2

✦ 1 - 0

✦ 2 - 0

✦ 3 - 8

✦ 4 - 3

✦ 1 - 1

✦ 2 - 0

✦ 3 - 7

✦ 4 - 3

✦

Comfort Level of Knowledge (1-4)

How often do you use

“tools” to

individualize and give

choice/voice (1-4)?

Interest Level in PBE (1-4)


Your Results Continued

✦ Observations

✦ Consistent/Independent Application

✦ Formative/Summative Assessments

✦ Projects/Performances

✦ Discussion

✦ Rubric

✦ Self- Assessment

✦ Reflections

✦ Peer Assessment/Group

✦ Comment specifically requested that curriculum & assessment be more consistent

✦ Grade level expectation sheet for each student based on the CC

✦ Carry over to other assignments

✦ Performance Based Assessments on key components

How do you know your students reach mastery? Is it consistent across grade levels?


Why Change?✦ Standards based learning is the future of education. By 2017 all students graduating high school in

Maine will need to have proof of proficiency in the standards.

✦ Education was designed centuries ago for that day in age. Education needs to grow with changing times, for a 21st century global economy.

✦ Businesses everywhere are customizing our everyday lives. Examples include: Pandora Radio, Amazon, iTunes, Gmail, myYahoo - the list goes on! They all customize their products for millions of customers (McGarvey & Schwahn, 2010).

✦ Performance Based Education is based on two core principles that students learn in different time-frames and in a variety ways.

✦ Maine Education Commissioner Bowen stated that our education just "isn’t getting the job done" (Bowen, 2012). The No Child Left Behind Act has put added pressure on teachers to have all students succeed. However, we cannot achieve this if we continue running education this way. Bowen continues by saying "too many of our kids are dropping out, too many who do complete high school are not ready with the skills they need to then move on to college and careers, and, in fact, too many don’t go on to some kind of post-secondary education, and too many who do don’t complete any kind of post-secondary degree" (Bowen, 2012). Bowen states a recent study that 67% of students are bored in school. This is the data and information that sets forth this change (Bowen, 2012).


What Changes?✦ Our traditional way of grading and teaching changes to provide students with proficiency

based standards education.

✦ The curriculum has technically not changed. It is organized more efficiently by designing rigorous targets that each student must show proof of proficiency. The "standards" or "learning targets" are derived from the Common Core at state, district and school levels.

✦ Students cannot move through content until they have shown proficiency of the prerequisite skill(s). Students are a "partner" in their learning by having a voice and choice in how they show mastery of their acquired knowledge. Students are also accountable to track their progress using tools such as rubrics, checklists, individualized learning plans, etc.

✦ There are many, many pieces to this change: administrators, technology, curriculum, grading & assessments, finance, teachers and community.


✦ “Rather than having a series of trimesters or years based on age that students move through, the curriculum showed a series of proficiencies that each learner would master before moving on to the next. It represented a key shift in the philosophical stance of RSU 57. No longer, said this vision, would you have learners who had already demonstrated a proficiency waiting around for the rest of the class to catch up. No longer would you have students who were struggling receive a failing grade and then move on because “it’s time for a different unit now”” (The Logical Next Step, RSU#57).

“Time is not the constant, learning is the constant.”


Grading & Assessments✦ What does grading look like?

✦ Students are graded solely on the standard or target. Each target has a grade range of 0-4. A grade of 3 is a minimum a student much prove prior to moving on to the next target. By reaching a grade of 3 means the student has shown evidence of proficiency on this target.

✦ What if a student cannot reach a grade of 3?

✦ Standards based learning does not allow failure as an option. If a student receives a grade between 0-2 it simply means they are "still trying". If a student is struggling, individual learning plans (ILP) may need to be established or RTI (Response to Intervention).

✦ What does this look like in terms of assessments?

✦ Pre-assessments are not only a good idea but imperative in a standards based learning environment. This allows teachers to provide individualized feedback and assignments based on what the student needs to meet the standard(s). Teachers should provide students with the knowledge of their expectations prior to giving assessments or projects. Teachers also should continuously assess students throughout the process formally and informally. There are district/school wide assessment that students will take to show consistency in learning between teachers and schools.

✦ What about the students that exhibit effort but still struggle to meet the standard?

✦ The students will also be graded on a "Work Habits Rubric". This is a great tool to measure how much effort a student puts forth in his or her work. Many colleges prefer to see that students have the ability to put a lot of effort into their work verses students who rarely try. Sometimes, grades may not always portray how much effort a student puts into their work. This will eliminate that issue.

Commonly Asked Questions Regarding Grading


Learner’s Profile

✦ Learner's Profile Video


http://www.educreations.com/lesson/view/learner-profile-overview/2968150/?ref=appemail

http://www.educreations.com/lesson/view/learner-profile-overview/2968150/?ref=appemail

Teaching Staff✦ This can mean a few things for teachers. The first, you will probably notice that you are

already doing many of the things necessary. For example, pre-assessing, providing ongoing assessments, individualized lessons, etc. It is using the "common language" and also making sure we are all consistent in our expectations. We can make sure we are consistent by creating these learning targets for our grade level and collaborating on creating consistent assessments.

✦ Through research and speaking with other teachers in other districts who already implement this into their classrooms, it seems to be a difficult transition in the beginning. However, working together was one piece that was noted as being extremely helpful. Additionally, these teachers also agree that it took extra time in the beginning with the planning process, however, now that it is in full swing, the teachers find it much more enjoyable. For example, a teacher spends less time lecturing and more time interacting with students one-on-one, a teacher is a "guide" to a student's learning, and students are “partners” in their learning.

✦ We care... not like this guy!


http://www.youtube.com/watch?v=_CqgnZhb--Q

http://www.youtube.com/watch?v=_CqgnZhb--Q

Learning Targets (Standards)

✦ Step 1 - Organized by Content Area

✦ Step 2 - Each Content Area is subdivided to give descriptions of targets.

✦ Step 3 - Each additional target will add complexity to scaffold until final level of progression is met.

✦ Step 4 - Unpack the Learning Target: Student-friendly language & identify knowledge/skills

✦ Step 5 - Guide students through learning and targets. Students should move at teachers’ set pace or faster. The number of targets can vary for each topic, 3 - 4 in some and 10 or 11 in others (Perkins, K., 2012).

✦ Step 6 - Pre-assess, student voice & choice, guide students independently on going assessment throughout process

✦ Step 7 - Chart Progress - teacher and student complete using matrixes, rubrics, etc.

✦ Step 8 - Final Assessment to show proficiency or show more instruction is needed

Step by Step to the


Unpacking Targets✦ 1. Establish the know & the do

✦ Go through the target and underline the noun which is what students must know. Circle the verb which is the students will be able to.

✦ 2. Rewrite it✦ 3. Add examples if necessary

Unpacking Targets


http://youtu.be/3zUxbeSXOGA

http://youtu.be/3zUxbeSXOGA

http://www.acton.k12.me.us


Examples

✦ Student Work Example

Student Voice & Unpacking


http://youtu.be/c0Wfk9cK_TA

http://youtu.be/c0Wfk9cK_TA

http://youtu.be/5SpyiwOawnI

http://youtu.be/5SpyiwOawnI

Tools & Samples✦ PDCA “Plan, Do, Check, Adjust”

✦ ILP “Individual Learning Plan”

✦ Rubrics/Matrixes

✦ Student Progress Chart

✦ Parking Lot

✦ Workshop Day/Time

✦ Student Progress Binder - shows evidence

✦ SOP’s (Standard Operating Procedures) Flow Chart


Parents & Community ✦ The community can be an amazing asset to our

students' education. If we involve the community into this process, there could be beneficial opportunities for students to go out into the "real world", their community, for truly authentic learning. This takes support and communication both ways, and we want to make sure we keep those lines of communication open. We want our parents and community on board and supportive of the change.

Creating the Vision


Q & AAnswers from our peers in RSU 57:

1. How long have you been working in a standards based classroom?

2. How did you transition from traditional classroom to a standards based classroom? (i.e. one unit at a time, all in, etc?)

3. What is one (or more) thing(s) you wish you knew or had prior to the transition?

4. Hardest part of the transition? Easiest part?

5. Describe a "normal" class in your room (i.e. flow of class? expectations of students? etc).

6. Favorite part(s) of standards based classroom.

7. A challenge(s) you are still faced with.

8. Any helpful hints for new teachers to the standards based classroom?


ResourcesBooks Websites

Inevitable: Mass Customized Learning Learning in the Age of Empowerment by Charles Schwann and Beatrice McGarvey

A text to help realize why change, how to change and where we could go from here.

Making Standards Useful in the Classroom by Robert J. Marzano and Mark W. Haystead

The text for creating and unpacking learning targets to make them useable by staff, students, and parents.

Designing and Teaching Learning Goals and Objectives by Robert J. Marzano

This text outlines the strategies necessary for designing learning goals and objectives with the goal in mind of being autonomous in the classroom.

http://www.corestandards.org/

http://www.marzanoresearch.com/site/default.aspx

http://mainecustomizedlearning.org

The Logical Next Step - RSU # 57 Journey

Each other, other teachers, other districts who have been involved with PBE with successes and failures.

Sir Ken Robinson - Changing Education Paradigms

Other


http://www.corestandards.org

http://www.corestandards.org







References✦ McGarvey, B., & Schwahn, C. (2010). Inevitable. Schwahn, M., & C., B. (2010). Inevitable. CreateSpace Independent Publishing Platform.

✦ Bowen, S. (2012) Retrieved from: http://mainedoenews.net/2011/10/31/challenging-times-path-forward/

✦ Dufour, R., Dufour, R., & Eaker, R. (2008). Revisiting professional learning communities at work. Bloomington, IN: Solution Tree Press.

✦ “The Logical Next Step” RSU 57 Case Study Retreived from: https://sites.google.com/a/rsu57.org/curriculum/?pli=1

✦ Perkins, K. (2012) “Learning Profile” Video, RSU 57 Retreived from: https://sites.google.com/a/rsu57.org/curriculum/resources-for-teachers

✦ “We Care” Video Retreived from: http://www.youtube.com/watch?v=_CqgnZhb--Q

✦ “Unpacking Targets” Video Retreived from: http://maine.gov/doe/cbp/videos.html

✦ “Student Voice and Choice” Video Retreived from: https://sites.google.com/a/rsu57.org/curriculum/resources-for-parents/video-clips-standards-based-learning

✦ “Student Work Example” Video Retreived from: https://sites.google.com/a/rsu57.org/curriculum/resources-for-parents/video-clips-standards-based-learning

✦ Anonymous, Middle School Teacher (2012, December 06). Interview by K. Galipeau [Personal Interview]. Standards based education.

✦ Anonymous, Elementary School Teacher (2012, December 06). Interview by K. Galipeau [Personal Interview]. Standards based education.


http://mainedoenews.net/2011/10/31/challenging-times-path-forward/

http://mainedoenews.net/2011/10/31/challenging-times-path-forward/

Flow Chart

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Parking Lot

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