1.Proficiency-BasedTeaching and Learning The Adventure ApproachStories From Another PlaceOSBA 2011November 12, 2011

2. The System is BrokenOr, The Emperor Has No ClothesPart One 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. Would you teach those skills likethis?Watch video here:http://www.youtube.com/watch?v=dxPVyieptwA 5. Or this?Watch video here:http://www.youtube.com/watch?v=aOJEdMICmAY 6. How would you recognize goodteaching for those skills?Question 7. Whats The Difference?Or The Ugly DucklingPart Two 8. What I Know About Kids Thirsty for knowledge Creative School kills that 9. Traditional and Proficiency-BasedComparing Two Educational Models 10. View of LearnersTraditional Proficiency Some will excel, some All of them can will do average achieve at high work, a portion willstandards; failure is fail. not an option 11. Learning ProgramTraditionalProficiency Time based; learning Learning based; time is a variable. Itsis the variable. Its effective for a portioneffective for all of students. students. 12. GradesTraditional Proficiency Based on various, and Indicate only whatsometimes student has learnedsubjective, points rather (knows and can do)than proficiencies; may by demonstration ofreflect quantity over proficiency; quality ofquality (such as extra-work is based oncredit work); may beused in part to agreements aboutpunish, reward, orevidence ofcontrol student proficiency.behavior; subject to End-of-course gradesinflation reflect student Grades are sometimesproficiency at the end 13. AssessmentTraditionalProficiency Relies heavily on Includes summative summativeassessment, but assessment, includingheavily favors standardized testing.formative assessmentas a feedbackmechanism tocontinuously measureand guide studentlearning and to driveand improveinstruction. 14. Nature & Structure of SchoolsTraditionalProficiency Often adult-centered Student-centered inin practice. practice. Self-contained Home base for flexibleeducation factories in learning experiencesa management where students can assume morehierarchy modeled on initiative, work in20th Century industry. teams, and learn in community settings, online venues, and other education institutions as 15. CurriculumTraditional Proficiency Disciplines are Based on recognized independent of onestandards. Rigor and another and content isrelevance are driving independent ofcriteria. Disciplines standards for are often integrated. postsecondary Content is keyed to success.what students need for postsecondary studies and job success. 16. Student CredentialingTraditionalProficiency Students accumulate Students are graded units ofassessed to ensure instruction to graduatethey have acquired through seat timehigh standards ofknowledge and skills regardless of skilldefined by minimum levels acquired or state diploma grades assigned, and requirements a standard diploma ismatched to state regarded as the endstandards. This is the point of the highminimum school experience. requirement. We workforward from there. 17. Student Credentialing, continuedTraditional Proficiency For students capable Students with an of doing more and interest in advanced advancing while still incertification and high school, thecredits senior year is often(AP, IB, college spent coasting to the credits) are supported finish line.in going beyond minimum diploma requirements. 18. TeachersTraditional Proficiency They dispense They do many of the knowledge about traditional things, but also are content subject matter; leadexperts, mentors, resou class rces, partners in school discussion, makemanagement, partners assignments, motivatwith community e students, assignresource providers, skills grades. assessment practitioners, members of teaching teams, and members of professional learning 19. StudentsTraditional Proficiency They receive or They envision and absorb informationhelp plan their passively, recite wheneducation 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. Students, continuedTraditional Proficiency Often dont know at From the very the beginning of abeginning of a course what course, they know constitutes successfulprecisely what learning. proficiencies demonstrate desired attainment of knowledge and skills, and they work to achieve those proficiencies. 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. Background Philosophy Blooms 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. Teacher to PrincipalWhen I TaughtNow as a Principal Traditional Model School Culture Forced to push the Academicboundaries implementation Used student Change in teacherperformance to rolechange my program/ Student responsibilityinstructionand self management Used formative Parent responsibilitiesassessment data Community schoolregularly 24. One Dads StoryThen Now Guiding meant telling Guiding means askinghow to do it.scaffolded questions. I knew the best way. They come up with really good ways. I decide whats right. They evaluate I point to the goal. whether it works. Its right when Daddy Together we find thesays so. goal They can make their own decisions. 25. How are we so different?Question 26. Showing is Better than Tellingor The Wonderful Wizard of OzPart Three 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 withnumber) How many learned from another person or pair? 28. The Proficiency TeacherI Used ToNow 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 whodata at conferencescame to me behind Reach each child Stay at the front of the Teach at one reading orroom math level at a time. Coach among students 29. In the Classroom Mini Lessons Flipping the Model Small- and full-group teaching Aides in every classroom 30. What examples can you give ofthis in the world of work?Question 31. Breaking It Downor Tales of 1001 Arabian NightsPart Four 32. Common Core State Standard Show a CCSS standard, ask for an activity or testthat would fit this. Demonstrate a breakdown into skills andknowledge Align with Bloom Review the process 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. http://corestandards.org/the-standards How can you test that? 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. The Process Parse the standards Lay out according to difficulty of knowledge orskill Find associated pieces of standards Group Align to Blooms Choose a Theme Create Activities Write Instructions Design rubrics/scoring guides Outline roles and responsibilities forTeacher, Student, Parent 36. The Outcome Leslies roll-out plan for level 3 language arts andsocial studies. A photo here would be great! 37. Which ideas from teaching bicyclingjustifies this approach to standards?Question 38. Is Good Enough Good Enough?Or Back To The Future(or The Princess and the Tin Box)Part Five 39. Todays 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. Our Reading Scores 32.5 2Grade Equivalency Growth1.5Adjusted**Expected Growth 1:1 10.5 01 2 3 4 5 63 4 5 6 78 41. Our Math Scores1.210.80.6 Grade Equivalency Growth0.4Adjusted* Expected Growth 1:10.20 1 2 3 4 5 6-0.2-0.4 3 4 5 6 7 8 42. Discipline Data 80 70 60 50 40 30 20 Non-Proficiency 10 Classes0 Proficiency Classes 43. Success Stories Student Engagement Level of Performance Teacher Perception In .2 of the school year, students have made .5growth. In other words, the progress they hadmade by October was where they would normallybe in January (if they were on track). In the spring we had two early implementers. One teachers discipline issues went down to zero. One teachers % of 3rd graders passing the state OAKS went from 60% the year before to 100% last spring. 44. Saras Project See video here: http://www.youtube.com/watch?v=hE_TNsVJyck 45. What future is your schoolpreparing kids for?Question 46. Which Path Will You Take?Profiles in Courage or Don Quixote?Part Six 47. Option 1 48. Option 2 49. Your Choice Which teaching do you want for your children? 50. The illiterates of the 21st century will not bethose who cannot read and write but those whocannot learn, unlearn, and relearn- Alvin Toffler 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. Do you want Seat Time Proficient Performance? 53. Which Doctor Do You Want? 54. Which Pilot Do You Want? 55. QuestionWhat are you going to do to make schoolrelevant in your students lives? 56. The Full Pictureor The Time MachineReview 57. What Did You Just See?Presentation Levels of BloomsComponents Revised1. The System Is 1. Remembering Broken2. Whats the2. Understanding Difference? 3. Applying3. Showing Is Better Than Telling4. Analyzing4. Breaking it Down5. Evaluating5. Is Good Enough6. Creating Good Enough?6. Which Path Will You Take? 58. Resources and Informationor Through The Looking GlassResources 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 skillsyoucant teach or test a standard Teacher-created modules Partnerships Professional Development Fluidity/Flexibility 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 studentservices? How did you get a partnership going? Dont you have to buy textbooks? How can my school do this? Who can help? 61. What do I need to accomplishthis? A systems approach The right people in the right jobs Courage Passion A deep understanding of what you want for children 62. Web 2.0 Resources ACCS PBTL LiveBinder http://livebinders.com/edit?id=44141 20 Jobs That Will Not Exist in 20 Years http://www.ilookforwardto.com/2010/07/20-jobs-that-will-not-exist-in-20-years.html Jobs of the Future http://www.guardian.co.uk/money/2010/jan/09/jobs-of-the-future How Do We Prepare Students For Jobs That Dont Exist Yet? http://edudemic.com/2011/10/students-of-the-future/ How to Teach Students for Jobs That Dont Exist Yet http://www.ehow.com/how_7909655_teach-jobs-dont-exist-yet.html Star Wars and Blooms Taxonomy http://www.youtube.com/watch?v=gG52jFCWiac&feature=related Blooms Taxonomy According to Pirates of the Caribbean http://www.youtube.com/watch?v=qjhKmhKjzsQ You Cant Be My Teacher http://www.youtube.com/watch?v=0VSymMbMYHA&feature=related Education The times are a-changing http://www.youtube.com/watch?v=wuyrP_HhWEg&feature=related 63. Todays Presentation TeamSteveRinda MontgomeryBoynton, Superintendent Conwell Arlington CommunityAssistant Superintendent Charter School North CentralEducation Service DistrictLeslieTravis Reeser, PrincipalArlington Community Walborn*, Teacher Charter SchoolArlington CommunityCharter School This years Oregon Small SchoolsAssociation Teacher of the Year 64. Those who say it cant be doneshould not interrupt those of us who are doing it. 65. Notes to Presenters Leslie: If asked about having to create your owncurriculum as opposed to getting a publishedkit, talk about the benefits of going through theprocess of breaking down standards and buildingmodules, how much better you know the purposeof the activities and the standards. Travis: Talk about how it has changed yourapproach to the overall view of what educationis, and how it has changed your activities as afather. Rinda: Dont talk too much. Steve: Go get em!