October 25,2012

District Goals  School Report Card (3 out of 4)  Student Achievement  Student Growth  Closing the Gaps  On Track, Post Secondary Readiness  Negative: Student Engagement: Attendance

Student Achievement  Currently measured in grades 3-8, 10 by the WKCE Reading and Math  Three year weight  Transition in for all students  Grades 3-8 Smarter Balanced  Grade 9-Explore  Grade 10-Plan  Grade 10- WKCE Science and Social Studies  Grade 11-ACT (not sure about Smarter Balanced)

Student Growth  WKCE  Elementary Grades 3-5  Middle School Grades 6-8  High School- This is not measured.  Reading and Math  Three year comparison of growth (+ points) and decline (- points)  Follows individual students   Smarter Balanced (grades 3-8)

Closing the Gaps  Student Achievement for cell groups:  Students of color: Black, Hispanic, Asian, American Indian  Additional cell groups: Students with disabilities, ELL/Limited English Proficient, economically disadvantaged  Supergroup- Combination of above cell groups to form a comparison group (minimum of 20)  Cell groups compared to peers

On Track, Post Secondary Readiness  Attendance  High School Graduation (cohorts)  Elementary- 3 rd grade reading  Middle School- 8 th grade math  Participation and Performance on ACT

ACT 2014  K-12 Bell ringers-Reading 2x, Math 2x, Science 1x a week (graph, charts, experiments)  ACT Prep  For grade 11  Before and afterschool  Summer  Saturdays  For grades 8 and 9  Elective Prep Courses

Argumentation  1 time a month or 1 time a unit  Quick argumentation questions weaved into instruction  How do you know? Prove it. What evidence is found in the book for this?

ACT Aspire  New ACT assessment online  This will be available in 2014 for grade 11

District Goals  Teacher-Student Relationship  CKH, parent-teacher-student collaboration  Test Preparation  ACT Bell ringers  Argumentation (reading strategies)  Problem Solving (critical thinking, DOK)  Inquiry (math and science practices)  Study Skills  Cornell Notes

District Goals  Personalization  24/7 Learning opportunities (digital learning)  Flexible groups (combination of whole group and small group instruction)  Technology integration (iPads, BYOD, mimeos)  Blended and Online Learning  Individual Learning Plans  Competency Based Progression  Learning Continuums  Learner Profiles

Reflect  Initiatives for :  CKH, bell ringers, argumentation, inquiry (science and math practices), problem solving, flexible groups, ILP, LP, technology tools, learning continuums  What do educators need to do?  Education for the 21 st Century—student centered, deep learning, critical thinking, inquiry based, instruction that meets individual needs, technology tools, preparation for achievement

Next Steps:  Today: What is Competency Based Progression?  District Professional Development Days: CBP, The CBP Pillars & Essential Tools, Assessing Mastery, CBP Instructional Practices

October 25, 2012

Turn and Talk: What’s your single best idea for reforming K-12 education? ?

According to Forbes…  It is competency based education!  11/09/15/the-single-best-idea-for-reforming- k-12-education/ 11/09/15/the-single-best-idea-for-reforming- k-12-education/

Opening Activity: KWL  What do you know about CBP?  What do you want to know about CBP?  What did you learn about CRP from today’s session?  What questions do you want to ask Ben and Nicole about the German pilot?  Please fill out the post its and continue to add onto the KWL chart paper.

CBP  Essential Questions:  What is competency based progression?  What are the core components of competency based progression?  Learning Targets:  Explain CBP and its core components  Examine learning’s profile and language continuum  Create a timeline outlining action steps needed

Instructional Activity 1: Video Clips  Focus Questions:  What did you notice?  How did each school transform education?  Write notes about it.

Videos  V-J0 V-J0  PqQg PqQg  project/video project/video

Group Discussion  Share what you noticed and how they transformed learning  What additional questions do you have at this point?  Record 3 key ideas and share with whole group.

Instructional Activity 2: Q and A Session with Ben and Nicole at 1:30PM  Review questions

Instructional Activity 3: Jigsaw  Divide into groups  Read the Article  Text code  Share a few of your text highlights  As a group, chose 3 main ideas to share

Instructional Activity 4: Examining Research and Pilots  What is the definition of CBE?  What models are there for CBE?  What are the key findings/patterns?  How can we synthesize this?

What is CBP?

Model 1: RISC (Marzano)  Shared Vision  Standards-Based Design  Leadership  Continuous Improvement  Developed with Marzano

Model 2: Personalized Learning (CESA 1)

Model 3:iNACOL  Students advance upon mastery  Explicit and measureable learning objectives  Assessments are meaningful and positive learning experience

What are the key findings?  Students advance based on clearly defined standards/targets  Students have flexible learning paths  Assessments must clear  All stakeholders should be in support  Leadership and legislation is needed  Students take ownership  New roles for teachers

How can I synthesize this?  Am I ready to embrace this change?  What do I need to prepare for this change?  How do I help my students and their families prepare for this type of learning?  What resources and professional development do I need?  What will this look like in my classroom?  How can I begin to create the key components?

Instructional Activity 5: Examine Learning Continuum Examples  New Hampshire  California  Iowa  RISC  CESA 1

Review KWL

Share Argumentation