The Doppler Effect - here it comes, there it goooooooes!
~Daniel Chuhta, Assistant Superintendent
I know what you may be thinking - he's going to write about the weather. Probably something related to the beautiful spring-like winter we've had (had had), the fibbing ground hog, the pesky Norlun Troughs - but NO! This is more physics than meteorology.
Have you ever had the feeling that the world is passing you by? Maybe you're in the wrong lane on the Turnpike, the wrong check out line at the grocery store, you're riding the ski lift watching others go by, you find yourself standing in the wrong spot in school at lunch time? It can seem like the world around you is swirling, and your feet are in cement (maybe on purpose, maybe unintentionally). That's the gist of the Doppler Effect, and it's the phenomenon that describes why the sound of a car changes as it approaches you, passes you, and keeps moving on.
So too, it can seem sometimes, in our rewarding career as educators. As you're fully aware, there are just a few statute-driven initiatives underway:
This is not ho-hum work, and may present moments where you encounter the Doppler Effect! You may have heard or read about new legislation, or changes in legislation, and you begin to wonder:
There's probably more, making you ask yourself- after all of my work, will this all vanish? Well... without a crystal ball, and without making many promises, I can assure you this:
We will continue to work on raising student achievement for all students, supporting their many needs.
We will continue to grow in our effectiveness as educators.
We will continue to be accountable to ourselves, our students, and our community.
The Doppler Effect - make a lot of sense now? If nothing else, the take away here, as described on this Wikipedia description, is that it's caused by waves bunching together (not a real scientific term, but hey, it's Wikipedia). In a different way of thinking, consider all of the great work we are doing while we, as a district, bunch together for the benefit of our students...
That's quite a sound! I'm proud of you, and thank you for it!
~Daniel Chuhta, Assistant Superintendent
I know what you may be thinking - he's going to write about the weather. Probably something related to the beautiful spring-like winter we've had (had had), the fibbing ground hog, the pesky Norlun Troughs - but NO! This is more physics than meteorology.
Have you ever had the feeling that the world is passing you by? Maybe you're in the wrong lane on the Turnpike, the wrong check out line at the grocery store, you're riding the ski lift watching others go by, you find yourself standing in the wrong spot in school at lunch time? It can seem like the world around you is swirling, and your feet are in cement (maybe on purpose, maybe unintentionally). That's the gist of the Doppler Effect, and it's the phenomenon that describes why the sound of a car changes as it approaches you, passes you, and keeps moving on.
So too, it can seem sometimes, in our rewarding career as educators. As you're fully aware, there are just a few statute-driven initiatives underway:
- proficiency-based diplomas
- Performance Evaluation and Professional Growth (PEPG) system development
- Every Student Succeeds Act (the law replacing No Child Left Behind)
This is not ho-hum work, and may present moments where you encounter the Doppler Effect! You may have heard or read about new legislation, or changes in legislation, and you begin to wonder:
- Will the proficiency-based diploma law change? Probably in some ways... But we're committed to our four principles of prepared students, engaged students, multiple pathways, and transparent learning progressions.
- Will the Common Core State Standards, which our state adopted in 2011, be replaced? The Maine Legislature's Education and Cultural Affairs Committee has indicated that it has no intention of changing our standards, but does want to improve future adoption processes.
- Will we postpone or eliminate state testing this year? The Education and Cultural Affairs Committee has no intention of eliminating testing this year.
- Will the teacher and principal law and rule change? Probably in some ways... But we're committed to the researched-based practices in the Marzano model, giving each other feedback, and being intentional about professional growth. The Education and Cultural Affairs Committee has indicated its interest in giving districts the opportunity to continue piloting next year, though with the whole district involved.
- Is No Child Left Behind gone? Yes, and in its place is the Every Student Succeeds Act (ESSA), which still requires a number of things such as challenging academic standards, annual testing in grades 3-8 and once in high school, and public reporting on student proficiency levels in ELA, Mathematics, and Science. What about High Qualified Teacher status? That piece is gone. What about the waiver requirement to include student growth data in educator effectiveness? That's gone too, but not yet at the state level (see number 4 above).
There's probably more, making you ask yourself- after all of my work, will this all vanish? Well... without a crystal ball, and without making many promises, I can assure you this:
We will continue to work on raising student achievement for all students, supporting their many needs.
We will continue to grow in our effectiveness as educators.
We will continue to be accountable to ourselves, our students, and our community.
The Doppler Effect - make a lot of sense now? If nothing else, the take away here, as described on this Wikipedia description, is that it's caused by waves bunching together (not a real scientific term, but hey, it's Wikipedia). In a different way of thinking, consider all of the great work we are doing while we, as a district, bunch together for the benefit of our students...
That's quite a sound! I'm proud of you, and thank you for it!
Gifted and Talented Meets Proficiency-based Learning
~ Kim Emerson, District Gifted and Talented Coordinator All students enter the classroom with an individual combination of interests, skills and learning needs. Teaching in a learner-centered classroom demands proactively facilitating learning experiences that meet the needs of all students. For gifted students, this means engaging them in learning that encourages the application of complex, creative, and innovative thinking to solve authentic problems. It means meeting these students where they are academically and challenging them to stretch their thinking daily. Gifted students typically grasp concepts quickly, need less practice, and are able to meet grade-level standards earlier than age level peers. In order to fully develop their learning potential, these high-ability students require differentiated learning experiences that extend and enrich the standards. Proficiency-based instruction can help to support the academic growth of these gifted students. Proficiency-based learning can incorporate the best of gifted education research-based practices like acceleration, flexible grouping and curriculum compacting, as well as instructional strategies that have long been advocated in gifted education, including frequent needs-based assessment, emphasis on analytical thinking, reasoning, problem-solving skills, and the use of project based learning. Proficiency-based classrooms that examine student interests and passions, promote student-generated goals, and expect student self-reflection can provide an environment where advanced learners thrive. While gifted and talented students can be truly challenged in a proficiency-based classroom, meeting the unique needs of these learners requires a responsive practitioner with a keen understanding of characteristics displayed by gifted students. In Common Core and America’s High-Achieving Students, Jonathan Plucker, a gifted education expert from the University of Connecticut, addresses challenges and opportunities related to implementation of the Common Core State Standards (CCSS) with gifted students. One key point from this article is the need to make use of high-quality materials that help teachers adapt the CCSS for gifted students. M.S.A.D. No. 75 Gifted and Talented services has a number of professional development books available to support teachers working with gifted students. We are eager to share resources and to work collaboratively to advance the learning of our gifted students. |
ACCESS Testing Time
~Peggy Callahan, English Language Development Coordinator, MTA World Language Department Head ACCESS for ELLs® stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. It is a mandated assessment satisfying state and federal requirements for the annual assessment of English learners’ English language proficiency. Developed by the WIDA Consortium, it is the predominant English language proficiency test given throughout the country. As a measurement of an English learner’s proficiency in the domains of listening, reading, speaking and writing, the ACCESS assesses the level of language acquisition within the major academic content areas. The score reports inform classroom teachers the extent to which the English learner is able to understand the language related to his/her specific content area class. This year marks the first year that the assessment will be administered online. There are a dozen English learners in grades 1-12 who will be taking the assessment this winter in our district. The reports also provide Can Do Descriptors relative to each of the six acquisition levels; these descriptors can aid the classroom teacher in the development of appropriate assignments and help the learners set goals and help them move to the next acquisition level. If you are fortunate to have one of these diverse learners in your classroom, make sure to spend some time reviewing the ACCESS score reports and the related Can Do Descriptors to help him/her continue to make gains in his/her development of English. For more information on the English Language Development Standards and the ACCESS for ELLs®, please visit: https://www.wida.us/assessment/ACCESS/ |
No significant learning occurs without a significant relationship. ~Dr. James Comer*
Homelessness in the District
~Mary Booth, School Health Coordinator, McKinney-Vento Liaison,
As of, January 7, there were 36 students in M.S.A.D. No. 75 supported by the McKinney-Vento Homeless Education Assistance Act. It is anticipated, based on prior years, that there will be over 50 homeless students in the district by the end of the year. These students are peppered throughout the district, attending classes in all schools.
When considering “homeless” in the McKinney-Vento Act, the term can be confusing since a student and his family may actually have a place to live. Staff may say, “That family has a place to live. They are not homeless.” The key to understanding homelessness is understanding the intent of the McKinney-Vento Act, which is to support educational continuity. If a student and/or his family is in a housing situation that is not “fixed, regular, and/or adequate” (for example, doubled-up with relatives or friends out of necessity in a basement), then that student/family is considered homeless. Educational continuity is stressed because the law allows the student to continue to attend school in the town/district where he was living before he became homeless, even if he is now living in a town outside the district. The student does not have to change schools, learn new routines, make new friends, and add more stress to an already stressful situation.
Early January was exceptionally challenging with several new students identified for support in our district. These students, like most students and their families supported by the McKinney-Vento Act, can have a multitude of issues including drug abuse, domestic violence, mental health disorders, engagement in prostitution, and food insecurity. There are staff in every school working directly with homeless students, maintaining confidential information, and developing plans to help maintain educational continuity.
In addition to staff such as counselors and nurses who work in a supportive role, every employee in M.S.A.D. No. 75 can also provide universal support to vulnerable students. They key is in ensuring every student is connected to an adult. In the days and weeks ahead, please take time to observe and ensure all students are connecting with at least one adult in your school. If you do not work directly in a classroom, make sure you make eye contact with students you see throughout the day, say, “Hello," and offer a smile. Being positive and supportive does not ignore life’s problems, rather it provides a practical approach for experiencing freedom by making a conscious decision to co-create a more positive reality.
*from A Framework for Understanding Poverty, Dr. Ruby Payne
~Mary Booth, School Health Coordinator, McKinney-Vento Liaison,
As of, January 7, there were 36 students in M.S.A.D. No. 75 supported by the McKinney-Vento Homeless Education Assistance Act. It is anticipated, based on prior years, that there will be over 50 homeless students in the district by the end of the year. These students are peppered throughout the district, attending classes in all schools.
When considering “homeless” in the McKinney-Vento Act, the term can be confusing since a student and his family may actually have a place to live. Staff may say, “That family has a place to live. They are not homeless.” The key to understanding homelessness is understanding the intent of the McKinney-Vento Act, which is to support educational continuity. If a student and/or his family is in a housing situation that is not “fixed, regular, and/or adequate” (for example, doubled-up with relatives or friends out of necessity in a basement), then that student/family is considered homeless. Educational continuity is stressed because the law allows the student to continue to attend school in the town/district where he was living before he became homeless, even if he is now living in a town outside the district. The student does not have to change schools, learn new routines, make new friends, and add more stress to an already stressful situation.
Early January was exceptionally challenging with several new students identified for support in our district. These students, like most students and their families supported by the McKinney-Vento Act, can have a multitude of issues including drug abuse, domestic violence, mental health disorders, engagement in prostitution, and food insecurity. There are staff in every school working directly with homeless students, maintaining confidential information, and developing plans to help maintain educational continuity.
In addition to staff such as counselors and nurses who work in a supportive role, every employee in M.S.A.D. No. 75 can also provide universal support to vulnerable students. They key is in ensuring every student is connected to an adult. In the days and weeks ahead, please take time to observe and ensure all students are connecting with at least one adult in your school. If you do not work directly in a classroom, make sure you make eye contact with students you see throughout the day, say, “Hello," and offer a smile. Being positive and supportive does not ignore life’s problems, rather it provides a practical approach for experiencing freedom by making a conscious decision to co-create a more positive reality.
*from A Framework for Understanding Poverty, Dr. Ruby Payne
Our enVisionmath2.0 Journey
~ Kate Greeley, Elementary Technology Integrator, Math Coach Goal: Successfully implement a new elementary math program. Innovating In addition to applying...
Applying
Developing
Beginning
In the spring of last year, the District adopted a new elementary math program entitled enVisionmath2.0. Some critical components that drew us to this program were the student friendly learning targets for each daily lesson, focused topics aligned to the Common Core State Standards, and clear progressions of those standards- all pieces that support a procifiency-based system. In August of 2015, we began our journey of implementing enVisionmath2.0. With colorful student workbooks, brand new manipulatives, teacher manuals and a plethora of digital tools, we began to navigate the program, learning how best to reach the many learners in our classrooms. After an optional professional learning day in early August and then one day of staff development with Pearson trainers, teachers set off to teach math using this problem-based learning approach. We had a few challenges early on such as enough workbooks for a couple new enrollment bubbles, manipulatives dribbling in from Pearson the first few weeks of school, and more importantly, the ongoing challenge of learning how to teach in a blended environment (digital and print). Though we have been fortunate to have some time for staff development (multiple late-starts), it is our dedicated teachers who are making a difference in the success of this implementation. From the start, they have spent hours either collaborating with their team or individually diving into the resources to deliver lessons that engage and grow our young mathematicians. And it shows! There are so many instances of learning targets in classrooms, students on the rug with their manipulatives solving problems, tool kits readily available for solving problems, and children communicating their math thinking. A while back I had the opportunity to video students doing math in preparation for our family math nights. Some of the observations that really stayed with me include:
Thanks to all elementary staff who are making this program work for our students. And a special thanks to the grade level facilitators, who took a day in December to work collaboratively on developing trimester goals and a “doable” time line for our first year of implementation, and to be available to facilitate the grade level math time on Wednesday mornings! Working together, we will continue to grow our ability as math educators and move our students toward becoming mathematicians ready to face the challenges of their world. |
Reading Plus at MAMS
~Kaili Phillips, Literacy Teacher Leader (MAMS & MTA) In a student-centered, proficiency-based system, we pride ourselves in meeting students where they are and helping them reach the next level of achievement. In this vein, the Middle School has begun implementing a reading intervention program called Reading Plus to support students not meeting grade-level benchmark in the area of reading. After an extensive search for a program that met criteria such as: highly engaging, computerized, and the ability to implement with fidelity during the available block of time, MAMS began using Reading Plus in January. Students were chosen for the program based on low scores on benchmark tests, teacher recommendation, or a combination of the two. The program targets fluency first and comprehension second, while also building general academic vocabulary. Students work on differing levels, at differing speeds, reading pieces of their choosing. Though very early in implementation, student feedback from the end of January yielded very positive results (see below). Though these numbers are very encouraging in and of themselves, they are even more so when considering the source-- these are students for whom reading is not easy and, for the large part, is not something that they feel successful about nor something they choose to do for pleasure.
When asked: “Tell us one thing you’ve liked the most so far”, common answers were: “I’ve improved in my reading” “Getting better in my reading” “That we can read anything” “How it helps me keep a reading pace” “Reading interesting things” and in true middle school fashion: Um…reading” Hour of Code in the Learning Commons
~Learning Commons Team (Trish Suthers, Jodi Crawford, Deb Tong, Kate Greeley and Ryan Palmer) If you happened to poke your head into any of the Learning Commons during the two weeks before the December winter break, you would have seen something amazing-most students highly engaged in their work with none of the usual pre-vacation craziness. So what had them so enthralled? The answer is the annual Hour of Code activities, part of the National Computer Science in Education Week. Our students joined the millions of students in over 180 countries who participated in this global project. Hour of Code, created by Hadi Partovi, provides tutorials for all levels of coding skills. Many students come having experienced gaming such as Minecraft, or Halo. Hour of Code gives them the chance to be the creator, the maker of the game. In a media-rich gaming environment, students learn to write code fostering problem solving skills, logic, collaboration and creativity. Why bother to take the time to play these games that teach introductory coding skills? In the article Why Programming Is the Core Skill of the 21st Century found on the website Readwrite.com, May 31, 2013, Lauren Orsisni May wrote, “The number of coding jobs is only expected to increase over time. According to the U.S. Bureau of Labor Statistics, there were 913,00 computer programmer jobs in 2010. That number is expected to jump 30% from 2010 to 2020. While the average growth of all other U.S. jobs is predicted to be just 14%.” Just because the Hour of Code week has passed doesn’t mean you can’t try it out now. Go to code.org and find the tutorial that sparks your interest be it Star Wars, Frozen, or Angry Birds or even Mine Craft. Happy Coding! |
Teaming within RTI to Promote Student Autonomy
~Dan Chuhta, Assistant Superintendent; Chris Lajoie, Principal, Bowdoinham Community School; Judy Johnson, Elementary Literacy Coordinator, K-12 RTI Consultant
First, some RTI reminders... At the core of our organization is the drive to support students in achieving great success. All students have strengths and challenges which will impact their academic journey. For those with challenges, in particular, we have systems in place to help support them. Though Special Education is certainly one response to the need, we must also recognize that there are reasons beyond an identified disability which can cause a student to struggle (eg. motivation, poverty, instructional match, lack of early childhood experience). To address these in a broad scope, we have coordinated strategies within an RTI, Response to Intervention, framework.
Before diving into details, however, it is important to understand the purpose behind RTI. While there is a moral imperative, and there are societal benefits, it is also a requirement in state law and rule. For instance, state law includes:
“By the school year that begins in the fall of 2012 all school administrative units shall develop and implement a system of interventions for kindergarten to grade 12 that provide each student who is not progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements with different learning experiences or assistance to achieve the standard. The interventions must be specific, timely and based upon ongoing formative assessments that continuously monitor student progress. [2009, c. 313, §10 (NEW).]” (http://goo.gl/mrQUS4)
The last sentence defines the premise of RTI, in that we ensure students are meeting standards, that the solutions we use are intentional, and that we are using data to monitor progress.
Our work in RTI is most robust at the elementary level, exists to a lesser degree at the middle-level, and less still at the high school. A district-wide committee has been meeting over the last three years to identify areas for further development, and proposals will be presented to act on the findings of the committee.
CORE INSTRUCTION (TIER 1 - ALL LEARNERS)
As a district we are studying research-based effective instructional practices to improve achievement for all students. The Marzano Framework provides the common language and mechanisms for feedback related to these practices, which research has shown are learner-centered and have a high-impact. Within core instruction, teams of teachers may flexibly group students based on their current needs and goals to better achieve differentiated instruction in students’ zones of proximal development. Seventy-five to eighty percent of students should be able to progress through our learning standards with core instruction alone.
SHORT-TERM INTERVENTION (TIER 2 - SOME LEARNERS)
Where gaps in learning exist, or progress is slower than expected, a student may receive a short-term intervention. Often, this means additional time for the student to develop a particular skill in a small group setting. A teacher providing a Tier 2 intervention may use a variety of research-based strategies and tools to help close these learning gaps, which, when achieved, will lead to fading the intervention after six to twelve weeks of instruction.
INTENSIVE INTERVENTION (TIER 3 - FEW LEARNERS)
When a student continues to struggle to close learning gaps despite research-based instruction in Tiers 1 and 2, he may receive a more intensive intervention. Tier 3 interventions are often characterized by being highly individualized and focused, and provided by teachers with a higher level of expertise.
ASSESSMENT
Data from multiple assessment sources informs our instructional decision-making. Universal Screening occurs two to three times per year, with the purpose of identifying students who are below target in broad measures of reading and math fluency (this varies by level and content area). For students who are identified through the Universal Screening process, educators bring additional assessment information to determine individual students’ specific needs. Once an instructional plan is in place, educators regularly meet to review student data, sometimes through a formal process of Progress Monitoring.
PROCESSES FOR DECISION MAKING
Programming decisions in an RTI system are made by instructional teams, with the goal of finding an instructional match for each student. When assessments reveal learning gaps or inadequate progress for a student, instructional teams make a determination about moving to a different intervention, or the next tier of intervention. Currently, an RTI flowchart helps teams make those decisions, including the decision about referring a student for an evaluation for special education. Parents are informed and become more active participants in the process as student intervention becomes more intensive.
Google Drive has provided us with a very powerful set of tools. As teachers come together to analyze student work and data, they are able to maintain collaborative records of instructional effectiveness, family-school communication, data, changes in level and intensity of intervention, questions and results. In many cases, we’re experiencing more and more teaming across regular and special education, as well as a greater focus on coordination of instruction. Without the teamwork, communication, and targeted goal-setting and instruction, we know how a student’s programming can resemble a patchwork quilt of methods. When teams of educators agree on the same goals and methods, educators are able to provide more consistent, frequent and sustained work addressing specific goals in the same ways. Students participate in goal-setting and take ownership for their learning, growing student autonomy. What a joy it is to celebrate with a student whose learning has come together in new ways and as interventions are faded, that student meets with increased success and independence! Mission accomplished!
~Dan Chuhta, Assistant Superintendent; Chris Lajoie, Principal, Bowdoinham Community School; Judy Johnson, Elementary Literacy Coordinator, K-12 RTI Consultant
First, some RTI reminders... At the core of our organization is the drive to support students in achieving great success. All students have strengths and challenges which will impact their academic journey. For those with challenges, in particular, we have systems in place to help support them. Though Special Education is certainly one response to the need, we must also recognize that there are reasons beyond an identified disability which can cause a student to struggle (eg. motivation, poverty, instructional match, lack of early childhood experience). To address these in a broad scope, we have coordinated strategies within an RTI, Response to Intervention, framework.
Before diving into details, however, it is important to understand the purpose behind RTI. While there is a moral imperative, and there are societal benefits, it is also a requirement in state law and rule. For instance, state law includes:
“By the school year that begins in the fall of 2012 all school administrative units shall develop and implement a system of interventions for kindergarten to grade 12 that provide each student who is not progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements with different learning experiences or assistance to achieve the standard. The interventions must be specific, timely and based upon ongoing formative assessments that continuously monitor student progress. [2009, c. 313, §10 (NEW).]” (http://goo.gl/mrQUS4)
The last sentence defines the premise of RTI, in that we ensure students are meeting standards, that the solutions we use are intentional, and that we are using data to monitor progress.
Our work in RTI is most robust at the elementary level, exists to a lesser degree at the middle-level, and less still at the high school. A district-wide committee has been meeting over the last three years to identify areas for further development, and proposals will be presented to act on the findings of the committee.
CORE INSTRUCTION (TIER 1 - ALL LEARNERS)
As a district we are studying research-based effective instructional practices to improve achievement for all students. The Marzano Framework provides the common language and mechanisms for feedback related to these practices, which research has shown are learner-centered and have a high-impact. Within core instruction, teams of teachers may flexibly group students based on their current needs and goals to better achieve differentiated instruction in students’ zones of proximal development. Seventy-five to eighty percent of students should be able to progress through our learning standards with core instruction alone.
SHORT-TERM INTERVENTION (TIER 2 - SOME LEARNERS)
Where gaps in learning exist, or progress is slower than expected, a student may receive a short-term intervention. Often, this means additional time for the student to develop a particular skill in a small group setting. A teacher providing a Tier 2 intervention may use a variety of research-based strategies and tools to help close these learning gaps, which, when achieved, will lead to fading the intervention after six to twelve weeks of instruction.
INTENSIVE INTERVENTION (TIER 3 - FEW LEARNERS)
When a student continues to struggle to close learning gaps despite research-based instruction in Tiers 1 and 2, he may receive a more intensive intervention. Tier 3 interventions are often characterized by being highly individualized and focused, and provided by teachers with a higher level of expertise.
ASSESSMENT
Data from multiple assessment sources informs our instructional decision-making. Universal Screening occurs two to three times per year, with the purpose of identifying students who are below target in broad measures of reading and math fluency (this varies by level and content area). For students who are identified through the Universal Screening process, educators bring additional assessment information to determine individual students’ specific needs. Once an instructional plan is in place, educators regularly meet to review student data, sometimes through a formal process of Progress Monitoring.
PROCESSES FOR DECISION MAKING
Programming decisions in an RTI system are made by instructional teams, with the goal of finding an instructional match for each student. When assessments reveal learning gaps or inadequate progress for a student, instructional teams make a determination about moving to a different intervention, or the next tier of intervention. Currently, an RTI flowchart helps teams make those decisions, including the decision about referring a student for an evaluation for special education. Parents are informed and become more active participants in the process as student intervention becomes more intensive.
Google Drive has provided us with a very powerful set of tools. As teachers come together to analyze student work and data, they are able to maintain collaborative records of instructional effectiveness, family-school communication, data, changes in level and intensity of intervention, questions and results. In many cases, we’re experiencing more and more teaming across regular and special education, as well as a greater focus on coordination of instruction. Without the teamwork, communication, and targeted goal-setting and instruction, we know how a student’s programming can resemble a patchwork quilt of methods. When teams of educators agree on the same goals and methods, educators are able to provide more consistent, frequent and sustained work addressing specific goals in the same ways. Students participate in goal-setting and take ownership for their learning, growing student autonomy. What a joy it is to celebrate with a student whose learning has come together in new ways and as interventions are faded, that student meets with increased success and independence! Mission accomplished!
The Power of Empower
~Ryan Palmer, Secondary Technology Integrator
Empower is a learning management system that is designed specifically for the proficiency-based model of education. In order to understand how it differs from traditional learning management systems, it is important to have at least a basic understanding of what proficiency-based learning (PBL) involves.
PBL in a Nutshell
Let’s consider two variables involved in learning; time and achievement. In a traditional education system time is fixed and student achievement varies. For example, in a traditional classroom all of the students are given instruction on chapter two of their textbook for a week. They are learning about chapter two even though some of them did poorly on the chapter one test last week. At the end of their instruction, they will be tested on chapter two. Regardless of how well they do on that test, they will move on to chapter three the following week. If students need to know prior material in order to successfully learn chapter three, then only students who did well earlier will succeed. Those who did not learn the prior material are going to continually do worse and worse. In this traditional system, students who can quickly memorize material succeed, while those who can’t fail or have large gaps in their learning. So, if students are given a fixed time to learn the material, student achievement will vary. Some will get it, some will not.
In a proficiency-based learning system the two variables are flipped; student achievement is fixed and time varies. In this model, the learning is broken into small steps. In a PBL system all students must show evidence of success (achievement) on a step before they can move on to the next one regardless of how long it may take them (time). This results in all students being successful without gaps in their learning.
The thought of a classroom of students who are all at different places in their learning at different times can be enough to cause educators to wake up screaming in the night. How can teachers possibly manage the learning of individual students who are at different steps at different times? How will they keep track of it all? This is where Empower comes in. Empower can handle a lot of the load and allow teachers to focus their time on providing students with those things that only a real live teacher can provide.
PBL and Grading
Empower contains several tools that facilitate proficiency-based learning and grading in the classroom. A large component of proficiency-based learning is the approach to grading. In PBL, only the level of mastery a student has achieved on a summative assessment is recorded and reported. So, students are only “graded” on the outcome of the summative assessment, whether it be a test, project, or product that shows their mastery of one or more standards. Students are not penalized for how they perform on formative assessments which are given while practicing and still learning the material, therefore homework is not considered a part of the “grade”. A great analogy for this logic is that a football team who has a bad week of practice does not start the game on Friday night with a -7 score on the scoreboard.
Empower: the PBL Toolbox
The Grading Spreadsheet
One of the major reasons why our district wants to implement a PBL system is so that students, teachers, and families have a clear understanding of where a student’s learning is, and where it is headed. As teachers continue to score students based on proficiency of standards within Empower, all stakeholders will be able to access and understand where the student is with their learning and where they should go next. In fact, the heart and soul of Empower is its ability to record student proficiency of standards. The grading spreadsheet is one of two grading tools in Empower. This is the tool educators will use to record the level of mastery a student has shown during the term on a specific learning standard. At the end of the term the “scores” or “grades” on the grading spreadsheet are what is reported on the report card.
The Target Browser
Teachers will use a tool called the Target Browser to view and interact with the curriculum. They can also use it to see the status and needs of their students within that curriculum. They can view any content area and see the entire curriculum for that subject K-12, or they can choose to view only the grade level(s) they wish to see. When viewing content area, they see the measurement topics listed in a column, and then rows of colored tiles stretching out to the right of the page. Each tile is a Learning Target. When the cursor hovers over a tile, a pop-up window appears displaying the learning target.
But what makes the Target Browser truly practical and useful is its ability to allow the teacher to see where his/her students are in regards to these standards. At the top of the Target Browser is a drop-down menu that allows the teacher to “See Needs For…” and select the class/section they wish to see. Now the tiles show a student icon with a number next to it that indicates the number of students who are currently working on that learning target. By viewing the needs of the class, the teacher now can see where he/she needs to focus instruction.
Activities
Many educators in the district have utilized, or are at least familiar with, Course Management Systems. CMSs such as Edmodo and Google Classroom are being used by several teachers at the middle and high school level. Some have used tools like Blackboard or Moodle outside in their own professional development, masters programs, or in other districts they have worked in. One of the important powers of Empower is its ability to link together standards-based grading with instruction. Teachers can create, assign, and share activities in Empower.
Because Empower is designed specifically for proficiency-based learning, one of the first steps in making an activity is to indicate what learning outcome this activity is going to help students to develop skill or knowledge with. Teachers then indicate the maximum achievable score that a student can earn by completing this activity. They can create activities whether they have their own digital resources or not. If they do not already possess digital materials Empower can help them find resources online from Google, YouTube, and Gooru Learning. Teachers and also utilize resources they may have in their Google Drive, or upload any they may have on their computer device.
After resources are added, the teacher then creates an Action Plan where they make instructions or steps students will need to complete in the activity. They connect the resources they found/added to each step. All that is left for them to do is to assign the activity to a class of students. Activities can be left as private (only the teacher who created them can view them), shared with teachers (other teachers in the district can view and use them), or everyone (teachers, parents, and students can view them). When an activity is shared with everyone, students who find them can self-assign the activities to themselves so that once completed, they can act as evidence that they can achieve whatever the maximum allowable score is that that activity allows.
Just like Edmodo or Google Classroom, when a student completes an activity, they can pass in their work. The teacher can then view the work, provide feedback, and then use the Activity Grade Book to enter a score up to the Maximum Achievable Score.
Playlists
You may be familiar with music playlists in iTunes or on Spotify. You make playlists to group songs by genre, or mood, era. With Empower, playlists are made to group activities and quizzes around a learning standard. In classrooms where proficiency-based learning is done, a document called a capacity matrix is often used to show students what targets they need to achieve and activities they need to complete before they are given the summative assessment. Playlists in Empower can be set up and utilized to act just like a capacity matrix. When a playlist is made, a standard or target is selected, and then activities can be added so that they are sequenced from formative to a complex level where a student is showing that they are achieving the standard. Teachers can also choose to include the summative assessment as the last step of the playlist. Once assigned to a class, students can then progress through the activities in the playlist at their own pace. All stakeholders, students, teachers, and parents will be able to know where the student is in their learning and where they are going next.
To say that there is a lot of work to be done in order create proficiency-based learning system within our district is an understatement. But Empower, if used consistently, will shoulder much of the load. Teachers, students, and parents will know where students are in their learning and where they will go next. As more and more resources, activities and playlists are created and shared through Empower, the more pathways to proficiency students will have at their disposal and the more time teachers will have to provide students with those experiences and support that only a real live teacher can provide.
If you wish to find out more about Empower, ask your technology integrator or administrator about how to log into the Empower Spiderman Playlist. This is a playlist created by the folks at Empower where users are the students working their way through activities that teach them about how to use Empower.
~Ryan Palmer, Secondary Technology Integrator
Empower is a learning management system that is designed specifically for the proficiency-based model of education. In order to understand how it differs from traditional learning management systems, it is important to have at least a basic understanding of what proficiency-based learning (PBL) involves.
PBL in a Nutshell
Let’s consider two variables involved in learning; time and achievement. In a traditional education system time is fixed and student achievement varies. For example, in a traditional classroom all of the students are given instruction on chapter two of their textbook for a week. They are learning about chapter two even though some of them did poorly on the chapter one test last week. At the end of their instruction, they will be tested on chapter two. Regardless of how well they do on that test, they will move on to chapter three the following week. If students need to know prior material in order to successfully learn chapter three, then only students who did well earlier will succeed. Those who did not learn the prior material are going to continually do worse and worse. In this traditional system, students who can quickly memorize material succeed, while those who can’t fail or have large gaps in their learning. So, if students are given a fixed time to learn the material, student achievement will vary. Some will get it, some will not.
In a proficiency-based learning system the two variables are flipped; student achievement is fixed and time varies. In this model, the learning is broken into small steps. In a PBL system all students must show evidence of success (achievement) on a step before they can move on to the next one regardless of how long it may take them (time). This results in all students being successful without gaps in their learning.
The thought of a classroom of students who are all at different places in their learning at different times can be enough to cause educators to wake up screaming in the night. How can teachers possibly manage the learning of individual students who are at different steps at different times? How will they keep track of it all? This is where Empower comes in. Empower can handle a lot of the load and allow teachers to focus their time on providing students with those things that only a real live teacher can provide.
PBL and Grading
Empower contains several tools that facilitate proficiency-based learning and grading in the classroom. A large component of proficiency-based learning is the approach to grading. In PBL, only the level of mastery a student has achieved on a summative assessment is recorded and reported. So, students are only “graded” on the outcome of the summative assessment, whether it be a test, project, or product that shows their mastery of one or more standards. Students are not penalized for how they perform on formative assessments which are given while practicing and still learning the material, therefore homework is not considered a part of the “grade”. A great analogy for this logic is that a football team who has a bad week of practice does not start the game on Friday night with a -7 score on the scoreboard.
Empower: the PBL Toolbox
The Grading Spreadsheet
One of the major reasons why our district wants to implement a PBL system is so that students, teachers, and families have a clear understanding of where a student’s learning is, and where it is headed. As teachers continue to score students based on proficiency of standards within Empower, all stakeholders will be able to access and understand where the student is with their learning and where they should go next. In fact, the heart and soul of Empower is its ability to record student proficiency of standards. The grading spreadsheet is one of two grading tools in Empower. This is the tool educators will use to record the level of mastery a student has shown during the term on a specific learning standard. At the end of the term the “scores” or “grades” on the grading spreadsheet are what is reported on the report card.
The Target Browser
Teachers will use a tool called the Target Browser to view and interact with the curriculum. They can also use it to see the status and needs of their students within that curriculum. They can view any content area and see the entire curriculum for that subject K-12, or they can choose to view only the grade level(s) they wish to see. When viewing content area, they see the measurement topics listed in a column, and then rows of colored tiles stretching out to the right of the page. Each tile is a Learning Target. When the cursor hovers over a tile, a pop-up window appears displaying the learning target.
But what makes the Target Browser truly practical and useful is its ability to allow the teacher to see where his/her students are in regards to these standards. At the top of the Target Browser is a drop-down menu that allows the teacher to “See Needs For…” and select the class/section they wish to see. Now the tiles show a student icon with a number next to it that indicates the number of students who are currently working on that learning target. By viewing the needs of the class, the teacher now can see where he/she needs to focus instruction.
Activities
Many educators in the district have utilized, or are at least familiar with, Course Management Systems. CMSs such as Edmodo and Google Classroom are being used by several teachers at the middle and high school level. Some have used tools like Blackboard or Moodle outside in their own professional development, masters programs, or in other districts they have worked in. One of the important powers of Empower is its ability to link together standards-based grading with instruction. Teachers can create, assign, and share activities in Empower.
Because Empower is designed specifically for proficiency-based learning, one of the first steps in making an activity is to indicate what learning outcome this activity is going to help students to develop skill or knowledge with. Teachers then indicate the maximum achievable score that a student can earn by completing this activity. They can create activities whether they have their own digital resources or not. If they do not already possess digital materials Empower can help them find resources online from Google, YouTube, and Gooru Learning. Teachers and also utilize resources they may have in their Google Drive, or upload any they may have on their computer device.
After resources are added, the teacher then creates an Action Plan where they make instructions or steps students will need to complete in the activity. They connect the resources they found/added to each step. All that is left for them to do is to assign the activity to a class of students. Activities can be left as private (only the teacher who created them can view them), shared with teachers (other teachers in the district can view and use them), or everyone (teachers, parents, and students can view them). When an activity is shared with everyone, students who find them can self-assign the activities to themselves so that once completed, they can act as evidence that they can achieve whatever the maximum allowable score is that that activity allows.
Just like Edmodo or Google Classroom, when a student completes an activity, they can pass in their work. The teacher can then view the work, provide feedback, and then use the Activity Grade Book to enter a score up to the Maximum Achievable Score.
Playlists
You may be familiar with music playlists in iTunes or on Spotify. You make playlists to group songs by genre, or mood, era. With Empower, playlists are made to group activities and quizzes around a learning standard. In classrooms where proficiency-based learning is done, a document called a capacity matrix is often used to show students what targets they need to achieve and activities they need to complete before they are given the summative assessment. Playlists in Empower can be set up and utilized to act just like a capacity matrix. When a playlist is made, a standard or target is selected, and then activities can be added so that they are sequenced from formative to a complex level where a student is showing that they are achieving the standard. Teachers can also choose to include the summative assessment as the last step of the playlist. Once assigned to a class, students can then progress through the activities in the playlist at their own pace. All stakeholders, students, teachers, and parents will be able to know where the student is in their learning and where they are going next.
To say that there is a lot of work to be done in order create proficiency-based learning system within our district is an understatement. But Empower, if used consistently, will shoulder much of the load. Teachers, students, and parents will know where students are in their learning and where they will go next. As more and more resources, activities and playlists are created and shared through Empower, the more pathways to proficiency students will have at their disposal and the more time teachers will have to provide students with those experiences and support that only a real live teacher can provide.
If you wish to find out more about Empower, ask your technology integrator or administrator about how to log into the Empower Spiderman Playlist. This is a playlist created by the folks at Empower where users are the students working their way through activities that teach them about how to use Empower.
Keeping Up with Your Teaching Certification Requirements
~ M.S.A.D. No. 75 Certification Council
As we reach the halfway mark in this school year, it’s a good time to reflect on your certification requirements and what you may need to do before the end of this school year. Below are several possible scenarios based your certificate type or the year your certificate expires. Please take a moment to review your status and if you need help completing any step, reach out to your building representative, or email Doreen Swanholm, M.S.A.D. No. 75 Certification Chair. More information can be found on the M.S.A.D. No. 75 Certification website.
2016 Professional- All documentation of goal completion, course work or portfolio, should be on record with the Certification Council by now. Not sure? Check with your building representative who can access the database to let you know your status. Once you receive your renewal form from the state, follow the procedures enclosed with your form and send the form to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School) for her to sign. More information can be found at: http://maine.gov/doe/cert/renewal/full.html.
2016 Provisional, Conditional or Targeted Needs-Your Teacher Action Plan Report, submitted by your Support Coach, will need to be on file with the M.S.A.D. No. 75 Certification Council before going forward with your renewal. Reports are not due until the end of April, but can be submitted as early as late March. Please check with your Support Coach to make sure you are on track with your goals and strategies, and set a plan for when your Support Coach will submit your report. Once your report is approved, follow the procedures enclosed with your renewal form and send your form to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School) for her to sign. For more detail on the process, go to http://maine.gov/doe/cert/renewal/full.html. One Year certificate holders, go to http://maine.gov/doe/cert/renewal/one-year.html.
2017-2020 Professional- All professional certificate holders should have an approved Professional Renewal Plan on record with the M.S.A.D. No. 75 Certification Council by now. If you decide to take a course or do any other sort of professional development that may not fall under one of your approved goals, you can submit another goal at any time. Submit your goal before starting your professional development for that new goal. Once course work is completed, send a copy of your official transcript to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School). More details about the renewal process can be found here.
2017 Provisional- Your Support Coach will need to submit a report summarizing the three observations and evidence of your work toward meeting the goals on your Teacher Action Plan (TAP). TAP Reports are due the end of April, but can be completed as early as the end of March. Please check with your Support Coach to make sure you are on track with your goals and strategies, and set a plan for when your Support Coach will submit your report. The Council approves TAP Reports at its April and May meetings, which occur the first Monday of the month. More information about the time line and process can be found here.
~ M.S.A.D. No. 75 Certification Council
As we reach the halfway mark in this school year, it’s a good time to reflect on your certification requirements and what you may need to do before the end of this school year. Below are several possible scenarios based your certificate type or the year your certificate expires. Please take a moment to review your status and if you need help completing any step, reach out to your building representative, or email Doreen Swanholm, M.S.A.D. No. 75 Certification Chair. More information can be found on the M.S.A.D. No. 75 Certification website.
2016 Professional- All documentation of goal completion, course work or portfolio, should be on record with the Certification Council by now. Not sure? Check with your building representative who can access the database to let you know your status. Once you receive your renewal form from the state, follow the procedures enclosed with your form and send the form to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School) for her to sign. More information can be found at: http://maine.gov/doe/cert/renewal/full.html.
2016 Provisional, Conditional or Targeted Needs-Your Teacher Action Plan Report, submitted by your Support Coach, will need to be on file with the M.S.A.D. No. 75 Certification Council before going forward with your renewal. Reports are not due until the end of April, but can be submitted as early as late March. Please check with your Support Coach to make sure you are on track with your goals and strategies, and set a plan for when your Support Coach will submit your report. Once your report is approved, follow the procedures enclosed with your renewal form and send your form to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School) for her to sign. For more detail on the process, go to http://maine.gov/doe/cert/renewal/full.html. One Year certificate holders, go to http://maine.gov/doe/cert/renewal/one-year.html.
2017-2020 Professional- All professional certificate holders should have an approved Professional Renewal Plan on record with the M.S.A.D. No. 75 Certification Council by now. If you decide to take a course or do any other sort of professional development that may not fall under one of your approved goals, you can submit another goal at any time. Submit your goal before starting your professional development for that new goal. Once course work is completed, send a copy of your official transcript to Doreen Swanholm, M.S.A.D. No. 75 Certification Chair (Mt. Ararat Middle School). More details about the renewal process can be found here.
2017 Provisional- Your Support Coach will need to submit a report summarizing the three observations and evidence of your work toward meeting the goals on your Teacher Action Plan (TAP). TAP Reports are due the end of April, but can be completed as early as the end of March. Please check with your Support Coach to make sure you are on track with your goals and strategies, and set a plan for when your Support Coach will submit your report. The Council approves TAP Reports at its April and May meetings, which occur the first Monday of the month. More information about the time line and process can be found here.