Examples of Proficiency-based Learning Options Some Proficiency-based Learning Options Extended Travel & work experience Differentiate instruction for individual Individual self-paced work Prior experience Small Group instruction Access to experts in community Field studies & Research projects ILPs Example Learning Options Individual Learning Plans Open-ended P-b classes Adult & Peer Tutoring Service learning & civic activities Computer Software as tutorials Internships: Real World application Web Conference Instruction; Access to world College classes on/off campus Online courses: High school or College level Learning Options: Descriptors: Integrated Standards Across All Curriculum Areas Proficiency-based Courses Integrating all curriculum standards into projects, activities, internships, and other Learning Options would be considered an all-integrated proficiency-based design. This approach does not require students to attend classes, but attend advisories where advisors guide students through their Personal Learning Plans. The PLP is the curriculum map that tracks student progress on standards. For any p-b core or elective class, teachers first teach the course standards and the standard assessments to students, and then show the possible Learning Options in which students can demonstrate their knowledge and skill levels. The teacher is the facilitator of learning and shows students how to access knowledge to accomplish standards. Teachers plan lessons around key concepts and skills as students progress in their work. The teacher or school decides a timeline for completion. The p-b course is open-ended, self-paced, and uses common assessments for all individualized performance tasks and
Open-ended Courses Integrated Course Offerings & Dual Credit Learning Options. If students are not being successful in their traditional mainstream class they can request to be reassigned to finishing the same course but through Learning Options. The students can work with anyone to continue the course content. The student is assigned the standards that need to be completed and are given assessments to ensure the standards are met. It is up to the student to seek help from a teacher, a p-b advisor, or any one who can assist. The assessments will determine when the student receives credit. Once students change to a p-b course the learning is self-paced with tutorial assistance. Often the change from the traditional lecture-based instruction to p-b application will meet individual learning styles and pace, therefore retention and motivation will increase. When teachers from different subject areas team up to provide p-b integrated courses, teachers teach the standards and assessments then students apply the standards from each subject area to demonstrations and projects. The course may be offered by one teacher but other teachers contribute by meeting with students on a needs basis. Each teacher that is highly qualified must provide the final decisions on assessments for their subject area. Some teachers may have extended hours to work with students. There are 2 formats: to have a course offered or have students work outside of the course offering with guidance from p-b teachers as needed. Some schools may have p-b advisories or a p-b open period where students can get guidance as needed. An essential component is developing cross-curriculum subobjectives and cross-curricular Learning Options within a given curriculum guide Assessments must be cross-curricular in nature Projects or Studies: Independent or Group Students can complete Project or Studies in core and elective areas if there is a well delineated criteria for the subject areas being studied. A p-b teacher or advisor should conference with students to review the standards and requirements for sufficient quality work. A Student Contract must be set up and signed by students and advisors. It is recommended parents sign so they are aware of expectations. Make sure students understand the requirements of
the p-b project student and advisor must meet to make sure goals are understood review the project criteria and assessment make sure the Project Learning Option contract is signed by both agreeing parties after project is underway provide feedback about the product and process ask for progress reports and check for understanding of the concepts being integrated into the student s project assist with monitoring a timeline for completion of the project celebrate with the student when project is completed! Small Group Work Some students strongest learning style is auditory. Working in small groups where they can discuss and listen to other creates the best Learning Option for them. Small Group Studies can be accomplished using the same set up as an Independent Study. For some students this is a highly motivating factor to learning. The group works together but assessments can be set up as either group assessment or individual assessments. Group demonstration is one for all and all for one so they must reach proficiency as a group but each individual can demonstrate their sufficiency of the standards. Some valued benefits for students working cooperatively in groups include: studying collaboratively can directly enhance learning; employers value teamwork, problem solving, and positive communication skills that group work helps develop When groups are established so should the expectations be established. Have clear guidelines for group work to ensure that learning objectives are met and to ensure that they are equitable. Follow the P-b procedures as outline in your school s P-b Criteria such as: 1. The group must submit a Learning Option Plan to an advisor or teacher for approval. 2. Each member of the group must identify specific tasks they are responsible for completing. 3. Each member must understand how the assessment will be conducted (See assessment in Step #11 for guidelines for assessing group work) 4. There should be a signed agreement between group members indicating which standards will
be completed, list of tasks, and a statement about teamwork expectations. Differentiated Instruction and Expectations Within a Class Course Adult or Peer Tutoring If students are failing or have special needs such as IEP, ESL, handicaps, or are struggling to complete all course work, there is the option of awarding students partial credit for the work that is completed as quality. Teachers can option to set up an individualized contract indicating which standards were targeted and met based upon assessments. In this option, targeting the key concepts and skills of the course is the best approach. Decide what is essential for the student to know and demonstrate. This option allows them to earn either.5 or.25 credits without failing the course. The remaining credit requirement can be made up by offering other P-b Learning Options such as after school tutoring, online tutorials, online course, or self-paced independent study, or retaking the course as an Independent Study. Tutoring Contracts or Independent Study Contracts can be set up with tutoring as the source of instruction. The tutor must either be highly qualified in the course subject or the tutor must collaborate with the HQ teacher about expectations. Before a student receives tutoring as an option, the p-b course or p-b option must be completely articulated in a description. The course description or p-b option will be the protocol that the tutor follows to ensure sufficient work is completed. After the tutor believes the student has reached proficiency, according to the assessments, then the student work is given to the HQ teacher or an Academic Team to evaluate and to sign the contract which allows credit to be awarded. Keep in mind that there are experts in the community who can tutor or mentor students. An important role of the personal tutor is to provide the students with a first point of contact if they experience any personal or academic difficulties during their studies. For some students this kind of personal support can be highly motivating. Online Tutorials or Software Instructional Programs Credit by proficiency can be offered through multiple online learning programs or tutorial options, or be in combination with class course work, independent study, or as an integrated course offering. As long as the subject area standards are tracked and assessed then full or partial
Online Courses: High School or College Level Work College Courses or Workshops Internships/Careerrelated Experiences credit can be awarded. Some students excel using software programs. The more interactive and enjoyable the programs the more students may learn. Examples of software students often enjoy learning from are second language tutorials, key boarding, math games, creating a business, career inventories, and interactive math and reading activities. Online courses are a Learning Option many students enjoy. Additional requirements to the course can be added if a HQ teacher determines the online course does not meet the state standards in all areas. College level courses can offer students dual credit. In a p-b design students may not have to complete every unit within the course if the course is in combination with another class or part of a partial credit make up. If that is the set up then the HQ teacher must select the units that the student must complete in order to receive the full credit. Learning Options contracts and/or course descriptions should determine criteria for proficiency. Experiencing college level work is a great avenue to preparing students for college. Some p-b schools require students to take a college course while in high school so they have guidance as they first experience college rigor. Both high school and college credit can be awarded (dual credit) as long as the standards are met at college level. If there is work for the student beyond the college work then a student contract must be set up. If students take a workshop or attend a seminar at the college then the high school teacher can determine how much credit is awarded at the high school level. The standards would have to be listed and contracted with the students before the workshop begins. Students may combine a workshop and Independent Study to complete a credit. It is best when the high school teacher communicates with the college teacher about the p-b criteria. Internships provide much more than just credit for students. When students work in career-related areas and are mentored by experts, students can gain expert skills and knowledge, and often become motivated to excel and go to college, plus helps build their self-identity. The essential component to successful internships is applying subject area standards to the career being explored. Students can be awarded multiple credits within an internship. For example, they may receive elective credit for Career-Related Standards and partial credit for applying math, writing or other standards. Internships give
students purpose for their academic work. For example, when a student writes a report, creates a business brochure, collects data for the business, or creates an advertisement, it s then that ownership and quality of work are heightened because their work is public and meaningful to others. It s also when student pride of accomplishments helps motivate them to excel beyond high school. Service Learning and Civic Activities Field Studies and Research Studies Internships must be coordinated well. The student must find the location, communicate with the business, and determine which standards will targeted. The p-b advisor must set up the student Internship Contract and communicate with the businesses about expectations. Internships can be a part of the school day or after school hours. See Appendix L for Student Procedures and Contract Forms. Like an internship, when students engage in public responsibilities it not only builds self-worth and leadership skills, but creates opportunities for them to understand how their academic requirements are applied in real life situations. Relevancy is a primary link to lasting comprehension. Through service learning and civic activities within the community, country or internationally, students can apply content standards to their involvement. The essential criteria is to have the project and standards outlined before the activity begins. Remember that for each subject area a HQ teacher must evaluate the assessments and sign for credit. By the time students reach the 10 th grade they usually have ideas of what their career interest might be, and they are able to identify their personal skill strengths. Offering Field Studies and Research Projects can not only award them credit, but prepare them for college and the workforce. By assisting experts in a field, students can gain knowledge and abilities that may not be offered in a classroom setting. For example, if students are interested in the medical field let them partner with medical professionals on a study. If interested in law let them work with an investigator. If interested in forestry let them participate in a land conservation project. Through investigative learning students can apply skills such as data analysis, inquiry and questioning ability, writing reports, using math to make decisions, learning how to write and frame a field study or research project, etc Field
and Research Studies develops: Develops observation skills Experiential learning through real world examples as opposed to idealized examples in textbooks Develops analytical skills Encourages students to take responsibility for their own learning Develops personal skills such as leadership and cooperative work Facilitates social contact between students and professionals in the community. Allows for in depth fieldwork on a topic without the restriction of a classroom timetable. Allows students to visit places they may not normally experience. Extended Travel Prior experiences Proficiency exams If students have opportunity to travel allow them to apply curriculum standards to their experiences. Select the standards and set up criteria. By applying standards to traveling experiences it makes academics become more meaningful and can motivate students to demonstrate quality work. Encourage students to interview culturally diverse people, study customs, and visit unique places. Standards can be applied such as math for calculating distance and time zones, social science for giving reports on the diverse culture, English for reports and essays or journal keeping, and science for conducting field studies such as soil types and vegetation. If students have gained knowledge and abilities in areas that meet proficiency in state standards and/or courses then credit can be awarded. The test of viability is evidence, therefore, students must demonstrate knowledge or submit evidence of a certificate of training, awards, letters, diplomas, merit badges, etc. Remember to write the description on a contract so there is documentation and the HQ teacher signs for credit. Also note, that school board policy must approve this option. State administrative rules vary, but in some states students can be awarded credit by passing an exam that equates to sufficient knowledge level for a course. In a p-b design there is the option to require a work sample along with the exam before testing out of a course. Other options include work sample portfolio, demonstration or performance, viva, dissertation, or other options selected highly qualified staff. Assessments should be scored by a
Entrepreneurial experience Student Generated Learning Options Viva HQ teacher or Academic Team. Encourage interested students to start a business or create an invention. Many subject standards can be applied. This kind of p-b option is exciting to watch as students work through their passions. Invite community experts or connect students with web resources for student assistance. Often there are organizations like SCORE who have people who have retired from business and volunteer to mentor. Students will create Learning Options that may not fit within the already described categories. Create a Student Contract and Description then add it to your list of Learning Options. Viva is fairly intense assessment, but can be a wonderful challenge for students preparing for college, and be a great confidence builder. For a viva, students prepare, as a PhD student does, to present an in depth study based upon a created hypothesis. The student s hypothesis must be original and not a replica study of published work. The students must defend the work through a series of oral questions by an expert in the field and/or an Academic Evaluation Team. The viva components must include: Clear concise hypothesis Literature analysis of related work, clarifying distinction from student work Justification for hypothesis Defendability of hypothesis Thorough knowledge of content and ample evidence Process is summarized and accurate Conclusion includes honest criticism of hypothesis support, process, and findings. Case Studies A case study is like a puzzle that needs to be solved. A case has three main components: a research, analysis, and proposed solution. Detailed examples in Appendix. The Research Step: 1. Read and summarize what is already known about the case topic. 2. Interview people who are knowledgeable and/or visit relevant locations. 3. Take notes and references The Analysis Step: 1. Collect information
2. If working in a group, assign tasks to each person 3. Write clarifying statements to define the case problem. 4. Organize each section of case (Introduction, Background, Problem Analysis, Conclusion) The Conclusion: 1. Restate the problem 2. Give a short concise clarification of analysis 3. Ending thoughts and reflections Dissertation Dissertations are a great way to prepare college bound students. In a dissertation students generate a thesis around the content standards that are being assessed and then complete a research investigation. The format for a written dissertation will need to be learnt before the research begins. The content should reflect the findings of the investigation. Dissertations are defined as being sustained pieces of work which require critical and indepth study. Advisors role is to: Meet with their student to discuss their initial dissertation interests Assist students to focus and narrow their investigation to a specific area or research question. Clarify the purpose of the project Clarify the outcome expectations Plan a work schedule. Decide what resources, space and equipment will be available to the student. Share the assessment requirements and who will assess it. Competency Requirements P-b does not have to only be within a course, project, or activity. Within a traditional system or p-b design there can be competency requirements, check points, before passing to another grade level, or passing an academic or behavioral level. A core competency is fundamental knowledge, ability, or expertise in a specific subject area or skill set. By integrating Competency level requirements within an existing school program it can help assure that students have the ability to perform at a particular level well, because it is measured against standards. For example, a school may have a middle school
requirement of basic subject area concepts and skills that must be demonstrated before students are able to move to high school. This approach heightens expectations, especially for passive students who are apathetic towards passing courses. Another example, students may not be able to move out of a math course without passing key standards despite receiving a passing grade. It s possible to allow students to move through p-b courses based upon reaching competency in standards, such as moving from Freshman English to Sophomore English within the same term and within the same class.