innovation configuration reimagining middle grades … · additionally, classroom management skills...

OfficeofSchoolSupportandAccountability,ProfessionalDevelopmentStandardsandSupport 1Copyright©2020BrowardCountyPublicSchools

INNOVATIONCONFIGURATION

ReimaginingMiddleGrades

2018–2025

Chief:DanGohlDirector:GuyBarmohaCourseGroupNumber:39001852


PurposeWhenstudentsarenotengagedinschool,theyareeitherabsent,tendtomisbehave,ortheirgradesdrop.Weareplanningtoengagestudentsinrelevant,reallifesituationsthatincludeproject-basedlearning,infusionofsocialandemotionallearningstrategies,andgivestudentsmoreopportunitiestoconnect to school life throughextra-curricular activities andapplied learning experiences, such aselectives.ASupportiveSchoolEnvironmentiswarm,welcoming,andnurturingtoall. Adultsinasupportiveschool environment are sensitive to students’ unique needs, respect students as autonomousindividuals, support their sense of agency, viewmisbehavior as an opportunity for coaching andgrowth, and set up the environment to facilitate students’ experiencing success. Leadership in aSupportiveSchoolEnvironmenttreatteachersandstaffinthesamemanner,andtogetherallcreateaschoolfamily.Studentswhoarepartofacaringschoolfamilyfeelconnectedandasaresultaremoremotivatedandengagedinschool.Thephilosophy,skills,andstrategiesofConsciousDisciplinearethecorelearningfortheprofessionaldevelopmentincreatingasupportiveschoolenvironment.ConsciousDisciplineisanevidence-basedprogramthatwasdevelopedbyDr.BeckyBaileyutilizingresearchandtheoryfromdozensofexpertsin a number of fields including developmental psychology, child psychotherapy and neuroscience.ConsciousDiscipline isacomprehensive, life-changingprogram foradults that raises their levelofemotionalintelligenceandempowersthemtoproactivelymanageconflictandbuildaschoolfamilyintheirclassrooms.Teacherslearntoidentifyandeffectivelyrespondtochildren’ssocialandemotionalneeds and build their classroom culture on safety, connections, and problem-solving rather thanrelyingontheuseofexternalrewardsandpunishments.Asaresult,studentdevelopself-managementskills.TheoryofActionIFweredesignthemiddlegradesexperiencesothatALLstudentsengageinproject-andproblem-based Interdisciplinary learning, are supported in a warm environment where their uniqueeducationalneedsaremet,andhaveanopportunitytoexpressthemselves inallacademiccontentareas, THEN on-grade level performance will increase in both English-Language Arts (ELA) andMathematicsandtheywilltransitionsuccessfullytohighschool.NeedsAssessment

Thefocusinthemiddleschoolyears(grades6–8)istheapplicationoflearningandskillswithprojectsandproblems that integratepriorknowledgeandextendunderstanding throughnewexperiences.Theseactivitiesaredesignedtoutilizethemixofindependenceandinsecuritythatarecharacteristicof early adolescence. By engaging students with developmentally appropriate pedagogy, aninterdisciplinary curriculum, individual challenges and global perspectives, we will build a solidfoundationforcollegeandcareersuccess.

The middle grades have been largely neglected during national conversations about schoolimprovement.Many considered them an unimportantway station on the path to high school— a


chance for students to dealwith the challenges of adolescence, butwithminimal expectations forachievement.Recently,thecriticalimportanceofthemiddlegradeshasbecomemoreapparent.

Forexample,researchershavefoundafewbasicfactorsfromthemiddlegrades(grades,attendanceandbehavior)canpredict,with75percentaccuracy,whichstudentswilldropout—longbeforetheydo.Toooften,studentswholeaveeighthgradewithouttheessentialskillstheywillneedforcollegeandcareerreadinessnevercatchup.Ifthesestudentsareidentifiedinthemiddlegrades,schoolscancreate targeted and timely interventions that can dramatically improve the chance of high schoolsuccess.

Wewill improveourcurriculumandinstructiontoensurethefuturesuccessofBCPSstudents.Wemust have a systemic, comprehensive approach that focuses on improvingoutcomes and learningenvironmentsforallyoungadolescentsintheDistrict.Thecombinationofacceleration,remediationandextensionthatteachersneedtoorchestrateforstudentsisbestaccomplishedthroughproject-andproblem-basedlearningenvironments.

Toimprovemiddlegradeslearning,wemustprovideintensivetrainingforeducatorsandparentsinfourkeyareas:

1. understand adolescent development and its implications for instruction, discipline and theorganizationofmiddlegradeschools;

2. use data (including, but not limited to, test scores) to design and implement rigorous andcustomizedinstruction;

3. helpteacherscollaborateacrossgradelevelsandsubjectstocreatethematiccurriculumunitsthatmakelearningengagingandchallenging;and

4. establishcollegeandcareerawarenessandreadinessprogramstoexposestudentsearliertoopportunitiesavailableafterhighschool.

From the infusion of Project-Based Learning Experience we hope to see an increase in studentattendance,adecreaseinbehaviorincidents,aswellasanincreaseincoursegradesandstandardizedStateassessments*.


NeedforProject-basedLearning

Needs Assessment for a Project-Based Learning Curriculum:

Results from a survey of 2,000 middle school students regarding the current structure of curriculum and instruction in the classroom revealed that more than 70% of respondents connected their learning styles to technology, project-based learning, and collaborative group work. Additionally, continual observational data from classroom visits, as well as curriculum evaluations and observations of teacher participants in content area professional development, have demonstrated a need for improvement and emphasis in the following areas of the academic environment:

* Student engagement

* Deeper learning

* Student exposure to career skill sets

* Purposeful and real-world impact

* 21st Century workplace skills

* Teacher and student relationship development

* Creativity

* Use of technology as a tool

Students actively engage with PBL projects which provide real-world relevance for learning. They can solve problems that are important to them and their communities. Project-based learning leads to deeper understanding and greater retention of content knowledge and students are better able to apply what they know to new situations. Through these projects,


students interact with adults, businesses and organizations, and their community, and can develop career interests—demonstrating the real-world impact that is desired. Beyond basic knowledge, students learn to take initiative and responsibility, solve problems, and communicate ideas. Additionally, within a project-based learning curriculum, students utilize a spectrum of technology tools from research and collaboration through product creation and presentation.

AsofJune2020,wehavehadtheopportunitytotrain560teacherstodateinPBL101withPBLWorksthroughourRMGSummerInstitute.Thisnumber includes teacherswhoremainwithin themiddlegradesafterreceivingthetraining.WegaveasurveytothosewhowentthroughthePBLtraininginJune2018.Therewere257teacherswhoattended.Therewere244teacherswhorespondedtothesurveyviaForms.Oftheteacherswhoresponded,therewere21non-classroomteacherswhodidnothavechancetoimplement a project. 200 teachers implemented 1 or 2 projects after the training. 50 teachersimplemented3ormoreteachers.63%oftheteachersfeltitwasnaeffectivewaytoteachthestandard.

ThesurveywasnotadministeredinSpring2020becauseoftheschoolclosuresduetothepandemic.


During the summer of 2019, there were 414 responses submitted for the PBL training (Project-Based Learning/Project-Based Learning iCAN) offered. This number includes the 344 from traditional middle schools and an additional 70 from the vertical learning happening in some high schools with the iCAN grant. There were 225 teachers who participated in a follow-up PBL training during the year. This follow-up training was offered to any teacher who has gone through PBL 101.

• Conquering the Project Calendar in PBL – 20 people• Creating Standards-Based Student Product – 38 people• Designing Learning Targets for PBL – 15 people• Managing the Messy Middle of PBL – 76 people• PBL One on One Coaching – 27 people• RMG - Scaffolds for ALL in PBL – 27 people• Supporting Teachers with PBL Coaching – 22 people

69% of the respondents of the respondents indicated STRONGLY AGREE in response to the professional learning feedback. 28% of the respondents of the respondents indicated AGREE in response to the professional learning feedback. 1% of the respondents of the respondents indicated DISAGREE in response to the professional learning feedback. Less than 1% of the respondents of the respondents indicated STRONGLY DISAGREE in response to the professional learning feedback. 2% of the respondents of the respondents indicated UNDECIDED in response to the professional learning feedback. Results from the PBL Follow-Up Learning During the Year 58% of the respondents of the respondents indicated STRONGLY AGREE in response to the professional learning feedback. 34% of the respondents of the respondents indicated AGREE in response to the professional learning feedback. 1% of the respondents of the respondents indicated DISAGREE in response to the professional learning feedback. 2% of the respondents of the respondents indicated STRONGLY DISAGREE in response to the professional learning feedback. 5% of the respondents of the respondents indicated UNDECIDED in response to the professional learning feedback.


Teachers who attended all sessions and provided the follow-up were provided the ability to complete the professional learning feedback form. Based on participant feedback for PBL, respondents were able to appreciate the collaboration with other schools. They found the facilitators to be knowledgeable. They also appreciated being able to work on a project during the workshop.

NeedforaSupportiveSchoolEnvironmentResultsfromapilotsurveyofnineschoolsservinggrades6-8demonstratedaneedforimprovementinthesupportiveschoolenvironment.Incomparisontoanationaldatabaseofstudentswhotookthesamesurveyscales,BCPSmiddleschoolsrankedsubstantiallylowerthanthemajority(80–90%)ofschoolsinallfourofthescalesmeasuringsupportiveschoolenvironment.ThesescalesareTeacher-Student Relationships (10th percentile), School Climate (10th percentile), School Safety (10thpercentile)andSenseofBelonging(20thpercentile).ThefocusofConsciousDisciplineisinteachingtheadultsatschoolshowtomanagetheirinteractionsand relationships with each other and with children in order to improve all of those measures.Additionally,classroommanagementskillslearnedbyteachersintheConsciousDisciplineprogramhelpstudentstogainSelf-Managementskills(20thpercentile).

Scale Percent

Favorable National Percentile

Ranking Grit 56 50 Self-Efficacy 49 40 Self-Management 61 20 Sense of Belonging 38 20 Social Awareness 54 10 Growth Mindset 48 10 Teacher-Student Relationship 45 10 School Safety 42 10 School Climate 37 10

Bytheendofyearthreeofimplementation,itisexpectedthatRMGSELschoolswillincreasetheTeacher-StudentRelationship,schoolclimate,andsenseofbelongingscalepercentfavorableresponsesto50%.


AsofJune2020,wehavehadtheopportunitytotrain471teacherstodateinConsciousDisciplinethroughourRMGSummerInstitute.Thisnumber includes teacherswhoremainwithin themiddlegradesafterreceivingthetraining.DuringJuly2018,wetrained217teachers.During the RMG Summer Institute that took place in July 2019, there were 260 responses submitted for the SEL training (Conscious Discipline Advanced) offered during the summer. Summer Learning Results for SEL for Participants of the 2019 Summer Institute 65% of the respondents of the respondents indicated STRONGLY AGREE in response to the professional learning feedback. 30% of the respondents of the respondents indicated AGREE in response to the professional learning feedback. 1% of the respondents of the respondents indicated DISAGREE in response to the professional learning feedback. 1% of the respondents of the respondents indicated STRONGLY DISAGREE in response to the professional learning feedback. 3% of the respondents of the respondents indicated UNDECIDED in response to the professional learning feedback. Teachers who attended all sessions and provided the follow-up were provided the ability to complete the professional learning feedback form. Based on participant feedback for SEL, most people found the learning to be relevant, inspirational, and information. There were some comments about the location (auditorium) and others felt concern over the repetition of content. There also was some interest in revisiting this content during the year. NeedforPersonalizationClassestoImprovetheABCsofIdentifiedStudentsTheReimaginingMiddleGradesworkbeingdoneisinconjunctionwiththe“SchoolisCool”grantwiththeCommunityFoundationofBroward.Asidefromthefinancialcommitment,theFoundationhasakeeninterestinmakinganimpactonstudentswhoaremarginalstudents.Tothatend,wearetrackingveryquarteranidentifiedgroupofstudentsandtheirprogressinattendance,behavior,andgrades(ABCs).Thisresearchstudycomparesourtargetgroupeachquartertothecomparisongroup.Thecomparisongroupismadeupofstudentswhomeetthesamecriteriaasthetargetgroup,butthosestudentsareatnon-CFBschools.OurgoalistohaveourtargetpopulationstudentsbeatoutthecomparisongroupintheABCs.


ThefirstyearourconcertedefforttomakeanimpactwasdoneviaESESupportFacilitatorsateachofthetenCommunityFoundationschools.Thisdidnotrenderanygreatgainsintheareasofattendance,behavior,andcoursegrades.Additionally,ourdataanalysispivotedfrom2018-2019to2019-2020.In2019-2020,weshiftedtoadoptingtheapproachfromhighschoolandincorporatingthePASLclass.Duringthe2019-2020schoolyear,wehadoneteacherleaderandtheAPoverPASLtoattendDistricttrainingsandbringtheinformationback.WewillpivotfromthatapproachtoofferingPDdirectlytothegroupofPASLteachersinJuly2020.Thefirstquarterresultsfromthe2019-2020schoolyearareshownbelow.

TomeasurethegrowthinSELcompetencies,ReimaginingMiddleGradesusesPanorama.Thetargetpopulationhasbeenteasedouttowherewecanisolatetheirgrowth.

Fall2019 Spring2020 Target

PopulationPeers Target

PopulationPeers

Self-Management 64% 69% 54% 61%Grit 64% 63% 53% 55%SocialAwareness 61% 62% 53% 55%Self-Efficacy 55% 55%


GrowthMindset 59% 54% 50% 48%EmotionRegulation

52% 50%


DesiredOutcomesandPerformanceIndicators

1.1Project-BasedLearning–Teachers/Individuals1.1.1. Design&Plan.Teacherswilldesign,planandimplementproject-based

learningforallstudents.PerformanceIndicators

GoldStandardPBLTeacher DevelopingPBLTeacher BeginningPBLTeacher• ProjectincludesallEssentialProjectDesignElementsasdescribedontheProjectDesignRubric.

• Plansaredetailedandincludescaffoldingandassessingstudentlearningandaprojectcalendar,whichremainsflexibletomeetstudentneeds.

• Resourcesfortheprojecthavebeenanticipatedtothefullestextentpossibleandarrangedwellinadvance.

• ProjectincludesallEssentialProjectDesignElements,butsomearenotatthehighestleveloftheProjectDesignRubric.

• Plansforscaffoldingandassessingstudentlearninglacksomedetails;projectcalendarallowstoomuchortoolittletimeorisfollowedtoorigidlytorespondtostudentneeds.

• Mostresourcesfortheprojecthavebeenanticipatedandarrangedinadvance.

• ProjectincludessomeEssentialProjectDesignElements,butnotatthehighestleveloftheProjectDesignRubric.

• Plansforscaffoldingandassessingstudentlearninglacksomedetail;projectcalendarneedsmoredetailorisnotfollowed.

• Someresourcesfortheprojecthavenotbeenanticipatedorarrangedinadvance.

1.1.2. AligntoStandards.Teacherswilldesignproject-basedlearningexperiencesforstudentsthatarealignedtotheFloridaStateStandards

PerformanceIndicatorsGoldStandardPBLTeacher DevelopingPBLTeacher BeginningPBLTeacher

• Criteriaforproductsareclearlyandspecificallyderivedfromstandardsandallowsdemonstrationofmastery.

• Scaffoldingofstudentlearning,critiqueandrevisionprotocols,assessmentsandrubricsconsistentlyrefertoandsupportstudentachievementofspecificstandards.

• Criteriaforsomeproductsarenotspecifiedclearlyenoughtoprovideevidencethatstudentshavemetalltargetedstandards.

• Scaffoldingofstudentlearning,critiqueandrevisionprotocols,assessmentsandrubricsdonotalwaysrefertoorsupportstudentachievementofspecificstandards.

• Criteriaforproductsaregivenbutarenotspecificallyderivedfromstandards.

• Scaffoldingofstudentlearning,critiqueandrevisionprotocols,assessmentsandrubricsdonotrefertoorsupportstudentachievementofspecificstandards.

1.1.3. BuildtheCulture.Teachersbuildappropriatecultureregardingprojectbasedlearningintheirclassrooms.


• Normstoguidetheclassroomareco-craftedwithandself-monitoredbystudents.

• Studentvoiceandchoiceisregularlyleveragedandongoing,includingidentificationofreal-

• Normstoguidetheclassroomareco-craftedwithstudents,andstudentsarebeginningtointernalizethesenorms.

• Studentvoiceandchoiceisencouragedthroughintentionally

• Normsarecreatedtoguideprojectwork,buttheymaystillfeellike“rules”imposedandmonitoredbytheteacher.

• Studentsareaskedfortheirideasandgivensomechoicestomake,but


worldissuesandproblemsstudentswanttoaddressinprojects.

• Studentsusuallyknowwhattheyneedtodowithminimaldirectionfromtheteacher.

• Studentsworkcollaborativelyinhealthy,high-functioningteams,muchlikeanauthenticworkenvironment;theteacherrarelyneedstobeinvolvedinmanagingteams.

• Studentsunderstandthereisnosingle“rightanswer”orpreferredwaytodotheproject,andthatitisOKtotakerisks,makemistakes,andlearnfromthem.

• Thevaluesofcritiqueandrevision,persistence,rigorousthinking,andprideindoinghigh-qualityworkareshared,andstudentsholdeachotheraccountabletothem.

designedopportunities,e.g.,whenchoosingteams,findingresources,usingcritiqueprotocols,orcreatingproducts.

• Studentsworkindependentlytosomeextent,butlooktotheteacherfordirectionmoreoftenthannecessary.

• Studentteamsaregenerallyproductiveandarelearningwhatitmeanstomovefromcooperationtoeffectivecollaboration;theteacheroccasionallyhastointerveneormanagetheirwork.

• Studentsunderstandthereismorethanonewaytoansweradrivingquestionandcompletetheproject,butarestillcautiousaboutproposingandtestingideasincasetheyareperceivedtobe“wrong.”

• Thevaluesofcritiqueandrevision,persistence,rigorousthinking,andpridein

doinghigh-qualityworkarepromotedbytheteacherbutnotyetownedbystudents.

opportunitiesforstudentvoiceandchoiceareinfrequentorareonlyrelatedtominormatters.

• Studentsoccasionallyworkindependently,butoftenlooktotheteacherforguidance.

• Studentteamsareoftenunproductiveorrequirefrequentinterventionbytheteacher.

• Studentsfeellikethereisa“rightanswer”theyaresupposedtogive,ratherthanaskingtheirownquestionsandarrivingattheirownanswers;theyarefearfulofmakingmistakes.

• Valueisplacedon“gettingitdone”andtimeisnotallowedforrevisionofwork;“coverage”isemphasizedoverqualityanddepth.

1.1.4. ManageActivitiesTeachersareabletomanagethebalanceofindividual,teamwork,wholegroup,andsmallgroupinstruction.


• Theclassroomfeaturesanappropriatemixtureofindividualandteamworktime,wholegroupandsmallgroupinstruction.

• Classroomroutinesandnormsareconsistentlyfollowedduringprojectworktimetomaximizeproductivity.

• Projectmanagementtools(groupcalendar,contract,learninglog,etc.)areusedtosupportstudentself-managementandindependence.

• Realisticschedules,checkpoints,anddeadlinesaresetbutflexible;nobottlenecksimpedeworkflow.

• Well-balancedteamsareformedaccordingtothenatureofthe

• Theclassroomfeaturesindividualandteamworktime,wholegroupandsmallgroupinstruction,butthesestructuresarenotwell-balancedthroughouttheproject.

• Classroomroutinesandnormsareestablishedforprojectworktimebutarenotconsistentlyfollowed;productivityisvariable.

• Realisticschedules,checkpoints,anddeadlinesareset,butmoreflexibilityisneeded;bottleneckssometimesoccur.

• Generallywell-balancedteamsareformed,butwithoutconsideringthespecificnatureoftheproject;studentshavetoomuchvoiceand

• Theclassroomfeaturessomeindividualandteamworktimeandsmallgroupinstruction,buttoomuchtimeisgiventowholegroupinstruction.

• Classroomroutinesandnormsforprojectworktimearenotclearlyestablished;timeisnotusedproductively.

• Schedules,checkpoints,anddeadlinesareset,buttheyarelooselyfollowedorunrealistic;bottlenecksimpedeworkflow.

• Teamsareformedusingeitherarandomprocess(e.g.,countingoff)orstudentsareallowedtoformtheirownteamswithnoformalcriteriaorprocess.


projectandstudentneeds,withappropriatestudentvoiceandchoice.

choiceintheprocess,ornotenough.

1.1.5. ScaffoldStudentLearning.Eachstudentreceivesnecessaryinstructionalsupportstoaccesscontent,skills,andresources;thesesupportsareremovedwhennolongerneeded.

PerformanceIndicatorsGoldStandardPBLTeacher DevelopingPBLTeacher BeginningPBLTeacher• Eachstudentreceivesnecessaryinstructionalsupportstoaccesscontent,skills,andresources;thesesupportsare removedwhennolongerneeded.

• Scaffoldingisguidedasmuchaspossiblebystudents’questionsandneeds;teacherdoesnot“front-load”toomuchinformationatthestartoftheproject,butwaitsuntilitisneededorrequestedbystudents.

• Keysuccessskillsaretaughtusingavarietyoftoolsandstrategies;studentsareprovidedwithopportunitiestopracticeandapplythem,andreflectonprogress.

• Studentinquiryisfacilitatedandscaffolded,whileallowingstudentstoactandthinkasindependentlyaspossible.

• Moststudentsreceiveinstructionalsupportstoaccessbothcontentandresources,butsomeindividualneedsarenotmet.

• Scaffoldingisguidedtosomeextentbystudents’questionsand”needtoknows”butsomeofitmaystillbe“front-loaded.”

• Keysuccessskillsaretaught,butstudentsneedmoreopportunitiestopracticesuccessskillsbeforeapplyingthem.

• Studentinquiryisfacilitatedandscaffolded,butmoreisneeded;or,teachermayover-directtheprocessandlimitindependentthinkingbystudents.

• Studentsreceivesomeinstructionalsupportstoaccessbothcontentandresources,butmanyindividualneedsarenotmet.

• Teachermay“front-load”contentknowledgebeforetheprojectlaunch,insteadofwaitingfor“needtoknow”pointsduringtheproject.

• Studentsgainkeysuccessskillsasasideeffectoftheproject,buttheyarenottaughtintentionally.

• Studentsareaskedtodoresearchorgatherdata,butwithoutadequateguidance;deeperquestionsarenotgeneratedbasedoninformationgathered.


1.1.6. AssessStudentLearning.Projectproductsandothersourcesofevidenceareusedtothoroughlyassesssubject-areastandardsaswellassuccessskills.


• Projectproductsandothersourcesofevidenceareusedtothoroughlyassesssubject-areastandardsaswellassuccessskills.

• Individualstudentlearningisadequatelyassessed,notjustteam-createdproducts.

• Formativeassessmentisusedregularlyandfrequently,withavarietyoftoolsandprocesses.

• Structuredprotocolsforcritiqueandrevisionareusedregularlyatcheckpoints;studentsgiveandreceiveeffectivefeedbacktoinforminstructionaldecisionsandstudents’actions.

• Regular,structuredopportunitiesareprovidedforstudentstoself-assesstheirprogressand,whenappropriate,assesspeersontheirperformance.

• Standards-alignedrubricsareusedbystudentsandtheteacherthroughouttheprojecttoguidebothformativeandsummativeassessment.

• Projectproductsandothersourcesofevidenceareusedtoassesssubject-areastandards;successskillsareassessedtosomeextent.

• Individualstudentlearningisassessedtosomeextent,notjustteam-createdproducts,butteacherlacksadequateevidenceofindividualstudentmastery.

• Formativeassessmentisusedonseveraloccasions,usingafewdifferenttoolsandprocesses.

• Structuredprotocolsforcritiqueandrevisionandotherformativeassessmentsareusedoccasionally;studentsarelearninghowtogiveandusefeedback.

• Opportunitiesareprovidedforstudentstoself-assesstheirprogress,buttheyaretoounstructuredorinfrequent.

• Standards-alignedrubricsareusedby theteachertoguidebothformativeand summativeassessment.

• Studentlearningofsubject-areastandardsisassessedmainlythroughtraditionalmeans,suchasatest,ratherthanproducts;successskillsarenotassessed.

• Team-createdproductsareusedtoassessstudentlearning,makingitdifficulttoassesswhetherindividualstudentshavemetstandards.

• Formativeassessmentisusedoccasionally,butnotregularlyorwithavarietyoftoolsandprocesses.

• Protocolsforcritiqueandrevisionarenotused,ortheyareinformal;feedbackissuperficial,ornotusedtoimprovework.

• Studentsassesstheirownworkinformally,buttheteacherdoesnotprovideregular,structuredopportunitiestodoso.

• Rubricsareusedtoassessfinalproducts,butnotasaformativetool;or,rubricsarenotderivedfromstandards.

1.1.7. Engage&Coach.Theteacher’sknowledgeofindividualstudentstrengths,interests,backgrounds,andlivesisusedtoengagethemintheprojectandinforminstructionaldecision-making.


• Theteacher’sknowledgeofindividualstudentstrengths,interests,backgrounds,andlivesisusedtoengagethemintheprojectandinforminstructionaldecision-making.

• Studentsandtheteacherusestandardstoco-definegoalsandbenchmarksfortheproject(e.g.,byco-constructingarubric)indevelopmentallyappropriateways.

• Students’enthusiasmandsenseofownershipoftheprojectismaintainedbythesharednatureof

• Theteacherhasgeneralknowledgeofstudents’strengths,interests,backgrounds,andlivesandconsidersitwhenteachingtheproject.

• Projectgoalsandbenchmarksaresetwithsomeinputfromstudents.

• Studentsareexcitedbytheprojectandmotivatedtoworkhardbytheteacher’senthusiasmandcommitmenttotheirsuccess.

• Students’questionsguideinquirytosomeextent,butsomeareansweredtooquicklybythe

• Theteacherhassomeknowledgeofstudents’strengths,interests,backgrounds,andlives,butitdoesnotsignificantlyaffectinstructionaldecision-making.

• Projectgoalsaredevelopedwithoutseekingstudentinput.

• Studentsarewillingtodotheprojectasifitwereanotherassignment,buttheteacherdoesnotcreateasenseofownershiporfuelmotivation.

• Thedrivingquestionispresentedattheprojectlaunchandstudentquestionsaregenerated,butthey


theworkbetweenteachersandstudents.

• Studentquestionsplaythecentralroleindrivingtheinquiryandproductdevelopmentprocess;thedrivingquestionisactivelyusedtosustaininquiry.

• Appropriatelyhighexpectationsfortheperformanceofallstudentsareclearlyestablished,shared,andreinforcedbyteachersandstudents.

• Individualstudentneedsareidentifiedthroughcloserelationshipsbuiltwiththeteacher;needsaremetnotonlybytheteacherbutbystudentsthemselvesorotherstudents,actingindependently.

• Studentsandtheteacherreflectregularly andformallythroughouttheprojectonwhat andhowstudentsarelearning(contentand process);theyspecificallynoteandcelebrate gainsandaccomplishments.

teacher;studentsoccasionallyreflectonthedrivingquestion.

• Appropriatelyhighexpectationsfortheperformanceofallstudentsaresetandcommunicatedbytheteacher.

• Studentneedsforfurtherinstructionorpractice,additionalresources,redirection,troubleshooting,praise,encouragement,andcelebrationareidentifiedthroughrelationship-buildingandcloseobservationandinteraction.

• Studentsandtheteacheroccasionallyreflectonwhatandhowstudentsarelearning(contentandprocess).

arenotusedtoguideinquiryorproductdevelopment.

• Expectationsfortheperformanceofallstudentsarenotclear,toolow,ortoohigh.

• Thereislimitedrelationship-buildingintheclassroom,resultinginstudentneedsthatarenotidentifiedoraddressed.

• Studentsandtheteacherinformallyreflectonwhatandhowstudentsarelearning(contentandprocess);reflectionoccursmainlyattheend of the project

DataCollectionPlan:1.1Project-BasedLearning–Teachers/Individuals

LevelofMeasurement Instrument/DataType Frequency ResponsibleforCollectingData

1.Participants’Reactions SurveyinPDMS 1x/workshop RMGProjectLeads

2.Participants’Learning Pre-/Post-Assessment SchoolPBLImplementationPlan

1x/workshop 1x/workshop

RMGProjectLeads

3.OrganizationalSupports PBLSchoolAssessment Baselineonly RMGProjectLeads

4.Participants’Practice

Studentworksamples ClassroomWalkthroughsandobservationsusingPBLinstructional/structural‘look-fors’

1x/workshop 4x/year

RMGProjectLeads

5.StudentOutcomes Evidenceofstudentwork CourseGrades FSAscores

2x/year 4x/year 1x/year

RMGProjectLeads

1.2SupportiveSchoolEnvironment–Teachers/Individuals1.2.1.Composure.TeachermodelscomposureandregularlyleadsthechildreninactivecalmingusingS.T.A.R.:Stop/Smile,Takeadeepbreath,AndRelax.

PerformanceIndicators


Level4 Level3 Level2 Level1• TheadultregularlyleadsthechildreninactivecalmingduringtheBrainSmartStartoftheday,throughoutthedayduringtransitiontimesandduringotherstressfultimes.AS.T.A.R.personisoneoftheclassroomjobs.Whenupset,theadultmodelsactivecalming,andisabletodownloadacalmstateintothechildifnecessary.Whenchildrenbecomeupset,theadultfacilitatesmanagingtheemotionbysaying,“You’resafe.Breathewithme.Youcanhandlethis.”Thewholeclassunderstandsitiseveryone’sjobtohelpwhenothersfeelupsetbybeingaS.T.A.R.forthem.

• TheadultoccasionallytakestimetocalmhimorherselfbyusingbellingbreathingandbeingaS.T.A.R.Astheadultcalmsdown,heorshehelpsthechildcalmdown.TheadultteachesandpracticesthefourcomposureskillsofS.T.A.R.,Draining,BallooningandPretzelwiththechildren.

• Theadultattemptstofakecalmnesseventhoughitisenergeticallyobviousthatheorsheisupset.Theadulttakesshallowbreaths,distractschildrenfromtheirupset,attemptstocalmthemdownorattemptstohushthemup.ChildrenpracticebeingaS.T.A.R.duringcalmtimes,butthetransfertoupsettimesisnotmade.

• Thereisnoattemptbytheadulttoactivelycalmhimorherselfwhentriggered,noristhereanyattempttohelpthechildcalmdown.Upsetchildrenareignored,punished,ortoldtocalmdownorstoptheupsetbehavior.

1.2.2.AdultAssertiveness.Theadultiscomfortablewithhisorherassertivevoiceandisheardthroughoutthedayprovidingthestructurechildrenneedtobesuccessful.

PerformanceIndicatorsLevel4 Level3 Level2 Level1

• Theadultiscomfortablewithhisorherassertivevoiceandisheardthroughoutthedayprovidingthestructurechildrenneedtobesuccessful.Phrasessuchas,“I’mgoingto____,”andassertive,descriptiveinstructionslike,“Walkwithyourhandsatyoursidesjustlikethis,”arecommon.

• Theadultunderstandstheassertivevoiceisthevoiceofknowingandisworkingongivingclearassertivecommandstochildren.Theadultcatchesherorhimselfspeakingpassivelyoraggressivelyandmakesthechangeasneeded.

• Theadultbecomesconsciousattimesofspeakingpassivelyandaggressivelyandisattemptingtobemoreassertive.However,sheorhestruggleswithassertiveness,feelingtheassertivevoicemayappeartoorudeortoosoft.

• Theadultspeaksmostlyfromapassivevoiceoranaggressivevoice,orflip-flopsbetweenthetwo.Thepassivevoiceimpliesaskingforpermissionoragreementfromthechildren,suchas,“Handinyourhomework,okay?”Anaggressivevoiceimplies,“Dothisorelse.”

1.2.3.TeachingAssertivenesstoChildren.Theadultisadeptathelpingchildrenlearnanassertivetoneandtellingothershowtheywanttobetreated.


• Theadultgoestothevictimfirstandnotices,“Yourhandisgoinglikethis,”orasks,“didyou

• Adultsmostoftengotothevictimfirstandask,“didyoulikeit?”Sheorhetheninstructsthe

• Theadultisbeginningtogotothevictimfirstinhurtfulsituations.Theadultmaysaytothe

• Theadultdoesnotteachchildrentobeassertive.Heorshepunishesaggressiveactsand


likeit?”Theadultcoachesthevictimtosay,“Idon’tlikeitwhenyou___.Please____.”Theadultisadeptathelpingchildrenlearnanassertivetoneandtellingothershowtheywanttobetreated.Theadultthenapproachesaggressorswiththephrase,“Youwanted___,”andteachesthemhowtoassertivelycommunicate(“MayIhaveaturn”)insteadofaggressivelyactouttogetwhattheywant.Childrenarebeginningtousethislanguageregularlyandmoreindependently.

childtosaysomeversionof,“Idon’tlikeit,”or“Stop.”Theaggressorissometimeslecturedaboutbeinghurtfuloraskedtoapologize.Theadultsometimesusesthephrase,“Youwanted___.Youmaynot____,___hurts.Sayordo___.”

victim,“Useyourwords,”“Talktotheaggressor,”or,“Howdidthatmakeyourfeel?”Aggressorsarecondemnedforhurtfulbehaviorandreceivesomesortofconsequence(removal,apology,lossofprivilege).

removesaggressorsfromthesituationorclassroom,whilelargelyignoringvictims.Alternately,theadultmayspeaktotheaggressorsabouttheirwrongandhurtfulbehaviorandaskthemtoapologize.Theadultmaysootheorcoddlevictims.

1.2.4.Encouragement.Theadultencourageschildrenbynoticinganddescribinginsteadofjudging.


• Theadultencourageschildrenbynoticinganddescribinginsteadofjudging.Theintentbehindtheencouragementistohelpchildrenbecomeconsciousoftheireffortsandactions,notcompliance.“Goodjob”becomes“Goodforyou.”Throughouttheday,theadultusesphraseslike,“Youdidit,you____.Waytogo,”and,“You____so___.Thatwashelpful.”Childrenstartmodelingthelanguageandareencouragingofeachother.

• Theadultisbeginningtoreplacejudgmentalpraisewithnoticing.Sheorheisreplacing,“goodjob,”with,“Youdidit,”followedbyadescriptionofthechild’seffortsoraccomplishments.Theadultismorepresent,mindfulandconsciousofthechild’seffortsandachievements.

• Theadult’sencouragementisovershadowedbyagoalofcompliancebasedonjudgmentoftheeventorsituation.Catchingthem“beinggood”isthegoal.Youwillhearphrasessuchas,“thankyou,”“Goodjob,”and“Iliketheway____isready.”

• Childrenarenotencouragedtobesuccessful.Theadultfocusisonwhatchildrenaredoingthatisincorrectorwrong.Thegoaliscorrectingwrongactions.

1.2.5Choices.Theadultutilizestheskillofchoicesbasedonanassessmentofthestateofthechild.



• Theadultutilizestheskillofchoicesbasedonanassessmentofthestateofthechild.Sheorheunderstandsthattwochoicesareanappropriatetoolwhenachildisdemonstratinganemotionalstate.Whenachildisinmoreofanexecutivestate,theteachermightask,“Whatareyourchoices?”theteacherunderstandsnottoofferchoicestochildreninasurvivalstate.Thinkingoftwopositivechoicesbecomeshabit,theadultpostspicturerulesaroundtheclassroom,andfocusesonthebehaviorssheorhewantstoseefromchildren.

•

• Theadultisbeginningtooffertwopositivechoicestochildrenoccasionallyduringtheday,youhearthelanguage,“Youmay____or____.Whatisbestforyou?”Itisstilldifficultfortheadulttothinkofthetwopositivechoicesbecausetheystilltendtofocusonthebehaviortheydon’twantinsteadofthebehaviortheywouldliketosee.Theymayalsogivechoicestochildrenwhoareinasurvivalstate,creatingadditionalpowerstruggles.

• Theadultisbeginningtogivechildrentwochoices.Mostoften,thechoicespresentedasonepositivechoiceandonenegativechoice.Theintentbehindthechoiceiscomplianceandmanipulatingthechildtochoosethe“right”choice.

• Choicesforchildrenarenotreallypartoftheclassroom.Theadultisinchargeandchildrenaretocomply.

1.2.6Empathy.Theadultunderstandsthatempathyhelpschildrenreachahigherbrainstatetobettermanagetheirownemotionsandproblemsolve.


• Theadultunderstandsthatempathyhelpschildrenreachahigherbrainstatetobettermanagetheirownemotionsandproblemsolve.Adultsareabletoreflectbackwhattheyseewhenachildisinasurvivalstate(“Yourfaceisgoinglikethis.”),reflectbackwhattheysensethechildisfeelinginanemotionalstate(“youseemsad”),andreflectbackthechild’sdesireswhensheorheisfocusedonwhatsheorhedoesn’twant(“Youwanted____,”or,“Youwerehoping____.”).

• Theadultbeginstodifferentiatebetweenwhenchildrenareaskingforunderstandingorinformation.Phrasessuchas,“Yourarmsaregonglikethis,”Youseem___,”and,“Youwanted______,arebeginningtobeheard.

• Theadultusesphrasessuchas,“Youseemangry,”astoolstostopupsetand/ormakeitgoaway.Theintentbehindempathyappearstobe“happyingup”children,nothelpingthemmanagetheiremotionsinordertosolvetheirproblems.

• Theadultdismissesorignoreschildren’semotionalstates,focusingonlyonbehavioralchanges.Thegoalistostoptheupsetand/ormakeitgoaway.


1.2.7.PositiveIntent.Theadultattributespositiveintenttothechild’sbehavior,settingthestageforteachingthechildanewskill.


• Theadultisabletoseethebestinthechild,evenintheworstmoments.Sheorheattributespositiveintenttothechild’sbehavior,settingthestageforteachingthechildanewskill.Ifachildispushing,theadultreframesthisactionforallpartiesbysaying,“Youwantedhertomove,butyoudidn’tknowthewordstouse.Youmanynotpush.Pushinghurts.Whenyouwanthertomovesay,“Moveplease.”Theadultseesmisbehaviorasacallforhelpandanindicationofamissingsocial-emotionalskill.

• Theadultbeginsattributingpositiveintenttothechildexhibitingaggressivebehavior,withanunderstandingthatitdoesnotletthechildoffthehook.Theadultoftenaddressesaggressivebehaviorsbysayingtothechild,“Youwanted_____,”insteadofaskingquestions.

• Theadultunderstandsthatsheorheismakinguptheintentionsbehindthechild’sbehavior.Ifachildpushessomeone,theadultgraspsthechoiceofhowtoperceivethatact.Yet,theadultoftenfallsbackonconditionedbeliefprograms,assumingthechild’smisbehaviorisonpurpose.Theadulttendstoaskquestionsoftheaggressivechild.“Whydidyoudothat?”“Whatwereyouthinking?”“Whatisourruleabouthitting?”

• Theadultiscompletelyunawareoftheintentbehindhisorheractions.Sheorheassumesmostmisbehaviorisduetodisrespect,notlisteningorsomeotherflawinthechild.

1.2.8Consequences.Theadultusesnaturalconsequencestoteachchildrennewsocialskillsanduseslogicalconsequencestomotivatechildrentousethenewskills.


• Theadultusesnaturalconsequencestoteachchildrennewsocialskillsanduseslogicalconsequencestomotivatechildrentousethenewskills.Theadultonlypresentslogicalconsequencestoconnectedchildrenwhoalreadyknowtheexpectedskills.SheorheusesproblemsolvingforchronicproblemsandSchoolFamilyissues.Whenachildbecomesupsetwithaconsequence,theadultoffersempathywhilefollowingthroughwiththeconsequences.

• Theadulthelpschildrenresolveinterpersonalconflictswithnaturalconsequences.Thenaturalconsequenceofhittingistolearnanothersociallyacceptableskill.Youwillhearthefollowingfrequentlyintheclassroom:“Didyoulikeit”(victim)and“Youwanted”(aggressor).

• Theadultbeginstoseethatconsequencesaren’tsomethingmadeupbyadultsandimposedonchildren,butthattheyarealwayshappeningaroundus.Sheorheunderstandsthateverythought,feelingandactionproducesaconsequence,andbeginstoutilizenaturalconsequencesandproblem-solvingintheclassroom.Theadultwilltalktochildrenwhohavedisputes,insteadofjustdispensingarewardorpunishment.

• Rewardsandpunishmentsareusedthroughouttheclassroomandgivenbytheadultforsituationsjudgedeithergoodorbad.


DataCollectionPlan:SupportiveSchoolEnvironment—Teachers/Individuals


1.Participants’Reactions AreYouReady?–filloutpriortotraining 1x/workshop RMGProjectLeads

2.Participants’Learning Pre-Assessment Post-Assessment 1x/workshop

RMGProjectLeads

3.OrganizationalSupports Districtrecordsoffollow-upsupportprovidedtoschools 4x/year RMGProjectLeads


ConsciousDisciplineProgressAssessmentRubric SkillsandStructures–teacherself-assessmentandschool-basedSELTeamassessment. Powers–Teacherself-assessment

4x/year RMGProjectLeads

5.StudentOutcomes PanoramaSELandSupportiveSchoolEnvironmentSurvey 2x/year RMGProjectLeads


2.0SchoolAdministrators:ProjectBasedLearning2.1Purpose&Vision:TheschoolleadershiphascollaborativelyworkedwithstakeholderstodescribethepurposeandestablishavisionforPBLintheirschoolcommunity.


• ItismyambitiontotransformmyschoolintoaPBLexemplarsoallstudentshavetheopportunitytoachievedeeperlearningoutcomes.

• IsharemyvisionforPBLasaprimaryinstructionalmethodtodevelopdeeperlearningoutcomesforallstudents,includingthosewhoarefurthestfromopportunity,withteachers,students,familiesandcommunitymembers.

• Ourschool’svisionstatementelevatesPBLastheprimaryinstructionalmethodtoachievedeeperlearningoutcomesforallstudents,includingthosewhoarefurthestfromopportunity.Thisvisionstatementdrivesourinstructionalandoperationaldecisions,andiscontinuouslyreflecteduponandrevisedasneeded.

• IhaveexpressedmycommitmenttoleadmyschooltousePBLtohelpachievedeeperlearningoutcomesforallstudentstoteachersandstudents.

• IsharemypersonalvisionforPBLasaprimaryinstructionalmethodtoachievedeeperlearningoutcomesforallstudents,includingthosewhoarefurthestfromopportunity,withtheteachersinmyschool.

• Ourschool’svisionstatementelevatesPBLastheprimaryinstructionalmethodtoachievedeeperlearningoutcomesforallstudents,includingthosewhoarefurthestfromopportunity.Thisvisionstatementdrivesourinstructionalandoperationaldecisions.

• IhavelearnedtheimportanceofPBLtoachievedeeperlearningoutcomesforallstudents.

• IhaveawrittenpersonalvisionstatementthatincludesPBLasaprimaryinstructionalmethodtoachievedeeperlearningoutcomes.

• OurschoolhasavisionstatementthatincludescomponentsofPBLasakeyinstructionalmethodtoachievedeeperlearningoutcomes.

• IamexploringhowPBLcanhelpachievedeeperlearningoutcomesforallstudents.

• IhaveapersonalvisionstatementthatincludeselementsofPBLanddeeperlearning.

• OurschoolhasavisionstatementthatmayincludeelementsofPBLanddeeperlearning.

2.2Culture:TheschoolleadershiphasestablishedastrongcultureofPBLintheschoolandsurroundingcommunity.


• Teachers and students at my school regularly articulate and exemplify the beliefs and norms of high quality PBL.

• Our school leadership team makes school-wide decisions about instruction and operations based on

• TeachersandstudentsatmyschoolhaveembracedthebeliefsandnormsthatdriveaschoolculturethatsupportsandpromoteshighqualityPBL.

• Ourschoolleadershipteammakesschool-widedecisionsaboutinstructionandoperationsbasedonthe

• IhaveidentifiedwhichbeliefsandnormsinmyschoolcultureneedtobedevelopedtosupportandpromotehighqualityPBL,andhavebeguntocommunicatethem.

• Iconferwithourschoolleadershipteamregardingdecisions

• IamexploringwhichbeliefsandnormsdriveaschoolculturethatsupportsandpromoteshighqualityPBL.

• IamexploringwaystoshareleadershiptobuildacultureforhighqualityPBLanddeeperlearning.


what is needed to transform our school into an exemplar of high quality PBL to achieve deeper learning outcomes.

• My school has regularly scheduled structured collaboration time across departments and/or grade levels for teachers to design, plan, and evaluate high quality interdisciplinary PBL and deeper learning.

• Allofthecampusstructures andprocedures(e.g., schedules,expectations, rolesandresponsibilities, resources,andconnections), aswellaspolicies(e.g., curricularpacingand integration),inmyschoolare alignedandsupportand promotehighqualityPBL anddeeperlearning.

• Our school has a systematic way in which teachers, staff, students, and families regularly recognize and celebrate teachers for the achievement of deeper learning outcomes through PBL.

principlesofhighqualityPBLanddeeperlearning.

• Myschoolhasregularlyscheduledstructuredcollaborationtimeforteacherstodesign,plan,andevaluatehighqualityPBLanddeeperlearning.

• Ihaveestablishedallthenecessarycampusstructuresandprocedures(e.g.,schedules,expectations,rolesandresponsibilities,resources,andconnections)thatsupportandpromotehighqualityPBL,andhaveremovedthosethathinderit.

• IformallyrecognizeandcelebrateteachersforachievementofdeeperlearningoutcomesthroughPBLatstaffmeetingsandthroughindividualcorrespondenceandevaluations.

aboutinstructionandoperationsthataffecttheuseofhighqualityPBLanddeeperlearning.

• Iencourageteachers,staffmembers,andstudentatmyschooltocollaborateand/oruseProfessionalLearningCommunitiestosupporthighqualityPBLanddeeperlearning.

• Ihaveestablishedsomecampusstructuresandprocedures(e.g.,schedules,expectations,rolesandresponsibilities,resources,andconnections)thatsupportandpromotehighqualityPBL.

• IrecognizeandcelebrateteachersforachievementofdeeperlearningoutcomesthroughPBL.

• IamconsideringcollaborationstructuresorhowProfessionalLearningCommunitiescansupporthighqualityPBLanddeeperlearning.

• Iamconsideringcampusstructuresandprocedures(e.g.,schedules,expectations,rolesandresponsibilities,resources,andconnections)thatsupportandpromotehighqualityPBL.

• IamexaminingwaystorecognizeteachersforsuccessinusinghighqualityPBLandachievingdeeperlearningoutcomes.

2.3CapacityBuilding:SchoolleadershipprovidetheappropriateprofessionallearningandprovidestimeforteacherstodiscusstheirknowledgeofPBLdesignelementsandteachingpractices.


• IregularlypursueopportunitiestoapplynewleadershipknowledgeandskillstomypracticetotransformourschoolintoanexemplarofhighqualityPBLtoachievedeeperlearningoutcomes

• TeacherleadersinmyschoolarenetworkedtoapplynewleadershipknowledgeandskillstotransformourschoolintoanexemplarofhighqualityPBLtoachieve

• Iamengagedinformalprofessionallearningopportunitiesand/orcoachingtodevelopmyknowledgeandskillstoleadhighqualityPBLanddeeperlearning,basedonmyindividualneeds.

• Teacherleadersinmyschoolareengagedinformalprofessionallearningopportunitiesand/orcoachingtodevelopknowledgeandskillstoleadhighqualityPBLand

• IhaveaplanfordevelopingtheleadershipknowledgeandskillsnecessarytoleadhighqualityPBLanddeeperlearning.

• IhaveaplanfordevelopingtheleadershipknowledgeandskillsofkeyteachersinmyschooltoleadhighqualityPBLanddeeperlearning.

• Ihaveaplanforcoachingorfeedbacktosupportteacherstouse

• Iunderstandmyleadershipstrengths,areasofgrowth,andreadinesstoleadhighqualityPBLanddeeperlearning.

• Iunderstandmyteachers’strengths,areasofgrowth,andreadinesstoleadhighqualityPBLanddeeperlearning.

• Ihaveconsideredwaystoincorporatecoachingorfeedbacktosupportteacherstousehigh


deeperlearningoutcomes.

• Teachersinourschoolnetworkwithoneanotherandengageinpeercoachingorfeedback.TheyregularlygiveandreceivemeaningfulfeedbackontheuseofhighqualityPBLanddeeperlearning.

• FamiliesandcommunitymembersactivelysupporthighqualityPBLanddeeperlearningthroughmeaningfulparticipationinprojectsand/orschoolevents,usingavarietyoflanguagesandliteracymediums.

deeperlearning,basedontheirindividualneeds.

• TeachersinourschoolhaveaccesstoindividualizedcoachingorfeedbacktosupporttheuseofhighqualityPBLanddeeperlearning.

• IactivelyrecruitfamiliesandcommunitymemberstoparticipateinschooleventsandactivitiesthatsupporthighqualityPBLanddeeperlearning,usingavarietyoflanguagesandliteracymediums.

highqualityPBLanddeeperlearning.

• IpromotehighqualityPBLanddeeperlearningwithfamiliesandcommunitymembers.

qualityPBLanddeeperlearning.

• IamexploringwaystoengagethecommunityinPBLanddeeperlearning.

2.4ContinuousImprovement:SchoolleadershiphasdevelopedwaystoevaluateandimproveonpracticesinregardstoPBLimplementation.


• Teachesatmyschoolregularlyreportandusedataformultiplemeasuresofdeeperlearning,includingstudentachievement,studentengagement,andcommunityengagement,toimprovestudentengagementanddeeperlearning.

• Teacherssystematicallyuseprotocolstoreflecton,monitor,evaluate,andshareevidenceofitssolutionsforexemplifyinghighqualityPBLandtheachievementofdeeperlearningoutcomes.

• Icollaborateandlearnfromotherleaderstousestructures,suchasschoolandclassroomwalkthroughsandPBLleadershipwalkthroughs,togatherschool-wideinformationaboutthequalityofPBLinstruction,progressofstudentlearningoutcomes,andotherpromisingpractices

• Teachersatmyschoolregularlycollect,measure,andreportresultsforsomedeeperlearningoutcomes,includingstudentachievement,studentengagement,orcommunityengagement.

• Teachersuseprotocolstoreflecton,monitor,andevaluatesuccesses,challenges,andsolutionsforhighqualityPBLandtheachievementofdeeperlearningoutcomes.

• Iregularlyusestructures,suchasclassroomwalkthroughsandPBLleadershipwalkthroughs,togatherschoolwideinformationaboutthequalityofPBLinstruction,progressonstudentlearningoutcomes,andotherpromisingpractices.

• Teachersatmyschoolhaveidentifiedmethodstomeasuretheevidenceofsomedeeperlearningoutcomes,suchasstudentachievement,studentengagement,orcommunityengagement.Wehavecollectedsomeofthedataorevidence.

• Teachersatmyschoolusesomeprotocolsorobservationstoreflecton,monitor,andevaluatehowweachievehighqualityPBLanddeeperlearning.

• Iregularlyusestructures,suchasclassroomwalkthroughsandPBLleadershipwalkthroughs,togatherinformationandmakevisibleourworkinachievinghighqualityPBLanddeeperlearningcompetencies.

• Iamexploringwaystohelpteachersmeasuretheevidenceofachievementofdeeperlearningoutcomes,aswellasstudentandcommunityengagement,atmyschool.

• Iamexploringwaystoreflecton,monitor,andevaluateimplementationofhighqualityPBLanddeeperlearningatmyschool.

• Iamexploringhowtousestructures,suchasclassroomwalkthroughsandPBLleadershipwalkthroughs,tomakeourworkvisibleinachievinghighqualityPBLanddeeperlearning.


todrivedecisionmakingaboutinstructionandoperationsthataffectdeeperlearning.

DataCollectionPlan:Project-BasedLearning— SchoolAdministrators


1.Participants’Reactions FeedbackforminPDMS 1x/workshop RMGProjectManagers

2.Participants’Learning ParticipantSurvey 2x/year RMGProjectManagers

3.OrganizationalSupports

ChangesinschoolschedulestoallowforPBL Documentationofstructuralchangesalignedwithdesiredoutcomes ChangeincourseselectiontoaligntoPBL

4x/year RMGProjectManagers


EvidenceofPLCstructuresthataligntoPBLsupport Teacherteamingandstudentscheduling

1x/workshop RMGProjectManagers

5.StudentOutcomes ELA&MathFSAandCourseGradesinallsubjects 2x/year RMGProjectManagers

Mid-YearandEnd-of-YearEvaluationPlanLevel1.ParticipantReactions

Audience Mid-YearEvaluation End-of-YearEvaluationTeacher/Individual WorkshopFeedbackSurveyinPDMS SummaryofSurveyData

Administrator/Supervisor WorkshopFeedbackSurveyinPDMS SummaryofSurveyData

Level2.ParticipantLearningAudience Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual Pre-/Post-Assessment SummaryofAssessmentData

Administrator/Supervisor Workshop-embeddedAssessment SummaryofAssessmentData

Level3.OrganizationalSupportAudience Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual Districtrecordofsupporttoschools,progresstowardstructuralchanges.

AnnualreviewofDistrictsupportsandstructuralchanges.Administrator/Supervisor

Level4.Participants’UseofNewKnowledgeandSkillsAudience Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual EvidenceofPBLimplementationandstrategiestosupportasupportiveschoolenvironment

AnnualreportofprogresstowardProject-basedLearningandSupportiveSchoolEnvironmentDesiredOutcomes.Administrator/Supervisor


Level5.StudentLearningOutcomesLevelofImpact Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual CourseGradesinallsubjects

FSAMathematics,ReadingandWritingAdministrator/Supervisor

3.0PersonalizationClasses–PASLTeachers3.1Self-AwarenessandSelf-Management.ThePASLTeacherishelpingstudentstorecognizetheirownemotions,thoughts,andvaluesonhowtheyinfluencebehavior.Inaddition,thePASLteacherishelpingstudentstoaccuratelyassesstheirstrengthsandlimitations,withawell-groundedsenseofconfidence,optimism,anda“growthmindset.”ThePASLteacherishelpingstudentstodeveloptheabilitytosuccessfullyregulateone’semotions,thoughts,andbehaviorsindifferentsituations—effectivelymanagingstress,controllingimpulses,andmotivatingoneself.Theabilitytosetandworktowardpersonalandacademicgoals.(FromCASEL2020)


• IhaveasolidgraspofPASL’s5keycomponentsandamapplyingthesecomponentsindeliveringPASLtomystudents.ThiswillbeclearlyobservedbythoseobservingmyPASLstudents’interactionswitheachother.

• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithmostofthemonceormoreaweekwhenapplicable.

• Ihavetaughtmystudentstousedatatodevelopattainablegoalson

• IhaveasolidgraspofPASL’s5keycomponentsandamapplyingthesecomponentsindeliveringPASLtomystudents.ThiswillbemadeevidentbyobservingmyinteractionwithPASLstudents.

• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithsomeofthematleastonceaweekrelatedtoself-awarenessandself-managementskillswhenapplicable.

• Iamutilizingdatatohelpmystudentssetupattainablegoalsinthe

• IhavelearnedthefoundationofPASL’s5keycomponents.

• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithfewofthematleastonceaweekrelatedtoself-awarenessandself-managementskillswhenapplicable.

• Iamutilizingdatatomeetmystudentswheretheyarein

• Iamlearningaboutthe5keycomponentsofPASL.

• IamdevelopingaformattoscheduleregularRapidCheckInswithmystudentsrelatedtoself-awarenessandself-managementskillswhenapplicable.

• Iamlearninghowtocollectandanalyzedatatosupportmy


theirownalongwithmonitoringtheirownsuccesswhenapplicable.

• Ihavecreated

individualizedplanstohelpstudentsdevelopself-awarenessandself-managementskillsformostofmystudentsineachclassperiodwhenapplicable.

developmentofself-awarenessandself-managementskillswhenapplicable.

• Ihavecreated

individualizedplanstohelpstudentsdevelopself-awarenessandself-managementskillsforsomeofmystudentsineachclassperiodwhenapplicable.

developingself-awarenessand-self-managementskillswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopself-awarenessandself-managementskillsforafewofmystudentsineachclassperiodwhenapplicable.

student’sgrowthindevelopingself-awarenessandself-managementskills.

• Iamdevelopinglessonstohelpindividualstudentslearntoanalyzefactorsthatcreatestressormotivatesuccessfulperformance,alongwithidentifyingstrategiestheycanusetomanagestressleadingtosuccessfulperformance.

3.2SocialAwarenessandRelationshipSkills.ThePASLteacherishelpingstudenttodeveloptheabilitytotaketheperspectiveofandempathizewithothers,includingthosefromdiversebackgroundsandcultures.Theabilitytounderstandsocialandethicalnormsforbehaviorandtorecognizefamily,school,andcommunityresourcesandsupports.(FromCASEL2020)ThePASLteacherishelpingstudenttodeveloptheabilitytoestablishandmaintainhealthyandrewardingrelationshipswithdiverseindividualsandgroups.Theabilitytocommunicateclearly,listenwell,cooperatewithothers,resistinappropriatesocialpressure,negotiateconflictconstructively,andseekandofferhelpwhenneeded.(fromCASEL2020)



• IhavedevelopedaformattoscheduleregularRapid


• IhavedevelopedaformattoscheduleregularRapidCheck


• Ihavedevelopedaformattoscheduleregular


• Iamdevelopingaformattoscheduleregular


CheckInswithmystudentsandcheckinwithmostofthemonceormoreaweekwhenapplicable.

• Ihavetaughtstudentstoexplainhowindividual,social,andculturaldifferencesmayincreasevulnerabilitytobullyingandidentifywaystoaddressitwhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopsocialawarenessandrelationshipskillsformostofmystudentsineachclassperiodwhenapplicable.

Inswithmystudentsandcheckinwithsomeofthematleastonceaweekrelatedtosocialawarenessandrelationshipskillswhenapplicable.

• Iamutilizingdata

tohelpmystudentssetupattainablegoalsinthedevelopmentofsocialawarenessandrelationshipskillswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopsocialawarenessandrelationshipskillsforsomeofmystudentsineachclassperiodwhenapplicable.

RapidCheckInswithmystudentsandcheckinwithfewofthematleastonceaweekrelatedtosocialawarenessandrelationshipskillswhenapplicable.

• Iamutilizingdatatomeetmystudentswheretheyareindevelopingsocialawarenessandrelationshipskillswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopsocialawarenessandrelationshipskillsforafewofmystudentsineachclassperiodwhenapplicable.

RapidCheckInswithmystudentsbuthavenotstartedyet.

• Iamlearninghowtocollectandanalyzedatatosupportmystudent’sgrowthindevelopingsocialawarenessandrelationshipskills.

• Iamdevelopinglessonstohelpindividualstudentslearntoanalyzehowone’sbehaviormayaffectothers.

3.3ResponsibleDecisionMaking:ThePASLteacherishelpingstudentstodeveloptheabilitytomakeconstructivechoicesaboutpersonalbehaviorandsocialinteractionsacrossdiversesituations.(fromCASEL2020)



• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithmostofthemonceormore


• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithsomeofthemat


• IhavedevelopedaformattoscheduleregularRapidCheckInswithmystudentsandcheckinwithfewofthemat


• IamdevelopingaformattoscheduleregularRapidCheckInswithmystudentsrelatedtoresponsible


aweekwhenapplicable.

• Ihavetaughtmystudentstoevaluatehowhonesty,respect,fairness,andcompassionenableonetotaketheneedsofothersintoaccountwhenmakingdecisionswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopresponsibledecision-makingskillsformostofmystudentsineachclassperiodwhenapplicable.

leastonceaweekwhenapplicable.

• Iamutilizingdatatohelpmystudentssetupattainablegoalsinthedevelopmentofresponsibledecision-makingskillswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopself-responsibledecision-makingskillsforsomeofmystudentsineachclassperiodwhenapplicable.

leastonceaweekrelatedtoresponsibledecision-makingskillswhenapplicable.

• Iamutilizingdatatomeetmystudentswheretheyareindevelopingresponsibledecision-makingskillswhenapplicable.

• Ihavecreatedindividualizedplanstohelpstudentsdevelopresponsibledecision-makingskillsforafewofmystudentsineachclassperiodwhenapplicable.

decision-makingskillswhenapplicable.

• Iamlearninghowtocollectandanalyzedatatosupportmystudent’sgrowthindevelopingresponsibledecision-makingskills.

• Iamdevelopinglessonstohelpindividualstudentslearntoanalyzehowdecision-makingskillsimprovestudyhabitsandacademicperformance.

DataCollectionPlan:Project-BasedLearning— SchoolAdministrators


1.Participant’s-Reactions OnlineProfessionalLearningFeedback 1x/workshop PASLProject

Managers

2.Participant’sLearning ParticipantsReflections(Oraland/orWritten) 1x/workshop PASLProject

Managers

3.OrganizationalSupport SiteVisitsandCoachingOpportunities 1x/spring PASLProject

Managers

5.StudentLearningOutcomes PanoramaAssessmentData 1x/fall 1x/spring

PASLProjectManagers

Mid-YearandEnd-of-YearEvaluationPlanLevel1.

Audience Mid-YearEvaluation End-of-YearEvaluationTeacher/Individual WorkshopFeedbackSurveyinPDMS SummaryofSurveyData

Level2.Audience Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual

ParticipantReflections/Oral&Written ParticipantReflections/Oral&Written



Teacher/Individual Districtrecordofsupporttoschools,progresstowardstructuralchanges.

AnnualreviewofDistrictsupportsandstructuralchanges.Administrator/Supervisor


Teacher/Individual ContinuedimplementationpracticeofthePASL/SEL.Theinstructorwillobservethegroup’sprogressandprovideconstructivefeedback.

Summaryofobserver’sfeedback.Administrator/Supervisor

Level5.LevelofImpact Mid-YearEvaluation End-of-YearEvaluation

Teacher/Individual ResultsontheSELAssessment(fall)

ResultsontheSELAssesment(spring)Administrator/Supervisor

innovation configuration reimagining middle grades … · additionally, classroom management skills...

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