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We are completing more projects that would apply towards a student's POG in the elementary wing. We have exposed them to the rubric. We have also created projects that meet all the areas required for POG. These projects allow them to work with others and grow. They also have a lot of voice and choice during these projects.

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understanding the "WHY" behind what we are learning/doing in my classroom.  Relating the
"WHY" to actual use in their adult life.

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From what I see in the upper elementary, we have begun implementing projects that use the categories for POG. This helps prepare the students for middle/high school when they will be completing their POG. Without personalized learning, we might not have been prepared to assign projects that give students the chance to show off their skills.

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I am hearing more and more students using the language of a growth mindset. Students are understanding that things aren't always easy and it's okay to make to make mistakes

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When I took the Choice Ready Training, Successfully completing a Capstone Project was listed as an Essential Skill Indicator. I attached the Choice Ready checklist I will use for this documentation.

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Students are able to go at their own pace. Some students need more time to relearn and understand the concept before moving on to the next lesson.

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Students are able to work at their own pace. If they need a little more guidance they can ask me, ask three friends, or both.

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I started to give students a choice when they do our bigger projects if they want a test grade or a homework grade. The amount of work and grading rigor is higher on the test grade but it also has a bigger impact on their overall grade in the class

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Without the PCBL push, I don't think I would have gone as in depth with the playlists. I also would not have felt "ok" with allowing kids to work ahead as much as I have. It's still a struggle sometimes allowing them all the access, but it totally makes sense to get it out to them. Hopefully next year I will be even better at putting it all out there. It's been refreshing to see how many kids prefer to work ahead. I'm seeing kids that would normally turn in late work or wait until the last minute, turn things in several days before the due date.

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I would have never considered offered playlists as an option for our students. The idea of students doing different assignments at the same time to get the same practice/knowledge from it was thought to be impossible according to me.

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Without our transition to PCBL I would not have even attempted to make a playlist for my students. While these cannot yet be classified as a pathway, I look at them as building blocks which I can now scaffold different entry points and options into.

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Teachers are surveying students and discovering learning preferences.

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As our littles will transition through the halls, I find it very fun listening to the older kids' conversations. Several instances, I have heard the "yet!" "I haven't figured that out yet." "I can't quite do that yet." In the even younger grades, we've heard a removal of "can't."
MQuandt

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Students are more engaged and on task when able to have agency in their own learning. When they have choices and multiple options to practice a skill, master a standard or show
understanding they are more self motivated.

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Without this transition to PCBL, I still would have had all students doing the same work, just maybe in a different order during the class period or during whole group. Now I have noticed the importance of having multiple choices and ways to show mastery for certain skills. My "target time" during math has really given students agency, awareness of the standards they need to master, and a sense of pride when they master a standard. I may have done the pathways and progressions thing backwards (more focusing on their progress of working on a standard, not necessarily following the progression completely to get mastery) but I am getting there!

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Without this transition to PCBL, I still would have had all students doing the same work, just maybe in a different order during the class period or during whole group. Now I have noticed the importance of having multiple choices and ways to show mastery for certain skills. My "target time" during math has really given students agency, awareness of the standards they need to master, and a sense of pride when they master a standard. I may have done the pathways and progressions thing backwards (more focusing on their progress of working on a standard, not necessarily following the progression completely to get mastery) but I am getting there!

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Transforming from Fixed to Growth Mindset

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Transforming from Fixed to Growth Mindset

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I hear my students say, "I had a growth mindset taking that STAR test OR I had a Growth Mindset taking the STATE test when I thought I would do bad.
vkelly

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Students are able to work their pace and have gained motivation to continue moving forward. In one class, this allowed a student to participate without a para because accommodations were made to allow them access to the information at their level and in a method they could receive the information.
LCourtney

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Students are starting to make the connection between PCBL and growth mindset; that if they are given either different options to show what what they know or extended time to complete activities, the anxiety of "failing" is reduced.

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Students seem motivated when they can make choices & move ahead if they have mastered the concept.

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Once we are done with the pathways it will be nice to have kids able to see how they can get from one standard to the next. And show their learning in different ways so they can be successful.

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I have increased my use of WHY we are learning what we are learning and how progress will impact their performance in the regular education setting.

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I have students who are overcoming their frustrations and pushing forward instead of quitting or taking an easier route.

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Pathways are being developed so that learners have the opportunity to use different routes(and pace) to reach mastery.

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Providing opportunities for students to show their learning in different ways.

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Conversations with learners about POG final project

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Conversations with learners about POG final project

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I took a day to explain to all of my learners what a POG senior portfolio might look like.  There were so many great questions and feedback from these young adults. Now, as we are going through the year, my learners are saying, "This is something I would have placed in my portfolio to show collaboration."!  :)

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Students are working on setting their own goals and  reflecting on the outcome(s) of those goals.

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Students having agency to see where they learn best. There are two options a grouping with the teacher or at your own pace. Similar activities occurring in both, but one is without the direct instruction of the teacher. Students are doing great at moving back and forth based on their needs for each lesson. Agency at work for 8th graders!

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4-6 grade students completed a problem based learning earlier in the year and will complete another before school is out

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Learners are working on standards at their own speed rather than solely following the teacher presented pace

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I've over heard students referring to failure as part of learning

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SOM is aligned to the POG for each month students are chosen using the attributes in each POG category

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Teachers are using data to make instructional groups

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staff is looking for feedback from learners

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Learners are using choice boards

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students are provided multiple chances to prove mastery

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before our transition to PCBL our students mindset was very fixed and we as a staff have been trained and worked to help develop a Growth Mindset in our students

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Under your action planning committee column add evidence in the form of a comment.

What is happening in this area now that was not happening prior to our transition to PCBL.