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Cultivating work ethic is the integral to PBE because it requires students to constantly reflect and make revisions to their work. As far as supporting social development, the teacher must be thoughtful in grouping and planning to support that for learners.
Thanks! -Kristen :)

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Not only does PBE save districts time and money (https://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning), it also has the fundamental components of research based effective instructional practices on learning (https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/). Regardless if there is a significant amount of evidence to demonstrate that this system actually works, it is Maine State Law effective Jan. 1 2017, (http://www.mainelegislature.org/legis/statutes/20-a/title20-Asec4722-A.html). Thanks! -Kristen :)

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Schools are still trying to figure out the best models for grouping; some schools will group by class, some schools will group within the class. Each school will have a different philosophy on what works best for their school

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In many schools it already has! Although only high school students are required to graduate on a standards-based diploma, schools are expecting students to experience PBE K-12 so students' educational experiences are continuous and consistent.

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PBE has a different philosophy and structure than traditional schooling.
Thanks! - Kristen :)

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Yes.
Thanks! - Kristen :)

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It took me only a few months to be very comfortable with the PROCESS; the tricky part is planning for PRODUCTS at the appropriate rigor levels! Thanks! - Kristen :)

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No matter what the standards are, you'll know that it becomes the 3.0 level of proficiency; so, no matter what school you are in, you'll know the process of building scales. The reality is, very, very few schools have identical standards, so no matter where you end up teaching, some work will be required to plan for differentiation for students at all levels. Thanks! - Kristen :)

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Always. Thanks! - Kristen :)

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I'm happy to help if I can!
Thanks! - Kristen :)

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NCLB was replaced with the Every Student Succeeds Act (ESSA) in 2015. Find more information about it here: https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/the-difference-between-the-every-student-succeeds-act-and-no-child-left-behind

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PBE is effective for all content areas because the 3.0 proficiency asks students to demonstrate knowledge or skills in a complex way; 2.0 proficiency asks students to know/show foundation info. that goes into a 3.0 task. All content areas have complex tasks with foundation knowledge/skills that go into creating complex understandings.
Thanks! -Kristen :)

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Hold your click and drag.
Thanks! -Kristen :)

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Most of the time, the curriculum office will determine the standards; sometimes, it is with the help of teacher teams. Thanks! - Kristen :)

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Where PE is largely skills based, students' 3.0 proficiency tasks may involve them actually doing the skill independently; a 2.0 level of proficiency might require students to know more of the foundation knowledge that goes into that proficiency. For example, a 3.0 task might require students to execute an effective throw; however, the 2.0 might ask a student to identify the basic components of throwing. Thanks!
-Kristen :)

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A lot of schools are still trying to figure this out, and this decision will come, most likely, from the administrative level. Check with your principal about retention policy. Thanks!
-Kristen :)

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His/her educational team could develop a personalized learning plan that meets the need of just that student. Thanks!
-Kristen :)

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We have more authentic results for and from learners! Thanks!
-Kristen :)

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My experience has been that transitioning to PBE is more about mindset than age. Thanks!
-Kristen :)

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Once you pre-assess students, you group them into similar groups based on either need, interest, or strength! Then you can work efficiently with groups. Thanks!
-Kristen :)

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Can we have this again as a much longer Professional Development

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Can we have this again as a much longer Professional Development

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Do you believe that this type of grading system is more applicable to disciplines such as English, where there is room for interpretation. Rather than to the disciplines in which demonstrating knowledge is more evident, like the STEM disciplines?

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Do you find that older/veteran teachers are opposed to this and prefer doing things the old fashion way?

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PE teachers I know have transitioned very easily to PBE because everything they do is already about skills.

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PE teachers I know have transitioned very easily to PBE because everything they do is already about skills.

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How does this effect physical education?

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How does this effect physical education?

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Is no child left behind not a thing anymore?

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Is no child left behind not a thing anymore?

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Do schools choose standards that teachers meet or are they set by the teacher?

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Do schools choose standards that teachers meet or are they set by the teacher?

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how do you organize/ rearrange the placement of posts on padlet... they are all overlapping and it looks crazy!

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how do you organize/ rearrange the placement of posts on padlet... they are all overlapping and it looks crazy!

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Because of this, if students don't meet the standards we set for them,  do we hold them back, or set a goal for the next teacher and have this teacher to help this student along?

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Converting Standards to gauge performance

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Converting Standards to gauge performance

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How long does it take to get comfortable and efficient converting standards to a proficiency scale?

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Does this mean that if a student doesn't meet even one standard, they're stuck in high school for another year?

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Is there significant evidence that this system actually works?

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How do we personalize a student experience in larger classes?

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How do we personalize a student experience in larger classes?

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Teachers I have been working with seem adverse to proficiency-based learning because they feel it sacrifices other social aspects that are integral to what a school should provide for a child to develop. How can they integrate work ethic and social development?

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Teachers I have been working with seem adverse to proficiency-based learning because they feel it sacrifices other social aspects that are integral to what a school should provide for a child to develop. How can they integrate work ethic and social development?

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What does that mean for students who continuously do not meet the standards?

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Is there a limit to how long a student stays in school is they fail to be proficient?

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Why might people not like this system?

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Will proficiency-based education be integrated into middle and elementary grades in the future?

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Will proficiency-based education be integrated into middle and elementary grades in the future?

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Do you believe that standards based grading is essential to standards based education?

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How can we achieve levels of mastery with fluctuating SS standards that change in different schools?

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How can we achieve levels of mastery with fluctuating SS standards that change in different schools?

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Does leveling classes work well  with or work against PBE?

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When IS lunch