From time to time, I am asked how to do this "customized" or "standards based" thing. Well, I happen to have this document updated and handy for my upcoming observation/evaluation preconference. Perhaps, it will offer a glimpse into the nuts and bolts of the approach.
2013-2014 LASS Information (Mr. Davis)
Last year, our LASS class underwent a major transformation from a program linked to grade level content standards to a more customized learning program that was more standards based. That transformation continues in the 2013-2014 school year.
Features of this year’s Customized, Standards Based Approach:
- Students work through units of study that are grounded in the district approved curriculum.
- Students don’t move on to the next Learning Target in a unit until they have met or exceeded the previous Learning Target. There are unlimited opportunities to meet or exceed each Learning Target, though interventions are put in place if a student lags behind.
- Students are typically required to demonstrate proficiency of a Learning Target more than once before moving on to the next LT.
- Students use iPads, apps, Moodle, Google Docs, textbooks, and other classroom materials to work independently, with peers, and/or with one-to-one teacher guidance..
- LASS Learning Targets are scored using a 4-1 scale with 3 being the target and 4 being the highest.
Language Arts Units of Study
Reading: All students are placed within a reading progression based on their estimated reading levels. The progression is based in part on the LT sequencing of RSU57, among the leaders in the Maine Cohort for Customized Learning.
- Informational Text
- Literature
Writing: All students produce written drafts that are used as targeted teaching tools.
- Informational Explanatory
- Narrative
- Opinion/Persuasive
Language: All students learn basic language skills both independent of and within their written drafts.
- Conventions (Grammar)
- Acquisition (Vocabulary and Use of Language)
Social Studies: All students begin with a common progression of Learning Targets from the “US Government: Civics and Legal System” Measurement Topic, eventually determining for themselves their personal sequences of Measurement Topics to study.
- US Government
- Civics and the Legal System (currently available)
- Rights and Responsibilities (currently available)
- US/World Geography
- Maps and Tools (currently available)
- US Regions (in development)
- US/World History (to be developed)
- Economics (to be developed)
Learning Target Projects
Periodically, students are asked to create reflective projects. Students revisit what they have learned and create projects of their choice, demonstrating that learning.
Needs Based Tasks
Occasionally, a team, class, small group, or individual students are presented with brief learning tasks based on a specific need. For example, if several students appear to have difficulty with using context clues, those students are presented with learning tasks to help them improve that skill and certify their proficiency with the related Learning Target.
Class Routine
Typically, students enter the classroom and receive initial instructions via a smart board message without a cumbersome, start of period meeting. The message might look like this:
LASS-S:
1. Sit in TREE groups.
2. Complete your Plan for 10/28/13 in Moodle.
3. Work on your LTs for reading, writing, language, and/or social studies.
Students then engage in their learning wherever they happen to have left off. Most students use Educate as a means to check what is overdue and/or upcoming. Sometimes students are working on the same LTs, but other times they are working on completely different ones. Students have the option of getting assistance from each other or the teacher as needed. As students complete assessments, they write them on the clipboard sheet by the teacher’s desk. Assessments are scored as soon as possible, and students are notified, allowing them the opportunity to improve their work should it be required and/or should they choose. At the end of the period, students are generally thanked for their work and dismiss independently without a cumbersome, end of period meeting.
Class Guidelines
The three underlying principles guiding our classroom are as follows:
- Respect yourself.
- Respect others.
- Respect property.
Specific classroom expectations flow from our guiding principles. For example:
- Students are allowed to talk during class, but conversations should be whispered and brief.
- Students are sometimes assigned to tables, but they are usually allowed to self select isolated seating to avoid distractions.
- Students are not allowed to sit on tables as it leads to damage.
Exceptions to classroom expectations are made in an attempt to help students develop self discipline or to meet their individual needs. For example:
- Students who earn Wall of Fame status for their on pace work in both ELA and SS are allowed to work in the hallway.
- Sometimes an entire class of students may be granted the freedom to sit where they choose in the classroom as long as sufficient progress is being made.
- Some students simply work best in a separate environment and are quietly granted permission to work in the hall, the special ed. classroom, or another environment as long as they continue to make progress.
While rare, the most common consequence a student might receive for misbehavior is a “behavior practice” break detention. Also, if needed, a student may be asked to sit near the teacher desk or be moved to a nearby teacher’s classroom to settle.
Reward Systems
Wall of Fame: As mentioned above, students who earn Wall of Fame status (updated each Monday morning) receive hallway work privileges and greater flexibility. For example, a student who is on the weekly Wall of Fame may be granted permission to work on a project for another class or go to the music room to practice.
Pride Points: Students who are seen doing something positive may receive a Pride Point slip with their name on it. The student places the slip in a drawing bin. Once or twice a week, the team gathers and draws a few Pride Points from the bin. Those students get to select a treat from the reward box.
Assessment Tallies: As students submit assessments, a daily tally is posted for each class. Currently, this doesn’t lead to a reward, though it is proving to be quite motivating for some students.
Passes
Initially, students were not required to use a pass to visit the restroom or printer. However, this led to some wandering and other hallway misbehaviors. As a result, a pass system was put into place. While a pass is not required to visit one’s locker, a pass is required for visit anywhere outside of the locker area. Typically, only one or two students are allowed passes at any one time, depending on the circumstance.
Homework
During the 1st trimester, student are required to complete a Practice Paragraph assignment each week. During the 2nd and 3rd trimesters, students are encouraged to spend time working on their Learning Targets on a schedule that makes sense for them. It is recommended that students try to complete one task from an LT checklist each evening.
Communication
Periodically, parents are notified by phone or email if their child is lagging too far behind the expected pace. This notification is usually accompanied by an offer of after school assistance. More frequent communication is provided at a parent’s request.
