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Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core State Standards

Deeper Learning Webinar

Webinar:


Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core State Standards

Participants
Tiana Alba
, 2011 Graduate, City Arts and Technology High School (San Francisco)
Kaleb Lawson, 2007 Graduate, Envision School (San Francisco)
Bob Lenz, Cofounder and Chief of Innovation, Envision Education
Justin Wells, Consultant and Coach, Envision Learning Partners
Bob Rothman, Senior Fellow, Alliance for Excellent Education

On March 10, 2015, the Alliance for Excellent Education held an in-depth discussion on how innovative schools can use performance assessment and project-based learning to transform education and improve learning for all students. This webinar examined a highly effective school network that has demonstrated how a new approach can enable all students to graduate from high school and succeed in college.

In recent years, a growing number of educators and policymakers have embraced the idea of deeper learning—enabling all students to master core content and use that knowledge to solve problems and think critically, communicate effectively, collaborate with peers, learn how to learn, and develop academic mindsets. A network of schools in the San Francisco Bay Area, known as Envision Schools, has been operating according to those principles for more than a decade, and has shown that students from low-income backgrounds can graduate from high school and go on to college in large numbers.

In a newly published book, Transforming Schools, Bob Lenz describes the Envision approach and the role of performance assessment, project-based learning, and the Common Core State Standards. Lenz and his coauthor, Justin Wells, discussed ideas outlined in the book, and two graduates of Envision Schools described their experiences. Alliance Senior Fellow, Bob Rothman moderated the discussion, and panelists addressed questions submitted by viewers from across the country.

>>> GOOD AFTERNOON, MY NAME IS
BOB ROTHMAN.
I’M A SENIOR FELLOW ON
EDUCATION, A NONPROFIT ADVOCACY
ORGANIZATION IN WASHINGTON, D.C.
I’LL BE YOUR HOST TODAY.
WE’RE VERY GLAD YOU JOINED US
THIS NEXT HOUR AS WE EVALUATE
HOW SCHOOLS TRANSFORM EDUCATION
THROUGH ASSESSMENT.
THESE JOIN THE
CONVERSATION†#DEEPERLEARNING.
ASSESSMENT HAS BECOME A HOT
TOPIC OF DEBATE.
EDUCATION ACT THIS YEAR AND KEY
ISSUE FOR CONGRESS TO CONTINUE
THAT LAW’S REQUIREMENT FOR TESTS
IN EVERY GRADE OR WHETHER TO
TEST STUDENTS IN ONLY A
PARTICULAR GRADE.
STATES, MEANWHILE, LEGISLATORS
ARE OPTING THEIR CHILDREN OUT OF
THE MANDATED TESTS.
WHILE THE OUTCOME OF THESE
DEBATES HAVE REAL CONSEQUENCES
OF STUDENTS AND SCHOOLS.
THE DEBATES FOCUS ON WHEN AND
HOW OFTEN STUDENTS ASSESSMENT
IT’S WHEN THEY TEST AND HOW THEY
MEASURE IT.
FORTUNATELY INNOVATIVE LEADERS
HAVE BEEN THINKING HARD ABOUT
THAT QUESTION AND HAVE COME UP
WITH BOLD SOLUTIONS.
IN A NEW BOOK, “TRANSFORMING
SCHOOLS USING PROJECT BASED
LEARNING PERFORMANCE ASSESSMENT
AND COMMON CORE STANDARDS” BOB
LENZ AND HIS COLLEAGUES
DISCUSSION HOW PERFORMANCE
ASSESSMENTS, THAT ASKS STUDENTS
TO APPLY WHAT THEY KNOW TO REAL
SITUATIONS, CATIZES LEARNING AND
LEADS STUDENTS TO DEVELOP THE
SKILLS THEY NEED TO SUCCEED IN
COLLEGE AND WORKPLACE.
AS THE BOOK SHOWS THEY GET GREAT
RESULTS.
100% OF SCHOOLS GO ON TO COLLEGE
AND NEARLY ALL BEYOND THE FIRST
YEAR.
MANY OF THESE ARE THE FIRST IN
THEIR FAMILIES TO GO ON TO
HIGHER EDUCATION EVEN GRADUATE
FROM HIGH SCHOOL.
TODAY WE’LL GRADUATE THE BOOK.
WE ARE FORTUNATE TO HAVE WITH
US, BOB LENZ, THE BOOK’S AUTHOR.
BOB IS THE CO-FOUNDER AND CHIEF
OF INNOVATION AT ENVISION
EDUCATION.
STARTED THE FIRST ENVISION
SCHOOL IN 2002.
WE ALSO HAVE WITH US BY PHONE,
ONE OF BOB’S COAUTHORS JUSTIN
WELLS.
JUSTIN WAS A FOUNDING FACULTY
MEMBER AT THE VISION’S FIRST
SCHOOL AND TAUGHT ENGLISH FOR
NINE YEARS.
HE’S NOW A CONSULT AND AND COACH
WHERE HE HELPS SCHOOLS DEVELOP
GRADUATION PORT FOLLOW LOS.
WE ARE ALSO VERY FORTUNATE TO
HAVE ON THE PHONE WITH US, TWO
GRADUATES OF ENVISION SCHOOLS.
KALEB LAWSON WAS THE MEMBER OF
THE FIRST GRADUATING CLASS IN
2007.
HE WENT TON TO ST.†MARY’S
COLLEGE WHERE HE GRADUATED IN
2011 AND IS NOW COMPLIANCE
OFFERS AT BANK OF THE WEST.
TIANA ALBA GRADUATED FROM CITY
ARTS AND TECHNOLOGY HEIST AND IS
NOW A STUDENT AT SAN FRANCISCO
CITY COLLEGE.
WE LOOK FORWARD TO YOUR
PARTICIPATION DURING THIS
WEBCAST ESPECIALLY VIA A BOX ON
THE WEBCAST PAGE WHERE WE ASK
QUESTIONS.
WE’LL GO TO THOSE QUESTION FROM
TIME TO TIME TO ANSWER WHAT IS
ON YOUR MIND.
PLEASE KNOW WE WILL NOT BE ABLE
TO GET TO EVERY QUESTION.
IN FACT WE RECEIVED A NUMBER OF
QUESTIONS BEFORE THE WEBCAST
EVEN GOT STARTED WHEN YOU
REGISTERED AND AGAIN, PLEASE
JOIN US ON TWITTER USE
THE†#DEEPERLEARNING.
BEFORE WE TURN TO THE
DISCUSSION, LET’S WATCH A BRIEF
VIDEO ABOUT ENVISION.
>>> THAT WAS INSPIRING AND WE’LL
TALK TO TWO OF THE STARS OF THE
VIDEO SHORTLY.
BUT FIRST, LET TURN TO BOB.
BOB THANKS SO MUCH FOR BEING
WITH US.
TELL US ABOUT ENVISION SCHOOLS
FROM THE ROLE OF THE GRADUATION
PORTFOLIO THAT WE JUST SAW TEE
YAWN NA COMPLETE.
HOW IS THAT TRANSFORMED?
>> THANKS, BOB.
AS I ALWAYS†– I’VE SEEN THAT
VIDEO 100 TIMES.
AND IT STILL INSPIRES ME,
BECAUSE THAT’S WHAT ENVISION’S
MISSION IS.
TO TRANSFORM STUDENTS’ LIVES BY
PREPARING THEM FOR SUCCESS IN
COLLEGE AND IN LIFE.
ESPECIALLY LIST THOSE WHO ARE
FIRST IN THEIR FAMILY TO GO TO
COLLEGE.
WE DECIDED, WHEN WE STARTED,
THAT WE WOULD BUILD A SYSTEM OF
SCHOOLS.
NOT ONLY DID WE WANT TO SHOW
WHAT WAS POSSIBLE IN A
REDESIGNED HIGH SCHOOL, WE
WANTED TO DEMONSTRATE WHAT IS
LOOKED LIKE WHEN A NETWORK, A
NEW SYSTEM, IS DESIGNED TO
SUPPORT THESE OUTCOMES.
OUR OUTCOME IS SLEDGE SUCCESS.
BACK IN 2002 WHEN WE STARTED,
COLLEGE SUCCESS, COLLEGE AND
CAREER SUCCESS, WAS NOT THE
MANTRA OF THE DAY.
IT WAS, LET’S INCREASE HIGH
SCHOOL GRADUATION.
BUT WE KNEW THAT IN ORDER TO
HAVE A DIFFERENT OUTCOMES FOR
OUR STUDENTS IN OUR LIVES AND
FAMILIES’ LIVE, THEY NEEDED TO
DO JUST MORE THAN GRADUATE FROM
HIGH SCHOOL.
THEY HAD TO GRADUATE FROM
COLLEGE.
JUST TODAY, IN DAVID BROOKS’
COMMENTARY IN “THE NEW YORK
TIMES.”
HE WAS HIGHLIGHTED THE
DIFFERENCES IN THE OUTCOMES FOR
STUDENTS WHO ARE†– PARENTS WERE
COLLEGE GRADUATES OR HIGH SCHOOL
GRADUATES.
IT’S REAL BEARING OUT THE
RESEARCH.
WE THOUGHT IF YOU HAVE DIFFERENT
OUTCOME, YOU HAVE TO REDESIGN
THE SCHOOL, SO, THINKING ABOUT
THE OUTCOMES OR THE GRADUATE
PROFILE, AS THEY TALKED ABOUT IN
THE VIDEO, NOT ONLY WHAT KIDS
KNOW, WHAT THEY CAN DO, THEY CAN
REFLECT AND TRANSFER THEIR
LETTERING, SO YOU’RE GOING TO
HAVE TO ASSESS THAT DIFFERENTLY.
SO WE DEVELOPED A PERFORMANCE
ASSESSMENT SYSTEM WITH PAM TAMPA
UNIVERSITY, AND THEN IF YOU HAVE
A DIFFERENT TYPE OF ASSESSMENT,
YOU HAVE TO THINK.
WHAT DO TEACHERS NEED TO KNOW
AND BE ABLE TO DO AND WHAT
STRUCTURES AND SYSTEMS HAVE TO
BE PUT IN PLACE FOR TEACHERS.
AND SO WE WENT ABOUT REDESIGNING
THE STRUCTURE OF SCHOOL WHERE†–
ESPECIALLY AROUND THE
COLLABORATIVE TIME THAT TEACHERS
HAVE IN THE PROFESSIONAL
DEVELOPMENT.
THERE ALSO REQUIRES A DIFFERENT
TYPE OF CULTURE.
AND SO WE’RE†– AND WE DISCUSSED
THIS IN OUR BOOK AS WELL.
FINALLY, THE LEADERSHIP IN THE
REDESIGNED SCHOOL LOOKS
DIFFERENTLY.
SO, WE ACTUALLY, IN YOUR BOOK,
TRANSFORMING SCHOOLS, WE GO
THROUGH EACH OF THOSE DIFFERENT
ASPECTS OF HOW YOU TRANSFORM
YOUR SCHOOL, YOUR OWN SCHOOL OR
YOUR DISTRICT OR SYSTEM,
STARTING WITH THE GRADUATE
PROFILE, BACK TO WHAT YOU NEED
TO DO AS A LEADER.
>> AND SAY A LITTLE MORE ABOUT
WHAT THOSE DIFFERENT STRUCTURES
ARE.
WHAT DOES IT MEAN FOR THE
SCHEDULE†– WHAT DOES IT MEAN
FOR DEPLOYING RESOURCES.
>> YEAH.
I THINK IT HAS A LOT OF
IMPLICATIONS.
AND IN OUR BOOK, WE DEVOTE A
WHOLE CHAPTER TO IT AS ONE OF
OUR LARGER CHAPTERS.
IT’S REALLY IMPORTANT, I THINK,
TO REMEMBER THAT WHEN YOU THINK
ABOUT HOW YOU CHANGE YOUR
SCHEDULE, AND YOUR SYSTEM IS TO
WHY YOU’RE CHANGING IT.
SO, BACK WHEN WE WERE JUST
TALKING ABOUT THE GRADUATE
PROFILE.
THE GRADUATE PROFILE DEMANDS WE
DO THINGS DIFFERENTLY LIKE
PROJECT-BASED LEARNING AND
PERFORMANCE ASSESSMENT.
SO WE NEED TO CHANGE THE
SCHEDULE SO WE HAVE LONGER
BLOCKS OF TIME.
WE HAVE MORE FLEXIBLE
SCHEDULING, COHORT SCHEDULING
WHERE GROUPS OF KIDS TRAVEL
TOGETHER.
IF YOU’RE IN A HIGH SCHOOL AND
YOU WANT TO INGRATE
PROJECT-BASED CONSTRUCTION.
YOU NEED TO SCHEDULE TRADITIONAL
LIMIT IF YOU’RE SCHEDULING
DIFFERENTLY, STUDENTS AND
TEACHERS AREN’T ALL IN SYNC.
IN THEBOOK, WE GIVE CONCRETE
EXAMPLE OF DOWNLOADABLE
RESOURCES WHERE WE USE A
SCHEDULE FROM ONE OF OUR SCHOOL,
TEMPLATE FOR YOUR OWN SCHOOL.
WE HAVE EMTAME PLATES THAT WE
ADAPTED FROM DAVID CONNELLY’S
BOOK.
COLLEGE OF KNOWLEDGE.
WE SHARE THAT AS WELL.
I REALLY WANT TO EMPHASIZE,
UNDERSTAND WHY YOU’RE CHANGING
YOUR SCHEDULE AND STRUCTURES IN
YOUR SCHOOLS.
IT’S CRITICAL.
TOO OFTEN, I THINK SCHOOLS
CHANGE SCHEDULES, FORMATS AND
SYSTEMS BEFORE THEY UNDERSTAND
THE WHY.
>> VERY GOOD.
>> I WOULD LIKE TO TURN TO
JUSTIN.
JUSTIN, THANKS FOR BEING HERE.
>> YES.
HI.
>> YOU TALKED FOR NINE YEARS
ABOUT ENVISION SCHOOL AND NOW
COACH OTHER TEACHER, WHAT
HAPPENS TO CHRIS LUM INSTRUCTION
AND ENVIRONMENT BASED BY
PERFORMANCE ASSESSMENT?
>> WELL, I THINK FIRST AND
FOREMOST†– I’LL TAKE THE
CURRICULUM PART OF THAT FIRST
AND THEN TALK ABOUT INSTRUCTION.
FOR ME, WHAT I BENEFITTED SO
MUCH AS A YOUNG TEACHER IN THE
ENVISION MODEL, A PERFORMANCE
ASSESSMENT MODEL, WAS THAT IT
HELPED ME DISTILL AND FOCUS WHAT
IT WAS I WAS TEACHING.
I WAS AN ENGLISH TEACHER BUT
WORKED COLLABORATIVELY WITH
OTHERS.
SO I SAW THE SAME THINGS HAPPEN
WITH SCIENCE COLLEAGUE, MY
HISTORY COLLEAGUE.
WE KNEW THAT WE WERE ALL AIMING
TOWARD SORT OF SINGULAR
PERFORMANCES THAT EMBODIED OUR
DISCIPLINE, LITERARY ANALYSIS
PAPER, SCIENTIFIC†– FULLY
DEVELOPED SCIENTIFIC INQUIRY,
HISTORICAL RESEARCH, ET†CETERA.
AND SO WE REALLY COULD TAKE THAT
SORT OF NINE-MONTH JOURNEY OF A
COURSE, AND EVEN IN OUR CASE, A
FOUR-YEAR JOURNEY ACROSS HIGH
SCHOOL AND REALLY KNOW WHAT THE
SINGLE DESTINATION WAS.
YES, WE STILL HAVE TO COVER A
LOT OF SKILL, DIFFERENT
MATERIAL.
BUT WE REALLY UNDERSTOOD CLEARLY
WHAT WAS THE ENDPOINT BECAUSE WE
HAD DEFINED SINGULAR ASSESSMENTS
THAT BROUGHT EVERYTHING
TOGETHER.
SO IT WAS WONDERFULLY DISTILLING
AND FOCUSED US IN OUR COURSE
DESIGN.
I THINK, FROM THE STUDENT
PERSPECTIVE, THAT HAD AN EQUALLY
POWERFUL EFFECT OF THEM
REALLY†– SCHOOL FEELING MORE
ORGANIZED AND LESS RANDOM.
ONCE JOURNEY AND SCIENCE WAS NOT
EARNING A CERTAIN NUMBER OF
CREDITS, IT WAS, WOW, I HAVE TO
BE ABLE, BY THE TIME I FINISH
THIS THREE, FOUR-YEAR JOURNEY, I
HAVE TO BE ABLE TO PRODUCE ONE
OF THESE COLLEGE LEVEL
SCIENTIFIC INQUIRY, SO ALL OF
THESE LITTLE THINGS I’M DOING,
OFTEN LEARNING CONTENT OR
LEARNING DIFFERENT SKILLS IS
BUILDING TOWARD THAT SO THERE’S
A FOCUSING FOR ALL PARTIES AND
ELEGANT SIMPLICITY THAT MAKES
THE LEARNING GO DEEPER.
ON THE STRUCTURAL SIDE.
FIRST AND FOREMOST IT PROMOTES
CULTURAL VISION.
THERE’S SOMETHING ABOUT
EVALUATING A PERFORMANCE AS
OPPOSED SIMPLY MEASURING CONTENT
KNOWLEDGE THAT’S CONDUCIVE TO A
PLACE VERY NATURAL TO HUMAN
BEING, THAT IS PROVIDING
COACHING AND FEEDBACK AND FOR
THE LEARNER, GETTING ANOTHER
CHANCE PERFORMANCE ASSESSMENT
SYSTEM DECIDEDS US INTO THESE
REALLY NATURAL FORMS OF TEACHING
AND LEARNING.
>> HOW DO TEACHERERS PREPARE FOR
THOSE CHANGES?
WHAT SORT OF PROFESSIONAL
DEVELOPMENT DO THEY NEED?
>> AT FIRST I WOULD SAY THAT I
THINK FOR MANY TEE TOUR, THERE’S
A LOT OF COMMON SENSE TO THIS.
AND IN A SYSTEM THAT ALLOWS THEM
TO KIND OF GO WHERE THEIR
INSTINCTS WOULD NORMALLY GO.
I THINK A LOT OF TEACHERS MOVE
TOWARD SORT OF DESIGNING
EXPERIENCES THAT IMPROVE
STUDENTS’ SKILLS, ET†CETERA.
PERFORMING ART TEACHER, FOR
EXAMPLE, OFTEN WONDER WHAT ALL
OF THE HUB PUB IS ABOUT WHEN
THEY LOOK AT PROJECT-BASED
LEARNING AND PERFORMANCE AND
ASSESSMENT BECAUSE THEY’VE NEVER
SUEDE FROM STUDENTS WORKING
TOWARD KEY PERFORM ANS.
THAT SAID, I DO THINK THAT THE
MAJOR THING AROUND PROFESSIONAL
DEVELOPMENT NEEDS, IN A SCHOOL
STRUCTURED THIS WAY, IS TIME FOR
COLLABORATION.
WHEN DESIGNING PERFORMANCES YOU
NEED TO LOOK AT STUDENT WORK
TOGETHER AND THAT’S SOMETHING
THAT TAKES PRACTICE AND
SOMETHING PEOPLE NEED TO DO
TOGETHER AND CALIBRATE AROUND,
USING RUE BRICKS, ET†CETERA AND
MANY PEOPLE SAY, TIME AND TIME
AGAIN, BOB AND I HAVE HEARD
THIS.
WE HAVE THEM LOOKING AT STUDENT
WORKING THAT’S THE BEST
PROFESSIONAL DEVELOPMENT THEY
EVER HAD.
THAT’S THE FIRST AND PORE MOST
PROFESSIONAL DEVELOPMENT NEEDED
IN SUCH A SYSTEM.
THE REST OF IT, TEE TOURS WHO
ARE WELL TRAINED AND DIFFERENT
DISCIPLINES THEY KNOW WHAT TO DO
NEXT WHEN THEY SEE STUDENT
STRENGTHS AND WEAKNESSES WHEN
THEY LOOK CLOSELY AT WORK
TOGETHER.
>> BEFORE WE MOVE ON WE HAVE
QUESTIONS FROM MARTINA IN
GERMANY WHO WANTS YOU TO FOLLOW
UP ON YOUR POINT ABOUT
CURRICULUM IF YOU’RE ORGANIZING
A SYSTEM BASED ON PROJECTS AND
PERFORMANCES WHY NEED A
CURRICULUM?
I THINK THAT, IN OUR CASE, WE
HAVE A PORTFOLIO THAT STUDENTS
NEED TO PUT TOGETHER, THEY NEED
TO SHOW THAT THEY’VE MASTERED
THESE CERTAIN SKILLS.
TIS TORE CALORIE SEARCH,
CREATIVE EXPRESSION, LITERARY
ANALYSIS, ET†CETERA, THERE ARE
LOTS OF SUB SKILLS THAT NEED TO
BE EARNED IN ORDER TO PUT IT ALL
TOGETHER IN THAT LARGE PRODUCT
AND PERFORMANCE.
SO, WHAT HAPPENS IN MY
CURRICULUM DESIGN, IS THAT I
REALLY HAVE TO BREAK DOWN THINGS
INTO ALL OF THOSE SUB SKILL, AND
ALSO MANY SORT OF ASPECTS AND
PIECES OF CONTENT KNOWLEDGE AS
WELL GO INTO THAT SKILL
DEVELOPMENT WE ALL KNOW.
AND THEN REALLY MAPPING
BACKWARDS, AND WHETHER YOU HAVE
A YEAR OR TWO YEAR, OR IN OUR
CASE, FOUR YEARS TO GET TO THAT
FINAL POINT, YOU DESIGN YOUR
CURRICULUM AROUND TEACHING AND
HAVING STUDENTS HAVE AN
OPPORTUNITY TO MASTER ALL OF
THOSE SUB SKILLS AND PUT THEM
ALL TOGETHER.
>> WELL, I THINK CONTEXT IS
IMPORTANT, TOO.
OUR SCHOOLS ARE†– IN
CALIFORNIA, AND WE ARE PREPARING
KIDS TO GO TO COLLEGE,
ESPECIALLY THE PUBLIC COLLEGE
SYSTEM, SO ALL OF THE COURSES
NEED TO BE APPROVED BY THE
UNIVERSITY OF CALIFORNIA.
OFFICE OF THE PRESIDENT ARE
COLLEGE READY.
BUT WHAT THEY’RE ASKING FOR IS
WHAT THE KIDS KNOW AND NOT
NECESSARILY WHAT THEY DO, AND
SO, WE DESIGN THE PERFORMANCE
ASSESSMENT AND PROJECT IN SUCH A
WAY THAT STEW DENS ARE DEALING
WITH THE CONTENT.
THEY ARE GOING TO BE EXPECTED TO
KNOW IN COLLEGE BUT WITH THE
OPPORTUNITY TO GO DEEPER AND
APPLY THAT AND REFLECT ON IT AND
PRESENT IT.
I THINK WE ALSO†– IT’S
IMPORTANT, WE ARE TRYING TO MAP
BACKWARDS FROM THAT SO WE WANT
TO MAKE SURE STUDENTS HAVE
CONTENT AND KNOWLEDGE THAT THEY
NEED AND SKILLS AS WELL AS
COMPETENCIES IN DEEPER LEARNING
OUTCOME.
OR WE DON’T FEEL WE’RE DOING OUR
JOB.
THAT DOESN’T MEAN WE DESIGN A
SCHOOL AROUND STUDENTS’
INTERESTS WITH PROJECT AND
PERFORMANCE ASSESSMENTS AND GO
DEEP AROUND THE DEEPER LEARNING
OUTCOMES OF COLLABORATION AND
CRITICAL THINKING AND
COMMUNICATION SKILLS, AND
WANTING TO LEARN BUT, WE THINK,
AS FAR AS WHAT WE TALKED ABOUT
IN THE BOOK, TRYING TO FIND THE
BLEND OF THAT, YOU’RE PREPARING
KID, GIVING THAT DEEP CHANCE OF
ENGAGEMENT OR PREPARING THEM FOR
THE RIGGERS IN THE NEXT STEP IN
THE UNIVERSITY†–
>> LET’S BRING KALEB AND TIANA
INTO THE CONVERSATION.
THANKS FOR BEING HERE.
IT’S GREAT TO SEE YOUR
EXPERIENCE IN THE VIDEO WHAT WAS
THE EXPERIENCE OF PREPARING FOR
AND PRESENTING THE GRADUATION
PORTFOLIO LIKE?
I UNDERSTAND BOTH OF YOU DID NOT
PASS THE FIRST TIME.
WHAT HAPPENED TO HELP YOU THE
NEXT TIME?
>> COULD YOU JUST REPEAT†– I’M
TRYING TO UNDERSTAND YOUR
QUESTION AGAIN.
WHAT DID WE DO TO PREPARE TO
PASS THE GRADUATION PORTFOLIO
AND WHAT WAS IT LIKE TO NOT
PASS?
>> YES.
WHAT DID YOU HAVE TO DO TO
PREPARE AND TO REVIVE.
I SEE.
SO, MY EXPERIENCE WAS†– SO,
GOING BACK THEN, WE HAD BEEN
PREPARING FOR A GRADUATION
PORTFOLIO, SINCE ALL THROUGHOUT
HIGH SCHOOL, SO WE KNEW WE HAD A
GRADUATION PORTFOLIO AT THE END
OF THE ROAD AND WE SPENT TIME
WITH OUR†– WITH OUR ACADEMIC
ADVISERS IN HIGH SCHOOL, KIND OF
WORKING ON OUR GRADUATION
PORTFOLIO ARTIFACT THE
THROUGHOUT HIGH SCHOOL AND
CONSTANTLY REVIVING PIECES THAT
WE WOULD BE PRESENTING.
SO, I THOUGHT BACK THEN THAT IT
WASN’T TOO DIFFICULT.
IT WAS KIND OF A MATTER OF
SAYING, OH, I GOT AN A ON THIS
PAPER.
I GOT AN A ON THIS PAPER AND I
DREW THIS REALLY COOL PICTURE,
SO I’M READY TO GRADUATE.
I WAS OBVIOUS WRONG, WHEN I
FOUND OUT THAT†– I THOUGHT THAT
I WAS FEELING GOOD, BUT MY
TEACHER AND PANEL ALL THOUGHT I
WASN’T AS PREPARED AND I COULD
HAVE DONE MUCH BETTER.
THAT WAS A BLOW TO THE EGO, AND
I DIDN’T PASS THE FIRST TIME,
BUT IT REALLY MADE ME PRACTICE
HARDER FOR THE NEXT TIME AND
REALLY THINK CRITICALLY ON WHAT
I COULD IMPROVE.
I ALREADY FELT LIKE THE
ARTIFACTS THAT I HAD WERE
PERFECT AND I DON’T THINK THAT I
ENDED UP CHANGE MY ARTIFACTS.
BUT I SPENT A LOT OF TIME
THINKING ABOUT HOW I WOULD KIND
OF PACKAGE ALL OF MY ARTIFACTS
AND REALLY FEEL THE CASE FOR WHY
I WAS READY TO GRADUATE.
SO, INSTEAD WALKING UP AND
SAYING, THESE ARE ALL MY
ARTIFACT, I’M READY TO GRADUATE,
I WAS ABLE TO, THE SECOND TIME,
INCORPORATE MY WORKPLACE
LETTERING EXPERIENCE WHICH AT
THAT YEAR WAS AT THE PUBLIC
DEFENDER’S OFFICE IN MARIN
COUNTY AND KIND OF TAKE WHAT
I’VE LEARNED TO BASICALLY GO
ABOVE AND BEYOND WITH WHAT THE
GRADUATION PORT FOLLOW YO ASKS,
PRETEND I WAS IN A COURTROOM,
APPLY THAT TO MY GRADUATION
DEFENSE AND, I MEAN, I HAD A
BLAST DOING IT THE SECOND TIME,
I THINK EVERYBODY COULD TELL
THAT IT WAS ALL AROUND BETTER,
MYSELF INCLUDED.
>> YOUR EXPERIENCE?
>> THIS IS TIANA ALBA.
FOR ME, I’M IN AGREEANCE WITH
KALEB.
ALTHOUGH IT’S NOT THE REFLECTION
OF HIM.
IT WASN’T SOMETHING THAT WAS OUT
OF THE RANDOM.
IT WAS SOMETHING THAT YOU KNEW
YOU WERE GOING INTO, WHEN I
FIRST STARTED.
I WAS ACTUALLY AT A REGULAR
PUBLIC HIGH SCHOOL, PRIOR TO MY
TRANSFER TO CITY ARTS AND
TECHNOLOGY.
AND JUST IN COMPARISON OF WHAT
YOU HAD TO LOOK FORWARD TO,
STRAIGHT OUT OF THE GATE WHEN I
STARTED THERE WAS AWESOME TO
KNOW.
HOWEVER, WHEN YOU COME IN AS A
SOPHOMORE AND ALL OF A SUDDEN
THESE TIMES GO BY AND YOU’RE A
SENIOR, OH, WOW, THAT’S RIGHT.
I’M PREPARING FOR THIS,
PREPARING FOR THE GRADUATION
PORTFOLIO.
THERE ARE ARTIFACTS I’VE BUILT
AND CREATED THROUGHOUT MY HIGH
SCHOOL CAREER HERE THAT I NOW
HAVE TO REFLECT ON.
WHAT WAS IT LIKE WHEN I WAS
FIRST DOING THOSE ARTIFACTS.
SHOULD I USE THESE?
SHOULD I NOT USE THOSE?
FOR ME, IT WAS THE SAME.
I RECEIVED GREAT GRADES ON THOSE
ARTIFACTS, AND TO DO COUNTLESS
REVISION ON SOMETHING THAT I HAD
ALREADY BELIEVED WAS PERFECT,
WAS MORE FOR ME A LIFE LESSON,
IN TERMS OF ACCEPTANCE OF A
CRITIQUE, WHICH WAS FANTASTIC.
SO, GOING INTO THE GRADUATION
PORTFOLIO DEFENSE ITSELF, I WAS
VERY NERVOUS AND AT THAT TIME
THERE WAS A LOT RIDING FOR ME.
THERE WAS A LOT OF WEIGHT ON MY
SHOULDERS BECAUSE I HAD WORKED
SO HARD TO FINALLY PROGRESS INTO
MY SENIOR YEAR, THAT I WANTED
NOTHING MORE THAN TO PASS MY
FIRST TIME HOWEVER, GOING INTO
IT, THERE WAS A LOT OF EMOTION.
I THINK I RAMBLED MORE SO,
BECAUSE I WAS SO NERVOUS.
AND I HAD PERSONAL RELATIONSHIPS
WITH MY ACADEMIC ADVISERS, I HAD
PERSONAL RELATIONSHIP WAS MY
TEACHERS.
SO, HAVING THAT ALSO IN THE
CLASSROOM WAS A LOT HARDER.
WHEN I DID NOT PASS THE FIRST
TIME IT WAS EMOTIONALLY
DIFFICULT TO COMPREHEND, WE DO
HAVE THIS RELATIONSHIP TOGETHER.
AND I KNOW HOW HARD I WORKED ON
THIS.
I WAS SPEAKING TO THE ACADEMIC
ADVISER AND BOTH OF US WERE
CRYING AT THE END OF THIS
DEFENSE WHEN SHE DIDN’T PASS ME.
SHE SAID I WANTED NOTHING MORE
THAN TO PASS YOU, BECAUSE I KNOW
YOU’VE WORKED SO HARD FOR THIS.
HOWEVER, I KNOW WHAT YOU’RE
CAPABLE OF.
AND I WANT YOU TO KNOW AND
EXACCEPT THAT AS WELL.
SO I’M NOT GOING TO ACCEPT THIS
AND NEITHER SHOULD YOU.
I WANT YOU TO CONTINUE PUSHING
WHICH IS WHAT I DID.
AND I AM SO MUCH MORE GRATEFUL
FOR THAT NOW, LOOKING BACK IN
HINDSIGHT AND IT WAS JUST AN
ALL-AROUND UNIQUE EXPERIENCE FOR
ME.
>> NOW YOU’RE IN COLLEGE.
HOW DO YOU THINK THAT†– THE
WORK YOU DID AND YOUR EXPERIENCE
PREPARED YOU FOR WHAT YOU HAVE
TO DO IN HIGHER EDUCATION?
>> FOR ME, IT WAS DEFINITELY†–
I GAINED A LOT OF TOOLS.
IN THE ARTS AND TECHNOLOGY.
AND BEING NOW IN MY HIGHER
EDUCATION IN HIGH SCHOOL.
A LOST THOSE TOOLS STILL COME IN
IN TERMS OF REALLY HAVING THAT
CRITICAL THINKING SKILL WHICH
WAS NOT SOMETHING THAT I THINK
EVERYONE GAINS IN HIGH SCHOOL,
WHICH WAS†– WHY IT IS SO
BEAUTIFUL NOW, THAT I DO HAVE
THAT SO, WITH MY MAJOR, I’M
STUDYING DRUG AND ALCOHOL
COUNSELING AND YOUTH WORK.
THAT WAS A BIG PART OF IT TO BE
ABLE TO TAKE MYSELF OUT FROM THE
PICTURE AND PLACE MYSELF IN
ANOTHER.
AND I WAS ABLE TO LEARN THAT AT
CITY ARTS AND TECHNOLOGY.
IT’S DEFINITELY HELP IMMEDIATE
BLOSSOM INTO AN EVEN BETTER
STUDENT.
>> SO, I GRADUATED COLLEGE WHEN
TIANA GRADUATED.
SO I HAVE BEEN OUT IN THE REAL
WORLD†– NOT THAT COLLEGE ISN’T
THE REAL WORLD†– BUT I’LL SPEAK
HOW IT’S HELPED ME IN MY CURRENT
ROLE.
SPEAKING BACK INTO SOME MY I
GUESS I’LL START BY SAYING THE
GRADUATION PORTFOLIO IS PRETTY
MUCH THE BIGGEST PROJECT
ASSIGNED TO US IN HIGH SCHOOL
THAT SPANS OVER SEVEN YEARS.
WHILE I’M NOT WORKING ON ANY
PROJECTS AT WORK THAT SPAN
ACROSS MANY YEAR, I CERTAINLY
HAVE A LOT OF PROJECTS THAT COME
ON MY PLATE THAT, YOU KNOW, SPAN
OUT SIX, NINE MONTHS.
SO WE’LL OFTEN BE FACED WITH
HUGE PROBLEMS AND WE’LL HAVE TO
FIX SOMETHING BY THE END OF THE
YEAR DEADLINE, THAT I HAVE TO GO
THROUGH A NUMBER OF REVISION,
GET THE RIGHT APPROVAL, AND GET
EVERYBODY BUYING.
I MEAL BY THE TIME I CAME INTO
MY JOB, I WAS ALREADY
COMFORTABLE WITH PRESSURE AND
DEADLINES AND MANAGING MY OWN
BENCHMARKS AND REVISION, SO†–
AND I ALSO CAME IN, KNOWING THAT
I’LL NEED A LOT OF HELP TO GET A
LOT OF THIS STUFF DONE.
I NEEDED A LOT OF HELP IN HIGH
SCHOOL IN TERMS OF WHICH
ARTIFACTS DO I WANT.
AND I GUESS IN A SENSE REALLY
TEACH US PROJECT MANAGEMENT
SKILLS AND IT ALSO TEACH US
CONFIDENCE, TO BE ABLE TO WALK
INTO A ROOM OF SENIOR EXECUTIVES
IS KIND OF LIKE WHAT IT FELT
LIKE WHEN I WAS IN HIGH SCHOOL,
WALKING INTO A ROOM OF
STRANGERS, JUDGING ME AS TO
WHETHER I CAN GRADUATE HIGH
SCHOOL OR NOT.
I HAVE BEEN DOING THIS.
AND I ALSO WANTED TO PIGGY BACK
OFF SOMETHING JUSTIN SAID, HE
WAS TALKING ABOUT THE VALUE OF
REVISION.
I CAN’T EMPHASIZE HOW IMPORTANT
THAT IS.
ENOUGH.
I WAS ABLE TO MOVE UP IN MY
ROLE.
I WAS THE LAST PERSON TO SEE
DOCUMENTATION BEFORE WE SUBMIT
IT TO WHOMEVER.
I NEED TO LET THINGS GO.
AND REALIZE THEY WEREN’T
PERFECT.
THAT WASN’T THE CASE IN THIS
VISION.
I REALLY APPRECIATE HAVING THAT
ENGRAINED IN ME SINCE HIGH
SCHOOL.
IT’S HELPED ME THROUGHOUT
COLLEGE AND HIGH SCHOOL AND MY
WORK WORLD.
.
GOING BACK TO THE BOOK.
WHAT KIND OF LEARNING
ENVIRONMENT DOES THAT CREATE?
>> BEFORE I ANSWER THAT
QUESTION, I’M JUST GOING TO
POINT OUT THAT IN THE BOOK, BOTH
KALEB AND TIANA’S STORIES WE
TELL THEM MORE IN DETAIL AND THE
VIDEO WE SAW.
THERE’S FOUR ACCOMPANIED WITH
THAT.
THERE’S A DVD AND WEBSITE.
YOU CAN ACTUALLY GO AND SEE THAT
AND USE THAT BOTH FOR YOUR
EDIFICATION, AND ALSO TO SHOW
YOUR LEAGUES, IF YOU’RE TRYING
TO CONVINCE THEM THAT THERETH
MIGHT BE A WAY TO GOVERNMENT IN
THE BOOK, WE DON’T WRITE ABOUT
THIS IN THE BOOK.
BUT WHEN WE WHEN THE COMMON CORE
STANDARDS FIRST CAME OUT.
WE SHARED THESE WITH OUR SCHOOL
LEADERS AND TEACHER LEADER, HAD
THEM ANALYZE IT AND SAY WHAT ARE
THE IMPLICATION.
AS THEY ARE READING THIS, THERE
WAS SPONTANEOUS APPLAUSE
STARTING TO HAPPEN WITHIN OUR
MEETING.
THEY FELT LIKE FOR THE FIRST
TIME THE WORK THEY WERE DOING
WAS ACTUALLY GOING TO BE IN
ALIGNMENT WITH WHERE THE POLICY
WAS HEADED WITH THE STANDARDS.
BECAUSE FOR THE FIRST SIX OR
SEVEN YEARS OF OUR EXISTENCE.
WE FELT LIKE WE HAD TWO
DIFFERENT GOALS.
THE GOALS THE STATE SET OUT AND
THE LIST OF MINUTIAE OF
STANDARDS THAT WERE MEASURED IN
A PENCIL AND BUBBLE TEST AND
COMMON CORE STANDARDS WHICH WERE
FEWER, HIGHER AND DEEPER AND
WE’RE GOING TO HAVE TESTS THAT
WERE ALIGNEDED WITH SOME
PERFORMANCE.
SO WE REALLY THINK OF COMMON
CORE STANDARDS AS A GREAT
OPPORTUNITY NOT OFTEN SEEN AS A
HURDLE OR SOMETHING TO STRUGGLE
AGAINST.
IT’S A WAY TO REALLY GROUND
YOURSELF AND BE CONNECTED NOT
ONLY WITHIN YOUR SCHOOL BUT
ACROSS THE COUNTRY TO WHAT OUR
GRADUATES NEED.
WE TOOK WHAT WE HAD AND ALIGNED
IT MORE DEEPLY.
AND WORKING AND LEARNING EQUITY
AND CAME UP WITH ASSESSMENTS AND
FRAMEWORK FOR INQUIRY AND
ANALYSIS AND RESEARCH AND
CREATIVITY.
WE ALSO THINK ABOUT IT AS COMMON
CORE AND MORE.
THOSE COMPETENCIES, PLUS THE
DEEPER LEARNING OUTCOME.
THAT’S WHAT THEN SHAPES YOUR
LEARNING EXPERIENCES.
SETTING UP OPPORTUNITY FORCE
KIDS TO DO INQUIRY AND
COMMUNICATE ABOUT IT AND DO THE
CRITICAL THINKING THAT TIANA
TALKS ABOUT OR WORKS TOWARDS
MASTERY LIKE KALEB TALKED ABOUT
REQUIRES A DIFFERENT TYPE OF
ENVIRONMENT.
YOU’LL HAVE TIME TO WORK DEEPLY
ON IT.
HAVE RUBRICS TO WORK AGAINST,
REPEAT, REVISE AND PRESENT.
>> WE’VE GOTTEN A NUMBER OF
QUESTIONS ABOUT THE CONTACTS
THAT SCHOOLS ARE CURRENTLY IN,
AND DESPITE THE COMMON CORE
STANDARDS, THERE’S STILL A HEAVY
EMPHASIS ON STANDARDIZED TESTING
AND MORE TRADITIONAL FORMS OF
TESTING.
LORI FROM BOSTON WRITE, WHERE DO
YOU SEE OPPORTUNITIES AND ENTRY
POINTS TO APPLY LESSONS USED
ABOUT USING PERFORMANCE
ASSESSMENTS AND PROBABLY-BASED
LEARNING AS A BROADER STRATEGY
FOR PUBLIC EDUCATION, ESPECIALLY
AT THIS TIME WHERE THERE IS
HEAVY EMPHASIS ON TRADITIONAL
TESTING?
>> UH-HUH.
WELL, I THINK WE THINK ABOUT†–
LET’S GO BACK TO THE COMMUNITY
OF THE COMMON CORE STANDARD OR
COLLEGE AND CAREER-READY
STANDARDS IF YOU’RE A STATE THAT
DOESN’T HAVE A COMMON CORE.
THAT’S THE†– THAT’S WHERE WE’RE
HEADING FOR.
THE HOW AND WHY, IS
PROBABLY-BASED LEARNING
ASSESSMENT.
THOSE STANDARDS ACTUALLY CULL
OUT KIDS TO INQUIRY AND EXPLAIN
AND COLLABORATE AND USE EVIDENCE
AND PRESENT THEIR FINDINGS AND
MULTIPLE FORMATS.
THE COMP CORE STANDARDS ARE
CRYING OUT FOR PROJECT-BASED
LEARNING AND PERFORMANCE
ASSESSMENT.
THAT’S WHERE THE ENTRY POINT IS,
ACTUALLY WITH THE STANDARD.
AND THEN, AS WE TALKED ABOUT IN
THE BOOK, YOU HAVE TO GO FULL
TRANSFORMATION, START SMALL.
THERE’S A PROJECT WITH THE
DESIGN FIRM IN PALE LOW ALTO
WORKING ON DEEPER LEARNING AND
THEY CALL IT RETOOL YOUR SCHOOL
AND HOW SMALL STEPS LEAD TO BIG
CHANGES.
SO, THINK ABOUT ONE PROJECT THAT
YOU MIGHT START AT YOUR SCHOOL.
ONE PRESENTATION OF LETTERING OR
DESIGN A NEW GRADUATE PROFILE.
MAYBE JUST WITHIN YOUR
CLASSROOM.
>> A COUPLE OF QUESTION ABOUT
THE ROLE OF TECHNOLOGY IN YOUR
SCHOOLS.
BRENDA, FROM RUSSELL, KENTUCKY
ASKS, CAN YOU TUNE OUT
PROJECT-BASED LEARNING WITHOUT
DIGITAL LEARNING?
HOW DO YOU PROMOTE DEEPER
LEARNING WITHOUT INVESTING
RESOURCES IN INDIVIDUAL
PERSONALIZED LEARNING?
JUSTIN, DO YOU WANT TO TAKE
THAT?
>> SURE.
YES, YOU CAN HAVE SOME EXCELLENT
PROJECT-BASED LEARNING THAT’S
NOT NECESSARILY DIGITAL
LEARNING.
DIGITAL†– AND TECHNOLOGY IS A
WONDERFUL TOOL THAT MANY OF US
TEACHERS JUST LOVING HAVING AT
PLAY, AS WE DID DESIGN
EXPERIENCES, LEARNING
EXPERIENCES FOR STUDENTS.
BUT, YOU KNOW, TOO OFTEN PEOPLE
JUST EVEN USE TECHNOLOGY AS A
STARTING POINT.
I WANT TO USE THIS TOOL, SO WHAT
SHOULD I HAVE THE STUDENTS DO.
AND I WOULD GO BACK TO THE SAME
ENTRY POINT THAT BOB JUST SPOKE
OF.
WHEN WE DO PROJECT DESIGN OUR
ENTRY POINT IS THE STANDARDS
THEMSELVES.
LIKE WHAT IS A PARTICULAR, YOU
KNOW, BY CONTENT, KNOWLEDGE AND
PARTICULAR SKILL THAT WE NEED TO
TARGET AND WE’RE BEING HELD
ACCOUNTABLE FORBES AND THEN WHAT
SORT OF PBL†– PROJECT-BASED
LEARNING JOURNEY WOULD PROMOTE
SUCCESS INTO REACHING AND
MASTERING THAT SKILL.
AND WHAT PRODUCT, WHAT STUDENT
CREATED WORK WILL EMBODY THAT
SKILL.
AND SOMETIMES, PLENTY OF
PROJECTS THAT WE’VE IMPLEMENTED,
DON’T NECESSARILY INVOLVE A LOT
OF TECHNOLOGY.
I’M†– I CAN THINK OF PROJECTS
THAT INVOLVE, YOU KNOW, SOME
FOCUS GROUP WORK WHERE THEY HAVE
TO INTERVIEW PEOPLE IN THEIR
COMMUNITY, THEY HAVE TO COLLATE
THAT AND DO SOME WRITING AND
ULTIMATELY HAVE TO PRESENT AN
AUDIENCE AND CREATE SOME SORT OF
MONOLOGUE WITH Q&A, ET†CETERA,
THESE ARE LOW-TECH FORMS THAT
ARE VERY RIGOROUS, INVOLVE A LOT
OF CRITICAL THINKING AND
COLLABORATION.
THOSE ONES DON’T NECESSARILY
INVOLVE A LOT OF USE OF DIGITAL
TOOLS.
OTHER TIME, IF THERE’S
PARTICULAR STANDARDS YOU’RE
TRYING TO REACH OR PRODUCTS THAT
YOU THINK EMBODY THOSE STANDARD,
AND YOU HAVE SOME TECHNOLOGY AT
YOUR DISPOSAL, THEN THOSE ARE
MEANS TO AN END.
HAVING STUDENTS PRODUCE
DOCUMENTARIES, ON SOME
PARTICULAR TOPIC, AND WORK
COLLABORATIVELY ON THOSE, AND
YOU HAPPEN TO HAVE THE RESOURCES
AT YOUR SCHOOL, ASSISTANTS CAN
USE IMOVIE OR SOME OTHER DIGITAL
EDITING, YOU HAVE A MEDIA CLASS.
SO YOU COLLABORATE WITH THE
TEACHER.
AGAIN MEANS TO THE END AS
OPPOSED TO ENDS IN THEMSELVES.
THE SECOND PART OF THE QUESTION,
BOB, REMIND ME, WAS AHE ROUND
PERSONALIZED LEARNING.
>> PERSONALIZED LEARNING, YEAH.
>> BOB LENZ, DO YOU WANT TO
START ON THAT ONE?
>> SURE.
I THINK THERE’S A COUPLE WAYS
TO†– DIFFERENT WAYS TO THINK
ABOUT IT.
I MEAN, WE THINK OF OUR†– OUR
PARTNERS AND THOSE WHO USE THIS
DEEPER LEARNING TO AN ASSESSMENT
SYSTEM, AS THIS†– THE
PORTFOLIO, TO THE ULTIMATE
PERSONALIZED LEARNING.
THIS IS WHERE STUDENTS ARE
INDIVIDUALLY MAKING THE CASE AS
TO WHY THEY ARE READY FOR THE
NEXT STEP.
USING EVIDENCE THAT THEY’VE
CHOSEN THAT THEY HAVE WORKED ON
AND CREATED OUT OF PROJECTS
WHERE THEY HAVE CHOICE, TO MAKE
A CASE THAT THEY ARE READY FOR
THIS NEXT STEP AND WHAT THEIR
STRENGTH SCENARIOS OF GROWTH
ARE.
SO, IT’S HIGHLY PERSONAL.
WE ALSO THINK THERE’S
OPPORTUNITIES, AND SCHOOLS
SHOULD REALLY, AND SOME ARE
STARTING TO THINK THIS WAY, AND
I THINK IT’S THE NEXT EVOLUTION
OF MORE PERSONALIZED LEARNING,
DIGITAL LEARNING, IS TIME TO BE
IN YOUR INDIVIDUAL SPACE, AND
THEN ALSO TIME TO BE WORKING IN
A COLLABORATIVE SPACE, EITHER ON
PROJECTS†– EITHER IN PERSON, OR
VIRTUALLY.
>> THAT RELATES TO THE NEXT
QUESTION THAT ALLY FROM
BALTIMORE ASKS.
HOW DO YOU ENVISION MEANINGFUL
PROJECT-BASED LEARNING AND
PERFORMANCE ASSESSMENT IN THE
FULL-TIME VIRTUAL SCHOOL
ENVIRONMENT?
>> WE NEVER REALIZED HOW CLEVER
IT WAS TO CALL OUR ORGANIZATION
A VISION, AND HOW OFTEN WE COULD
USE THAT PUN.
SO, I THINK IT’S†– THERE’S SOME
REALLY AMAZING OPPORTUNITIES
NOW, BECAUSE OF THE TECHNOLOGY.
WHY WORK†– PEOPLE OUTSIDE OF
SCHOOL WORK ON PROJECTS.
ONES LIKE KALEB DESCRIBED OFTEN,
OR PEOPLE ACROSS THE COUNTRY OR
EVEN THE WORLD, WITHOUT EVER
BEING IN THE SAME ROOM TOGETHER.
WITH VIDEO TECHNOLOGY LIKE WE’RE
USING RIGHT NOW, WITH EDITING
AND SHARING OPPORTUNITIES, ON
MOST EVERY APPLICATION, FROM THE
MOVIE MAKING, TO WRITING TO
GRAPHIC DESIGN.
THERE’S REALLY NO PROJECT THAT
COULD NOT BE TURNED INTO A
DIGITAL PROJECT.
I THINK IT’S SUSPENDED RIGHT
NOW, BUT THERE’S A GREAT
EXAMPLE, AND ORACLE FOUNDATION
SPONSORED THINK QUEST WHERE KIDS
WORK AROUND THE COUNTRY ON JOINT
PROJECTS COLLABORATING AND SOME
WERE SELECTED AND THEY HAD A
SHOWCASE WHERE THEY COME
TOGETHER IN PERSON AND SEE EACH
OTHER.
THERE’S A GREAT EXAMPLE OF HOW
THAT CAN HAPPEN.
IN OUR BOOK WE HAVE A WHOLE
CHAPTER ON PROJECT-BASED
LEARNING.
ALL OF THOSE, LIKE MOST OF THE
CHAPTERS IN THE BOOK, THERE’S
STORIES.
THEY HIGHLIGHT JUSTIN’S
CLASSROOM AND THEY REALLY GET A
SENSE OF WHAT IS HAPPENING IN
THE POLITICAL CAMPAIGN AD
PROJECTS.
AND THEN THERE’S EXAMPLES, BUT
THERE’S ALSO SOME TEMPLATES AND
GUIDES FOR PEOPLE WHO WANTED TO
DESIGN PROJECTS.
THE VARIABLE HERE IS THEY WILL
NOT ALL BE IN THE SAME PLACE BUT
THE DESIGN PRINCIPLES FOR A HIGH
QUALITY PROJECT ARE THE SAME
WHETHER DOING IT IN PERSON OR IN
A VIRTUAL SETTING.
THAT’S RELATED TO ANOTHER
QUESTION WE GOT FROM JEFF IN
ARIZONA WHO ASKS, HOW CAN THIS
SUCCESS TRANSLATE INTO URBAN AND
RURAL AREAS OUTSIDE OF THE SAN
FRANCISCO BAY AREA, GIVEN THE
VARYING HIGH SCHOOL COMPLETIONS
IN DIFFERENCES ACROSS THE UNITED
STATES.
>> WELL, THERE’S†– I WOULD SAY
URBAN, RURAL AND SUBURBAN.
IT TRANSLATES TO ALL OF THEM.
THERE’S†– ENVISION, IN
PARTICULAR, WE HAVE OUR SCHOOLS
IN THE BAY AREA, BUT WE HAVE OUR
ENVISION LEARNING PARTNERS,
WHICH IS A CONSULTING DIVISION,
WHICH USES OUR PERFORMANCE
ASSESSMENT SYSTEM AS A TOOL FOR
OTHER SCHOOLS AND DISTRICTS TO
ADAPT IT AND THEN ADOPT IT
WITHIN THEIR OWN SCHOOLS.
SO WE’RE WORKING IN SEVEN
DIFFERENT STATES WITH OVER 1,000
TEACHERS ACROSS THE COUNTRY.
SO, JUST LAST YEAR, I THINK IT’S
GOING TO BE EVEN MORE STUDENTS
THIS YEAR, BUT 500 SENIORS IN
DETROIT GAVE GRADUATION
EXHIBITION IN ORDER TO GRADUATE.
BUT, IN ADDITION TO THE ENVISION
LEARNING PARTNERS, THE CONNECT
AD LINKED LEARNING INITIATIVE
WORKING ACROSS THE COUNTRY,
USING A VERSION OF OUR
ASSESSMENT NETWORK.
NEW TECH NETWORK IN 147 SCHOOLS
ACROSS THE COUNTRY IN SUBURBAN,
RURAL AND URBAN AND ASIAN
SOCIETY SCHOOLS AS WELL.
ALL FOUR OF THESE NETWORKS
SHARING A COMMON FRAMEWORK AND
RUBRIC THAT STARTED FOR US IN
STANFORD.
WE’RE SEEING SIMILAR TYPE
RESULTS FOR KIDS ALL ACROSS THE
COUNTRY.
.
I WOULD LIKE TO ADD, THIS IS
JUSTIN.
I AND KNOW WORKING WITH ENVISION
LEARNING PARTNERS WHICH BOB JUST
MENTIONED.
I’M EVERYTHING A PRIVILEGE OF
TRAVELING LOTS OF DIFFERENT
SCHOOLS AROUND THE COUNTRY IN
DESIGNING A PERFORMANCE
ASSESSMENT SYSTEM CRAFTED TO
THEIR OWN MISSION, THEIR OWN
STATE CONTEXT AND/OR STATE
CONTEXT.
THE PRINCIPLES WE OUTLINE IN THE
BOOK REALLY APPLY FROM A SMALL
ENGINEERING FOCUSED SCHOOL IN
THE SUBURBS OF SACRAMENTO IS ONE
SCHOOL I WORK WITH, TO A SCHOOL
IN A PART OF OAHU IN HAWAII THAT
SERVES NATIVE HAWAIIAN STUDENTS
WHO COME FROM PRETTY CHALLENGES
SOCIOECONOMIC BACKGROUNDS AND
THEY HAVE A SCHOOL THAT THEY
WANT TO INCORPORATE CERTAIN
CULTURAL VALUES IN ADDITION TO
THE COMMON CORE STANDARDS THEY
ARE EXERCISING IN HAWAII.
IN BOTH CASES IT STARS WITH A
TEAM OF SCHOOL LEADERS SITTING
DOWN, DESIGNING A GRADUATE
PROFILE AND ALIGNING IT TO STATE
AND LOCAL STANDARDS AND FIGURE
OUT WHAT THEIR OTHER
SCHOOL-SPECIFIC GOAL ARE AND
DESIGNING A SCHOOL PERFORMANCE
ASSESSMENT SYSTEM THAT EMBODICE
THOSE AND HOLDS THE SCHOOLS
ACCOUNTABLE FOR ITS OPEN MISSION
AND GOALS.
IT’S REALLY EXCITING WORK AND
FUN TO SEE HOW IT SORT OF LOOKS
DIFFERENT ACROSS DIFFERENT
SCHOOLS BUT ALSO HAS THESE
CERTAIN CORE PRINCIPLES THAT
WE’RE ALL ACCOUNTABLE FOR.
>> THANK YOU.
A QUESTION FROM ALLISON IN OHIO,
WHO WANTS TO KNOW ABOUT THE ROLE
OF THE COMMUNITY PARTNERSHIPS,
WITH THE ARTS AND CULTURAL
ORGANIZATIONS.
MAYBE KALEB AND TIANA, IF YOU
CAN TALK ABOUT SOME OF YOUR
PROJECTS AND HOW YOU HAVE SOME
INVOLVEMENT WITH COMMUNITY
ORGANIZATIONS?
>> IS THIS IN THE CONTEXT
CURRENTLY AT WORK?
>> IN YOUR SCHOOL PROJECTS IN
PARTICULAR.
>> BACK IN THE OLD DAYS, WHEN
YOU WERE IN HIGH SCHOOL.
>> YOU WANT TO GO FIRST, TIANA?
>> YEAH, I’M SORRY.
REPEAT THE QUESTION.
IT GETS A LITTLE FUZZY ON MY
END.
I WASN’T ABLE TO FULLY HEAR THE
ENTIRE QUESTION.
>> I WANTED TO KNOW ABOUT THE
ROLE OF COMMUNITY PARTNERSHIPS,
AND IF YOUR PROJECTS INVOLVE
COMMUNITY ORGANIZATIONS LIKE
ARTS AND CULTURAL INSTITUTIONS.
YEAH, IT DEFINITELY DID, I THINK
WITH ENVISION SCHOOLS IN
GENERAL, BEING SO PROJECT BASED
AND TOUCHING BACK ON WHAT CALEB
SAID, A DIFFERENT QUESTION, IT
REALLY PROVIDES YOU THE
OPPORTUNITY TO KNOW THAT
SOMETIMES YOU DO NEED HOPE.
WHETHER IT’S YOUR OWN COMMUNITY,
YOU ARE MORE COMFORTABLE SAYING
I CAN’T FINISH THIS TASK ON MY
OWN.
MAKE IT A SINGULAR PROJECT.
JUST THEM, MYSELF, WHEN IT CAME
TO A PROJECT, I THINK THE FIRST
I DID WAS WORK IN THE CENTER TO
BE IN TOUCH WITH THE ART
DEPARTMENT.
>> TO WORK IN GENERAL, OR THE
BAY AREA IN GENERAL, TO FIGURE
OUT AS A TEAM HOW WE TACKLE
THAT, TO BASICALLY PROVIDE ALL
OF THAT INFORMATION TO DIFFERENT
LBGQ CENTERS.
THAT WAS DEFINITELY SOMETHING I
WAS ABLE TO PROVIDE TO ME BEING
ABLE TO WORK WITH THE COMMUNITY.
IF THAT ANSWERS YOUR QUESTION.
>> IS THAT TYPICAL?
>> YEAH, WELL†– YES.
SO ALL OF THE STUDENTS HAD
ENVISIONED OUR†– HAD THE
OPPORTUNITY TO DO AT LEAST ONE,
OFTEN TWO WHAT WE CALL WORKPLACE
LEARNING EXPERIENCES AND WE
DESCRIBED THE STRUCTURE IN THE
BOOK WHERE THEY HAVE A CHANCE TO
GO FOR ONE DAY A WEEK FOR NINE
WEEKS AND GO OUT AND DO A
PROJECT AT THE WORK SITE.
WE ALIGN THAT TO THE PORTFOLIO.
IT’S RESEARCH BASED PROJECT.
OR PROJECT OF ANALYSIS OR
CREATIVITY AND SOMETIMES BOTH
AND THEN THERE’S AN EXHIBITION
THAT HAPPENS.
THAT PROJECT IS REQUIRED TO HAVE
THAT IN THEIR PORTFOLIO.
PROJECTS LEND THEMSELVES TO
COMMUNITY PARTNERSHIPS.
I THINK ALLISON MENTIONED IN THE
ARTS.
THEY CAN BE†– WE OFTEN HAVE
GUEST ARTISTS WHO WORK AND TEACH
THE KIDS THE SKILLS OF THAT
DISCIPLINE THAT MIGHT NOT BE
EVIDENT FOR THE TEACHER.
OFTEN, COMMUNITY PARTNERS SERVE
AS EXPERTS IN THE CREATION OF
THE PROJECT, SO KIDS CAN BOUNCE
OFF IDEAS, AND†– AGAINST WHAT
THE STANDARD IS OUTSIDE OF
SCHOOL, AS WELL AS PANELISTS ON
EXHIBITION PANELS OR EVEN
SOMETIMES IN THE GRADUATION
PORTFOLIO.
>> WE HAVE A QUESTION FROM MICK
IN WYOMING, ASKS HOW DO YOU
HANDLE ISSUES RELATED TO
STANDARDS-BASED GRADING OVER
MULTIPLE PROJECTS?
>> HOW DO YOU GET CONSISTENCY
ACROSS TEACHERS TO MAKE SURE
THESE PROJECTS ARE ALL GRADED
WITH THE SAME STANDARDS.
>> I’LL TALK ABOUT IT AT A HIGH
LEVEL.
I’LL LET JUSTIN TALK ABOUT IT
FROM HIS PERSPECTIVE WHEN HE WAS
TEACHING.
WE DESCRIBED THIS IN THE BOOK IN
THE CHAPTER ON STRUCTURES AND
SYSTEMS.
IT’S A REAL CHALLENGE, AND
ALMOST ALWAYS, WHEN YOU’RE
WORKING WITH TEACHERS ON
PERFORMANCE ASSESSMENT, IT’S
PROJECT-BASED LEARNING, IT
ALWAYS COMES UP WITH A QUESTION
OF GRADES.
SO, WE DEVELOPED WHAT WE CALLED
OUR HOLISTIC RUBRIC.
WE DEVELOP AID RUBRIC FOR
CLASSES SHARED ACROSS THE
SYSTEM.
WE NOW MADE IT A LITTLE MORE
QUANTIFIED.
AT THE TIME, AN EXAMPLE WE
SHARE, THERE’S A WAY TO COLLECT
EVIDENCE ACROSS MULTIPLE
ASSESSMENT POINTS.
FOR TEACHERS TO THEN ASSESS,
LOOK AT THE ENTIRE BODY OF
STUDENTS WORK.
HOW DO THEY DO ON THEIR TESTS
AND QUIZZES.
THE STANDARDS GO ON
UNDERSTANDING THE APPLICATION OF
DOING WHERE IT MIGHT BE IN THE
REFLECTING.
THOSE WOULD BE RUBRIC’S COURSES.
THEN THERE IS A PLACE IN THE
RUBRIC FOR THE DEEPER LEARNING
OUTCOME AS WELL, WHICH THEN,
IT’S LOOKING AT THE BODY OF
EVIDENCE TO THEN TRANSLATE THAT
INTO A GRADE.
A FOUR-POINT RUBRIC.
ADVANCE, A, B, C, D.
WE DIDN’T GIVE ANY DS IN
ENVISION.
YOU EITHER HAVE A C OR BETTER
AND YOU RESUBMIT, SIMILAR TO THE
PORTFOLIO.
WE THOUGHT THERE’S WAY TOO MANY
KIDS GRADUATING FROM HIGH SCHOOL
WITH DS.
BECAUSE YOU GOT CREDIT.
BUT THEY WEREN’T EVEN PROFICIENT
IN THE SKILLS AND KNOWLEDGE
WE’RE ASKING THEM TO DO.
SO, ONE OF THE MOST POWERFUL
THINGS THAT WE HAVE IN OUR
SYSTEM, BEGINNING TO TALK ABOUT
THIS IDEA OF MOVING FROM MODEL
SCHOOL TO SYSTEM MODEL, IS THAT
ALL OF THE TEACHERS IN EVERY
CLASSROOM SHARE A COMMON
STANDARD FOR GRADING.
SO STUDENTS DON’T HAVE TO GUESS
WHEN THEY GO INTO A CLASSROOM.
FOR US TO COMPARE SCHOOL TO
SCHOOL, WE HAVE A LEVEL PLAYING
FIELD AS WELL, AS TO THE
INSTITUTIONALIZATION OF THE
RIGGER AND THE SCHOOLS.
>> JUSTIN, BEFORE YOU ANSWER,
ARE THESE GRADES TRANSFERRABLE,
IF THE STUDENT TRANSFERS TO
ANOTHER SCHOOL, OR†–
>> YES.
SO, WE TRY TO†– ONCE AGAIN,
SORT OF INNOVATE WITHIN THE
CURRENT SYSTEM.
SO PROVIDING INTERNALLY, A
RICHER BODY OF EVIDENCE FOR
STUDENTS ABOUT WHERE THEY’RE AT
IN THEIR LEARNING AND WHERE
THEIR GROWTH IS AND TRANSLATING
THAT INTO A TRADITIONAL
TRANSCRIPT THAT CAN GO OFF TO
COLLEGE.
FOR STUDENTS THAT ARE APPLYING
TO COLLEGES THAT LOOK AT
PORTFOLIOS IN A BROADER ARRAY OF
WORK, THEY ARE SET UP TO DO
THAT.
FOR A LOT OF COLLEGES ESPECIALLY
IN THE CALIFORNIA STATE SYSTEM
THEY WANT TO SEE THE STUDENT’S
GRADE, THEIR ESSAY AND S.A.T. OR
S.A.T. SCORE.
>> JUSTIN, DESCRIBE A LITTLE
MORE ABOUT WHAT THE TEACHERS’
EXPERIENCE IS WITH GRADING.
>> SURE.
I THINK FIRST AND FOREMOST, YOU
KNOW, A PERFORMANCE ASSESSMENT
SYSTEM DEMANDS THE USE OF
RUBRICS.
RUBRIC IS A TERM THROWN AROUND A
LOT.
IT’S BASICALLY USING WORDS AND
STUDENT EXAMPLE, ANCHOR, AS
OPPOSED TO RELYING UPON MORE
ABSTRACT NUMBERS OR LETTERS TO
INDICATE AND DESCRIBE WHAT
QUALITY LOOKS LIKE.
SO, ONCE YOU HAVE†– YOU’RE IN A
SCHOOL CULTURE SYSTEM, THAT
BASICALLY DEMANDS THAT RUBRICS
ARE SHARED AND STUDENTS ARE
EXPOSED TO THE SAME RUBRIC
MULTIPLE TIMES, IT’S AAMAZING
HOW OFTEN TEACH EVERS CRAFT ONE
RUBRIC FOR ONE EXPERIENCE.
IT’S QUICKLY THIS ONE AND DONE
THING.
THERE’S NO OPPORTUNITY TO WORK
TOWARDS MASTERY WITHIN THAT.
BUT IF YOU HAVE A RUBRIC POPPING
UP ACROSS, NOT JUST ONE BUT TWO
YEARS BUT ALSO MOVING ACROSS
DIFFERENT DISCIPLINES WHEN
THAT’S POSSIBLE, THEN YOU HAVE A
STRUCTURE WHERE TEACHERS RALLY
CAN COME TOGETHER AND I TALKED
ABOUT THIS EARLIER.
LOOKING AT STUDENT WORK TOGETHER
IS JUST SO VITAL.
AND WHAT’S NICE ABOUT BEING A
TEACHER IN SUCH A SYSTEM, IS
THAT WE OFTEN PAY A LOT OF LIP
SERVICE TO THE IMPORTANCE OF
COLLABORATION, BUT IF YOU DON’T
HAVE THE STRUCTURE THAT SORT OF
MAKES IT ALMOST FEEL LIKE A NEED
RATHER THAN A WANT, THEN IT
REALLY DOESN’T TAKE ROOT.
AND I FELT FORTUNATE TO BE IN A
SYSTEM WHERE THERE WAS A NEED,
NOT A WANT.
BECAUSE THEY WERE CALIBRATED
BECAUSE I WAS, FOR EXAMPLE,
DESIGNING A PROJECT WITH A
HISTORY TEACHER AND TOGETHER, WE
WERE GOING TO ASSIGN ONE
OVERARMING RESEARCH PAPER, WHERE
YOU ARE ASSESSING DIFFERENT
COMPONENTS TOGETHER.
THERE WAS A NEED FOR US TO
CALIBRATE.
IT WASN’T JUST A WANT.
>> THANK YOU VERY MUCH.
>> I JUST WANT TO ADD.
IN THE APPENDIX, THAT WE ARE
TALKING ABOUT, COMMON RUBRIC,
TWO EXAMPLES AS WELL AS EXAMPLES
OF STUDENT WORK.
YOU CAN AT HOME SCORE STUDENT
WORK, USING THE RUBRIC AND DVD
AND WEBSITE, YOU CAN DOWNLOAD
THESE IN PDF FORM AS WELL.
WE HAVE TIME FOR ONE FINAL
QUESTION.
WHAT ARE THE BUDGET ISSUE FOR
IMPLEMENTING THIS?
>> THIS MIGHT SOUND ODD BUT I
DON’T THINK THERE’S REALLY ANY
BUDGET ISSUES.
BUDGET CONSIDERATION IS HOW YOU
ALLOCATE YOUR BUDGET, SO
ALIGNING YOUR RESOURCES TO
SUPPORT WHAT YOU VALUED, IS WHAT
A BUDGET IS.
SO, THERE†– HOW YOU USE YOUR
PROFESSIONAL DEVELOPMENT BUDGET,
THAT’S THE CONSIDERATION TO
PROVIDE SUPPORT FOR TEACHERS TO
LEARN HOW TO DESIGN COMMON CORE
ALIGNED PERFORMANCE ASSESSMENTS
THAT ARE EMBEDDED IN HIGH
QUALITY PROJECTS.
THAT’S A BUDGET CONSIDERATION,
BUT I DON’T THINK IT’S USING
YOUR BUDGET†– THE PDE IN A
DIFFERENT PLACE.
IF YOU DON’T HAVE A PDE BUDGET,
THEN IT IS A HUGE CONSIDERATION.
I THINK AS YOU LOOK INTO ONE
THAT I THINK IS THE MOST
CRITICAL BUDGET CONSIDERATION,
IS TEACHER COLLABORATIVE TIME.
SO OFTEN YOU CAN FIND THAT TIME
WITHOUT HAVING TO SPEND ANY
EXTRA MONEY.
IT’S ABOUT BEING CREATIVE, AND
THINKING ABOUT HOW YOU STRUCTURE
YOUR TIME.
AND WE GET SOME EXAMPLES FROM
THE BOOK.
BECAUSE THE ENVISION SCHOOLS,
ARE†– ARE FUNDED, JUST LIKE ANY
OTHER CALIFORNIA PUBLIC SCHOOLS.
AND THE PARTNERS THAT WE HAVE
FOR ENVISION LEARNING PARTNERS
ARE PUBLIC SCHOOLS.
AND SO WE’RE ALL WORKING WITHIN
THAT CONTEXT AND IN CALIFORNIA.
WE’RE ONE OF THE LEAST FUNDED
PER PUPIL STATES IN THE COUNTRY.
WE FIGURE IF WE CAN DO IT THERE,
PEOPLE CAN DO IT ANYWHERE.
IT’S SORT OF†– BECAUSE IT’S A
LOT EASIER WITH THE RESOURCES IN
NEW YORK.
>> GREAT.
THANK YOU ALL.
WE REALLY COULD CONTINUE MUCH
LONGER.
BUT UNFORTUNATELY OUR TIME ON
THE SET IS UP.
THERE WERE SEVERAL QUESTIONS
THAT WERE ASKED THAT WE DID NOT
GET TO AND WE’LL KEEP YOU POSTED
ON HOW WE CAN WORK TO GET MORE
QUESTIONS ANSWERED AND MAKE
OTHER MATERIALS AVAILABLE ON OUR
WEBSITE.
ALL4ED.ORG.
WE’LL HAVE A LYNCH TO THIS BOOK.
I WANT TO THANK OUR GUESTS, BOB
LENZ, JUSTIN WELLS, TIANA ALBA.
KALEB WATSON FOR THIS THOUGHTFUL
DISCUSSION.
THANK YOU VERY MUCH FOR JOINING
US, GOOD AFTERNOON.

Categories: Common Core State Standards, Deeper Learning
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