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JAIME ROBLES
L I N D S A Y H I G H S C H O O L
L I N D S A Y , C A
Performance Based Education The Nuts And Bolts
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Real Time Conversation
Go to www.lindsay.k12.ca.us
Click on “INSTRUCTIONAL TECHNOLOGY” on the left
Click on “NW Proficiency Conference” Tab
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Performance-Based vs. Time-Based
Work at your own pace???
What happens when you tell this to teenagers?
Course completion vs. seat time
We switched from a credit requirement to a course requirement
Zone of proximal development
Engagement
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Graduation Requirements
End of Sophomore year 11 courses
End of Junior year 16 courses
End of Senior year 22 courses
Pacing goals:
End of Freshmen year 5 courses
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Small School-Big World
How did this affect:
College/university entrance?
Scholarships? • GPA
Athletic eligibility?
Learners who transfer out?
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Empowering Learners & Learning Facilitators to Problem Solve
How often do you regroup?
Department input when building the master schedule
How do you make scheduling fluid and maintain sanity?
Extended time
Use the time to work on other subjects
Class tutor
Teacher’s aide
Unfinished class
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Final Thoughts…
Biggest change in my role as a counselor:
Decisions are based on the individual student
Better at finding resources that meet the needs of the individual learner
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Thanks!!!
Contact info:
Jaime Robles
(559) 562-5911, ext. 4010
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Next Steps
Dynamic/flexible schedule with accountability
Online resources
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12
Lindsay Learner Example
This learner started high school below 9th grade in English
By spring of freshmen year, he was still working on English 9, first semester.
He completed English 9 in the fall of his sophomore year, indicated by score 3
IP = Course In Progress (core courses) NM = No Mark (elective courses) (A) = First semester (B) = Second semester