Author: Andrew Jones

Providing Flexible Pathways and Personalized Learning Options for All Students

November 1, 2018 by

This is the third in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

A central feature of Vermont’s Act 77 and the Educational Quality Standards is that students have access to personalized learning opportunities and flexible pathways to graduation. In many traditional schools, there are only a few avenues for students to follow. Without credits, meeting graduation requirements through non-traditional formats is actually easier, as long as those opportunities are tied to certain proficiencies. Through flexible pathways, students are not hamstrung to take specific courses or follow a predetermined course. At Mill River Unified Union School District, we looked for ways to completely rethink what it means to learn and go to school. (more…)

Supporting Teachers with Making Sense of Proficiency-Based Learning

October 31, 2018 by

This is the second in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

For many teachers, proficiency-based learning (PBL) is a significant shift from past practice. Though certain aspects of PBL are familiar to some teachers, putting proficiency into consistent practice can be a heavy lift. This shift requires new knowledge and skills, while simultaneously jettisoning numerous past practices. Building teacher capacity is a central requirement for ensuring the successful implementation of PBL. Without time to make sense of the shift and opportunities for new learning, teachers will not be sufficiently prepared to make substantive changes to pedagogy.

At Mill River Unified Union School District (MRUUSD), intentional educational infrastructure is leveraged to build teacher understanding of proficiency-based learning so as to ensure equitable outcomes for students. A district-wide teacher learning system supports our ongoing effort to implement PBL practices K-12. Making up this “educational infrastructure” are several key elements, including: instructional coaches, collaborative work time, and curriculum tools.   (more…)

Transparency: Operating with a Clear Instructional Vision to Put Policy into Practice

October 30, 2018 by

Andrew Jones

This is the first in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

Mill River Unified Union School District (MRUUSD) is a small, rural district located in southwest Vermont. Made up of four K-6 schools and one 7-12 union middle/high school, MRUUSD, like most districts in Vermont, is actively engaged in the implementation of proficiency and personalized learning practices. Act 77 and the Educational Quality Standards (EQS), enacted in 2013 and 2014 respectively, are state policies that require elements of personalized learning and proficiency-based learning, including the provision that high school students earn their diplomas based on proficiency and not credits starting with the graduating class of 2020. Mill River School District has embraced these policies as an opportunity to improve student outcomes while simultaneously providing more equitable experiences for all students. Framing our work toward proficiency is a district instructional vision. (more…)

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