PBL PROJECT OVERVIEW/REPORTING FORM

A tool for teachers to guide and track project development and proficiency:

Student: Date Updated: Teacher(s) Initials:

Domain Communication and Literacy, Wellness and Perspective, Artistic Expression

Project Title D&D project

Description from Academic Student will identify one skill that they are good at and improve at it in the course of engaging in a role
Plan playing game. Student will choose between reading, writing, communication, executive functioning, or
social skills goals. Student will work with teacher to create a rubric based on their assessment of their
present abilities and what they feel is a meaningful goal for improvement.

Enduring Understanding I can get better at things that are important to me and that learning can be enjoyable.

Standards focused on http://www.corestandards.org/ELA-Literacy/

(no more than 3) https://www.cdc.gov/healthyschools/sher/standards/index.htm
https://www.nationalartsstandards.org/
https://education.vermont.gov/sites/aoe/files/documents/edu-grade-expectations-framework-of-sta
ndards.pdf

IEP Goal (if applicable)

Present Level of Performance

in relevant academic skills
(taken from assessment
work)

Centerpoint School Proficiency Based Learning ⓒ 2019

End Proficiency Levels Rubric: what level of proficiency does the student need to demonstrate by the end of the project?

Skill/Standard Emerging Developing Meets Exceeds

Academic Update: Use the prompts to provide information on how the student is accessing and progressing through the skills
What types of activities are you doing to work on the skills within this proficiency project? (Hands-on creating, worksheets, community based work?)

Describe the student’s engagement with those types of activities. (Are their specific activities they have been more willing to engage in? Do they have an idea of why
they are being asked to do this? What’s your understanding of this?)

Describe the student’s ability to complete the work with accuracy. (When given a number of activities using the same skill, how often can they complete the
task/activity? Do they understand the “how” of the work?)

Describe the student’s level of independence. (Can they complete activities on their own or do they need support? Specifically, where do they need support? How is this
identified?)

Centerpoint School Proficiency Based Learning ⓒ 2019

Where is an area of success that this student has experienced within this project?

Any additional information you may have on this student’s current skill? Lexile score, recommendation of next learning target, effective scaffolds, etc.

Handing this project to another teacher?

❏ Update the rubric and academic prompts on this form
❏ Ensure all project documentation is updated and in the correct PBL folder
❏ Update any project checklists or outlines to indicate exactly where the student is at
❏ Enter a note below with any additional information to guide the new teacher:

Centerpoint School Proficiency Based Learning ⓒ 2019