Providing Opportunity to Learn — May 15 & 16, 2017

Providing Opportunity to Learn

May 15 & 16, 2017

Hilton Garden Inn, Great Falls Plaza, Auburn

Registration Deadline — May 1, 2017

Registration fee: $275 MCLA members, $300 Non-members

Register up to five participants online.

Download the paper flyer and registration form.

Participants must choose one of the two strands for both days.

Conference Schedule

May 15: 8:30 registration; 9:00 welcome; 9:30 – 3:00 strands and team time.

May 16: 8:30 refreshments; 9:00 – 3:00 strands and team time.

Registration Policies


Registrations for Maine Curriculum Leaders’ Association (MCLA) conferences are secured with a valid district purchase order or a check. We do not accept credit cards. Make checks payable to Maine Curriculum Leaders’ Association and mail to: MCLA, c/o Heidi McGinley, 12 Vining Street, Lisbon Falls, ME 04252.

Cancellation and Refund Policy

Program Cancellation: MCLA reserves the right to cancel programs because of low registration or other events beyond its control. If an event has been cancelled we will make every attempt to contact registrants via email.

No Show: If you are unable to attend the event and unable to send an alternate in your place, notify MCLA by emailing

Refunds: Individuals canceling their registration must notify MCLA by emailing at least 14 days before the event in order to receive a refund. MCLA will consider extraordinary personal circumstances in refunding fees after the registration date, and reserves the right to offer credit vouchers in place of cash refunds.


Strand 1: Planning Proficiency-based Instruction

Leaders: Becky Brown, Director of Curriculum, Assessment & Instruction, South Portland and South Portland principals Megan Welter, Lue Bagley, and Elizabeth Fowler; Christine Hesler, Director of Curriculum, Instruction, & Assessment, RSU 14; and Julie Meltzer, Director of Curriculum, Assessment & Instruction, AOS 91.

Organizing Framework – Three proficiency-based instruction planning steps consistent with backward planning (the strand planning group reviewed High Impact Instruction, Project-based Learning, Understanding by Design, Expeditionary Learning, and several current district approaches to backward planning):

Step 1. Understand student proficiencies.

Step 2. Plan evidence collection.

Step 3. Build the learning plan.


  1. Apply a three-step proficiency-based unit planning process using local standards and indicators:
    • Use cognitive and skills-based taxonomies to build learning progressions;
    • Embed formative feedback in instruction;
    • Develop summative evidence descriptions;
    • Explore 12 high impact instructional strategies and their use in proficiency-based instruction.
    • Evaluate your district’s proficiency-based instruction planning framework.
  2. See the role of proficiency-based instructional planning in providing students with opportunity to learn.

What to bring:

  • Three to five indicators to plan from during the two days.
  • The district’s unit design process or template.
  • Laptop and headphones


  • A revised/refined district proficiency-based planning process, if necessary.
  • A personal plan for next steps.
  • A team plan to support individual next steps.

Strand 2: Personalized/Independent Learning

Leaders: Matt Shea, Coordinator of Student Achievement and Courtney Belolan, Instructional Coach, RSU 2; Shelly Mogul, Director of Curriculum and Teaching, Auburn.

Organizing Framework – Three components essential to most personalized learning models:

  • Classroom Culture
  • Transparency of Student Expectations
  • Student Independence and Autonomy


  1. Understand the essential components of a personalized/independent learning environment.
  2. See the role of personalized learning approaches in providing opportunity to learn.


  • A personal plan for next steps.
  • A team plan to support individual next steps.

Strand 2 will simulate a personalized learning classroom with frequent step-backs to allow participants to reflect on how to use their experiences with students.

The three essential components are intertwined throughout the two days. The strand will begin with a participant pre-assessment and include strategies to:

  • Establish classroom culture
  • Provide for student reflection and feedback
  • Clarify student learning expectations
  • Support students as independent learners
  • Create learner profiles
  • Enable students to move from independence to autonomy
  • Collect evidence of student proficiency

 Contact Heidi McGinley, for more information.