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When implemented effectively, competency-based education (CBE) promotes high levels of learning for every student. Further, the practices and structures of a professional learning community (PLC) support this work. Explore a variety of perspectives and examples from educators who have shifted to CBE with great results. The book details how to do the work by reevaluating and revamping traditional policies, structures, and procedures, including assessment and instruction practices. Individualized learning educators will: * Discover how to make the transition to competency-based education to promote learning for all students. * Learn the role PLC practices and structures play in establishing competency-based classrooms and schools. * Study real-world experiences and insights from educators from various schools and districts that have transitioned to competency-based systems. * Reflect with end-of-chapter questions to enhance their understanding of the material. * Receive reproducible templates they can easily use and adapt to fit their needs. Contents: Introduction Chapter 1: Seven Principles for Competency-Based Learning in the Classroom Chapter 2: PLC, Collaborative Teaming, and Competency-Based Learning Chapter 3: Competencies, Essential Standards, and Learning Targets Chapter 4: Meaningful, Balanced Assessment Chapter 5: Structures and Systems to Support Classroom Instruction Chapter 6: Structures for Feedback Chapter 7: The Design Rubric Epilogue Appendix References and Resources Index

Foreword by Chris Sturgis Shifting to a competency-based curriculum allows educators to revolutionize education by replacing traditional, ineffective systems with a personalized, learner-centered approach. Throughout the resource, the authors explore how the components of PLCs promote the principles of competency-based education and share real-world examples from practitioners who have made the transition to learner-centered teaching. Each chapter ends with reflection questions readers can answer to apply their own learning progression. By reading this book, K-12 administrators, school leaders, and teacher leaders will: * Evaluate the qualities of true competency-based schools and the flaws in traditional schooling. * Consider the foundational role that PLCs have in establishing the competency-based approach and promoting learning for all. * Gain tips for successfully implementing student-centered practices for learning competencies and performance assessment and grading. * Explore real school experiences that highlight the processes and challenges involved in moving from traditional to competency-based school structures * Access reproducible school-design rubrics appropriate for the five design principles of competency-based learning. Contents: Introduction Chapter 1: Understanding the Components of an Effective Competency-Based Learning System Chapter 2: Building the Foundation of a Competency-Based Learning System Through PLCs Chapter 3: Developing Competencies and Progressions to Guide Learning Chapter 4: Changing to Competency-Friendly Grading Practices Chapter 5: Creating and Implementing Competency-Friendly Performance Assessments Chapter 6: Responding When Students Need Intervention and Extension Chapter 7: Sustaining the Change Process References and Resources Index

When George Chauncey's Gay New York appeared a quarter century ago, it did so with deserved fanfare. Reviewers celebrated it as “brilliant,” “magisterial,” “exceptional,” “monumental,” “light-years ahead,” “masterful,” “seminal,” “groundbreaking,” “absolutely marvelous,” a “new beginning,” and a “landmark study.” While reviews of Gay New York appeared in the usual American history journals, many of these were uncommonly long, indicating the book's immediate importance. This importance was also felt beyond the discipline of history with reviews appearing in sociological, anthropological, environmental, American Studies, and even speech journals. The Association of American Geographers held a roundtable on Gay New York in 1995 in which a participant dubbed it, “one of the more important texts written by a nongeographer to be included in a canon of new social geography.” Beyond the academy, the popular press also expressed considerable interest in the book, with the New York Times, the New Yorker, the New Republic, and the Gay Community News each taking up the matter of Gay New York in its pages. And beyond the bounds of the United States, scholarly publications in Canada, Australia, and the United Kingdom also commissioned reviews of Gay New York. A year after its American debut with Basic Books, the parent firm of HarperCollins released it in the United Kingdom, and then eight years later the noted historian Didier Eribon translated it into French for the Parisian publisher Fayard. Within its first few years of publication, Gay New York also collected a number of notable prizes, including the Los Angeles Times Book Prize for history, the Frederick Jackson Turner Award from the Organization of American Historians (OAH), the Lambda Literary Award for gay men's studies, and the Merle Curti Award from the OAH.

What is the historical relationship between the rise of modern sexualities, changing understandings of animal welfare, and how Americans discuss and regulate sex with animals? I place the late-nineteenth creation of a sexual identity of “zoophilia” alongside the creation of other sexualities in the United States at that time, with especial reference to homosexuality and antivivisection debates. I explain how and why laws prohibiting sex with animals in the American West began shifting from a sodomy and sex-crime focus at the turn-of-the-twentieth-century to an animal welfare, physical-harm focus in the 1950s. The regulatory efforts of an American animal welfare movement, focused on physical harm to animal bodies, was increasingly codified into law by the early years of the twentieth century. My analysis of humor and pornography depicting bestiality during the early twentieth century demonstrates the widespread and sometimes contradictory ways these ideas were discussed by Americans. Lastly, I show how the 1948 publication of Alfred Kinsey’s Sexual Behavior in the Human Male fundamentally altered both the sexology and criminal status of bestiality, pushing animal welfare concerns to the margins of bestiality law later in the century.