CompetencyWorks is an online resource dedicated to providing information and knowledge about competency education in the K-12 education system. Drawing on lessons learned by innovators and early adopters, CompetencyWorks shares original research, knowledge and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues and a wiki with resources curated from across the field. CompetencyWorks also offers a blog on competency education in higher education so that the sectors can learn from each other and begin to align systems across K-12, higher education and the workplace.

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What’s New in K-12 Competency Education?

May 21, 2015 by

ResourcesScreen Shot 2014-08-30 at 7.22.41 AM

Achieve released a new paper titled Assessment to Support Competency-Based Pathways which addresses the role of summative assessment, clarifies key assessment challenges, and provides examples and recommendations that are useful to those who wish to design and implement assessment systems to support competency-based pathways.

Additionally, Springpoint is sharing a new set of resources, “Inside Mastery Based High Schools: Profiles and Conversations.” These resources — which include profiles, artifacts, and interview transcripts with school leaders — are drawn from visits to six competency-based high schools last year. Together, they provide a vivid picture of what competency-based learning looks like in a variety of contexts.

Springpoint began this project to address a need for concrete examples of competency-based learning in practice. Given the novelty of this work, they realized that many new school designers know the theory behind competency-based learning but would benefit from a deeper an understanding of its day-to-day practicalities.

They visited the following six schools: (more…)

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What’s Your Dream Grading Tool? NYC Educators State Their Must-Haves

May 20, 2015 by

Must-HavesWhat is your dream mastery-based grading tool?

This design challenge drew a roomful of educators from twenty mastery/competency-based schools around New York City—and reps from seven educational technology companies that offer mastery/competency-based grading platforms.

The aim was to create a city-wide list of ‘must have’ and ‘nice-to-have’ features and functions of a dream mastery-based grading system—and to foster an unprecedented level of information-sharing and intense collaboration between mastery-based schools and the companies that provide the grading platforms, tools, and trackers they use.

Mastery Grading Must-Haves:

  • User-friendly, intuitive design
  • Parent login, student login (separate)
  • Bulk upload of custom standards and skills
  • Ability to edit and copy outcomes during the school year
  • Ability to share competencies across different courses
  • Ability to customize competencies/outcomes by class
  • Ability to track assignments across years and across courses
  • Centralized by student for all classes (a student can see all his/her present/past classes in one place)
  • Multiple modes of viewing student progress (by course or competency)
  • Progress Reporting (24/7 student views, parent views)
  • Excel reporting (ability to import/export students scores and data)
  • Ability to create/upload rubrics that link to competencies/outcomes
  • Ability to link assessments and grades to rubrics
  • Communication feature for students, parents, teachers, and administrators
  • Compatible with STARS (citywide grading tool for NYC schools)
  • Visual signal or alert pushed to users upon outcome/comp being met
  • Reliable tech support and PD

Source: Mastery Collaborative from www.digitalready.net

(more…)

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Summertime Learning Opportunities

May 19, 2015 by

SummerAre you starting to think about how you might use your summer? Vacation? Summer camps for your kids? Creating a summertime learning plan with a list of books to read?

There are also four professional development opportunities available that might help you think more deeply about how you can transform your district and school to a competency-based model.

  • Sanborn Regional School District in New Hampshire is offering a Competency Education Design Studio on July 22 -24. This is a new learning opportunity that’s never been offered before. The facilitators include Rose Colby, Competency Education Specialist; Dr. Brian Blake, Superintendent of Schools; and Ellen Hume-Howard, Director of Curriculum. You’ll hear from district staff including Ann Hadwen, Donna Johnson, Sandy Rutherford, Brian M. Stack, Michael Turmelle, Jonathan Vander Els, and Ann Rutherford. Mariane Gfroerer, Supervisor NH Performance Assessment, and Paul Leather, Deputy Commissioner New Hampshire Department of Education will be there as well.  For more information, email Ellen Hume Howard at ehumehoward(at)sau17(dot)org.

If you go to one of these trainings, we’d love to hear about your three to five big takeaways! And if you know of other great summer learning opportunities, please let us know.

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Setting the PACE: Teacher Assessment Practices in a Competency-Based Education System

May 18, 2015 by
Wordle

Wordle created by Ellen Hume-Howard

I continue to be amazed and impressed by our staff’s progress over the past five years related to our implementation of a competency-based education system. Our grading, assessment, and instructional practices have changed significantly during this time, as our teachers have continued to push forward in their quest to impact student learning.

Over the past two years, our focus has been on assessment. Our staff’s knowledge and growth related specifically to the assessment of students’ competency has grown significantly. Memorial School, an elementary school in Newton, NH, is part of the Sanborn Regional School District. Sanborn was one of four districts (Sanborn, Epping, Rochester, and Souhegan) to participate in a first-in-the-nation accountability strategy called PACE (Performance Assessment for Competency Education), which was recently approved by the US DOE. This joint venture between the NH DOE, the Center for Collaborative Education, the Center for Assessment, and the four participating school districts entails a reduced level of standardized testing (Smarter Balanced Assessment Consortium in NH) and involves the creation of locally developed, rigorous, comprehensive performance assessments by teams of teachers. These high quality performance assessments are designed to support deeper learning, and will be integrated within the units of study that students are currently engaged in, thereby creating no disruption to the learning process.

The benefits of this work are numerous. First and foremost, this effort is reflective of educators at literally every level within the State of New Hampshire working in unison to better educational experiences for our students—from teachers in the classroom to Commissioner Virginia Barry and Deputy Commissioner Paul Leather. Everyone involved truly felt that a single standardized assessment should not be the only factor determining a school’s and its students’ success. In the PACE model, the standardized assessment for reading and mathematics would be taken once at each level (elementary, middle, and high school), with complex, multi-part performance assessments administered to allow students to demonstrate and apply their knowledge in quite sophisticated ways. The performance assessments were created by teams of teachers, and were developed as part of the units of study that students would be engaged in during the mid-March to May timeframe, thereby allowing the assessments to be integrated within the daily activities that students and teachers were engaged in. Additionally, the assessments have been vetted by local, state, and national assessment experts and have provided teachers with the opportunity to look at their assessments through a critical lens of their own, something they are doing now on a consistent basis. (more…)

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If I Were a Funder…Yubby Dibby Dibby Dibby Dibby Dibby Dibby Dum

May 14, 2015 by
Tevye

Zero Mostel as Fiddler on the Roof’s Tevye, Wikipedia Commons

Everyone has ideas from time to time of what would be valuable to accelerate or improve the quality of implementation of competency-based education. But only a few folks are in a position to make the decisions about what efforts get funded. So the rest of us throw our arms around a bit like Tevye bemoaning what is really need in the field.

Once upon a time, I really was a funder focusing my energies on understanding trends and emerging issues, thinking as strategically as I could about what was going to be needed two to five years ahead and working to organize the funding with my colleagues. (When I’m not working on competency education, I still consult to foundations.) I’m occasionally asked by the CompetencyWorks funders to put on my “funder hat” and make suggestions for what would help the field of competency-based education, and I thought others might be interested in this topic.

This isn’t a full-fledged strategy based on a robust analytical process—just my best thinking to date. My high level analysis is that in general, CE is making steady advancements in K12 without any major conflict or issues arising. However, there are several areas of vulnerability that need to be addressed, including underdeveloped communication/messages; lack of evaluation, results, and an understanding of quality implementation; and challenges in transforming larger districts.

In considering opportunities and challenges, I used three different lenses:

1) What is needed to accelerate the expansion of competency education?

2) What type of infrastructure (policies and organizations) is needed to support it?

3) What is the capacity needed in the field that is in position to support the change process?

After you take a look at the ideas below, please share your thoughts on where you think the biggest challenges are facing us and what type of initiative would help us to overcome them. (more…)

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Choosing and Organizing Content in the SBSC Environment

May 12, 2015 by

CalendarIn a traditional classroom, the calendar and the teacher’s planbook are essential tools. They drive the pace, the resources, the instruction, and the assessment in a classroom on a day to day basis.

With small adjustments for snow days, these planbooks become archives of the curriculum and pace of instruction within a particular classroom. They can be used year in and year out. For some, this means that instruction doesn’t change unless the curriculum does.

In the SBSC (Standards Based, Student Centered) environment, students aren’t held hostage to the planbook. They can move ahead when content comes easily or take the time necessary to master more difficult tasks. This means teachers have to have larger amounts of content and resources available from the beginning.

At first glance, this seems like it requires more work from teachers. Truthfully, it does. The payoff comes in that it provides a way for teachers to better see the big picture of the connections between standards in their class and what they need to provide for each student. It also showcases the necessity to provide sound foundational skills in order to help students reach proficiency on more complex goals.

The process of designing proficiency-based learning begins with a focus on a broad learning goal. This goal, the standard, needs to be “unpacked” in order to determine two things: (more…)

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Is Competency Education a Disruptive Innovation? The Answer is No

May 8, 2015 by

Disruptive InnovationOnce upon a time when Susan Patrick and I were just starting to understand the field of competency education, we described it as a disruptive innovation…until Michael Horn explained why it wasn’t.

Competency education can be considered an innovation, just not a disruptive one. It may be reaching underserved consumers, but not necessarily with a different value proposition. Competency education isn’t a new product, technology, or service that is introducing new values and benefits to new sets of consumers. It just doesn’t meet the definitions of a disruptive innovation as developed by Clayton Christensen.

But if it isn’t a disruptive innovation, what is it?

I’m not done thinking about this, but wanted to share my thinking to date. The better we get at explaining what competency education is, the better off we will be as a field. (more…)

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European Insights into Competency

May 6, 2015 by

European ConferenceI stumbled across a very helpful article Competency-based education: learning at a time of change in Proceedings of “European/national initiatives to foster competency-based teaching and learning” European Conference 2014. Although there are issues to be considered in translating our competencies to the European competences, this article summarizes a number of ideas that I think will be helpful. (See International Study in Competency Education: Postcards from Abroad for more background info.)

I’ve plucked a number of the sections below for you to look at:

  1. Attributes of competency-based learning (for the learner themselves)
  2. Attributes of competency-based teaching
  3. Considerations for writing competency-based objectives

Just keep in mind as you read this that the structure has everything linking back to the outcome — and we know that it in fact we need to keep students at the core.

1. What are the key attributes of competency-based learning?

  • Understand how one learns best (style)
  • Understand exactly what is expected outcome(s) of learning
  • Take responsibility for one’s learning
  • Motivated to learn – goal oriented
  • Ethical person and practitioner
  • Critical thinker
  • Self-assess learning and performance
  • Commitment to ongoing learning

(more…)

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A School’s Journey to Promote Student Achievement and Ownership of Learning

May 5, 2015 by

Roger Vadeen

Our journey to a true competency-based system has been a long yet rewarding one.

It began with the stark realization that the status quo wasn’t working for our students and far too many of our kids were either not graduating from high school or receiving diplomas and finding themselves ill prepared for the twenty-first century workforce or for college. As you will find, there have been a lot of steps along the way and it has been hard work.

In 2006, a group of principals, teachers, and Adams County School District 50 leaders took a plane north headed for Anchorage, Alaska. Our destination was a small school district near Anchorage called Chugach School District. We had heard about the work of the Chugach District from the Reinventing Schools Coalition (RISC) and we were intrigued by the possibilities. I was especially interested to learn more about how students were being authentically engaged in goal setting and making decisions on what they needed and wanted to learn. I heard that students in Chugach were highly engaged in their learning and were taking responsibility for their own learning at levels that surprised even the Chugach teachers. I traveled a long way see this approach to education in action and I was not disappointed.

Following our week-long visit to schools and workshops with the Chugach School District leaders, teachers, and students, we were convinced this approach made sense and we were determined to figure out how we could reinvigorate learning in our district and in our schools. (more…)

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