Part 2 on this topic focuses on instructional strategies to meet students where they are. This post looks at accountability policies.
Across the country, educators are courageously recognizing that the only way they can help all students meet college and career readiness is to move beyond the traditional time-based system to create personalized, competency-based systems. Personalizing education starts with recognizing that every student has a unique educational pathway, entering school at different academic performance levels, at a different steps in their development, and with ever-changing interests and understandings of the world around them.
Yet many competency-based schools are continuing to teach students at their grade level with one-size fits all curricula because they feel it is only fair to “cover the standards” before students take exams for accountability purposes. Many educators have said that they would like to be able deliver instruction where students are but feel that they must “cover the standards.” Standards of course are a good thing. They bring an intentionality to instruction and clarity to assessment that our education system was lacking. Yet, covering them without also ensuring students are mastering them leaves us with the same problem of the traditional system — some students learn while others are left behind.
CompetencyWorks is delving into the issue of what it would take to meet students where they are so we can better meet the needs of students including those whose performance level is below grade level. In this two part-series, I’ll share some of the take-aways from conversations with educators and thought leaders. As always, I’m trying to understand so retain the right to learn more and change my mind.
Every day teachers face the challenge of trying to teach students the grade level curriculum even though they know their students do not have the pre-requisite skills. The practice of always providing grade level curriculum means that some students with gaps in foundational knowledge go to school every day feeling stupid, some are bored because they aren’t allowed to move on to more challenging work, and teachers must carry the burden of knowing they aren’t meeting students’ needs.
Curriculum coordinator Patrice Glancey describes her district’s first steps of the transition to competency-based education. She empowered teachers to develop the instructional strategies and curriculum resources based on their professional judgment would be the most effective for students. The first grade teachers rejected the idea of an assigned reading program to try a more personalized approach. (more…)