September 11, 2014 by Bill Zima
This is the second post in the series on how to get started in converting your school to competency education. See Part 1, Just Start.
Futurist author Joel Barker said, “Vision without action is merely a dream.” Once upon a time, I had a dream of being an Olympic weightlifter. My name is called. I slowly rise. I adjust my weight belt as I approach the barbell. The red jumpsuit is really uncomfortable in all the wrong places. I squat with my back straight to make sure I use my knees just like my former supervisor told me when we unloaded boxes at the grocery store. I know he would be happy that his obsession with proper lifting had finally sunk in. I make the necessary grunting sound and heave upon the rod that connects the mere 350 pounds. Unlike the Olympic athletes I watched as a child, my barbell does not even budge. Sure I have a grand vision for how to clean and jerk that weight, but a vision is only the first step on a path to the true heavy lifting.So now that you have a great purpose statement for why your school or district exists – something just short of “To make the world a better place” – and you have determined HOW you will work to realize that purpose, it is time to get to the heavy lifting.
To help move the purpose and the vision of the school from the dream state to a reality, we needed action. We created a three-year professional plan, identified what needed to happen the first year, and then created action plans for those items. The primary activities were developing a framework of skills, scoring scales and assessments. (more…)
September 10, 2014 by Justin Ballou
Chris Rock. Photo from Wikimedia.
Growing up, I was always a fan of standup comedy. From the comics of my father’s age, (Billy Crystal, Richard Pryor, Sam Kinison….) to those that cut their teeth more recently, (Dane Cook, Chris Rock, etc…) the comedic skills that these players demonstrate is not always natural. It takes countless hours to develop material, back stories, delivery methods, articulation, and other tools of communication that help put the audience right where the comic wants them.
In practice, the content and the strategy develop over time. Mainly, this is due to the fact that they are consistently assessing where the audience presently is and they are adapting their show to get the most engagement. This engagement becomes the fuel for the comic and helps to build the relationship between the showman and the audience that are hopefully hanging on every last drop of the experience. (more…)
September 3, 2014 by Justin Ballou
As an educator of the behavioral sciences, the lessons I most enjoy participating in with my students are those that hinge on progress. When we look at behavior, we can identify the indicators of both success and failure as well as identify, explain, and predict how things might have been different. We do this in hopes that the mistakes of the past can be used to circumvent the pain of repeating failure or missteps. After all, humanity is addicted to progress.
At a micro level, a school is the same as society. Each has its own structure, culture, and purpose. Similar to the major historical empires of the sub/counter cultures of American society, the living organism that is education also evolves elastically.
As schools evolve, we need to adapt, shifting perceptions and changing behaviors in order to reap the potential benefits.
Many of these changes can be difficult, as we are treading into an area of less understanding and predictability. Although difficult to do at times, we must get out of our comfort zone if we are to reap the benefits of positive change. (more…)
August 25, 2014 by Paul Leather
On Monday August 11, 2014, leaders from our four NH PACE-implementing school districts gathered, along with our partners, Dan French and staff from the Center for Collaborative Education and Scott Marion of the Center for Assessment. PACE stands for Performance Assessment for Competency Education. We are moving forward this year with a demonstration project, to prove that we can advance the transformation of our public education system, in part, by changing our accountability model. We would like to lessen the importance of taking simply the summative Smarter Balanced in the spring of 2015 by establishing a richer array of assessments designed to help us with measuring learning and growth for students, teachers, and schools. We would rather see an assessment system include SBAC at grade spans, as well as complex performance assessments.
We believe that this kind of system will allow us to measure a more complete range of knowledge, skills, and practices, necessary for CCR. Linda Darling-Hammond, Gene Wilhoit, and Linda Pittinger have pictured this range of learning in a recent paper:
June 27, 2014 by Alex Hernandez
This post originally appeared June 17, 2014 on EdSurge.
“We’ve basically run our public schools off of [Microsoft] Excel for the last 20 years. But all that is changing…” – IT Manager–
The strategic use of software by public schools is shifting from a “nice-to-have” to a core driver of student achievement and organizational performance. Schools are deploying software to communicate with families, recruit and onboard teachers, create digital learning environments and much more.
In the new report Schools and Software: What’s Now and What’s Next, Julia Freeland from the Clayton Christensen Institute and I analyze how thirty small- to medium-sized public school systems on the cutting edge of technology integration are using software–and, more importantly, what they want from the edtech industry.
Here are five lessons we learned from these early adopters.
1. School systems “Frankenstein” multiple software products together for students, teachers and administrators
Most K–12 software programs offer limited value to school systems on a stand-alone basis and must be integrated with other software (typically from different vendors) to realize their full potential. (more…)
June 9, 2014 by Chris Sturgis
Innovation cycle from Wikipedia
In 2012, Maine’s legislature passed L.D. 1422, which established proficiency-based high school diplomas. The policy stated that the class of 2015 would be expected to demonstrate proficiency, not just pass a class in English, math, science, social studies and physical education. Based on requests from superintendents statewide for more time, however, Maine’s Department of Education is allowing districts to extend the date that proficiency-based diplomas will be required to 2020.
This is a smart decision on the part of Maine’s Department of Education. Proficiency-based education really has to be a voluntary reform – one that people do because they think it makes sense and will do the right thing for kids. From what I can tell, a third to a half of Maine’s districts have moved towards proficiency-based education (see the Maine Cohort for Customized Learning). In general, these districts have embraced the idea of proficiency-based education. The last time I was in Maine, however, it was clear that many are still in the early stages of implementation. (more…)
May 27, 2014 by David Ruff
As schools across the country engage with and implement proficiency-based learning, one of the first steps educators are taking is to
identify the skills, knowledge, and dispositions students should know and be able to demonstrate in order to either progress in their learning or graduate from the K-12 system. Certainly, there are significant resources for this, including state standards, the Common Core, and various other national sets of standards. However, few of these resources are shaped to best support instructional and organizational implementation of proficiency-based learning.
First off, we need to clarify the different uses of standards within curriculum, assessment, and student level accountability. There are many standards that can help teachers shape the learning experience in the classroom—the actual curriculum that is enacted. Many of these standards are worthy of being assessed, formatively and/or summatively. However, only a handful are worth using for student-level accountability. Essentially, what standards will we require students to demonstrate in order to graduate? (more…)
May 26, 2014 by Chris Sturgis
Why do we always assess students at the same time and let that be the governing factor for student achievement?
Andrew Miller, a faculty member at Buck Institute and ASCD, explores this issue in Personalizing Assessment with Time in Mind:
We know that students each learn at their own pace. Some take longer; some take a shorter amount of time. We have the same high expectations for our students, but we also know students take different amounts of time to get to those high expectations. One critical element of personalization is that time is no longer the driving factor. Instead of relying on the Carnegie unit, students show mastery and are assessed when they are ready. Granted, so many outside forces are demanding our time, but how might we move past them to meet students were they are in the assessment process?
Here are Andrew’s three steps for how you can start to create systems of assessments that enable you to further personalize the learning experience for students: (more…)
May 8, 2014 by Justin Ballou
From Wikimedia Commons
I am a sucker for quality hip hop music and the art of sampling. There is something to be said about the rebirth of something into a new generation’s culture that allows the passing of the torch. Nothing can beat the opportunity to interpret the emotion and drive of the original artist’s rendition of a song and the context of the newer creation and compare how they used the same materials to paint, often times, two totally different pictures.
Personally, my respect for the art form of sampling allows me to see both sides of the coin. As I dig through old records at flea markets and basement shops or find those rare segments on YouTube, I gain a look into a time and place much different from now. I begin to appreciate the use of the same language and instruments to create scales and emotion that on the surface are quite different, but once dug into are, more times than not, closely related.
Not too long ago, I stumbled upon this little gem, Little Boxes. Some of you may recognize it from the Showtime hit show Weeds, but long before that, it was a folk jingle written and performed by Malvina Reynolds, describing an assembly line attitude toward life that involves cookie cutter education and living in “little houses made of ticky-tacky.” In listening to it, I found myself comparing the older version and the newer version that runs during the opening credits to the show. (more…)
May 7, 2014 by Adam Hill
Posted on April 29, 2014 @ blendmylearning.com.
The CityBridge-NewSchools Education Innovation Fellows for 2014.
For the past four months, the 19 public and public charter school teachers in the CityBridge-NewSchools Education Innovation Fellowship have engaged in an in-depth study of the most promising practices in blended and personalized learning, traveling the country and hearing from the leaders in the field. Recently, the fellows spent part of their spring break on a whirlwind tour of four public schools in Detroit that are budding laboratories in personalized learning.
Educators in Detroit’s public school system face a tough reality: Detroit Public School students are last in the nation among urban students proficient on the National Assessment of Educational Progress (NAEP) and fifty-seven percent of Detroit children under the age of 17 live in poverty. Many public schools in Detroit are addressing this reality by measuring academic credit over mastery of specific competencies (also known as “competency-based learning,”) as opposed to the traditional practice of fulfilling seat-time hours. In all four public schools we visited, teachers leveraged competency-based learning models to meet the needs of their students, many of whom are years behind where they need to be academically.
How do teachers keep kids on pace after abolishing the traditional nine-month pacing guide? How do they challenge all students, and give them the freedom to work at their own pace? The key is to foster a strong sense of ownership in student work. Below you will find my key takeaways about how to make that happen: (more…)