Tag: competency education, competency-based learning

Data Integration? More Like Data Cooperation.

October 30, 2014 by

Originally posed October 15, 2014 by the Christensen Institute.

Data Cooperation

Are new software platforms revving the engine of competency-based blended learning? This week, Next Generation Learning Challenges (NGLC) released a comprehensive summary of Spark, a new platform built by the team at Matchbook Learning to help one of the schools it operates, Merit Prep, realize its goal of supporting blended and competency-based learning. The report looks at how Spark came about and where it may be headed in the coming years. The new tool is certainly exciting in and of itself, but it also reflects broader activity in the still relatively slim overlap of blended and competency-based approaches on the ground.

As I wrote about nearly a year ago, technology tools still lag some of the aspirations of competency-based and blended school systems. Yet Spark now joins a small but growing set of software programs designed to help competency-based schools that are using a variety of online learning programs to deliver blended instruction. Products like Project Foundry, Empower (by Educate), JumpRope, Engrade, and Buzz (powered by Agilix) orchestrate tasks like content delivery, assessment, and data dashboards in schools pursuing blended learning and competency-based education in various capacities. Other school systems are even turning to Salesforce for Education, which doesn’t offer the same real-time assessment data or online learning content delivery as those mentioned above, but does allow for individual scheduling and tracking of student information in a more competency-based manner.

All of these platforms are trying to tackle new challenges that educators face as they wade into the blended and competency-based spaces. Not only do blended learning educators want students to enjoy a seamless online learning experience, but they also want up-to-date information on how students are performing in online work to inform what they teach offline. And to make these blended learning experiences fit into a competency-based progression, educators also want to be able to track student mastery on an individual basis, and advance students to new or more challenging material when they prove ready. This means that a platform may need to deliver online assessment on an on-demand basis and to track individual student progress across standards and competencies. (more…)

RSU Students Now Proficiency Based

October 29, 2014 by
School District RSU #14

School District RSU #14 Web

This post was originally published in the RSU14 Maine Fall Newsletter.

The students who are entering kindergarten this year will be working until around the year 2100.

Think about it. Did your head just explode?

In a very real and somewhat scary sense, the future that we’re preparing our kids for hasn’t been invented yet. Employers and colleges throughout Maine and throughout the country say they need graduates who not only know specific things – the content of our classes – they need graduates who know how to learn independently; graduates who are active citizens; graduates who can persevere; graduates who work collaboratively; graduates who can approach problems with both critical and creative thinking; and graduates who can communicate effectively with different audiences.

And it isn’t just some graduates. It’s every graduate.

Every Kid: John Davis, an educator in Maine, puts it very simply, “We are here for every kid.” He says it, rightly, as a moral argument: we have an obligation to every child in our care.

That means something different than it used to. In the past, schools were here to help sort kids and send them off to their particular professions. Some would go to college, some to skilled professions, and many to the mills. That was enough. Schools today have a different mission. Because of conditions in Maine and throughout the world, we need every student succeeding to the highest level possible. RSU 14 is committed to that. It’s necessary for our community, and it’s necessary for our kids. We act on this commitment in a number of ways. (more…)

Competency Education: Frequently Asked Parent Questions

October 28, 2014 by

FAQI worked for a school district and high school that made the transition from a traditional to a competency-based grading and reporting system about five years ago. As one of the early adopters of what has now become a national educational reform movement, my fellow administrators and I often get inquiries from colleagues around the nation who are looking for advice as they make a similar transition in their own school or district. One of the biggest categories of questions we field from other administrators is on communication with parents about the competency education model. In this article, I will share with you some of the most frequently asked questions that we get from our parents and how we typically respond.

How is a competency education model different from a traditional one?

Competency education is based on the principle that the grades a student receives measure what the student knows and is able to do. Courses are organized into competencies that measure a student’s ability to transfer content and skills in and across content areas. Students are assessed on these competencies through performance assessments—multistep assignments with clear criteria, expectations, and processes that measure how well a student transfers knowledge and applies complex skills to create or refine an original product. Teachers use rubrics to measure student learning on these assessments and report that learning on report cards and transcripts by skill or competency.

Competency education diverges powerfully from the traditional “one size fits all” approach. In the best examples, students are given many opportunities and many pathways to demonstrate that they have reached competency. They are able to progress at their own pace. Their teachers provide individualized instruction and coach them through their learning progression. Teachers collaboratively develop the assessments that will measure how well students have performed. The result is a more rigorous education that identifies exactly what students know, are able to do, and to what degree.

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Social Learning & CBE – Competency Education is a Team Sport

October 27, 2014 by

This blog was written with the help of Michelle Allman, Andrew Skarzynski, Kristine Kirkaldy, Matt DeBlois, Sung-Joon Pai, Kippy Smith, Allison Hramiec, and Leslie Appelbaum.

Looking back, my whole school experience feels like a big group adventure. I know I did things alone – strong memories of this at home for sure – but learning was mostly one big, interactive social scene. And I was on the shy end of the human personality spectrum.

I say this because I think competency-based education with its emphasis on personalization, viewed from the outside, is often seen as an individual pursuit that surely must compromise the social aspects of learning that we know are important for – and to – students (especially teens!). Off I go, following my own personalized path, which is different from your path; my solo quest to master what I must master… which must look like this in practice:

Loneliness of the long distance competency-based ed student?

Loneliness of the long distance competency-based ed student?

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Competency Education Strand at the iNACOL Symposium

October 24, 2014 by
International Association for K-12 Online Learning

International Association for K-12 Online Learning

Take a peek at the strand on competency education at iNACOL’s Blended and Online Symposium coming up November 4–7. And for all of you going – let’s do a quick meet up on November 4th at the President’s Reception at 6-6:30 p.m. next to Booth 510 (it’s the “Activate Instruction” booth, the SIS/LMS developed by Summit Schools).

Here is a look at some of the highlights of the competency education strand of sessions:

November 4th

Pre-Conference Workshop Getting Started and Scaling Competency Education with Ellen Hume-Howard, Curriculum Director at Sanborn Regional School District (SRSD); Jonathon VanderEls, Principal, Memorial Elementary, SRSD; Brian Griffin, Principal, Lincoln School (K-8), Lindsay Unified School District (LUSD); and Rebecca Midles, Performance Based System Specialist, LUSD.

November 5th

The Competency Education Toolkit for Curriculum, Assessment, Instruction, and Grading led by Rose Colby, competency education consultant extraordinaire.

Kentucky’s State Policy & Districts of Innovation, with David Cook, Kentucky Department of Education.

Roadmap to Competency-Based Systems: How Well Are You Leveraging Next Gen Technologies? with Jennifer Davis Poon and Beth Colby from CCSSO and Thomas Gaffey from Building 21.

Igniting Learning: A Radical Approach to Designing A Competency Based Learning System led by Kim Carter, QED Foundation and founder of Making Community Connections Charter School and Elizabeth Cardine, QED Foundation.
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The Basics of Blended Learning

October 23, 2014 by
Education Elements Web

Education Elements Web

Do you have questions about blended learning but were afraid to ask? Now is the time.

It’s important that we use blended learning as effectively as possible in competency-based schools to offer greater flexibility, expanded opportunities to advance beyond grade level, and more intensive feedback in building up basic skills.

Education Elements is offering a three-part webinar series that will walk you through the fundamentals of supporting your teachers, selecting digital content, and selecting hardware.

Part 1

Supporting Blended Learning Teachers: How and Why You Need to Do It
Friday, October 24 from 1pm – 2pm PDT
Register here

Part 2

What You Need to Know About Digital Content Selection
Wednesday, October 29 from 12pm – 1pm PDT
Register here

Part 3

7 Things to Consider Before Purchasing Hardware for Your District
Tuesday, November 11 from 9am – 10am PST
Register here

Interested but can’t attend? Register anyway and Ed Elements will send you the recording. I look forward to connecting.

Reflections after Two Years of Performance Assessment Cohorts in New Hampshire

October 22, 2014 by

Originally posted on September 22, 2014 for the Center for Assessment’s Reidy Interactive Lecture Series.

Let’s now return to the question posed in an earlier post: what have we learned about the possibility of sparking systemic implementation of performance assessment? These reflections come from the NH Performance Assessment for Competency Education (PACE) districts, as well as recent check-ins with team leads who participated in 2012 and 2013 Performance Assessment Network Cohorts. Half of these team leads reported that the work has been brought back to the rest of the school, and teachers outside of the group that attended the institutes are using performance assessments, while in other schools, QPA implementation has been more limited to the teachers who attended the institutes.

A strong, coherent vision helps people see the big picture

Administrators need to understand the big picture first and then set up the enabling conditions for the implementation to happen and the work to be sustainable. Participating in the 5-day training helps administrators develop their own instructional leadership and understanding of performance assessment. As one team leader noted, “[we] need administration to attend sessions, to show the seriousness and importance of this work, and get a solid team of committed individuals.” A recent post by a PACE district elementary principal illustrates how one district has integrated the training into their vision.

It takes time and effective structures to create a collaborative professional culture

A collaborative culture enables educators to use QPA protocols to engage in quality design, analysis, and instructional decision-making. PACE districts and 11 of the other administrators reported having Common Planning Time (CPT) built into their schedules. About half of those administrators said that the CPT was being used to specifically develop the QPA work. Two other schools that didn’t have CPT had time for the QPA group to meet to advance the work on their own. Structures provide the space, but the CPT must be used effectively. As one teacher at a PACE district school noted, “If we hadn’t done all work in the past becoming PLCs [professional learning communities], setting goals for our teams and norms, having expectations of our teammates then we wouldn’t be where we are. We couldn’t sit at a table and talk about what happens here.”

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