Tag: competency education, competency-based learning

A Close-Up Look at How a Workshop Framework Can Enhance Personalized Learning

January 19, 2017 by

workshopWhen I started teaching first grade over twenty-five years ago, I quickly realized that I was going to need additional strategies and support in order to help each of my students become independent readers and writers. The research and work of Donald Graves had a profound impact on my teaching as a young educator. I can remember reading Writing: Teachers and Children at Work (Graves, 1983) and falling in love with the workshop approach. This was the kind of supportive, communal learning experience I wanted to replicate for my students.

It was this revolutionary research and work of Donald Graves and his colleagues Lucy Calkins (Calkins, 1986) and Mary Ellen Giacobbe (Giacobbe, 2006) that supported my early years of teaching. Donald Graves taught me how to create a safe space for children to use their voices to tell their individual stories through speaking, listening, drawing, and writing. This philosophy of personalization enabled me to really listen to my student writers and allow them to show me what they needed next for instruction.

Fast forward to 2008 when I found myself working as an Instructional Strategist in RSU #57 in southern Maine. Conversations were beginning in Maine about WHY we needed to transform teaching and learning in the twenty-first century. I listened to Tony Wagner, Co-director of the Change Leadership Group at the Harvard Graduate School of Education, speak at an ASCD conference about his research. His research findings presented a strong case for reimagining our school systems and teaching the 7 Survival Skills of -21st Century Students to prepare students for college and careers in a new global economy.

My school district embraced this effort and hired coaches from the Reinventing Schools organization to guide us. Staff began to wrap their heads around the concept of “learning is the constant, time is the variable.” We were encouraged to start growing a personalized, proficiency-based learning model in our classrooms. What this would look like in practice became a focus of our collaborative conversations and work. (more…)

Staying the Course

January 18, 2017 by

courseThis is the final article in the series Implementing Competency Education in K-12 Systems: Insights from Local Leaders.

Many districts are converting to competency education in states that have not yet begun to take the steps toward creating the vision and policies to support competency education. Even in states that have embraced competency education, leaders may need to respond to policies that have not yet been re-aligned. Thus, leaders must learn to stay true to their vision and purpose in navigating state policy. They may turn mandates into opportunities or actively work in partnership to co-create the new policy infrastructure. Essentially, they operate beyond the boundaries of the policies so that decision-making continues to be student-centered.

One of the leadership functions needed to stay the course is being able to turn top-down compliance requirements into opportunities to reinforce the empowered culture of learning and improvement. Superintendent of Chugach School District Bob Crumley talks about how he manages mandates by stating, “I’ve learned to see mandates from the state as opportunities. We will meet the letter of the law, but we aren’t going to let the tail wag the dog. For example, we have a state mandate about including state assessment scores in teacher evaluations. We have a great teacher evaluation tool developed by teachers and our administrative team. I’m not going to make any changes to the evaluation tool that causes a loss of ownership. Instead, I’m going to tell our teachers that there are state requirements we need to meet, and we’ll take this opportunity to see if we can improve the evaluation tool to help us get better at serving our kids. If we said that we were doing it only because the state required us to, it would send the wrong message to teachers and students. We look to see the value and opportunities that develop when outside forces require us to change and adapt. Continuous improvement is a core value and process at Chugach School District.”

States and districts are also finding ways to work together to advance competency education. For example, four districts in New Hampshire are partnering with the Department of Education to pilot the development of local performance-based assessments that will eventually lead to a state-wide system. These assessments, known as Performance Assessment for Competency Education or PACE, are designed to provide richer feedback to teachers and students in a much more timely fashion than state assessment systems.

Sanborn principal Brian Stack advises school and district leaders that, “Making the transition from traditional to competency-based grading is messy. No matter how much you plan for it, administrators and teachers will feel a sense of building the plane while flying it in those first few years of implementation. Stay the course in the face of adversity. Stay true to yourself and to the model. Trust that your teachers will stand with you, and together you will face the challenges that will lie ahead and find a way to work through them as a school community. Your patience and persistence will be rewarded.”

Bottom line, leaders will need to turn to shared leadership strategies to empower educators and engage the community through the ups and downs of the change process, even though there will be pressure to become the sole decision-maker. (more…)

Continuous Improvement: Addressing the Needs of Struggling Students

January 17, 2017 by

foursquareThis is the twenty-sixth article in the series Implementing Competency Education in K-12 Systems: Insights from Local Leaders.

After the first few years of transition, districts begin to have the bandwidth to look more deeply at where students are not advancing or are at a lower level academically than their age-based grade. Although not necessarily done in a linear fashion, there are three ways that districts and schools begin to respond to struggling students. First, they create strategies and direct more resources to struggling students. This often opens a conversation about how to meet students where they are so they build their pre-requisite skills rather than always depending on scaffolding that makes curriculum accessible but often leaves students in the same situation – taking on higher level courses without a strong foundation. (For more on this topic see Meeting Students Where They Are: Academic Domains and The Accountability Paradox.) Second, they begin to explore more deeply how habits of learning impact student achievement, building out their capacity to nurture students. Third, they seek out ways to improve instruction overall so that more teachers within the school have the disciplinary knowledge to help students advance.

At Sanborn Regional High School, the Freshmen Learning Communities are designed to help ninth graders build the skills they need for success and identify where students need additional support. They are finding that the conversations about students with special education needs are more focused on learning and progress than behaviors. The understanding of standards, differentiated instruction, and accommodations for assessments has become much more clear and intentional.

Pittsfield Middle and High School (PMHS) is exploring different ways to respond to the needs of students who are struggling or enter school more than one year behind in grade level. They’ve developed a strong intervention system, with an emphasis on reaching students in middle school. They have reading and math specialists and are providing double doses of reading and math. They also are reaching into elementary school with a special education teacher at every grade level, working to help students learn foundational skills. Still they aren’t seeing the results that they would like so they are continuing to explore what else they can do to ensure students are successfully learning. (more…)

Continuous Improvement: Improving Performance and Personalization through Powerful Data

January 16, 2017 by

dataThis is the twenty-fifth article in the series Implementing Competency Education in K-12 Systems: Insights from Local Leaders.

Timely, relevant data plays an important role in the transition to student-centered learning. In the process of the transition to competency education, school leadership, educators, and students will want, or even demand, an integrated information system to take advantage of the increased data on student learning. The drive toward improved student performance will increase the demand for data to guide greater personalization. Teachers who recognize the value of tracking student progress based on standards will not be content with the modifications allowed in most traditional student information systems or learning management platforms organized around semesters and courses. They will want to be able to monitor, support, and credential learning on standards regardless of if students are working below or beyond their grade levels. This requires organizing standards in a learning continuum beyond the course structure and displaying data in a way that gives a picture of the student profile—an entire student’s body of work and mastery, not just grading assignments and assessments within a course.

An integrated learning system to support competency-based environments starts with student profiles and standards-based learning continuums. Indicators of a student’s progress on each standard across content areas are key. Many vendors are offering standards-based or competency-based grading, but don’t provide the student-centered approach to managing progress along a learning continuum in all the significant domains. The student information systems that support traditional time-based schools are organized by courses or classes— not students—thus it is very difficult to generate a picture of how students are advancing across disciplines and over the years.

In early stages of the transition, most districts collect data on how students are progressing within the academic disciplines. As the competency-based system is further implemented, tracking of data on student learning often expands to include habits of learning, the type of learning experiences to ensure students are having adequate opportunities to apply learning in real-world settings or projects, and a broader set of domains. Bob Crumley, Superintendent of Chugach School District, explains, “It’s important to send a message that the state testing indicators aren’t the end all, even if that’s the focus of state legislators. It sends a powerful message when the state only tests reading, writing, and math but not social studies or employability skills. As a district, we had to put into place a system that created a meaningful and balanced way to talk about student progress and our effectiveness in all areas. We believe all content areas are equally important. We dedicate staff development and resources on all ten content areas. We monitor progress and celebrate growth in all ten areas.” (more…)

Learner-Centered Tip of the Week: Accountable Talk

January 13, 2017 by

classroomThis post originally appeared on Courtney Belolan’s website on December 15, 2016. Belolan is the instructional coach for RSU2 in Maine.

I cannot think of a subject area, or class, in schools today in which we are not working with learners on articulating thinking. We regularly ask learners of all ages to put forth an idea then explain their reasoning in support of that idea. In English Language Arts we might ask readers to say what kind of person they think a character is, and use evidence from the book to explain why they think that. In Science classes we ask learners to form a hypothesis then use observations and data to prove their hypothesis correct or incorrect. In Social Studies we might ask learners to argue why a particular historical figure was a strong leader. In art and music classes we ask artists and performers to critique works and performances, using observations and knowledge of technique to support their judgments. I’m sure you’ve thought of an example from other contents in which learners are expected to share, or exchange, ideas and why they hold those ideas. This is very important work, and sometimes difficult work.

An education trend well worth embracing is accountable talk. Accountable talk is the process of learners sharing their thinking with others, and engaging in thoughtful discussion with others about those ideas. When learners work through an accountable talk experience, they go beyond simply sharing ideas and thinking. They discuss similarities and differences in their ideas and reasoning with the the ideas and reasoning of others, and work towards clarifying any confusion or misunderstandings between group members. Not only does engaging in this work deepen understanding, it builds a foundation for respectful and civil discourse, an essential lifelong skill we surely want our future learners to be well versed in.

Each part of accountable talk can be challenging, especially for learners not used to practicing this kind of conversation. When first starting with accountable talk it is best to give learners some scaffolding. There are two important scaffolds to begin with: modeling and talk prompts. Modeling gives them a concrete example of what the accountable talk process looks and sounds like. Talk prompts give them a concrete way to start. Below are some examples of talk prompts for different ages and contexts. Think about the learners you work with, and which ones will work best for them. Remember scaffolding is meant to be temporary. Once learners are successful, begin to remove the scaffolds. (more…)

How to Participate in the Equity Technical Advisory Group

January 12, 2017 by

equityAs announced yesterday, CompetencyWorks will be holding a National Summit on Competency-Based Education in June to convene 100 leaders representing a range of perspective, geography, expertise, and racial/ethnic diversity. Yet, across the country there are thousands of leaders and educators who have expertise in competency education who could make valuable contributions to these conversations. Thus, we have designed Technical Advisory Groups (TAGs for short) that will create a participatory process leading up to the Summit to draw on your knowledge and ideas.

The first TAG is coming up soon: We will be focusing on equity from January 30 – February 3, 2017. In the Equity TAG (E-TAG) we will be exploring the question:

How should we frame equity and the strategies to improve equity within a personalized, competency-based system?

Please note: We are asking that only people involved with district or school-wide competency education for at least one year participate in TAGs. These are not designed to support people just learning about competency education. (We suggest that those of you who are new to the topic start by reading the case studies of districts and schools.) You will have opportunity to learn from these conversations as the papers on each TAG prepared for the Summit will be made available in early June as well as the final reports post-Summit.

REGISTER for the Equity Technical Advisory Group here. (You can actually sign up for any of the TAGs. We ask for contact information and a sense of your expertise, and, at the bottom, you can sign up for the TAGs.) (more…)

Who’s Leading the Way?

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A Promising Competency-Based Model for Historically Marginalized Students

who-is-leading-the-way-in-cbeCompetency-based education models are complicated organisms, and staging their development and growth is generally a multi-year task, whether one is a launching a new school or re-envisioning an existing program. As the world of CBE picks up momentum our team at reDesign is continually asking ourselves, “Who’s Leading the Way in Serving Historically Marginalized Young People?” In preparation for #iNACOL16 we documented some of our learning in a Prezi (pictured above). We will continue to add to it over the course of this year, so please let us know about the models you think of when you ask yourself the same question. (more…)

National Summit on K-12 Competency-Based Education

January 11, 2017 by

screen-shot-2017-01-11-at-11-23-15-amWe are delighted to announce that CompetencyWorks is hosting a National Summit on K-12 Competency-Based Education in Denver, Colorado on June 21-23, 2017. After we did our initial scan of the field in 2010, we helped to organize the first Competency-Based Learning Summit, bringing together 100 innovators to address challenging issues involved in creating competency-based systems. (See Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning and It’s Not About Time: Highlights from the 2011 Competency-Based Learning Summit.)

Six years later, competency-based education is advancing across the country as a critical component of creating an education system able to personalize education while staying true to the vision of an equitable education system. As our understanding of competency-based education has grown, so has our understanding of critical issues that must be addressed in order to ensure equity of access and outcomes as well as high quality of implementation. In response, we are convening the second National Summit on K-12 Competency-Based Education to draw on the collective leadership, creativity, and expertise to chart our course for the next wave of innovation, implementation, and expansion. The Summit will tackle six issues: equity, policy, quality, meeting kids where they are, identifying emerging issues, and revising the working definition of competency education.

The Summit is invitation-only and will convene 100 leading innovators to move the field of competency-based education through the next generation of ideas and actionable outcomes, with a specific focus on equity and diversity. However, there are thousands upon thousands of incredibly dedicated educators and policymakers creating competency-based systems. In order to gain insight into all of your knowledge and create the opportunity for you to participate in shaping the ideas to be considered at the Summit, we have created a participatory process to engage a wider network of experts and ensure we’re tapping into the collective knowledge of the field. We invite you to participate by joining a Technical Advisory Group (TAG), outlined below.

Join a Technical Advisory Group (TAG)

As part of this participatory process, we are creating a Technical Advisory Group (TAG) for each of the following four key issues, where we will share a draft document and ask the TAG to share their insights at some point during a one-week virtual session. If you have at least one year of experience in competency education, we hope you’ll take the opportunity to sign up for at least one TAG here. You can use this opportunity to engage your organizations, schools, professional learning communities, and networks in deep conversations around these issues and share your collective insights. The schedule for the TAG sessions are listed below: (more…)

Three Lessons Learned from New England States Transitioning to Competency-Based Education

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This is the sixth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

david-prinstein-quoteWhat can we learn about state-level strategies from New England states transitioning to competency-based education? At this point in the evolution of competency education, there are a few solid lessons to be learned from the New England region. It is helpful to compare and contrast the different approaches of the states, looking for powerful insights into the considerations of different strategies and approaches, as this provides deeper understanding and can shine a light on what is the best path for a state. Some states, such as Connecticut, may want to create enabling policies, while others, like Maine, New Hampshire, Rhode Island, and Vermont, will contemplate bolder, more comprehensive steps toward transformation.

However, context matters: considerations need to include public demand and level of public trust, what is already in place, the degree to which districts and schools have already embraced some or all of the elements of competency education, level of consensus among leadership, competing agenda items, and the structural and financial issues that shape schools, such as district consolidations, funding, and political turmoil.

Three Important Lessons Learned

  1. Educators turn to competency-based education because it makes sense regardless of the state policy. Given the strong state leadership in establishing comprehensive competency-based policy in most of the New England states, it would be easy to think that state policy is always the first step in making the transition to competency-based education. However, there are innovators and schools considering competency-based education in Massachusetts with little encouragement from state leaders. In Maine, one of the original sources of early innovation were the districts that formed the Maine Collaborative for Customized Learning.
  2. Policy is important, but not sufficient. Establishing high-leverage policy such as proficiency-based diplomas or credits will direct districts toward competency education. However, it doesn’t mean they will move quickly to implementation or that they will implement it effectively. Creating innovation space doesn’t necessarily produce a groundswell of innovators. Statewide change requires a combination of innovation space, support, networks, and political coverage. Maine provided upfront training to a “coalition of the willing” before passing a policy that created proficiency-based diplomas. Vermont and New Hampshire have extensive support strategies, although they are very different in design. Most importantly, community engagement strategies need to be deployed to provide opportunities for shaping the vision of the district and schools as well as to learn about competency-based education practices.
  3. Walk the talk by using similar guiding principles as those found in personalized, competency-based districts. It isn’t going to work for states to use traditional change and communication strategies if they want to move beyond the traditional system. For example, it will be difficult, if not impossible, to implement competency-based education through compliance strategies. Compliance assumes that the state knows exactly what should be done when, in fact, there are many ways to design personalized, competency-based models. The paradigm shift is too important to the process of transformation—educators and community members need the opportunity to learn, to reflect, and to decide that this is what they want to do. In addition, the large systemic changes have many implications to be considered. Co-design or collaborative processes that draw on multiple perspectives is a much stronger strategy.

(more…)

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