January 1, 2016 by Natalie Abel
The Next State of Learning project, newly launched by the Innovation Lab Network (ILN) at CCSSO, aims to capture the stories of states who are scaling and sharing innovations within their districts. The project will capture the stories of how states in the ILN are scaling and sharing innovation within their districts.
- Why do we continue to teach students grade-level standards based on their age when their skills are actually two, three, or more academic levels lower (or higher)? Chris Sturgis tackles this issue about reframing education and teaching students where they are in their learning (not where they “should” be).
- Andrew Miller wrote an article providing teaching strategies to avoid “learned helplessness” in students and empowering students to be self-directed learners. These strategies include making learning resources available, asking questions “for” (not “about”) learning, not giving students’ answers and allowing for failure.
- KnowledgeWorks outlines the essentials of competency-based education, including transparent learning outcomes, mastery rather than seat time, real and relevant assignments, and a community-based strategic design plan.
- This story on Coyote Springs Elementary in Arizona describes the implications when schools make other important skills and competencies such as the 4 C’s (critical thinking, communication, collaboration, and creativity) a core part of the design of the school.
December 2, 2015 by Chris Sturgis
This post is part of the series Road Trip to Maine. You can also learn about Biddeford School District and Casco Bay High School.
If we gave out awards at CompetencyWorks, I’d give Noble High School an award for the fourth element of the CompetencyWorks definition of competency education: Students receive timely, differentiated support based on their individual learning needs. (more…)
November 23, 2015 by Chris Sturgis
From the Casco Bay HS Website
This post is part of the series Road Trip to Maine. This is the third of a four-part look at Casco Bay High School. Read Part One for Tips and Takeaways and Part Two for Learning as Exploration.
Casco Bay High School in Portland has developed a strong standards-based grading system built upon several principles (below). It seems to me that it would be a good exercise for any and all schools to be able to identify the principles that drive their grading, reporting, and extra support/extra time policies. Can you imagine trying to do that for A-F, time-based systems? (more…)
September 23, 2015 by Chris Sturgis
It’s helpful to read all the papers that get released on competency education and other related efforts…but they never totally help you understand how to do something. Thus, I keep my eyes out for resources that allow you to go deeper more easily.
There are two new resources that I think could be helpful to educators – Making Mastery Accessible by reDesign and Illuminating Standards at the Center for Student Work. And if you know of others that you have found helpful to you in your work, please pass them on.
Making Mastery Accessible was developed in partnership with Springpoint and is supported by Carnegie Corporation as a follow-up to Making Mastery Work. It can help you navigate terminology and there are lots of resources from other schools so you can see how they have organized their schools, what they have developed as overarching competencies, and access lots of teaching resources. There are also tools developed by reDesign to help you think about your process of conversion. For example, there are a number of design tools including readiness, adoption process, and grading policies.
From the video Snakes Are Born This Way
Illuminating Standards is a project to help people see how they can use project-based learning and performance tasks to help students meet the standards set out in the Common Core. It’s been developed through a partnership with Expeditionary Learning and the Harvard Graduate School of Education (check out the home page, as there are a lot more resources available there). There are great videos about how to teach standards using project-based learning and student voice/choice. You will also find projects and examples of student work at each grade level.
Both sites have a lot of material, so you might want to dedicate an hour or have a team of people look through to find out what might be most useful in your work right now.
May 20, 2015 by Jeremy Kraushar and Joy Nolan
What 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
April 13, 2015 by Anna Fazekas
This spotlight originally appeared in the CSSR Newsletter.
While they may be rivals on the athletic fields, the learning communities at both Nashua (NH) High School North and Nashua (NH) High School South are very purposeful about staying together as partners in education. It’s been over a decade since the district replaced the single high school with two campuses, but they have recognized from the beginning the power of synergy and collaboration. Both campuses are committed to moving forward together through collaboration and a focus on student outcomes. As Director of Curriculum Peggy Reynolds puts it, “they’re all Nashua kids, and we really feel that.”
The Nashua School District (NSD) has fostered this strong collaborative spirit through focusing on what unites them – the curriculum. Regardless of whether you work at North or South “the curriculum is the curriculum is the curriculum” says Reynolds. Teachers meet regularly both within their school, and across the two campuses to discuss the curriculum. Teachers are committed to developing the curriculum, and corresponding performance tasks, that they themselves wrote. They meet regularly to examine student work and calibrate those performance tasks to ensure they engage students in opportunities to explore greater depths of knowledge within the content. (more…)
March 17, 2015 by Chris Sturgis
Today, CompetencyWorks released a new paper, Maximizing Competency Education and Blended Learning: Insights from Experts. The paper is based on a two-day conversation with twenty-three incredibly insightful people who work in competency education, personalized learning, and blended learning – and the paper only captures a small portion of the rich conversation. (See A Mountain of Knowledge to Climb for more background) There are several parts to the paper, including:
- an exploration of the relationship between personalized learning, competency education, and blended learning and the concerns about equity that arise in each;
- issues that district leadership will want to consider in managing change, such as providing greater autonomy to schools;
- guidance for competency-based schools to enhance their instruction through blended learning; and
- how districts that have integrated blended learning can take the next step towards becoming competency-based.
Blended learning can help in competency-based schools in so many ways – sometimes with a tidbit of risk we need to guard against. We all know that high quality adaptive software can be helpful for students to develop their foundational skills. Blended learning can also help to offer students the opportunity to take what they are learning and go deeper, or begin to use what they are learning in knowledge creation. These aren’t discrete activities such as extra credit or helping peers. This is the opportunity for students to be highly challenged. Blended learning can be used to offer additional challenging projects that students can take on (call them honor projects, if need be) to strengthen their learning by asking them to further apply their skills to new situations (Level 4 Depth of Knowledge). Students will be able to access the challenges or problem-based learning independently so teachers can stay focused on supporting students who are still struggling to reach proficiency. The risk here is that schools only offer deeper learning to the high-achieving students, which is totally unacceptable. So we need to create both/and – embedding Level 4 work for all students into the school design at some point in the schedule and curriculum, and offering Level 4 work for students who have advanced to proficiency in the unit or course.
Another way blended learning can be helpful is to allow students to advance to the next level of learning once they have reached proficiency on a unit or course. This requires us to strip the ceiling off the education system by offering units online so students can advance. The risk is that that this will turn into a dynamic that so-called faster students are considered the better students. I’ve already visited schools where students talk about faster and slower students – it was done respectfully but was definitely a way for some students to differentiate themselves from their peers.
There are also challenges in using certain types of online learning in competency-based schools. These are raised in the paper and hopefully vendors will take these into consideration as they further develop their products.
We’d like to hear from you — How is your district/school using blended learning? What are the lessons learned and insights? What would your advise be to districts/schools about how to best implement blended learning to support students build and apply their skills?