This is the sixteenth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.
Instructional practices shall promote personalization for each student, and enable each student to successfully engage in the curriculum and meet the graduation requirements… Schools must provide students the opportunity to experience learning through flexible and multiple pathways, including but not limited to career and technical education, virtual learning, work-based learning, service learning, dual enrollment and early college… Students must be allowed to demonstrate proficiency by presenting multiple types of evidence, including but not limited to teacher- or student-designed assessments, portfolios, performances, exhibitions and projects.
– VERMONT EDUCATION QUALITY STANDARD
Vermont understands that personalization and proficiency-based education go hand-in-hand. In order to allow greater flexibility, schools need processes in place that create greater accountability for students to reach proficiency and make progress.
Authority from several governing bodies was needed in order to put into place a comprehensive policy that could serve as a platform for a personalized, proficiency-based system. In 2013, the Board of Education approved the Education Quality Standards, which went into effect the next year, while the state legislature passed Act 77 to expand flexible pathways.
The combined power of these two policies has created a clear message that the state is taking a new direction. However, local control is respected in Vermont (as in most of the other states). Thus, supervisory unions have substantial leeway in how they organize a personalized, proficiency-based system. The Vermont Agency of Education (AOE) is providing substantial support in the form of training and sample resources, with the understanding that the supervisory unions will develop systems that reflect their communities and build upon their strengths.
Vermont hopes to help supervisory unions and schools reach a deep understanding that can help them launch implementation efforts through a seminar series organized by the Great Schools Partnership. The series includes sessions on proficiency-based learning, personalization, flexible pathways, student work and norming, grading and reporting, community engagement, assessing transferable skills, student voice, instruction, and graduation. To date, more than half of the state’s supervisory unions have participated in the training.
Supervisory unions receive $22,000 for teams of five-to-seven people who participate for two days per month over the course of the school year. The strategy is that at least one member will be trained as a facilitator to support implementation and to train others. The next step is for teams to create implementation plans. In addition, the AOE has created a number of tools to support supervisory unions and schools as they think through the questions they will need to answer for implementing each of the policy elements.
Other efforts that are supporting schools in developing personalized, proficiency-based systems include New England Secondary School Consortium’s League of Innovative Schools, the Vermont Professional Learning Network, and Partnership for Change, which is providing support to Winooski and Burlington. (more…)