There just isn’t any other way to say it. The proposal of minimum standards for competency-based schools approved by the New Hampshire Board of Education is so thoughtful, so detailed, so clear – it just rocks! According to the Keene Sentinel the Board unanimously approved the proposal. Next stop: a joint legislative committee with the Board adopting the standards in January.
For anyone involved with state policy, it’s worth taking the time to read the entire thing to see how New Hampshire is reworking its core policy around personalization and a competency-based diploma. In the meantime here are some of the highlights of the policy. (Please forgive me if I misinterpreted any of the policies, and let me know so I can correct it here.)
Definitions: As always, policymakers have to clarify what language means. Here are just a few of the terms clarified at the beginning of the policy. The phrase acknowledgement of achievement is used when a student has demonstrated achievement of district competencies and/or graduation competencies. It plays an important role in allowing students to be recognized for what they have learned, wherever it might take place. Competencies means student learning targets that represent key content-specific concepts, skills, and knowledge applied within or across content domains. Mastery means a high level of demonstrated proficiency with regard to a competency; Personalized learning means a process that connects learning with learner’s interests, talents, passions, and aspirations, including actively participating in the design and implementation of their learning. Note that student voice and choice is explicit.
Local Policy for Personalization: As in most states, schools are under local control. State policy can outline expectations but it is up to local schools boards to develop the full policies. This policy outlining minimum standards sets the expectation that the local school board shall adopt and implement written policies and procedures no later than July 1, 2015 relative to 1) meeting the instructional needs of each individual student and 2) providing alternative means of demonstrating achievement of identified graduation competencies toward the awarding of a credit for a high school diploma or equivalent such as extended learning opportunities, career and technical education courses, and distance education. In other words, district policies have to enable students to get the support they need and be able to learn anytime, anywhere. (more…)