Tag: state policy

South Carolina Overview

May 2, 2016 by

SC State FlagIt’s hard to stay on top of all fifty states now that district-wide and whole school competency-based education is expanding so rapidly. (Please note: Even though vendors like to describe their products as competency-based, we do not believe that an adaptive software program can be competency-based. Online programs are simply able to produce flexible pacing based on the algorithms that are used to determine proficiency within the program. This is very different from designing a system based upon a growth mindset and organized to help every student be successful.) Here is a quick summary of what we know about what is going on in South Carolina. If you have any updates, please send them our way.

Two Leading Districts (Are There Others?)

Charleston

Red Bank Elementary, Lexington

If you know of other districts and schools becoming competency-based in South Carolina please let us know. (more…)

Nineteen Districts in Idaho Start the Journey to Mastery-Based Learning

April 25, 2016 by
Sherri Ybarra

Sherri Ybarra, Superintendent of Public Instruction

Last week, Superintendent Sherri Ybarra announced the twenty districts/schools that will launch Idaho’s Mastery Education Network (IMEN). According to the press release, “IMEN was authorized in 2015 when Governor Butch Otter signed HB 110 to move Idaho towards a mastery education model. This model will move students away from the current time-based system to a mastery system and allow for a more personalized and differentiated learning experience.”

As Idaho explains in a mastery-based learning system, “students advance to higher levels of learning when they demonstrate mastery of concepts and skills regardless of time, place or pace.” Ybarra said, “The beauty of a mastery-based education system is that it is rooted in local control and is truly from the ground up. Local communities, schools, and districts will determine through this effort what is best to meet the needs of their students.” (more…)

Proficiency-Based High School Diploma Systems in Maine

April 21, 2016 by

DiplomaI toured the state of Maine last fall to try to understand what was happening in districts, as the policy for a proficiency-based diploma challenged all districts to create more meaning than time-based credits for graduation and figure out how to get all students to be able to cross the finish line. (Maine’s policy essentially made high school a four year clock that started ticking when students enter ninth grade.) You can find the overview of the Maine Road Trip here.

Last month, the Maine Education Policy Research Institute (MEPRI) at the Center for Education Policy, Applied Research & Evaluation (CEPARE) at the University of Southern Maine released their fourth policy report Proficiency-based High School Diploma Systems in Maine based on six case studies. This stage of the research asked three questions:

  1. How do Maine public school and school district educators and administrators perceive the challenges and facilitators of implementing the state’s mandated proficiency-based diploma system as described in An Act To Prepare Maine People for the Future Economy?
  2. How do Maine public school and school district educators and administrators perceive the impacts of implementing the state’s mandated proficiency-based diploma system as described in An Act To Prepare Maine People for the Future Economy on management systems and structures, fiscal allocations, school climate, instruction, as well as curriculum and assessment?
  3. How are Maine public school districts defining proficiency and developing local PK-12 proficiency-based diploma policies?

For any state thinking about going in this direction as a high leverage policy strategy, it is well worth reading all the reports.

Here are a few highlights from the report by Erika Stump, Bernadette Doykos and Catherine Fallona. (more…)

Blast Off with the Assessment for Learning Grantees

April 19, 2016 by

AfLWith ESSA upon us, we are all hurrying to get our heads wrapped around what is possible in terms of how we think about ensuring that our districts and schools are meeting needs of children and what state policy might look like to create the conditions, systems of supports, and appropriate expectations to drive dynamic, active learning experiences for students while improving services to historically underserved populations of students. It’s a huge opportunity and a huge challenge.

One resource that hopefully will help us along the way is the Assessment for Learning project developed by Center for Innovation in Education (CIE) at the University of Kentucky in partnership with Next Generation Learning Challenges (NGLC) at EDUCAUSE. The AfL project has been designed to explore:

  • How can assessment support a broader definition of student success?
  • What assessment practices most effectively empower students to own and advance their learning?
  • How can we most effectively build educator capacity to gather, interpret, and use evidence of student learning to enhance instruction?
  • How does assessment for learning inform broader contexts of accountability, policy, and system design?
  • How can we pursue equity through assessment for learning?

AfL has announced their twelve grantees, and I thought I’d bring to your attention a couple of the projects that are positioned well to help us understand what a personalized, competency-based system of assessments might look like. They are tackling issues such as grades (letter and age), habits of success, performance-based assessment, micro-credentialing, competency-based approaches to helping teachers learn about performance-based assessments, and student agency. We are about to lift off on a huge new wave of learning! (more…)

What’s New in K-12 Competency Education?

April 12, 2016 by

What's NewUpcoming Event: On April 20, CompetencyWorks is hosting an introductory webinar on competency educationRegister here to attend the webinar and learn how we define competency education, explore how schools are implementing competency education, and discuss why educators and communities want to convert to a competency-based structure.

Competency Education News

Ed Policy Advancing CBE

Thought Leadership

Resources

CAPSS released a report identifying the steps to enable school districts to transform Connecticut public education around personalized learning. It identifies policy barriers, provides suggestions on removing those barriers, and provides incentives to encourage districts to implement personalized learning. CAPSS Executive Director Joseph J. Cirasuolo describes why we should be teaching according to the ways students learn in this article.

American Institutes for Research released its most recent publication in a series of reports on deeper learning. Findings in the series include that students in “deeper learning” schools:

  • Reported higher levels of academic engagement, motivation to learn, collaboration skills, and self-efficacy
  • Attained higher scores on both the state achievement exams and PISA.
  • Had higher rates of on-time graduation from high school, exceeding the comparison students by 9 percentage points
  • Were more likely to enroll in four-year postsecondary institutions and selective institutions

However, the new report finds that among the nine school pairs that provided information about eligibility for free or reduced-price lunch (FRPL), the effect of attending a network high school on on-time graduation was weaker for students who were eligible for FRPL than for students who were not eligible for FRPL.

Follow us on twitter (@CompetencyWorks) and sign up for our monthly newsletter for more information and updates in K-12 competency education.

 

Florida and Utah Look to Support Districts through Competency-Based Education Pilots

April 11, 2016 by

USThis post originally appeared at iNACOL on March 29, 2016. 

Recently, iNACOL published a piece on competency-based education pilots and how they can help support personalized, competency-based environments for students and teachers. Two states, Florida and Utah, considered pilot bills this session. Florida’s Governor, Rick Scott, signed the bill into law on March 25, 2016, and Utah’s Governor, Gary Herbert, signed the bill into law on March 28, 2016.

States create competency-based education pilots to help launch small-scale, short-term programs that localities use to determine how a larger program might work in practice and go to scale. While innovations in schools are taking hold across states, state policymakers are seeking to help support and foster educators. Pilots support collaboration to help bring together practitioners and educators to share lessons learned, while addressing the changes needed in instructional methods. Pilot programs are one way to connect and support innovators to plan, implement and ultimately scale high-quality competency-based education practices and systems.

Pilot programs provide an entry point for school leaders and educators to get started–combined with the needed flexibility and funding–to design new personalized models to ensure every student is successful through competency-based pathways.

Legislation

Utah’s bill, SB 143, creates the Competency-Based Education Grants Program consisting of grants to improve educational outcomes in public schools. Utah plans to do this by advancing student mastery of concepts and skills through the following core principles, established in the five-part definition of competency-based education by iNACOL and CompetencyWorks:

  • Student advancement upon demonstrated mastery of a concept or skill;
  • Competencies include explicit, measurable, and transferable learning objectives that empower a student;
  • Assessment is meaningful and provides a positive learning experience for a student;
  • Timely, differentiated support based on a student’s individual learning needs; and
  • Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.

The grant program incentivizes a Local Education Agency (LEA) to establish competency-based education within the LEA through the use of: (more…)

Competency-Based Education Task Forces: A State Policy Mechanism to Foster Personalized Learning by Creating Dialog, Surfacing Barriers and Providing Solutions

April 4, 2016 by

Conference TableThis post originally appeared at iNACOL on March 23, 2016.

Transitioning from a traditional seat time based system to a competency-based learning system often requires changes at multiple layers in policies from the school level to the state-level. State policy makers can provide thought leadership in their states by creating a space for dialog between policy makers, stakeholders and communities across the state by establishing a formal statewide task force for competency-based education (CBE). A CBE task force brings together a group of experts and stakeholders to examine the issue in depth, to consider needs in policy and practice, and to provide recommendations and next steps in a state.

States (generally legislators through sponsoring legislation) establish task forces for the purpose of studying policy issues related to CBE. The needs and issues will vary state-to-state because of the differences in educational statutes, regulations and capacity, but CBE task forces offer a future-focused approach by providing a safe space to identify barriers, needs, and consider options to best enable competency-based pathways.

Why CBE Task Forces are Important

An education task force convenes to study a specific topic. During this time, a task force often engages with educators and experts on best practices and policies regarding the topic of the task force.

Establishing a CBE task force allows the members to study CBE policies and practices. CBE task forces enable CBE by encouraging state leaders to develop a deeper understanding on the need for and the benefits of creating competency-based pathways to ensure student success and the importance for educators to personalize learning to meet students’ needs. The CBE task force will interview educators from competency-based education systems, learn what policies are supportive and which are barriers, identify educator capacity needs, evaluate system capacity and provide recommendations for getting started with aligning systems to support CBE. (more…)

ESSA Represents an Historic Opportunity to Advance Personalized Learning

March 24, 2016 by

ESSAI have great news. After fifteen years of operating under No Child Left Behind (NCLB), we finally have the chance to say goodbye to one-size-fits-all assessments, accountability systems that mask achievement gaps, and autopsy-style school improvement strategies. While there were some good things about NCLB, the law also created a long list of policy barriers that made it impossible to build and scale personalized learning environments. The newly-enacted Every Student Succeeds Act (ESSA), on the other hand, eliminates almost every one of those barriers, gifting the personalized learning community with an historic opportunity to transform the education system.

While enactment of ESSA marks an exciting turn of events, we cannot celebrate until we do the hard work of helping states identify and leverage these opportunities. To this end, KnowledgeWorks recently released a side-by-side tool entitled New Opportunities to Advance Personalized Learning in the Every Student Succeeds Act (ESSA). This tool provides a brief overview of each opportunity in the law along with a description of how it compares to policies in NCLB and the Obama Administration’s NLCB waiver package. Our hope is that states knit together these opportunities into a comprehensive and compelling vision for teaching and learning that meets students where they are and provides them with customized supports to ensure their success.

Here is a quick overview of KnowledgeWorks’ top ten opportunities in ESSA to advance personalized learning. (more…)

What’s New in K-12 Competency Education?

by

Screen Shot 2014-08-30 at 7.22.41 AMStaying the course for over twenty years, Chugach has developed a personalized, performance-based system that places students at the center and deeply values teaching and teachers. CompetencyWorks released a new report on Chugach School district and how they implemented a personalized, performance-based system to serve the remote villages of Native Alaska. Check out the blog post or download the report here.

Upcoming Event: On April 20, CompetencyWorks is hosting an introductory webinar on competency educationRegister here to attend the webinar and learn how we define competency education, explore how schools are implementing competency education, and discuss why educators and communities want to convert to a competency-based structure.

Resources

Policy Updates

  • Under ESSA, states and localities have a unique opportunity to revisit accountability systems and rethink how they can better serve students, parents and teachers. Check out this article on how state accountability systems impact student learning.
  • The Florida Senate passed a competency-based education bill, which already passed the House by a 31 to 6 vote. The bill creates pilot programs in 4 Florida districts and establishes a laboratory school run by the University of Florida. (This article explains the competency education pilot program in greater detail.)

Schools Making Gains

  • Teachers from seven District 51 schools in Colorado shared with the school board the challenges and victories they’ve experienced since transitioning to a performance-based system.
  • Windsor Locks, a school implementing personalized learning, demonstrated notable gains in math and reading, pulling them from the list of worst performing schools. This news story shows how Windsor Locks empowers students to discover, to design their learning, to apply it, then to document how they learned it and defend that they learned against rigorous standards.

Research Opportunity

The Students at the Center initiative at Jobs for the Future announced a research collaborative that will build, define, apply and share a robust evidence base for student-centered learning. (Read more here.) They announced 2 opportunities: an RFP on student-centered learning, with a preference for basic exploratory research; and nominations for Students at the Center Distinguished Fellows. Two additional opportunities are expected to release in May. Check here for the most updated information.

Follow us on twitter (@CompetencyWorks) and sign up for our monthly newsletter for more information and updates in K-12 competency education.

What’s New in K-12 Competency Education?

February 29, 2016 by

Screen Shot 2014-08-30 at 7.22.41 AMOn April 20, CompetencyWorks is hosting an introductory webinar on competency education. Register here to attend the webinar and learn how we define competency education, explore how schools are implementing competency education, and discuss why educators and communities want to convert to a competency-based structure.

Employment Opportunity: The Innovation School (Salem, MA), a Horace Mann charter modeled after Boston Day and Evening Academy, is searching for a principal. Click here and look for the job posting in Salem.

Event: The First World Summit on Competency-Based Education will be held on August 27-28, 2016 in Barcelona, Spain, as a pre-conference activity. For more information about competency education systems around the world, check out An International Study in Competency Education: Postcards from Abroad.

Thought Leadership

  • School leaders and experts predict ESSA and school demands for personalized learning will dramatically alter K-12 education in the years to come.
  • Todd Rose, a high school drop-out turned faculty member at the Harvard Graduate School of Education, discusses his latest book, The End of Average: How We Succeed in a World that Values Sameness, with NPR.
  • Jim Dillon, an educator for over 35 years, reflects on student agency and how to spark empowerment in the classroom.

(more…)

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