Tag: state policy

Creating a Seamless P-20 System in Illinois

September 6, 2016 by

IllinoisWe do our best to stay on top of which districts are converting and what is going on in the states regarding competency education. But we were totally surprised when we heard about the Illinois legislature unanimously passing HB5729 Postsecondary and Workforce Readiness Act, which includes a K12 pilot for competency-based education.

Luckily, I got to meet a few members of the incredible team in Illinois, all of whom worked closely together around HB5729, at an Achieve Competency-Based Pathways meeting. Thanks to Ben Boer from Advance Illinois for his presentation.

Here are some of the highlights of what I learned about Illinois’ effort. The emphasis on creating a calibrated, transparent and accountable transition in mathematics is opening a door to much needed conversations between higher education and K12.

Overarching Goal: HB 5729 was created to address the goal of the state’s P20 Council to have 60 percent of Illinoisans have a postsecondary degree or credential by 2025. An earlier piece of legislation, HR477, established four advisory committees that built consensus around the ideas introduced in HB5729. Through this process, a framework for college and career readiness was developed that introduced ideas of personalization and alternative methods of credit acquisition (i.e., competency education). The framework explicitly identifies the concrete steps of career development, college awareness, and financial literacy. The goal is to create a more aligned system that includes K12, institutions of higher education (IHE), and employers. (more…)

Updated: Competency-Based Education Across America

August 29, 2016 by

SnapshotI received several requests to organize this by geography, not date. Here it is:

We recently updated the map of competency education because so many states – including Idaho, Florida, Ohio, and Utah – have taken steps forward for state policies to enable and invest in competency-based education. In reflecting upon how competency-based education is developing, we pulled together all the “case studies” we have done based on site visits and interviews in seventeen states. As soon as we can, we want to visit Arkansas, Colorado, Ohio, Oregon, Vermont, Wisconsin, and we just heard about a district in Mississippi.

For those of you trying to learn more abut competency education, we are hearing that some districts are using the case studies as discussion tools. Everyone reads about one school and then talks about what is challenging, how their understanding of the traditional system is changing, and what ideas they think might be valuable. It’s just a warm-up to embracing the values and assumptions that are the roots of competency education.

Alaska

Chugach School District (2015)

Chugach School District: A Personalized, Performance-Based System

Part 1 – Explorations in Competency Education

Part 2 – Driven by Student Empowerment: Chugach School District

Part 3 – Chugach School District’s Performance-Based Infrastructure

Part 4 – Chugach Teachers Talk about Teaching

Part 5 – Ownership, Not Buy-In: An Interview with Bob Crumley, Superintendent Chugach School District

Part 6 – Chugach School District: Performance-Based Education in a One-Room School House

Part 7 – Teaching through the Culture: Native Education in a Performance-Based System

Part 8 – Performance-Based Home Schooling

Highland Tech Charter School, Alaska (2014)

Part 1 – Highland Tech Charter School – Putting it All Together

Part 2 – Advice From Highland Tech Students

Arkansas

Springdale School District (2015)

Innovation Springing Up in Springdale

California

Lindsay Unified High School  (2015)

Part 1 – Six Trends at Lindsay Unified School District

Part 2 – Preparing Students for Life….Not Just College and Careers

Part 3 – An Interview with Principal Jaime Robles, Lindsay High School

Part 4 – An Interview with Brett Grimm: How Lindsay Unified Serves ELL Students

Part 5 – It Starts with Pedagogy: How Lindsay Unified is Integrating Blended Learning

Connecticut

Overview

Superintendents Leading the Way in Connecticut

 New Haven (2016)

Creating Meaningful Instruction through Mastery-Based Learning in New Haven, CT (more…)

What’s New in K-12 Competency-Based Education?

August 24, 2016 by

What's NewiNACOL and CompetencyWorks are hosting a Special Edition Webinar to reflect on the field of K-12 competency education and explore emerging issues. This webinar is free to attend—register here to receive login instructions. Competency-based education experts Susan Patrick and Chris Sturgis will lead the discussion on important developments and trends across competency education. Join the webinar to help identify the field’s emerging issues and provide insights to inform the future direction of competency-based education.

News

  • Featured in Wired, New Hampshire’s Virtual Learning Academy Charter School is radically changing how students learn through relationships, competencies, performance pay, and connection to the community.
  • The government in Rwanda launched competency-based curriculum to promote a learner-centered approach to teaching. Teachers, parents and students reflect on this change in this article.
  • In the spring of 2016, members from the Khan Academy spent a day in Lindsay Unified School District capturing their performance-based system in action. This video features students and learning facilitators on the positive impacts of performance-based learning.

Movement in Districts

  • Colorado’s District 51 hosted a two-day summit with 400 teachers and staff to learn more about performance-based learning. Fifth grade teacher Aubrey Hoffman said, “Now we’re seeing a foundational shift and that’s really exciting. Kids have taken so much control of their learning.”
  • Idaho’s Wilder School District, a rural school district with 470 students, is beginning the transition toward competency education, and is the first district in Canyon County to adopt this new system.

(more…)

9 Ways States Can Support Personalized, Competency-Based Education Systems

August 22, 2016 by

This post originally appeared at iNACOL on August 11, 2016. 

Creating an education system that prepares every student to succeed requires systemic transformation to high-quality, personalized, competency-based education.

Today, the prevailing traditional, one-size-fits-all K-12 education model, is not meeting the unique needs of learners. Too many students are falling through the cracks, not graduating or  graduating unprepared for success after high school.

School districts across the country are making incremental shifts to student-centered learning without state supports and policy flexibility. However, transformation at scale will require alignment of both policy and practice.

Before the recent passage of the Every Student Succeeds Act (ESSA), state leaders had the authority to make room for districts to shift to a competency-based approach in significant ways. However, by removing federal policy barriers to aligning accountability, assessment, and teacher and leader development to student-centered learning, ESSA makes it possible for states to pursue a more comprehensive policy approach to supporting personalization at scale.

The graphic below shows the many different entry points for policymakers wishing to catalyze the shift to a personalized K-12 system.

iNACOL

States that do not yet have any enabling policies can get started by studying policy barriers and creating room for local innovation, while states that have already made progress may want to consider more comprehensive steps towards transformation.

(more…)

What’s New in K-12 Competency Education?

June 7, 2016 by

What's NewTeacher and Ed Leader Insights

Thought Leadership

Assessments for Learning

Movement in the States

(more…)

Promising State Policies

May 25, 2016 by

iNACOLThere are those who say we shouldn’t be trying to define personalization because it will inhibit innovation or that state policymakers will only muck things up if they try to regulate or legislate our way toward next generation models before we have established a better understanding of effective models and quality indicators. Certainly there is some truth to both of those positions.

There is also another truth.

We are asking teachers to go to work every day and do things that do not make instructional sense for children. We are sending our children to school every day knowing that they are going to be asked to do things because it is covered on the state exams at the end of the year even though they may not have the pre-requisite skills or they already know all of the material. This has to stop.

We need to do our very best, even if we make some mistakes along the way, to create the conditions for our teachers to use and build their professional knowledge to help our children learn. iNACOL’s recently released paper Promising State Policies for Personalized Learning, outlining three phases of state policy that can be used as a tool to catalyze conversation. (more…)

Update on Maine’s Proficiency-Based Diploma Policy

May 11, 2016 by
Maine State House

Maine State House, Wikipedia

To refresh your memory, Maine had originally set a policy that students would be expected to demonstrate proficiency in all eight domains to get a diploma. Under pressure of trying to get all students to reach proficiency in all eight domains, districts asked for more flexibility. The first ideas considered were much lower expectations of proficiency in math and ELA being used as a graduation requirement. The final policy sets a series of phases and also includes students being able to choose one or more of the domains they need to demonstrate proficiency.

B-1. Phase in the following diploma requirements from the 2020-2021 school year to the 2024-2025 school year:

(1) For a student graduating in the graduating class of 2020-2021, certify that the student has demonstrated proficiency in meeting the state standards in the content areas of English language arts, mathematics, science and technology and social studies;

(2) For a student graduating in the graduating class of 2021-2022, certify that the student has demonstrated proficiency in meeting the state standards in the content areas of English language arts, mathematics, science and technology, social studies and at least one additional content area of the student’s choice;

(3) For a student graduating in the graduating class of 2022-2023, certify that the student has demonstrated proficiency in meeting the state standards in the content areas of English language arts, mathematics, science and technology, social studies and at least 2 additional content areas of the student’s choice;

(4) For a student graduating in the graduating class of 2023-2024, certify that the student has demonstrated proficiency in meeting the state standards in the content areas of English language arts, mathematics, science and technology, social studies and at least 3 additional content areas of the student’s choice; and

(5) For a student graduating in the graduating class of 2024-2025 and for each subsequent graduating class, certify that the student has demonstrated proficiency in meeting the state standards in all content areas.

(more…)

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…)

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