October 22, 2014 by Laurie Gagnon
Originally posted on September 22, 2014 for the Center for Assessment’s Reidy Interactive Lecture Series.
Let’s now return to the question posed in an earlier post: what have we learned about the possibility of sparking systemic implementation of performance assessment? These reflections come from the NH Performance Assessment for Competency Education (PACE) districts, as well as recent check-ins with team leads who participated in 2012 and 2013 Performance Assessment Network Cohorts. Half of these team leads reported that the work has been brought back to the rest of the school, and teachers outside of the group that attended the institutes are using performance assessments, while in other schools, QPA implementation has been more limited to the teachers who attended the institutes.
A strong, coherent vision helps people see the big picture
Administrators need to understand the big picture first and then set up the enabling conditions for the implementation to happen and the work to be sustainable. Participating in the 5-day training helps administrators develop their own instructional leadership and understanding of performance assessment. As one team leader noted, “[we] need administration to attend sessions, to show the seriousness and importance of this work, and get a solid team of committed individuals.” A recent post by a PACE district elementary principal illustrates how one district has integrated the training into their vision.
It takes time and effective structures to create a collaborative professional culture
A collaborative culture enables educators to use QPA protocols to engage in quality design, analysis, and instructional decision-making. PACE districts and 11 of the other administrators reported having Common Planning Time (CPT) built into their schedules. About half of those administrators said that the CPT was being used to specifically develop the QPA work. Two other schools that didn’t have CPT had time for the QPA group to meet to advance the work on their own. Structures provide the space, but the CPT must be used effectively. As one teacher at a PACE district school noted, “If we hadn’t done all work in the past becoming PLCs [professional learning communities], setting goals for our teams and norms, having expectations of our teammates then we wouldn’t be where we are. We couldn’t sit at a table and talk about what happens here.”
October 21, 2014 by Laurie Gagnon
Originally posted on September 15, 2014 for the Center for Assessment’s Reidy Interactive Lecture Series.
During the first week of August, thirteen educators from five states gathered for a three-day scoring institute as part of the Innovation Lab Network’s Performance Assessment project. The goals of the institute included attaining reliable scoring on the performance assessment the teachers had field tested in spring 2014 and informing the design of the emerging national task bank and accompanying resources to support implementation of tasks.
I had the privilege of co-facilitating the English Language Arts group. As we discussed the rubric and the annotated anchor work samples, and practiced scoring student work, the group gained a common understanding of the elements of the rubric and a level of confidence about how to apply them to student work. In the course of the three days several themes emerged that underscore some guiding principles for implementing performance assessment.
October 20, 2014 by Chris Sturgis
The following is based on an interview with Alice Collins, Director of English Language Development at Adams County School District 50, with a focus on their structures, approach, and insights for other schools, including a look at the challenges and opportunities.
Building up a body of evidence of learning about your students is at the heart of Adams 50’s approach to English language development. Director of English Language Development Alice Collins explained, “Teachers have to understand where learners are in their language acquisition, their content skill development, and what they need. The only way to do this is draw together as much data as possible.”
As their schools underwent rapid and massive diversification, Adams 50 turned to competency education as they realized that the traditional approach to education wasn’t going to work. The district is now 18 percent White, with Hispanic, African American, and Native American students making up 82 percent of the student body. It has the second highest percentage of English Learners in the state, with 45 percent of learners in the ELD program (and they aren’t a very big district, with 10,000 students). Spanish is the dominant other language with an additional thirty-one other languages represented in the district.
Adams 50 is an English immersion district with one elementary school offering a transitional Spanish-English bilingual track. Collins explained, “In competency education, teachers are constantly building their skills. Given the higher percentage of our learners in the ELD program, teachers are building their skills to provide quality instruction to students as they acquire English and master content standards. It doesn’t happen overnight – its part of our constant attention to building our capacity to meet the needs of our learners.” It’s starting to pay off – ELD elementary school learners are improving their reading skills, as shown on the TCAP assessments.
October 15, 2014 by Maria Worthen
I recently had the opportunity to visit Van Meter School in Van Meter, Iowa with Sandra Dop, Consultant for 21st Century Skills at the Iowa Department of Education and facilitator of the Iowa Competency-based Education (CBE) Collaborative. Two faculty members accompanied us from Drake University’s School of Education, Dr. Randy Peters and Dr. Laura Kieran. They are members of the CBE Collaborative, bringing vision, curiosity and dedication to scoping out the future of competency education in Iowa.
Van Meter Community School District is a small district located 15 miles outside of Des Moines. It has one school building comprising K-12. Total attendance is 677 students, of whom 158 chose to open enroll into the district (students in Iowa can enroll in another district of their choice). The Mission of Van Meter Community School District is “to personalize learning for each student’s success, today and tomorrow.”
Van Meter is transitioning to full-school competency education, but has been doing standards-based grading school-wide in K-12 for three years. Elementary Principal and Director of Teaching and Learning Jen Sigrist explained the evolution: “We had a few teachers trying it before (five and six years ago), which led to each secondary teacher trying it for at least one class four years ago. After that, we made the move district wide. The last team to come on board was 5th grade mostly because they were not included in the secondary conversations and were preparing kids for the secondary by giving traditional letter grades in the past. They were happy to jump on board with the entire district three years ago.” (more…)
September 8, 2014 by Jonathan Vander Els
This past August I had the opportunity to participate in an incredibly effective model of professional development hosted by our school district. It consisted of workshops and presentations from national, state, and local experts focused on various topics related to assessment, including competency education, building Quality Performance Assessments, and the development of high-quality rubrics.
The varied roles, responsibilities, and experiences of the many presenters added to the uniqueness of our “Assessment Summit.” Participants and presenters included Rose Colby, Competency Education Specialist, Rob Lukasiak, mathematics and assessment specialist, district and building-level administrators, and teachers from grades K-12. This allowed for differentiated PD for the 100-plus participants, while supporting the professional development needs identified in our district related to competencies and Quality Performance Assessments.
Our district, the Sanborn Regional School District in New Hampshire, has continued to push forward in the world of competency education. Despite the bumps we have experienced, we fully realize that this is an educational practice that truly captures each student’s ongoing growth and progression within their learning. Teamed with instruction that is differentiated, personalized and based upon a solid understanding of the Core standards, students are engaged in learning that is focused, are provided with opportunities for support or extension as needed, and understand their role and responsibility in their learning. (more…)
September 2, 2014 by Kristen Vogt
The Education Achievement Authority of Michigan calls the academic model employed at their schools “student-centered learning.” Perhaps their professional development for teachers—the subject of the latest Next Gen Tools brief—could be categorized as “teacher-centered professional learning.”
EAA joins the growing list of school districts and charter organizations that are reimagining professional learning for educators, as my colleague Stef Blouin blogged about last week—she was drawing on the personalized, self-directed, ongoing, collaborative, and embedded professional development at Matchbook Learning, Intrinsic Schools, Alpha Public Schools, and Horry County Schools. USC Hybrid High’s Oliver Sicat offered his perspective of personalized professional development in his recent blog at BlendMyLearning.com. (more…)
August 19, 2014 by Bill Zima
What do Walt Disney, Steve Jobs, Bill Belichick, and Anshul Samar have in common? Sure, they all had a vision of what they wanted to accomplish. But more importantly, they got STARTED. The difference between a great idea and an idea that makes a great difference, is someone executed it. To engage in the process of continuous improvement, the crux of leadership, one needs to begin. As investor and motivational speaker Robert Kiyosaki said, “If you are the kind of person who is waiting for the ‘right’ thing to happen, you might wait for a long time. It’s like waiting for all the traffic lights to be green for five miles before starting the trip.”
The person most responsible for the construction of the path to change for any school is the principal. Too often administrators try to line up all the pieces so there is a guarantee we do not make a mistake. After all, we are working with young minds. A simple mistake could ruin their future. So we analyze, plot, analyze again, get new information, see how that informs our decision, analyze again, make adjustments, analyze the adjustments, which causes the need for more decisions. All of this is hypothetical since we have nothing tangible to adjust. Voltaire warned, “Don’t make the perfect the enemy of the good.” We need to not worry and simply apply what we know today. The fear of hitting the magic switch and turning our students into thoughtless zombies left to wander aimlessly in a land of lost potential is unfounded. What school leaders need to do, regardless of role, is get a vision of their postcard destination, map the critical steps to get them from where they are to where they want to be, and then take that important first step. (more…)
May 19, 2014 by Courtney Belolan
Consider this moment:
I’m sitting in a summer planning session with a team of teachers from different grade levels and contents. We’re talking through a vision of student-centered, proficiency-based learning, and our goal is to have some plans in place for the start of the school year. As we’re discussing student engagement and motivation, a teacher chimes in with:
“Let’s just make sure we are not throwing the baby out with the bathwater.”
I hear this phrase whenever talking through change, especially change related to instructional practices. I agree completely, although I’ve never been a fan of the phrase (there is just something about the imagery). We do need to make sure we don’t throw the baby out with the bathwater; there are many things we already do as educators that support a student-centered, proficiency-based philosophy, regardless of how we design and run our classes. The hard part is getting into that bathtub and making sure we know what really is the baby and what is bathwater. (more…)
April 7, 2014 by Kaili Phillips
One of the big pushes in our district (and many others throughout Maine) is customized learning: students working at their own pace to progress forward from the point at which they are currently achieving.
One of the primary tools used to facilitate this type of learning is a “learning continuum” or “learning progression” (hereafter referred to as the continuum or continua). The continuum seems sequential, as it contains rows and explanations for forward progress in each of the given areas of focus, seeming to offer a step-by-step, methodical guide that a child can follow to a successful education. In fact, in many cases learning continuum do not have to be sequential at all. The design of continua suggests linearity so that students can follow the steps and essentially be “done” learning when they get to the end of the line. This obviously makes no sense whatsoever. The challenge to educators is to rethink how and when they use continua in their lessons.
Here are some possibilities and suggestions regarding how to effectively use the Learning Progression model in middle school. As I teach English-Language Arts, my examples are… well, English-Language Artsy… but I am confident that you may find a thought or two that translates well to your content area. (more…)
April 3, 2014 by Caroline Messenger
I had asked my ninth grade students to write a “last” chapter to the novel Seedfolks by Paul Fleischmann we had finished reading as a class. I knew they had read the entire novel and even annotated it because we did all of our reading in this room. Sometimes we did it in a literature circle. Sometimes we did it by ourselves. Sometimes we used a form of Socratic Seminar to ask questions of each other and dig deeper into the author’s intended meaning.
But I knew all my students had read the novel and understood its metaphors, allusions and themes because we did the work together. And because of that, I knew they would be able to creatively adapt what they knew and believed.
I knew they’d be able to do it because I would be there to help them, guide them and monitor their progress because their work would be completed in class and during after school workshop sessions.
I knew their levels of competency because I assessed it every single day.
The pattern here isn’t new. Rick Wormeli suggests rethinking how we assign work to students and how we penalize them for not doing it. Both Wormeli and Doug Reeves make powerful arguments against “the zero” in the teacher grade book. (more…)