Author: Eliot Levine

Student Thinking Made Visible: Assessing Transferable Skills With Brief Performance Tasks

November 12, 2019 by

Working on Bridge Building TaskCompetency-based education emphasizes learning not only academic knowledge but also skills and dispositions. These include tranferable learning skills such as problem solving and effective reasoning that enable people to perform effectively in different settings and apply knowledge and skills to different tasks. A session at the recent Aurora Institute Symposium introduced valuable strategies for assessing these skills. The tools and concepts they shared could also inform assessments of other lifelong learning skills.

The session was led by Director of Curriculum and Instruction Jeff Heyck-Williams and 5th-Grade Teacher Katie Mancino from Two Rivers Public Charter School in Washington, DC, a school in the EL Education network. They emphasized that teachers typically prioritize whatever will get assessed, so it’s important to assess lifelong learning skills.

Rubrics for Critical Thinking Skills

The rubrics presented for assessing problem solving, effective reasoning, and decision making serve the essential function of providing both students and teachers with a clear picture of what quality looks like. This enables teachers to plan instruction oriented toward deeper learning with these targets in mind.

The session focused on assessing problem-solving skills, defined as “The ability to identify the key questions in a problem, develop possible plans for solving, follow through on those plans, and evaluate both the success of the plan and the solution.” The corresponding rubric has five components: Identifies What Is Known, Defines the Problem, Generates Possible Solution Strategies, and Evaluates Solutions. The table below contains the rubric for one of these components; the full rubric is here.

Problem Solving Rubric for One Component

Three principles guided their rubric design process: (1) Rubrics define the construct that you want to teach and assess for students and teachers; (2) Each component on the rubric needs to be mutually exclusive but also narrow to a single dimension; and (3) The rubric should define a a continuum of growth from notice to expert.

Performance Tasks to Assess Critical Thinking

With the rubric in place, the question remains of what and how to assess. Two Rivers accomplishes this with brief performance tasks that are specific to the skill being assessed. EL Education believes teachers should experience the educational approach they plan to implement with students, so unsurprisingly we were led through a problem-solving performance task. In short, small groups were given two cups, some paper, rubber bands, paper clips, and blue tape. Brief, clear instructions launched groups into creating a bridge with a maximum span using the materials provided.

For this performance task, students at Two Rivers are assessed on how well they make their thinking visible, not how good their bridge is. This is done in writing on a handout, although teachers can scribe for students who need writing support. Before starting to build bridges, our first step was a “KWI” (Know, Want, Ideas) exercise in which we had to write about “What do you KNOW?,” “What do you WANT to know?,” and “What are some IDEAS you have about how to solve the problem?”

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New Resources and Future Directions in Competency-Based Education

November 7, 2019 by

The first part of our annual reflection focused on the field’s evolution and where we are now. This second part looks at how our understanding is deepening and future directions for building and strengthening the field of K-12 competency-based education.

How is our understanding deepening?

Seeing competency-based schools in action and hearing about their successes and challenges is deeply illuminating. There are a growing number of schools and districts to learn from about all stages of planning and implementation. Many of these are innovative, newer schools and districts, such as those shown in the image below from our annual strategic reflection webinar. Many more are featured in our summary of blog posts from visits to competency-based schools in 26 states.

Innovative New Schools and Organizations

An impressive array of new reports, books, and other publications have also emerged to deepen our understanding of competency-based education since 2010. New resources from the past two years are shown in the three figures below. If there are publications you think should be added, please email me or mention them in the Comments box below.

New Resources 2018-19, 1 of 3

New Resources 2018-19, 2 of 3

New Resources 2018-19, 3 of 3

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Where We Started and Where We Are Now: Reflecting on the Field of Competency-Based Education

November 4, 2019 by

Integrated Arts Academy Student PaintingWith the field of competency-based education growing and changing so quickly, it’s important to step back from time to time and reflect on what we’ve learned, what has changed, and what’s needed next. At the Aurora Institute we see and hear many perspectives on the field from our school visits, research, reading, conferences, policy visits, and other connections with innovators and leaders in the field. All of these views inform a reflection we do annually with our CompetencyWorks Advisory Board.

This blog post shares some of the conclusions of this year’s reflection process. We also conducted a webinar recently with a more detailed discussion of what we learned; you can find the webinar recording and slide deck here.

Where Did We Start and Where Are We Now?

From the outpouring of resources in recent years to guide CBE design and implementation, a newcomer would never know that when CompetencyWorks started ten years ago they could only find one publication on this topic. Now there are hundreds of publications, thousands of blog posts, and schools across the country in all stages of development. They have enabled great increases in the quality, quantity, and understanding of competency-based practice.

The Stages of Development figure below gives an overview of early models and policies that were fundamental in driving the field’s development. The top row focuses on innovations in practice, and this CompetencyWorks blog post from our previous strategic reflection discusses most of the entries there. The new entries under “Scaling Strategies” include support organizations, regional professional learning communities, profile of a graduate, and integrated student supports.

Many organizations are now supporting the scale-up of competency-based practice at the school, district, and state levels. A comprehensive list across the country would be a valuable resource. These organizations have grown in number, influence, and the range and sophistication of services they provide. Their growth reflects the expansion of the field and increased demand for these services. The growth of these organizations has also driven demand, because districts now have more support options than ever before. Expansion of competency-based practice has also been driven by the increased implementation of PLCs, improved student supports, and the number of districts and states that have developed a profile of a graduate. These graduate profiles enable new definitions of student success that align to and support more holistic student learning outcomes.

 

Another development is a revised definition of competency-based education, which the Aurora Institute has worked on in collaboration with dozens of leaders in the field for the past two years. The revised definition will be released by the Aurora Institute in November. It reflects a deeper understanding of key issues and developments in the field since the original definition was developed and published in 2011, after undergoing a similar process of deep discussion among early innovators. It will also include materials to help contextualize and understand the definition, including a set of belief statements, frequently asked questions, common misconceptions, and resources.

The revised 2019 definition also reflects an increased recognition from leaders in the field that addressing inequity in student opportunities and outcomes—a fundamental impetus for competency-based education since its inception—is not happening quickly enough and that greater effort is needed. The revised definition will have a new element that is specifically about equity, and the accompanying belief statements include:

  • Equity is a central goal of advancing competency-based education systems.
  • Communities that aspire to achieve equity must work toward implementing a competency-based education system.
  • Competency-based education is driven by the equity-seeking need to transform our educational system so all students can and will learn through full engagement and support and through authentic, rigorous learning experiences inside and outside the classroom.

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CompetencyWorks Meetup at the iNACOL Symposium

October 24, 2019 by

If you’re headed to the iNACOL Symposium, there will be a CompetencyWorks Meetup on Monday at 5:15 pm during the President’s Reception. Look for the “CompetencyWorks Lounge” sign in Oasis 1/Innovation Corner and come meet your colleagues from across the country and around the world. We look forward to seeing you!

 

 

 

 

 

 

Competency-Based Education at the iNACOL Symposium

October 22, 2019 by

Announcement of 2019 iNACOL SymposiumThere will be so many great sessions at next week’s iNACOL Symposium that we’ll all be making hard choices about what to attend. Even if you won’t be there this year, reviewing the offerings can help you learn about important issues in the field, people who are doing what you want to do, and new online resources and publications.

This post lists the sessions in the competency-based education strand so you can start thinking about what to attend. Other strands such as diversity, leadership, personalized learning, school redesign, and systems transformation also have strong content relevant to competency-based education. You can review the sessions across all strands here.

Tue 10:00 am – Building Understanding of Competency Education and Changing Grading Practices. Are competencies and standards the same? How do you assess competencies? Why do we create rubrics and convert them to points? Should measurement of learning be punitive? In this session, we will dive deep into these questions by providing an alternative approach to traditional grading. Through a series of activities, participants will engage with the Learning What Matters competency model and leave the session with a fresh perspective on how six schools in the Building 21 network assess students. (Presenters: Thomas Gaffey, Sandra Moumoutjis)

Tue 11:15 am – Pitfalls, Successes, and Lessons Learned from a District’s 7-Year Journey to Implement Competency-Based Education. Kenowa Hills Schools will share the district’s 7-year journey in implementing a modified Marzano High Reliability Schools Framework focusing on: (1) School culture and climate, (2) Guaranteed and viable curriculum and essential standards, (3) Gradual Release of Responsibility instructional framework, (4) Standards-Based Grading and Learning Management Systems, and (5) Personalized systems and processes. The district will share practical implementation pitfalls, successes, and lessons learned during their journey. (Presenter: Mike Burde)

Tue 2:15 pm – The Future Now is Kettle Moraine: Learning Competencies Not Learning Standards. Hear about the journey of Kettle Moraine School District as they moved from curriculum-based instruction to standards-based instruction and are now utilizing competency-based learning. Leaders from elementary through high school will share the lessons learned, paradigm shifts needed and resources used to foster the shift to competency-based learning. Resources shared will help participants determine readiness to make a shift and plan for their journey to a competency-based learning system. (Presenters: Laura Dahm, Kevin Erickson, Theresa Ewald, David Tong, Eric Moore, Katherine Bihr)

Tue 4:00 pm – Competency-Based High School Redesign: Common Pitfalls and How To Plan For Them. Using the experience of Kankakee High School, which undertook a transformational school redesign effort in the Fall of 2018, we will analyze five especially problematic implementation challenges, their responses, and the resulting lessons learned. There will be an emphasis on applying these lessons in the planning stages of a CBE implementation. Participants will leave with an understanding of how they are likely to be challenged in these five domains and practical ways to address them head-on. (Presenters: Brent Johnston, Chip Linehan, Felice Hybert, Sandra Moumoutjis)

Tue 4:00 pm – Moving Beyond GPA: How Competency-Based Schools Are Using the Mastery Transcript to Drive Equity and Engagement. The Mastery Transcript Consortium is a growing collective of hundreds of high schools working together to design and implement a model of crediting and transcript generation that includes Mastery Credits and attached evidence of learning (instead of grades) for both content areas and skills critical to success in college, career, and life. This participatory session will engage attendees in an interactive, hands-on, co-design session of the Mastery Transcript. (Presenters: Stacy Caldwell, Mike Flanagan, Patricia Russell)

Wed 10:00 am – 2nd Generation State and District Competency Sets: Reimagining Competency Sets as Guideposts to Prepare Learners for a Rapidly Shifting, Complex Future. Are the competency frameworks in your district or state pointing the way towards a future that requires interdisciplinary problem-solving, creativity, adaptability, and leadership? CBL pioneers were pushed against the limitations of the industrial education model: annualized courses, age-based cohorts, seat-time, etc. Their efforts created opportunities for us to begin designing 2nd generation competency frameworks, that transcend the limitations of content-standards. (Presenters: Sydney Schaef, Antonia Rudenstine) (more…)

Competency-Based Education Across America

October 17, 2019 by

2019 Snapshot of CBE State PolicyUpdated: October 2019.

iNACOL’s 2019 map shows the many states that have taken steps forward in enabling and investing in competency-based education. To highlight this progress, all of the CompetencyWorks blog posts from our site visits and interviews in 26 states are listed below. Schools, districts, and support organizations have used these inspirational accounts of local reforms to inform deeper competency-based learning and systems change in their own settings.

Alaska

Chugach School District (2019)

Part 1 – Rethinking Grade Levels and Age Groupings at the Whittier Community School

Part 2 – Bringing Parents Into Competency-Based Schools

Part 3 – Pathways, Pacing, and Agency Are Intertwined

Part 4 – Sustaining and Sharing Cultural Heritage at the Tatitlek Community School

Chugach School District (2015)

Report – 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 (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

Student-Focused Learning in Springdale (2017)

Part 1 – Springdale, Arkansas: A Tradition of Innovation and Future of Opportunity

Part 2 – Building Learning Momentum at Springdale’s School of Innovation

Part 3 – Finding Time and Providing Support for Student-Driven Learning

Part 4 – Encouraging Learning Risks and Growth

California

Da Vinci Schools (2018)

Part 1 – Innovation in the Air at Da Vinci Schools

Part 2 – Conversations about Learning at Da Vinci

Part 3 – RISE (Revolutionary Individualized Student Experience)

Barack Obama Charter School (2013)

Ingenium Schools: A Big City Competency-Based School

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 (more…)

Sustaining and Sharing Cultural Heritage at the Tatitlek Community School

October 10, 2019 by

This is the fourth post in a series about the Chugach School District in Alaska. Links to the other posts are provided at the end of this article.

Student Making a Kayak Paddle

Making a Traditional Kayak Paddle During Cultural Heritage Week

Almost all students in the Tatitlek Community School are Alaska Natives. One of the village elders, David Totemoff, who is also a recent past Chief and Tatitlek Indian Reorganization Act Council President, spoke strongly of the need to promote traditional tribal values and the importance of the school in supporting that effort. The school and the church are the main community centers in Tatitlek, a village of about 65 residents on Prince William Sound that I visited with Mike Hanley, Superintendent of the Chugach School District and former Commissioner of the Alaska Department of Education and Early Development. Two projects from Tatitlek are described below that build community, cultural competence, and community service experience within a competency-based education framework.

Cultural Heritage Week – Peksulineq

Activities to build students’ cultural knowledge are infused throughout the school year, according to Jed and Nichole Palmer, who have been the school’s two teachers for 16 years. The ongoing learning gets a tremendous boost from Cultural Heritage Week, a week of cultural immersion every spring that involves many members of the village as well as students and adults from other schools and districts. The week is called Peksulineq, which means “things are coming to life” in Sugt’stun, the native language of the local Alutiiq tribe.

Peksulineq SignPeksulineq runs from Sunday to Saturday, with more than 80 students arriving by boat and bush plane (there’s no road access) to join the Tatitlek students, along with chaperones, instructors, and other visitors. From Monday through Friday, the older students rotate through several workshops on topics such as sewing animal skins, beading, dancing, carving wood or soapstone, making traditional kayak paddles or miniature kayak models, and processing salmon or sea lions. Sometimes there are classes in Sugt’stun, which also take place during the school year. The younger students mostly stay with one teacher and do smaller-scale versions of some of those projects, as well as participating in story-telling activities related to local culture. The instructors infuse historical knowledge to help students understand how each activity fits into the village’s culture.

To take fish processing as a project example, the students might catch salmon or start with salmon caught by a village member. Then they go through the process of cleaning, brining, smoking, cutting up, and canning the fish. By the end of the week, the students have canned salmon that they can bring home, give as gifts to people who helped with Cultural Heritage Week, or auction off at the fundraiser that happens at the end-of-week celebration.

Processing a Sea Lion

Processing a Sea Lion

In addition to the goal of sustaining Tatitlek’s cultural heritage, the week helps Chugach students fulfill the district’s Culture and Communication standards, which include the following:

  • Students will understand and participate in the cultural heritage and traditions of their own cultural community.
  • Students will understand and appreciate the unique aspects of their own culture.
  • Students will understand and respect the unique aspects of other cultures.
  • Students will participate in a variety of art forms (dance, music, theater, visual arts) and appreciate the arts.

Depending on the student’s level, these standards include learning targets such as :

  • (Level 2 out of 8) Listens to and discusses a variety of stories from oral traditions (i.e., myths, legends, fables, folk tales).
  • (Level 7 out of 8) Appreciates the arts in three or more ways, including practicing their skills as an audience member (e.g., listening, providing positive feedback); participating in one or more forms of art (e.g., dance, music, theatre, or visual arts); studying artwork from other cultures; and learning artistic techniques from one or more artists.

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Pathways, Pacing, and Agency Are Intertwined

October 7, 2019 by

This is the third post in a series about the Chugach School District in Alaska. Links to the other posts are provided at the end of this article.

Seven Whittier Students in Tie Dye ShirtsThe Whittier Community School provides many opportunities for three core components of competency-based schools: different pathways, varied pacing, and student agency. Before sharing some of their strategies, it’s worth revisiting the nuances of those terms:

Different Pathways – Students in competency-based schools can master learning targets in different ways, in different orders, and at different ages, reflecting their unique needs, strengths, interests, and goals. These differences should not be mistaken for the inequitable, traditional practice of tracking.

Varied Pacing – The primary goal is deeper learning, not faster learning. Varied pacing can mean that students who are proficient in certain standards are encouraged to engage in ways that lead to greater depth of knowledge and multiple ways of demonstrating competency. Varied pacing does not imply that there is a single learning pathway that students simply navigate at different speeds. Each student’s pace of progress matters, with schools actively monitoring progress and providing more instruction and support if students are not on a trajectory to graduate by age 18 or soon after.

Student Agency – The methodical development of both the capacity and the freedom of learners to exercise choice regarding what is to be learned and to co-create how that learning is to take place. This has four components—setting advantageous goals, initiating action toward those goals, reflecting on and regulating progress toward those goals, and a belief in self-efficacy (source: this Education Reimagined blog we cross-posted in August).

Student With Porcupine at Conservation Center

Whittier Student Feeding a Porcupine at Her Conservation Center Internship

Individual Learning Plans

Whittier’s learning strategies illuminate connections among these three aspects of competency-based education. All Whittier students have Individual Learning Plans (ILPs) that serve two main purposes. First, students do not always demonstrate mastery on particular standards during the time that those standards are the focus of group instruction in a class. ILPs provide opportunities for students to revisit those standards. (It’s important to say that teachers in competency-based schools often lead students through learning activities in groups, which is not only efficient but has educational advantages. Thinking that every learning experience must be entirely individualized is a misconception that can lead various stakeholders to doubt that competency-based education is possible.)

Second, ILPs are a structure for students who want to meet standards in personalized ways or go beyond “meeting” standards to “exceeding” them. Specific times during each school week are set aside for students to work on ILP projects.

Whittier parents who work in the local fish processing plants have their prime earning months in the summer, so they sometimes return to the Philippines for several weeks in the winter to visit their extended families. Their children are out of school during these visits, and ILPs allow them to continue making progress while they’re away and to make up missed work once they return.

One student completed an in-depth project about the history, politics, culture, and language of the Philippines in preparation for her trip, fulfilling culture and communication standards. Her teachers emailed her some assignments while she was gone, although they wisely set boundaries on these accommodations, which can explode into an unmanageable workload for the teacher. The student was also able to catch up on other standards during ILP times when she returned. Of course there were some standards that she simply couldn’t complete, but the school’s structure meant she could complete them in future school years without having to “stay back” a year or redo entire courses in which she had already demonstrated mastery of many of the competencies. (more…)

Bringing Parents Into Competency-Based Schools

October 3, 2019 by

This is the second post in a series about the Chugach School District in Alaska. Links to the other posts are provided at the end of this article.

Whittier Sign - You Fit Right InWhen teachers talk about the challenges of competency-based education, they tend to focus on big, structural changes such as varied pacing and pathways, diverse assessments, and student agency. So when I asked teachers at the Whittier Community School about their biggest challenge, I was surprised when two of them independently mentioned helping parents understand and embrace the system.

“One of the biggest challenges right now is the influx of new families,” Teacher Lindsey Erk said, “and educating those families on what type of system we are, when 99% are used to a traditional system.” Teacher Andrea Korbe said, “I think the biggest challenge every year is helping families understand what competency-based really means. Because parents are always trying to hang their children’s education on the framework of their own education. Naturally, that’s their lens for understanding it. Understanding competency-based is my job, so it makes sense to me, but we need to help parents understand it bit by bit, as their kids grow and things change for them.”

This Is Just The Way It Is

At most other schools I’ve visited, parents and guardians had a choice to send their children to a different school or to select the traditional track in a school that offered both traditional and competency-based options. But reaching the nearest school to Whittier requires paying a hefty toll to drive through a long, single-lane tunnel that only opens in each direction for 15 minutes per hour—and then driving well beyond that.

“We’re in a unique situation because we’ve been at this for a number of years,” Korbe explained, “and when a parent comes in, this is just the way it is. There’s no discussion of ‘Do we want to get on board?’ or ‘Do we want to change this?’—which is where many schools are. And given the transient nature of our community, every year we’re onboarding more parents throughout the year. We need to say ‘This is what this means, this is how it looks, and this is how our system progresses.’ So it’s just this continuous loop of information that you’re trying to move everybody through.”

Whittier Student Reading to Younger StudentsPersonalizing Parent Relations

These teachers’ perspectives show one version of what bringing parents into a mature competency-based system can look like. In some ways it sounds like what parents encounter in the traditional system, in the sense that the school’s basic approach to education isn’t really up for negotiation. But what’s different is the level of effort and the types of strategies used to bring parents on board and help them understand. Much like competency-based instruction for students, the strategies for parents also have varied pathways and personalization.

“We have tried a number of things,” Korbe said. “It’s different for every person. When you’re first enrolling, we give you the 30,000-foot view. Then as your student is in our system longer, through conferences and other one-on-one parent meetings, you continue to educate them about ‘This is where your student is, and this is what will come next for them,’ and ‘Yes, they’re making progress,’ or ‘No, they’re not—and that’s concerning.’ So you’re working through it, usually with parents one on one. We’ve tried some community parent meetings, but that didn’t prove very successful for us. One on one has been more effective. Because you can get more into the nitty gritty. I can’t talk with a parent about their kid in front of an entire group of parents, and answer their particular questions. That’s not ethical.” It would be easy to imagine a larger school, with 50 or 100 new students entering every year, making greater use of group orientation strategies, but clearly there is no substitute for individualized discussion when possible.

Both teachers felt that parents whose children entered the school in the early grades have been more successful in understanding the educational approach. Erk explained that it’s essential to meet with families often when their children first enroll, and convey repeatedly over time that “seat time no longer matters, that you can sit in a class all semester long and not master the content. So teaming up with parents and kids to make sure they understand that mastery is what we’re looking for, not seat time. It’s a lot of conversation. It’s a lot of small bits of information at first, then slowly building on it.” (more…)

Rethinking Grade Levels and Age Groupings at the Whittier Community School

September 30, 2019 by

This is the first post in a series about the Chugach School District in Alaska. Links to the other posts are provided at the end of this article.

Whittier Playground

Whittier’s Schoolyard with Glacier Views

The Chugach School District in Alaska is one of the longest-implementing competency-based education districts in the USA, and it offers valuable lessons for schools and districts across the country. This blog series will share some of those lessons from my recent visits to the Whittier, Tatitlek, and Voyage schools in the Chugach district. This first article on the Whittier Community School focuses on Chugach’s approaches to grade levels and age groupings.

Despite its small student population, Chugach is huge geographically. My three-day loop began at the Voyage School in Anchorage. A 45-minute bush plane ride over mountains and glaciers brought us to the Tatitlek Community School, in a 200-person Native Alaskan village with no road access. From there it was a five-hour trip to Whittier on a once-per-month ferry across spectacular Prince William Sound. On the hour drive back to Anchorage, we left Whittier through North America’s second longest tunnel, drilled 2 ½ miles through a mountain for a secret World War Two military base.

Levels—But Not Grade Levels

To understand Whittier and Chugach, it helps to understand the basics of their standards and levels. Their standards span 10 content and process areas – Career Development, Culture and Communication, Math, Personal/Social/Service, Physical Education and Health, Reading, Science, Social Studies, Technology, and Writing. Each set of standards has 8 to 10 levels that students move through during their journey from kindergarten to graduation. Each standard has several learning targets that increase in complexity as students advance to higher levels. Their progress on each learning target is tracked through the district’s online learning management system, which also tracks a variety of student work such as individual projects and career transition plans.

Students Building Floating ObjectsA student can be at Level 4 in Reading, Level 5 in Personal/Social/Service, and Level 6 in Science. In fact, being at different levels in different standards is common, since the school doesn’t have grade levels. This leads to multi-age groupings in all classes. One student told me that she was in math class with high school students before she had formally entered middle school. She said it was hard to be in classes with much older kids, but it was good to be able to receive instruction targeted to her ability level.

(An earlier draft of the previous sentence ended with “it was good to be able to progress at her own pace.” Chugach principal Doug Penn’s comment on that wording contained just the type of valuable insight I was on the lookout for while visiting a mature CBE district: “We have been trying to dispel the idea that competency-based education is ‘learn at your own pace.’ Even though that’s true, those words often make people think it’s a passive method of working with students, when in fact we believe it’s a much more intentional model of instruction. What we have begun to say instead is that ‘students are receiving instruction targeted at their own ability levels.’” I don’t remember the student’s exact words, but Penn’s suggestion seemed important to act on and share.)

Multi-Age Grouping Benefits and Strategies

Multi-age groupings are essential at Whittier, because the whole K-12 school has four teachers and 51 students, but larger schools also use multi-age groupings productively to facilitate competency-based learning strategies such as varied pacing and pathways. More generally, multi-age groupings are an efficient way to use teacher time in a competency-based school. They allow teachers to support small groups of students who are working on the same competencies regardless of age or grade level. That reduces each teacher’s preparation demands, because not every teacher needs to be ready to support every competency. (more…)

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