Author: Natalie Truong

iNACOL Releases Updates to the Snapshot of K-12 Competency Education State Policy Across the United States

June 27, 2019 by

This post originally appeared at iNACOL on May 30, 2019.

Today, iNACOL released the updated CompetencyWorks map for 2019, a snapshot of K-12 competency education state policy across the United States. The map was last updated in September 2018.

You can download a copy of the map here.

2019 Snapshot of CBE State Policy

We have categorized the states as “Advanced,” “Developing,” “Emerging,” and “Not Yet” on the map to signify whether the state has permissive, enabling, or comprehensive state policy to advance competency-based education.

“Advanced” means that the state has comprehensive policy alignment or has established an active state role to build educator capacity in local school systems for competency education.

“Developing” means that the state has open state policy flexibility for school districts to transition to competency education.

“Emerging” means that there is limited state policy flexibility and, usually, the state requires authorization for school systems to shift to competency-based education.

In the updated map, there are 17 “Advanced” states (in red), 14 “Developing” states, plus the District of Columbia ( in green), and 18 “Emerging” states (in yellow.)

Additionally, the 2019 map removes the shading that formerly designated whether a state was a part of the Council of Chief State School Officers’ Innovative Lab Network (ILN), which is phasing out this year.

Updates to State Categorization

This month, two states have moved up one category on the map, in recognition of new developments in state policy or leadership that create more conducive conditions for competency education. (more…)

Case Study: Lindsay High School Transforms Learning for English Language Learners with Personalized, Competency-Based Education in California

April 26, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on February 12, 2018.  It is the ninth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency-based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time – defining the goal as helping students to achieve at high levels over the course of their schooling – in addition to becoming English-proficient. (more…)

UCLA Project Exc-EL Schools Design Learning Progressions for English Language Learners in Connecticut and New York

April 19, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on February 5, 2018.  It is the eighth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency- based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time – defining the goal as helping students to achieve at high levels over the course of their schooling – in addition to becoming English-proficient. (more…)

Case Study: Distinctive Schools Leads Personalized Learning for English Language Learners in Illinois and Minnesota

April 12, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 29, 2018.  It is the seventh blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The following case study represents promising practices in the field using personalized, competency-based learning specifically for ELL students. Each case study in this blog series is considered promising in that they incorporate many of the core principles for next generation learning to support ELL student success. All case studies are examples of programs taking a longer view and a more holistic approach to student outcomes over time — defining the goal as helping students to achieve at high levels over the course of their schooling — in addition to becoming English-proficient. (more…)

International High School in Langley Park Creates a Learner-Driven System for English Language Learners in Maryland

April 5, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 22, 2018.  It is the sixth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The field of K–12 education is in early stages of designing new, next generation learning models that hold promise for better meeting the needs of all students. This early research is focused on how schools are beginning to innovate, how their approaches are aligned to the research on how students learn best, and specifically, how English language learner (ELL) students learn best. While these next generation models are nascent and most are fewer than ten years in implementation, our goal is to provide examples of case studies of how the field is beginning to take hold and suggest lessons learned for the evolution forward. (more…)

Personalized, Competency-Based Education for English Language Learners

March 29, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 15, 2018.  It is the fifth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

Designing new learning environments based on ensuring every student reaches mastery of the knowledge, skills and dispositions is critical. What is competency-based education and why does it matter for rethinking instruction to better serve all students? (more…)

The Promise of Next Generation Learning Models for English Language Learners

March 14, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 8, 2018.  It is the fourth blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

Next generation learning models hold promise for transforming education for every student by providing a personalized, student-centered approach to learning. It’s worth comparing how the current system is falling short of preparing English language learner (ELL) students for success in several key areas and how next generation models may better serve the needs of all students and solve critical flaws in the education system and improve learning outcomes for all. (more…)

Promising Practices for Teaching English Language Learners

March 8, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at iNACOL on January 2, 2018.  It is the third blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

Ensuring success for English language learner (ELL) students requires challenging commonly held assumptions of teaching and learning for this student population. Educators and education programs must move away from making English language proficiency an end to itself and focus on supporting success for the whole child. Instruction should be focused on how ELL students learn best and personalized to meet each learner where they are.

This blog explores promising practices in teaching for ELL students, and how student-centered learning can provide the environment and instruction to best support each student.

Research on how ELL students learn best generally covers three main categories: instructional strategies, learning supports and assessments. When aligned, best practices in these three categories can support ELL students in overcoming variances in proficiency in their prior language and content knowledge. (more…)

Moving from Current Models of Teaching English Language Learners to New Learning Models Designed to Meet the Needs of All Students

March 3, 2018 by

This post originally appeared at iNACOL on December 18, 2017.  It is the second blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning. Read the first post here.

The previous blog explored the necessity of moving schools from one-size-fits-all structures to new learning models that can better serve ELL students. This blog will examine how current models of teaching and learning are leaving many ELL students behind.

First, we will unpack the designation of “English Language Learner” and the types of educational services these learners receive.

Who Are English Language Learners?

(more…)

Next Generation Learning Models for English Language Learners

February 16, 2018 by

This post originally appeared at iNACOL on December 11, 2017. It is the first blog in a series that explores the ideas in the iNACOL report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning

iNACOL’s recent report, Next Generation Learning Model for English Language Learners: Promising Practices and Considerations for Teaching and Learning, provides an in-depth analysis of how new models in learning can be leveraged in service of English language learner (ELL) students. The report explores the early stages of innovation in new school models serving ELL students and provides recommendations and lessons learned to build knowledge in the field of K-12 education. A key purpose of the research for the paper is to examine new pathways that offer students multiple opportunities to prepare them for future success and explore ways that educators are personalizing learning using advanced technologies to support and serve ELL students’ unique needs. (more…)

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