Category: Uncategorized

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

June 19, 2018 by

Resources

Dive into the Competency-Based Education Logic Model

June 12, 2018 by

Join us on June 19 2-3 ET for a discussion on Levers and logic models: A framework to guide research and design of high-quality competency-based education systems. Bring your questions. It will help if you have a printed copy as we will be highlighting some sections by page number so we can focus conversation on the logic models. Register here.

What is Competency-Based Education?

May 30, 2018 by

The 2018 CompetencyWorks webinar series includes:

  • Levers and Logic Models: A framework to Guide Research and Design of High-Quality Competency-Based Education Systems June 19, 2-3pm ET with Katherine Casey and Chris Sturgis Register here.
  • Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed July 18, 2-3pm ET with Chris Sturgis and Katherine Casey
  • Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education August 28, 2-3pm ET with Maria Worthen
  • Quality Principles for Competency-Based Education October 10, 2-3pm ET with Chris Sturgis and Katherine Casey
  • Meeting Students Where They Are November 7, 3-4pm ET with Chris Sturgis and Antonia Rudenstine, reDesign

Rethinking the High School Credential

May 25, 2018 by

This post originally appeared at Getting Smart on May 4, 2018.

Most American youth don’t get what they need from high school. There are lots of reasons–some economic, some cultural, some educational. Two root problems are how we’ve defined the finish line (graduation requirements) and how we communicate success (transcript). (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…)

What Will Students Experience in a Competency-Based School?

March 27, 2018 by

As you might know, CompetencyWorks has been using virtual collaborative processes, fondly known as a Technical Advisory Groups (TAGs), to build knowledge that draws from local, state, and national leaders. In a TAG that was aimed at creating a way of defining and explaining competency-based education, an unexpected set of ideas was developed: What should students expect to experience in a competency-based school? We hadn’t planned to build this out, but now we have it.

Districts and schools, after adapting for their own approach based on their student outcomes and the mediating factors of who their student population is as well as the local context, should be able to turn this into a rubric or survey to provide feedback on how deep and broad their implementation is. However, I’d like to ask you: How might you change or add to this list of the expected student experience in a personalized, competency-based school?

What will students experience in a competency-based school?

Below are examples of experiences that every student should have in a well-developed personalized, competency-based system.

1. I will be fully supported in developing academic knowledge and skills, the ability to apply what I have learned to solve real-world problems, and the capacities I need to become an independent and lifelong learner. (more…)

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