What’s New: What’s Happening in State Policy

April 18, 2018 by

This article reviews some of the new state policy resources and highlights the types of discussion and initiatives taking place in the individual states. Nevada is joining the group of states that are supporting innovative districts, and Mississippi is supporting an innovation network. The most important thing to pay attention to is the discussion and debate in Maine as they decide whether they are going to continue to believe that their students and educators can learn to high standards and will keep learning how to support students in doing so…or if they modify expectations. Fingers crossed that the discussion moves from what’s wrong to what we need to make sure all of our students learn!

State Policy Resources

Across the country, state policymakers have been engaged in thinking through how they can strengthen their policies and infrastructures to better (more…)

Capacity in Vermont: If You Build It, They Will Change

March 28, 2018 by

For Vermont, the key to creating a personalized proficiency-based system is capacity building that provides flexible entry points for professionals and opportunities for collaborative learning. As with students, Vermont’s system of support presumes that all educators come from different places and learn in different ways, and that the most powerful learning happens in collaboration.

This coming Spring, Dr. Andrew (Andy) Hargreaves and Allison Zmuda will be leading professional development sessions in Burlington, Vermont in support of implementing the state’s proficiency-based, personalized learning policies — Education Quality Standards (EQS) and Act 77 — with fidelity. Their presentations are sponsored by the Agency of Education’s Vermont Professional Learning Network (VT PLN), in partnership with the Center for Collaborative Education (CCE). There are four interconnected strands to VT PLN work — the Digging Deep series, Vermont Stories, self-paced courses, and Collaborative Learning Groups (CLGs) — each with the goal of strengthening instructional practice and bringing together educators to address opportunities and challenges implementing EQS. (more…)

Multiple Measures Data and Reporting in Vermont and California

March 13, 2018 by

This post originally appeared at iNACOL on February 14, 2018.

In personalized, competency-based education, schools should have far better data to support student learning, provide greater transparency and analyze and continuously improve on their practice through data and reporting with multiple measures. Likewise, states can consider how to present multiple measures of student learning and school quality with advanced data visualization to provide families with rich, easy to understand information.

What States Are Using Multiple Measures for Reporting Data and Continuous Improvement?

This post highlights how Vermont aligns multiple measures to the state’s student-centered learning priorities and to guide continuous improvement. This post also highlights California’s multiple measures dashboard as an example of providing information to different education stakeholders in the state. (more…)

Vermont: Comprehensive Policies of Personalization and Proficiency-Based Learning

February 27, 2017 by

This is the sixteenth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

Instructional practices shall promote personalization for each student, and enable each student to successfully engage in the curriculum and meet the graduation requirements… Schools must provide students the opportunity to experience learning through flexible and multiple pathways, including but not limited to career and technical education, virtual learning, work-based learning, service learning, dual enrollment and early college… Students must be allowed to demonstrate proficiency by presenting multiple types of evidence, including but not limited to teacher- or student-designed assessments, portfolios, performances, exhibitions and projects.
– VERMONT EDUCATION QUALITY STANDARD

 

vermontVermont understands that personalization and proficiency-based education go hand-in-hand. In order to allow greater flexibility, schools need processes in place that create greater accountability for students to reach proficiency and make progress.

Authority from several governing bodies was needed in order to put into place a comprehensive policy that could serve as a platform for a personalized, proficiency-based system. In 2013, the Board of Education approved the Education Quality Standards, which went into effect the next year, while the state legislature passed Act 77 to expand flexible pathways.

Implementation Support

The combined power of these two policies has created a clear message that the state is taking a new direction. However, local control is respected in Vermont (as in most of the other states). Thus, supervisory unions have substantial leeway in how they organize a personalized, proficiency-based system. The Vermont Agency of Education (AOE) is providing substantial support in the form of training and sample resources, with the understanding that the supervisory unions will develop systems that reflect their communities and build upon their strengths.

Vermont hopes to help supervisory unions and schools reach a deep understanding that can help them launch implementation efforts through a seminar series organized by the Great Schools Partnership. The series includes sessions on proficiency-based learning, personalization, flexible pathways, student work and norming, grading and reporting, community engagement, assessing transferable skills, student voice, instruction, and graduation. To date, more than half of the state’s supervisory unions have participated in the training.

Supervisory unions receive $22,000 for teams of five-to-seven people who participate for two days per month over the course of the school year. The strategy is that at least one member will be trained as a facilitator to support implementation and to train others. The next step is for teams to create implementation plans. In addition, the AOE has created a number of tools to support supervisory unions and schools as they think through the questions they will need to answer for implementing each of the policy elements.

Other efforts that are supporting schools in developing personalized, proficiency-based systems include New England Secondary School Consortium’s League of Innovative Schools, the Vermont Professional Learning Network, and Partnership for Change, which is providing support to Winooski and Burlington. (more…)

On Scaling Competency Education: Equity, Quality, and Sustainability

February 1, 2017 by

This is the tenth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

The early lesson from New England is that the scaling strategies for competency-based education require a combination of schools and districts that have the courageous leadership to convert to competency education and state leadership willing to commit to goal-oriented policies supported by long-term capacity-building strategies. Again, over time and as more states move forward, we are likely to learn about where there might be additional issues that need to be addressed. In particular, districts and states need to consider equity, quality, and sustainability.

Equity

amy-allen-quoteEven though equity resides at the very heart of competency-based education, it still requires an unrelenting commitment to challenge institutional patterns, individual bias that creates lower expectations, and strong management practices that can lead to much greater responsiveness. The focus on equity should be found in the accountability designs within school, district, and state systems and processes as well as the schoolwide instructional philosophies and strategies.

Although states are trying to increase responsiveness through embedding expectations that schools and educators respond to student needs, conversations with educators across New England suggest that courageous leadership is still needed. Under the pressure of the end-of-year accountability exams, too many schools and educators, even in the most developed competency-based districts, are still providing grade-level curriculum to students even if they have already learned the content or are lacking the prerequisite skills. In addition to leadership, we will need to engage a broad range of expertise, both practitioner and leadership, to identify the best ways to help students fill skill gaps without falling back into the trap of tracking.

Quality

The field is currently challenged by not having enough research and evaluation on the quality indicators for competency-based districts and schools to determine the elements that will lead to a high-quality model or effective implementation. This task is further complicated by what might be called waves of innovation that take place once districts become competency-based: As educators and schools become more intentional about what they want students to know and be able to do, there are efforts to build assessment literacy; build the capacity for performance assessments to support the development of higher order skills; develop stronger instructional strategies based on learning progressions; introduce practices that support student agency, voice, and choice; integrate more personalized learning practices; and introduce digital tools and online learning. Thus, schools and districts are taking different paths with different sequencing as they build the full range of capacities needed to operate a high-quality competency-based system. (more…)

We Have a Proficiency-Based Diploma. Now What?

January 27, 2017 by

This is the ninth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

rihs-diplomaThe trust in the conventional education system has been undermined by the tradition of awarding diplomas to students who do not possess the skills needed for college and careers. It has been possible in many districts to receive a diploma even though students are still reading at the elementary school level. In order to eliminate this practice of passing students on without the necessary skills, states are introducing policies that set the expectation that students will demonstrate proficiency at an agreed upon performance level in order to receive a diploma (i.e., a proficiency-based diploma).

The proficiency-based graduation policies developed in Maine, New Hampshire, Rhode Island, and Vermont appear to be high-leverage in terms of engaging districts; however, the diploma policy cannot stand alone. It is one thing to say that a diploma must be proficiency-based and an entirely different thing to create a system that will ensure students are making progress toward a diploma throughout each year of school. Even with proficiency-based diploma policies, states will find that they need to take additional steps to fully engage and support districts in ensuring that students can actually reach graduation-level proficiency.

First, there must be a strategy to engage all the districts beyond the coalition of the willing. For example, until Maine engaged districts through a self-assessment of their progress in implementation and offered flexibility in setting their own deadlines within state guidelines, there were many that had not yet demonstrated a commitment to change. Second, states may want to expedite the process by helping districts understand the elements of personalized, competency-based systems and/or the implementation process. Maine provided training opportunities early on and Vermont has complemented their policy with training for supervisory unions. Rhode Island used a more prescriptive approach in requiring secondary schools to implement a set of practices. (more…)

Putting the Pieces Together to Build a Competency-Based Statewide System

January 25, 2017 by

This is the eighth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

New England states have a variety of reasons for turning to competency-based education: higher expectations than ever before, the demand for skills that prepare students for an ever-changing world, and an understanding that the traditional system has become a stumbling block to the future of their children and the strength of their communities.

Below are a few highlights of the statewide system-building efforts that are taking place in New England.

  1. Proficiency-Based Diplomas

cross-curricular-skillsThe proficiency-based diploma policies developed in Maine, New Hampshire, Rhode Island and Vermont appear to be high-leverage in terms of engaging 100 percent of districts; however, the diploma policies cannot stand alone.

One of the variations across states is the number and types of domains that are included in the diploma policy. Maine has specified that students must demonstrate proficiency within eight domains, while Vermont and Rhode Island only require six. All states have included set state-level cross-curricular skills and offered resources to districts to help them develop a structure and build capacity. (For more on proficiency-based diplomas, stay tuned for the next blog in this series.)

  1. Calibration

How can parents be confident that their children are making progress and becoming proficient in all the skills they will need to graduate ready for college and careers?

What needs to be in place within the system itself so that students, parents, college admissions, and employers can have full confidence in the diploma?

These are the types of questions that must be addressed in redesigning the education system. As discussed previously, one of the most important elements needed to create a competency-based system is to create mechanisms that can calibrate (also referred to as moderation or tuning) what it means to be proficient for specific standards and competencies and at specific performance levels. If teachers, schools, districts, and states do not have a shared understanding of what it means to be proficient, then variability and inconsistency will continue to corrode the reliability of schools and undermine efforts to eliminate the achievement gap. (more…)

Seven Key Questions for States Looking to Transition to Competency Education

January 20, 2017 by

This is the seventh post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

Competency-based education is expanding across the country under a variety of different terms, including mastery-based, proficiency-based, and performance-based. Educators turn to competency-based education when they realize the traditional system isn’t working for many students – and is never going to work for all students. Teachers are frustrated by a system that expects them to teach students grade-level standards even if they are missing years of prerequisite skills. Students are frustrated by a system in which some of them are passed along with Cs and Ds, unable to engage in grade-level curriculum, while others endure the boredom of doing seat-time because they already know the content.

For district leaders and policymakers seeking to introduce K-12 competency-based education within their states, there are key questions to consider when looking to begin this transition. Early on in the process, states need to make a few important decisions that will lay the foundation for the rest of their efforts. These decisions make a difference.

  1. michael-martin-quoteHow will the vision and direction be described/defined?

States vary in how they describe their vision. Vermont focused on a triad of personalization, proficiency-based learning, and flexible pathways. New Hampshire has stayed focused primarily on a competency-based system with a strong emphasis on creating a balanced assessment system. Maine’s vision was outlined in the strategic education plan and has been communicated as a proficiency-based diploma supported by a standards-based system.

  1. What is the theory of change?

What is the underlying theory of change of the state policy? As has been discussed in the earlier section on policy features, states will need to think beyond the specific authorizing policies to consider how to engage districts, schools, and educators in understanding the underlying values, building expertise in personalization and competency-based education, and initiating implementation.

  1. What is the implication of the strategy for engaging communities?

Community engagement—not simply marketing an idea and buy-in, but authentic and respectful community engagement—is an essential ingredient for effective implementation. It establishes dialogue and demonstrates respect, which are both important first steps in transitioning from the traditional values to the new values and assumptions that create the necessary culture for competency-based education. When done well, it can catalyze trust-building and create opportunities to experience the new values. It also lays the groundwork to help parents and the community understand why the transition to competency education is important so they are not taken by surprise when policies that are visible to them, such as grading policies, eventually change. (more…)

Three Lessons Learned from New England States Transitioning to Competency-Based Education

January 11, 2017 by

This is the sixth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

david-prinstein-quoteWhat can we learn about state-level strategies from New England states transitioning to competency-based education? At this point in the evolution of competency education, there are a few solid lessons to be learned from the New England region. It is helpful to compare and contrast the different approaches of the states, looking for powerful insights into the considerations of different strategies and approaches, as this provides deeper understanding and can shine a light on what is the best path for a state. Some states, such as Connecticut, may want to create enabling policies, while others, like Maine, New Hampshire, Rhode Island, and Vermont, will contemplate bolder, more comprehensive steps toward transformation.

However, context matters: considerations need to include public demand and level of public trust, what is already in place, the degree to which districts and schools have already embraced some or all of the elements of competency education, level of consensus among leadership, competing agenda items, and the structural and financial issues that shape schools, such as district consolidations, funding, and political turmoil.

Three Important Lessons Learned

  1. Educators turn to competency-based education because it makes sense regardless of the state policy. Given the strong state leadership in establishing comprehensive competency-based policy in most of the New England states, it would be easy to think that state policy is always the first step in making the transition to competency-based education. However, there are innovators and schools considering competency-based education in Massachusetts with little encouragement from state leaders. In Maine, one of the original sources of early innovation were the districts that formed the Maine Collaborative for Customized Learning.
  2. Policy is important, but not sufficient. Establishing high-leverage policy such as proficiency-based diplomas or credits will direct districts toward competency education. However, it doesn’t mean they will move quickly to implementation or that they will implement it effectively. Creating innovation space doesn’t necessarily produce a groundswell of innovators. Statewide change requires a combination of innovation space, support, networks, and political coverage. Maine provided upfront training to a “coalition of the willing” before passing a policy that created proficiency-based diplomas. Vermont and New Hampshire have extensive support strategies, although they are very different in design. Most importantly, community engagement strategies need to be deployed to provide opportunities for shaping the vision of the district and schools as well as to learn about competency-based education practices.
  3. Walk the talk by using similar guiding principles as those found in personalized, competency-based districts. It isn’t going to work for states to use traditional change and communication strategies if they want to move beyond the traditional system. For example, it will be difficult, if not impossible, to implement competency-based education through compliance strategies. Compliance assumes that the state knows exactly what should be done when, in fact, there are many ways to design personalized, competency-based models. The paradigm shift is too important to the process of transformation—educators and community members need the opportunity to learn, to reflect, and to decide that this is what they want to do. In addition, the large systemic changes have many implications to be considered. Co-design or collaborative processes that draw on multiple perspectives is a much stronger strategy.

(more…)

A Timeline of K-12 Competency-Based Education Across New England States

January 10, 2017 by

This is the fifth post in the series Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

The New England region stands out for its early innovations, bold vision, and high percentage of districts becoming competency-based. Yet, a quick glance at the timeline shows that the earliest models popped up on both sides of the country – in Boston and Anchorage – around 1995. So why is it that competency-based education has taken hold in New England with such momentum?

timelineLet’s take a look at a few of the possibilities.

A Good Idea Creates Continuity

The New England states have not had continuity in leadership. Governors have changed, as have the Secretaries of Education and other key personnel. Complicated budget issues, volatile political dynamics, and redistricting have demanded attention. Yet competency education has continued to be a major priority. Why? Because there are enough people in influential positions who believe in it. Some have argued that because students in New England states are relatively high-achieving, there just isn’t any other way to generate improvement except to create a more personalized, flexible system. Moreover, many educators will vouch for it, affirming that once you understand what competency education can do, there is no going back. With strong local control, this makes it harder for state leadership to change course because the policy is perceived as beneficial to students and educators. (more…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera