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CompetencyWorks is an online resource dedicated to providing information and knowledge about competency-based education in the K-12 education system. Drawing on lessons learned by innovators and early adopters, CompetencyWorks shares original research, knowledge, and a variety of perspectives through an informative blog with practitioner knowledge, policy advancements, papers on emerging issues, and a wiki with resources curated from across the field.

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Amplifying Messages on Equity and Anti-Racism from SXSW EDU

March 18, 2019 by

Photos of equity to anti-racism panelTopics such as equity, anti-racism, discrimination, marginalization, and privilege were the main focus of four sessions I attended at SXSW EDU 2019. These issues are also central to competency-based education. One audience member asked, “How do we move the needle on issues of equity, agency, and pedagogy?” A panelist answered that allies should amplify the messages of people from marginalized groups who are trying to move that needle. Following that advice, I’m sharing takeaways from these sessions in a series of three blog posts, of which this is the first.

In a session entitled From Equity to Anti-Racism in Education, the presenters were Marco Davis, a partner at New Profit; Christopher Emdin, an associate professor at Teachers College; Kate Gerson, CEO of UnboundEd; and Jeff Livingston, CEO of EdSolutions, as facilitator. Jeff said that racism is “the combination of racial bias and the power to do something about it.” Systemic and structural racism were mentioned repeatedly as embodied in the American educational system, such as these three examples:

  • Jeff cited studies that students perform better academically when there are more teachers and school leaders who come from the students’ own demographic groups. Knowing this, he said it’s an example of systemic racism that adults of color are so under-represented in American schools and that the system isn’t working harder to remedy this disparity.
  • Kate noted that the term “achievement gap” puts the blame on students, whereas calling it the “provision gap” would suggest that the system is to blame for not providing what students need to succeed. She also said that news of gains such as rising graduation rates nationally often obscures the reality that many students, particularly those from marginalized groups, are graduating without basic skills they need for college and career success.
  • Multiple speakers noted that our curriculum, standards, and assessments reflect what the mostly white, male, middle class people who created them consider important. Skills that may be more common in communities of marginalized groups are often excluded from our standards and assessments. (This reminded me of a recent presentation from Jamila Lysicott where she recounted asking white educators at a PD workshop to develop and perform spoken word pieces; unsurprisingly, their skill level was low and they felt awkward and inferior.)

Affirmation, Agency, and Anti-Respectability

Chris said that anti-racist pedagogy requires many students from marginalized groups to receive deep affirmation first and foremost, as a precursor to successful learning. Being told for years that they are (more…)

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How Competency-Based Learning Supports Culturally Responsive Curriculum

March 15, 2019 by

This post originally appeared at Global Online Academy on January 14, 2019.

Photo of Sara Tahir

Sara Tahir

Equity & Equality In the Classroom

I recently attended the National Association of Independent School’s People of Color Conference, an event that I always find to be both an intellectually stimulating and an emotionally taxing professional learning experience. As an educator of color, I feel inspired by the wide array of pedagogical innovations occurring in classrooms across the country to promote equity, from using deeper learning to promote strategic self-advocacy, to incorporating anti-racist teaching into the math classroom. At the same time, I feel daunted by all of the work that needs to be done in order to achieve equity in our schools.

The Importance of Designing Culturally Inclusive Classrooms

In my three years of attending POCC, one theme always rises to the surface: how critical it is for schools to design culturally aware and inclusive learning experiences. Culturally responsive pedagogy comes up quite a bit at the conference, a critical facet of which is culturally responsive curriculum. Students need to be able both to see themselves and their lived experiences reflected in their curriculum and to gain exposure to people and cultures that are vastly different from the ones they know. They need to read and see stories that celebrate people of color in nuanced ways, that don’t treat them as caricatures featured in stories of suffering and oppression.

Yet, even schools that have taken the initiative to develop courses that focus on equity and inclusion often categorize those courses as electives. From my time in the classroom, I can vividly recall my students of color lamenting about how the stories of their people were often relegated to electives that students could opt out of.

From Elective Classes to a Seamlessly Inclusive Curriculum

Maybe it doesn’t have to be this way. A shift to competency-based learning (CBL) can increase opportunities to make curriculum more culturally responsive. (more…)

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Mixed Signals from Report Cards: Learning Heroes Report Highlights Why Competency-Based Grading Matters

March 13, 2019 by
Statistics on disconnect between parent perceptions and reality.

Source: Learning Heroes Report

A recent report from Learning Heroes provides a dramatic illustration of the need for schools to transition to more transparent grading practices, such as those in a competency-based education system. The report found that, for three years in a row, a very large percentage of parents in a nationally representative sample have overestimated how well their children were doing in reading and math.

The bar chart below illustrates this stark disconnect for reading. The math results were nearly identical. In 2018, for example, 91% of parents reported that their 4th grader was achieving at or above grade level in reading, whereas the National Assessment of Educational Progress found that only 36% of 4th graders nationwide were performing at that level.

Graph of parent perceptions versus findings from the National Assessment of Educational Progress

Source: Learning Heroes Report

 

The Learning Heroes study attempted to understand the reason for this disconnect and how it could be remedied. “By having a more informed and holistic picture,” they said, “parents can find the best resources for their children at home and partner more effectively with teachers to keep their children on track for college and life success. They also can demand more of their schools.”

From interviews with parents, the study concluded that parents interpret good grades on report cards to mean that their child is performing at grade level academically. But two-thirds of the teachers interviewed said that grades on report cards reflect not only academic achievement but also effort, progress, and participation in class. In fact, nearly half of the teachers said that report card grades reflect effort more than academic achievement! Clearly, report cards as they are currently used in many schools are not a reliable indicator of mastery. (more…)

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Global Best Practices – A Practical Tool for School Self-Assessment and Action Planning

March 11, 2019 by

Cover of Global Best Practices ToolGlobal Best Practices is an outstanding, free resource that offers a practical, step-by-step process for assessing your school or district to inform school improvement plans. It focuses on common characteristics of high-performing schools and districts, as documented in the accompanying Research Summary.

These common characteristics overlap considerably with descriptions of high-quality personalized, competency-based schools, such as those presented in iNACOL’s Quality Principles for Competency-Based Education.

The Global Best Practices tool can be used by a variety of school stakeholders, such as teachers, school and district administrators, school board members, and parents. It was developed by the Great Schools Partnership as part of their technical support of the New England Secondary School Consortium.

The tool focuses on four “strands” of school practice—teaching and learning, organizational design, school leadership, and school district—and each strand has multiple “dimensions.” For example, the dimensions of teaching and learning include equity, academic expectations, assessment practices, and others. Across the four strands, there are 22 dimensions of school practice.

Using the Global Best Practices Tool

The tool can be used very flexibly and includes a helpful Facilitators Guide. Here’s a quick overview of their basic approach, followed by some examples. First, users select which strands and/or dimensions to address. Then they take the following four steps for each dimension: (more…)

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Social-Emotional Learning and the Cost Effectiveness of Educating the Whole Child

March 7, 2019 by

Source: Aspen Institute

Early in the recent Aspen Institute report on Social-Emotional Learning is the statement that SEL interventions “can be undertaken by schools at a reasonable cost relative to benefits.” That’s good news, considering the importance of SEL in effective education.

When discussing how to spend finite school budgets, we should note that our current investments are leaving far too many students graduating without the skills needed to succeed in college, careers, and civic life—or not graduating at all. A realignment of those investments is clearly needed to achieve greater equity and effectiveness. Those are the core purposes of competency-based education, which recognizes that students learn more effectively when their social and emotional needs are taken into account.

Evidence of Cost Effectiveness

How does the Aspen Institute know that SEL is cost effective? The study they cite is entitled “The Economic Value of Social and Emotional Learning,” published in 2015 by Clive Belfield and colleagues at the Center for Benefit-Cost Studies in Education at Teachers College, Columbia University.

The study’s authors begin by estimating the costs and benefits of six SEL programs. They include costs such as instructional materials and personnel time. Then they take into account benefits such as (more…)

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Aspen Institute Report Provides Powerful Support for Developing Social-Emotional Learning

March 5, 2019 by

Advocacy for social-emotional learning (SEL) in schools is growing, and making the case is not difficult on moral and rational grounds alone. After all, who doesn’t think that helping students become motivated, responsible, compassionate, and focused is a good idea? Who doesn’t want to improve equity in schools and provide nurturing relationships for the youth in their communities?

But deeply influencing educational policy often requires empirical evidence in addition to moral and rational arguments, and the new Aspen Institute report provides all three. The report, From a Nation at Risk to a Nation at Hope, summarizes findings and recommendations from an extensive study by the National Commission on Social, Emotional, and Academic Development.

Their central argument is that “Since all education involves social, emotional, and academic learning, we have but two choices: We can either ignore that fact and accept disappointing results, or address these needs intentionally and well. The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the ‘real work’ of math and English instruction; it is how instruction can succeed.”

Accompanying the main report, the Commission released a Practice Agenda, a Research Agenda, and a Policy Agenda. Together, these resources provide solid support for why we need social-emotional learning, plus extensive recommendations for advancing the work. (more…)

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SXSW EDU Sessions for Competency-Based Education

March 2, 2019 by

There are probably hundreds of sessions of great relevance to CompetencyWorks readers, and we all arrive with different needs and interests – but here is a small selection of sessions that touch on big issues in our field. We look forward to seeing you there!

iNACOL Sessions – We had a longer post on these last week, but here they are again, in brief:

Equity

  • From Equity to Anti-Racism in Education – Marco Davis, Christopher Emdin, Kate Gerson, and Jeff Livingston discuss what it will take to change the inherently racist educational system.
  • Personalized Learning Toward Equity – Evan Gutierrez, Carolyn Jones, Frances Messano, and Jim Shelton on how diversity and equity help leaders shift beyond one-size-fits-all education.

Personalized Learning

(more…)

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Moving Toward Mastery Blog Series Conclusion

March 1, 2019 by

This is the final post in a series that aims to make concepts, themes, and strategies described in Moving Toward Mastery: Growing, Developing, and Sustaining Educators for Competency-Based Education accessible and transferable. Links to the other articles in the series are at the end of this post.

Over the past six weeks this site has shared nine posts about Moving Toward Mastery, a report focused on growing, developing, and sustaining educators for competency-based education. (See the bottom of this post for links to all posts in the series.) Each post has expanded upon a theme from the report and worked to translate ideas into practical actions for leaders. As the blog series comes to a close with this tenth and final post, I am compelled to share my own reflections on the vision, the process, and the possibilities ahead.

I have been working on Moving Toward Mastery for almost a year. From the outset it has been a profoundly collaborative effort—over one hundred people participated on the technical advisory group, I have interviewed over two dozen leaders, and I have connected with many people working in the field to turn the report’s ideas into practice. Before I write anything else, I need to write this: thank you to the community of passionate people who tuned in and turned out to make this project possible.

(more…)

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iNACOL at SXSW EDU

February 27, 2019 by

If you’re headed to Austin next week, iNACOL is offering two sessions, and it would be great to see you.

Our iNACOL and CompetencyWorks Meet Up will be on Wednesday, March 6, from 11 a.m. – noon at the Hilton Austin Downtown, Room 602. I will join our President and CEO, Susan Patrick, in facilitating an informal gathering to meet each other and discuss everyone’s work, plans, resources, challenges, and promising practices for creating powerful, personalized learning experiences for students. Newcomers to this work are strongly encouraged to join us!

The CEO State of Play in Personalized Learning session will be on Wednesday, March 6, from 3:30 – 4:30 p.m. at the Hilton Austin Downtown, Salon H on the 6th floor. Susan Patrick will join the CEOs of three other personalized learning organizations—Dana Borrelli-Murray of the Highlander Institute, Beth Rabbitt of the Learning Accelerator, and Elisabeth Stock of PowerMyLearning. Hear from them to make sense of this moment of opportunity for personalized learning and the future of the field.

Also, in my new role as iNACOL’s Research Director, which includes leading CompetencyWorks, I’m eager to get to know more of the people, schools, districts, and organizations who are advancing personalized, competency-based education. If you want to have coffee, walk and talk, or chat some other way in Austin, please email me at elevine@inacol.org.

We hope to see you in Austin!

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How Data Notebooks Can Support Goal-Setting and Student Agency in Elementary School

February 25, 2019 by

This is the final article in a nine-part “In Real Life” series based on the complex, fundamental questions that practitioners in competency-based systems grapple with “in real life.” Links to the other posts can be found at the end of this article.

Goal-setting plays a big role in a personalized, competency-based learning environment: cultivating an awareness of why you’re working on what you’re working on, what’s next and instilling a sense of ownership over your learning and in your classroom community.

Even when you’re six.

At Batesburg-Leesville Primary School in Batesburg-Leesville, South Carolina, students in first and second grade keep data notebooks to help them record their behavior, reading goals and progress. They track their growth each day and reference their data notebooks not only when they’re working, but also as a means of reflecting on their week. The data notebooks make students’ learning tangible to them.

Cultivating an awareness of learning is critical for all students – especially those students who struggle. According to Michelle Maroney, a second-grade teacher, “that visible record changes a student’s thinking. Before when we gave assessments, it was just taking a test. Now when they take an assessment they can see what it looks like from the last time to what it looks like today. They have that   visual,” says Maroney. “For kids way behind grade level, they feel defeated a lot. But when they can see their growth, they move at a much higher rate.”

(more…)

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