Results for: Sanborn

Beware of AnythingGoes-Ness and Bandwagonitis

May 25, 2017 by

It’s very clear to me that we, the field of competency education, are at a turning point in many ways. First, we have reached a place where there are lots of different organizations with enough knowledge about competency education that we are seeing very valuable reports and articles with important insights. (Just in the past week, three reports/articles were released that are worth taking the time to read, as they give a sense of some of the expansion and challenges: Competency-Based Education: Staying Shallow or Going Deep?; Policy, Pilots and the Path to Competency-Based Education: A National Landscape; and Why There’s Little Consistency in Defining Competency-Based Education.) There are other organizations – other than CompetencyWorks, that is – that are identifying and lifting up new innovators and new practices. We’ve worked hard over the past five years to support organizations and our colleagues so that whatever knowledge we were building was being transferred and embedded into other organizations. And I can really feel that it is paying off because I’m finding that I need to put time aside now to read, not just skim, many of the things being published because they are enhancing my understanding.

Second, the field is expanding at a steady pace, and with that comes a variety of new challenges. For a while, competency education was under the radar. The folks who knew about it were all leaders who had come to the same conclusion that we weren’t going to move forward if we were handcuffed to the ranking and sorting of the traditional system. Then there was growing attention as states began to introduce the idea in their innovation zones and to take the concept of college and career readiness a step further with the idea that credits and diplomas actually had to have meaning (i.e., proficiency-based diplomas). However, we are now nearing what I used to call the “fad” stage when I was a foundation program officer: People are hearing about competency education from different organizations and feel that they may want, should, or need to get on the bandwagon. In some ways, of course, this is great news but it also carries a number of new problems: (more…)

How Do We Know Where Students Are?

June 16, 2017 by

This is the thirteenth blog in a series leading up to the National Summit on K-12 Competency-Based Education. We are focusing on four key areas: equity, quality, meeting students where they are, and policy. (Learn more about the Summit here.) We released a series of draft papers in early June to begin addressing these issues. This article is adapted from Meeting Students Where They Are. It is important to remember that all of these ideas can be further developed, revised, or combined – the papers are only a starting point for introducing these key issues and driving discussions at the Summit. We would love to hear your comments on which ideas are strong, which are wrong, and what might be missing.

In the traditional system, grade-level curriculum is delivered to students based on their age, whereas competency-based systems assume that schools should be organized to meet students where they are in terms of academic, cognitive, and lifelong learning skills (growth mindset, habits of work and learning, metacognition, and social and emotional skills). In this blog, we address how to know where students are, what do we do once we know, and what strategies can help us navigate system constraints.

How Do We Know Where Students Are?

We cannot begin to answer the question, “How do we know where students are?” without first addressing the inherent assumptions that we bring to this very important question. Where students are. In relation to what, exactly? With younger students, we tend to look at gross and fine motor skill development, social-emotional development, and literacy and numeracy development. As students move into late childhood – eight or nine years of age – most systems begin the transition to content exploration, while continuing to support skill development. By the time students are ‘tweens and teens, the system’s priority is content coverage.

Key Assumptions:

    1. Student achievement has historically been defined in terms of student acquisition of broad content knowledge along a time-bound sequence that begins when children are eight or nine. The assumption that content knowledge is an appropriate measure of learning – after core literacy and numeracy is taught in the early grades – or that it is sufficient to prepare learners for the 21st century workforce is problematic for a number of reasons.
    2. A second key assumption is that our age-based approaches are fair and valid. It is promising to see standards emerge – such as Common Core Learning Standards, Next Generation Science Standards, and the C3 Framework for Social Studies – that prioritize the development of essential disciplinary and transdisciplinary skills and practices. The research basis of the standards provide critical clarity and transparency around the skills required for college readiness. The trick to meeting students where they are is to create learning science-informed pathways that support students in achieving the outcomes associated with the standards. Rather than coupling the standards with specific ages or grades, they would be coupled with learning progressions that provide guidance to students within their zone of proximal development, regardless of their age.
    3. The third key assumption is that teachers (and systems) are the “owners” of learning progressions, and solely responsible for using student performance data to make decisions about a student’s needs or next steps. In other words, it is teachers and administrators who must know where students are and make unilateral decisions about how to move students along. This notion is being challenged by practitioners in exciting ways, such that students are able to see and understand where they are in their own learning pathway, be involved in the planning of their pathway, and take ownership of daily and weekly decisions about their goals and priorities.

In critically examining these key assumptions of the old-paradigm accountability system, new opportunities emerge for designing truly learner-centered systems that identify where students are on their developmental path. In the section that follows, we describe a range of structural, pedagogical, and relational shifts that are essential to identifying where students are in a learner-centered, equity-oriented model. (more…)

iNACOL Symposium Competency Education Strand Keeps Getting Better and Better

August 22, 2017 by

Great conversations at iNACOL16.

I just received the list of the #inacol17 sessions and workshops within the Competency Education track and it looks outrageously good. (There are also a number of really great pre-conference sessions as well.)

Here are the highlights:

Equity and Competency Education

Performance Assessments

  • Are Performance Tasks Really For Everyone? Designing Rigorous Tasks for Equity and Engagement, Ensuring Every Student Crosses the Finish Line with Antonia Rudenstine, Dixie Bacallao and Sydney Schaef.
  • Performance Assessment as a Vehicle for Transformation with Christine Landwehrle and Bethany Bernasconi.

District and School Conversion

Getting Started

(more…)

Congratulations Are in Order

September 27, 2017 by

Brian Stack and James Murray

Congratulations to James Murray, Waukesha STEM Academy (WI), and Brian Stack, Sanborn Regional High School (NH)! They have each been recognized as State Principal of the Year, and they are both leaders in advancing competency-based education. In previous years, other leaders in competency-based education, including Derek Pierce of Casco Bay High School and Alan Tenreiro of Cumberland High School, have received similar recognition.

I imagine that over time, we will see more and more of leaders in competency-based education gain recognition.

Why?

First, competency-based education, when well designed, should be creating the culture and processes that support continuous improvement. This means that their schools should always be reflecting on how they can do better using the available data and by generating data through dialogue and surveys to enhance understanding. Who benefits? The result is that more students should be making progress, and teachers should feel valued for their input and be part of a team that has a shared understanding that they are going to make decisions based on what’s best for students.

Second, leaders in competency-based education will need to develop leadership and management strategies that engage educators and other stakeholders. The top-down bureaucratic culture that emphasizes compliance just isn’t going to work. This means that competency-based educators are going to need to develop leadership strategies that engage and empower others (these go by different names, including adaptive leadership or distributed leadership). Essentially, leaders manage the processes that bring together diverse perspectives to find solutions. (District 51 has gone the farthest I know of in trying to institutionalize these practices through holacracy.)

There are two resources available if you want to start thinking about these types of leadership/management strategies:

Maybe Brian and James will write reflections on learning to become a leader in a competency-based environment for us?

Competency Frameworks

May 22, 2018 by

At one point in my journey of understanding about competency-based education, I questioned whether we really needed competencies. Wasn’t it okay just to have standards? Paul Leather helped me understand the value of competencies by asking What would the system look like if we had a blank slate? Would we really want standards to be the defining way to think about expectations for students? (more…)

What’s Happening with Competency-Based Transcripts and Rethinking College Admissions in the United States

July 2, 2018 by

This post originally appeared at iNACOL on June 11, 2018.

What are competency-based transcripts, and why are they important?

The New England Secondary School Consortium (NESSC) explains the main issue: “For more than a century, American high school students have earned ‘credits’ for passing courses. When they accumulate enough credits, they receive a diploma. The problem with this approach is that credits do not always equal competency.”

Competency-based transcripts provide colleges and universities with comprehensive information on a high school student’s knowledge, skills and performance upon graduation. They communicate what a student knows and can do in the transition from secondary to postsecondary systems of education based on actual mastery and offer a comprehensive record of achievement in a competency-based learning model. (more…)

Update on Iowa: Multi-Stakeholder Leadership

August 1, 2018 by

Iowa was one of the states that charged out of the gates toward competency-based education in 2012 by establishing a state level Competency-Based Education Task Force and a five-year, ten-district pilot initiative. The resulting Iowa CBE Collaborative achievements were many: (more…)

Columbia High School: How a Comprehensive High School Becomes Mastery-Based

August 8, 2018 by

This is the sixth post in a series on Mastery Education in Idaho. Links to the other articles in the series can be found below.

Columbia High School in the Nampa School District is the only comprehensive high school moving to personalized learning among the Idaho mastery-based learning pilots. Walking through the hallways at Columbia, you’d think you were in a totally traditional high school. And in fact, somewhere around 50 percent of the ninth grade is being taught in the traditional way…and 50 percent have chosen another option. Eighth graders at Columbia’s feeder middle schools had three choices: enroll in the Summit Learning program, which offers mastery-based personalized learning; enroll in the mastery-based STEM Academy; or continue to receive education in the traditional model. (more…)

In Real Life: How do CBE systems support all students to reach mastery?

February 20, 2019 by

Alison Kearney, Assistant Principal, Noble High School, ME

This article is the seventh 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.

Since learners are met where they are in CBE systems and are supported to reach mastery at their own pace, what supports are needed to ensure everyone succeeds?

To better understand this question, I sat down with Alison Kearney, Assistant Principal at Noble High School in North Berwick, Maine.

A rural school, Noble High School serves roughly 1,100 students across three towns up to an hour bus ride away. Its students often come from rural poor backgrounds, influencing how the school has structured its student support system. Noble High’s proficiency-based system was profiled in a CompetencyWorks blog post in 2015.

(more…)

Dear Future Principal: Here is How You Can Positively Impact Student Learning

March 7, 2016 by

Time TravelThis past school vacation, I introduced my oldest two boys Brady and Cameron to the Back to the Future Trilogy, one of my all-time favorite movie series. Not surprisingly, they have now become obsessed with the fantasy of traveling back in time to connect with their younger counterparts to offer themselves advice on what their future might hold for them. Could they use this knowledge to improve their life? Could it help them avoid some major pitfalls? Like Brady and Cameron, I too dream about how my life might be different if I had knowledge of my future. What would I do differently at my school in my role as a high school principal, for example?

When I speak to school leaders about implementing a competency-based education model, I share a version of this story. In my version, I hypothesize about how the management of Blockbuster, one of America’s largest providers of home movie and video game rental services which reached its peak in 2004, would have played differently their decision to pass on buying Netflix for a bargain $50 million in 2000. “People will never want to order their movies online and wait for them to get mailed,” they might have said. “There will always be a need for a physical store where people can browse the movie and video game titles for themselves,” they might have added. Well, we all know how their story played out. If only they had knowledge about their future and how online subscriptions and streaming services would transform the media and entertainment sector in the first decade of the new millennium.

This year I will celebrate my sixth anniversary as Principal of Sanborn Regional High School in Kingston, New Hampshire. Early in this role my administrative team and I imagined a new design for our school that would utilize a competency-based, personalized model to engage our students in learning tasks and performance assessments that accurately measure learning and mastery of competency. In the Back to the Future movie series, the main characters often sent themselves letters of advice in the future and in the past. Here is the letter that I would write today to my counterpart who was in his first year as a school leader in 2010 working with his staff on a new competency-education design: (more…)

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