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Tag: federal policy

The Every Student Succeeds Act: A Catalyst for Competency Education at Scale?

January 4, 2017 by
Susan Patrick

Susan Patrick

This essay by Susan Patrick and Maria Worthen was featured in the report Reaching the Tipping Point: Insights on Advancing Competency Education in New England.

New England’s competency education journey is the story of how stakeholders, coming together to create a shared vision for student success, can move the needle on state – and ultimately federal – policy.

When the Every Student Succeeds Act (ESSA) passed in December 2015, it reflected the lessons learned and the advocacy of educators, superintendents, state leaders, and congressional representatives from New England to make room for systems that align to competency-based education. Congressional staff looked to states like New Hampshire to ensure that they could continue to implement innovative performance assessments for accountability purposes that also support learning.

The new flexibilities in ESSA did not appear out of thin air. They are the result of years of hard work by states who are getting results from competency-based education, but were unable to fully realize their vision due to the limitations of No Child Left Behind (NCLB). The New England states featured in Beyond the Tipping Point: Insights in Advancing Competency Education in New England  are well-positioned to take advantage of ESSA’s opportunities to deepen their efforts in shifting to personalized, competency-based education.

What Are ESSA’s Opportunities for States?

recommended-reading-on-state-policyESSA, the new K-12 federal education law, shifts significant power back to states, with increased flexibility to rethink accountability, redesign systems of assessments, and modernize educator development. It provides a new opportunity for states to redefine what success means for students, beyond a single test score, and to align systems around this vision. It is now possible to design a more student-centered education system in which assessment supports learning and accountability enables data-rich, continuously-improving personalized learning environments in which students advance upon mastery. In this new era, states also have the opportunity to shape the future of the teacher workforce, building the capacity to take on the new roles required in a competency-based system.

Rethinking Accountability

Under ESSA, state accountability systems will now be required to include at least four indicators, providing a historic opportunity for states to rethink the definition of student success. These indicators include:

  • Grade-level proficiency;
  • English language proficiency;
  • Graduation rates; and
  • An indicator of school quality selected by the state, which could include student and teacher engagement, school climate, and non-cognitive skills.

States may include any other indicators beyond these four in their accountability system; however, all indicators must be disaggregated by student subgroup, and the first three indicators listed above must carry the greatest weight in identifying schools for improvement. States must identify at least the bottom five percent of the lowest performing schools in the state for comprehensive improvement, and the schools with the greatest achievement gaps for targeted improvement of subgroup performance. (more…)

What’s New in K-12 Competency Education?

by

What's NewUpcoming Events

CompetencyWorks is hosting a Leadership webinar on advancing competency education in New England on Wednesday, January 11 from 2:00-3:00 p.m. ET. Learn more and register.

New York City’s Mastery Collaborative is hosting upcoming Living Lab online sessions. Register here.

  • Wednesday, January 4, 4:00 p.m. ET: KAPPA International High School—Messaging Mastery with Language and Visuals
  • Thursday, January 5, 4:00 p.m. ET: Harvest Collegiate High School—Building a School-Wide Philosophy of Mastery

Reports

Podcasts

  • This podcast by Cortney Belolan and Matt Shea discusses the “what” and “why” of competency education, and the “how” of implementation.
  • Getting Smart released a podcast featuring students from the iNACOL Symposium’s student panel, sharing their thoughts on transforming K-12 education.

School Models

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Should Instructional Choice Trump School Choice?

January 3, 2017 by

typingThis post originally appeared at the Christensen Institute on November 23, 2016.

Today, President-elect Donald Trump appointed school choice advocate Betsy DeVos as our next secretary of education. Given DeVos’s decades support for charter schools and tax-credit scholarships, most are speculating that this signals Trump’s commitment to follow through on his promise to commit over $20 billion to expanding charter schools across the country.

Looking ahead, Trump and DeVos would be wise to embrace an expanding notion of educational choice. Indeed, in the 21st century, a choice agenda should focus on optimizing instructional choices, not just school choices. A next generation vision of choice should be about schools—of the district, charter, or private varietal—providing numerous and flexible learning pathways tailored to each of their students. In the long run, we believe that a robust supply of personalized instructional options within schools may be the most potent driver of combatting stubborn achievement gaps and graduating more students college and career ready.

Historically, the quality and experiences that a given school could offer were fairly uniform within that school. All students sat in the same rows, with the same educators, receiving the same lectures, reading the same materials, and taking the same tests. School was designed like a factory assembly line, providing all students with the same—regardless of whether that particular version of “same” was a good fit. As decades of research have shown, this led to variable and often unequal learning outcomes among different students, both within and between schools. But because of the manner in which most school districts operated, if a school model proved ill-suited to a student or his family and couldn’t pay out of pocket for another option, then he was essentially out of luck.

School choice regimes, in part, emerged as an answer to that embedded constraint of our factory model education system. (more…)

What’s New in K-12 Competency Education?

November 18, 2016 by

What's NewNew Policy Resources for ESSA

School Models

Thought Leadership

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Treat or Treat? Competency-Based Learning Under ESSA

November 16, 2016 by
jennifer-brown-lerner

Jennifer Brown Lerner

This post originally appeared at American Youth Policy Forum on October 31, 2016.

As my own children are feverishly planning which houses to visit tonight, based upon who has given the best Halloween candy in the past, I’ve been thinking a lot about tricks and treats. We don’t often evaluate education policy through this lens, but I think it might be useful, considering the support (or lack of) for competency-based learning under ESSA, the recently passed federal law governing K-12 education. In this post, I will explore two aspects of ESSA, assessment (including the assessment innovation pilot) and accountability, which have been touted as supportive of competency-based learning, but perhaps more like the neighbor who hands out boxes of yogurt-covered raisins, a treat that tricks us into thinking it is healthy.

Assessment

Under ESSA, states can move away from single, end-of-year exams to assessments which measure demonstration of mastery and integrate many points of learning evidence that produce an annual summative score. I’d file this change squarely in the category of treats in support of competency-based learning.

Yet, it also feels like there are some tricks associated with this one.  Pivoting an assessment system from the current model of annual tests is going to be a heavy lift for state agencies, districts, and educators. While end-of-course exams might not be the best mechanism to measure mastery, for better or worse, they are what we know and what we know how to do.

The trick of this treat is the limited investment under ESSA to support educators and school leaders in developing and transitioning to a more robust assessment system. Before you take issue with my point, I recognize there is SOME funding, which is better than nothing. There are still grants to states for the development of assessments with new uses for these funds, but it does not specifically include professional development. Note that under Title II Part A, states can utilize up to 3% of their funds for developing and supporting principals and school leaders with the transition to personalized, student-centered (which could be, but don’t necessarily have to be a competency-based) learning environment. But, in my opinion, this is like getting a single Tootsie Roll that might even fall out of your candy bag.

I would also be remiss if I didn’t mention the Innovative Assessment Pilot, a demonstration program authorized under ESSA to allow a select group of states or consortiums of states (no more than 7) to pilot high-quality, rigorous assessments.  Modeled after PACE which New Hampshire received authority to introduce through their NCLB waiver, states would develop and utilize assessments which validate mastery of academic knowledge and competencies through performance tasks.

This might sound like a delectable treat in support of competency-based learning, but hold off on your salivating until after you understand the fine print. States have five years to develop their systems, demonstrate comparability to the current state assessment, and scale the assessment system statewide.  Given our track record and attention span in K-12 education for pilots and innovations, I question whether or not this pilot will propel us towards performance-based assessment systems. (more…)

ESSA’s Opportunities to Rethink Accountability for Student-Centered Learning

October 12, 2016 by

ESSAThis post originally appeared at iNACOL on September 29, 2016. 

For the first time in decades, states have the opportunity to engage communities in redefining student success and reimagining the future of education.

The Every Student Succeeds Act (ESSA) opens up flexibility for states to design next generation accountability systems that support student learning. States now have a historic opportunity to rethink the purpose, role and design of their accountability systems, reframing them for continuous improvement of student learning toward new, more meaningful definitions of success through data-rich learning environments.

A New Definition of Student Success

State leaders should start by engaging and listening to diverse stakeholders from across the state, including teachers, students, parents, families, school leaders, community leaders, civil rights groups, philanthropic groups and business groups to chart a new vision for K-12 education. They should answer the question: “What do students need to be able to know and do to be successful beyond high school?”

In crafting a new state plan for ESSA, states can start by rethinking what success means for the whole child, for the future of their communities, for meaningful participation in the economy and in a global context.

Redefining student success—determining what we want students to know and be able to do upon graduating—should be the starting point for creating a coherent education system. Only after states build this broad consensus of what constitutes student success, should they determine what to measure for accountability.

Driving a new definition of success is crucial to developing coherent system improvements that are built around learning—including instructional shifts, systems of assessments, expanded pathways and better learning environments connected to communities and to the real world. Collaboration and community engagement needs to be sustained and ongoing rather than a one-time activity. (more…)

What’s New in K-12 Competency Education?

September 21, 2016 by

What's NewUpcoming Competency Education Webinar

iNACOL and CompetencyWorks are hosting a Special Edition Webinar to reflect on the field of K-12 competency education and explore emerging issues. This webinar is free to attend—register here to receive login instructions. Competency-based education experts Susan Patrick and Chris Sturgis will lead the discussion on important developments and trends across competency education. Join the webinar to help identify the field’s emerging issues and provide insights to inform the future direction of competency-based education.

CBE in the States

Designing Systems of Assessments

Thought Leadership

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