Tag: new england

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

November 8, 2017 by

What's new! star graphicA Must-Read: The Hewlett Foundation Assessment for Learning Work Group released Principles for Assessment Design and Use to Support Student Autonomy.

Thought Leadership

Assessments

  • This article examines the ways in which we assess students’ high school experiences and the impact this has on their eligibility for college.

Recruiting and Supporting Educators

Colorado

  • The Colorado Education Initiative released a new strategy that includes Competency-Based/Personalized Learning, and states that CEI is intensifying their efforts to help districts build systems where students advance based on demonstrated readiness and educators tailor learning for each student’s strengths, needs, and interests.
  • Colorado’s Thompson School District is launching a “Seeing Is Believing” Tour as a type of professional learning where practitioners across 10 secondary schools work across buildings to showcase their classrooms, share success stories, and to unite as a district to do what’s best for students.The Donnell-Kay Foundation embarked on a journey across Colorado schools to examine how schools that have transitioned to a four-day school week are leveraging the fifth day. Here’s an update on their journey and learnings.

Massachusetts

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What’s New in K-12 Competency Education?

August 22, 2017 by

What's new! star graphicThis VUE article, written by Scott F. Marion, Jonathan Vander Els, and Paul Leather, looks at how New Hampshire’s new performance assessment system focuses on reciprocal accountability and shared leadership among teachers and leaders at the school, district and state levels.

Grading and Transcripts

  • This article poses the question, what if your high school transcript didn’t include grades?
  • School District 51 is phasing out valedictorian and salutatorian recognitions for high school graduates, starting with this year’s ninth-grade students. The students who graduate in 2021 will receive recognitions similar to the Latin honor system used in colleges and universities — cum laude, magna cum laude and summa cum laude. School districts across the country are considering the change or have already gotten rid of valedictorian and salutatorian recognitions to focus less on grading and more on broader definitions of student success.

A Spotlight on Pittsfield Middle High School

Updates in New England

News

  • 100+ educators and administrators from 25 schools participated in Thomas College’s conference to innovate for the future of Maine’s education—an example of higher education responding to the changing needs of the K-12 system.
  • According to The Heartland Institute in Illinois, competency-based education is gaining ground nationwide.
  • Districts are recognizing the importance of teachers having time to learn, plan and collaborate.
  • This article shares promising findings from the recent RAND report analyzing Next Generation Learning Challenges schools’ implementation of next gen learning models.

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What’s New in K-12 Competency Education?

March 31, 2017 by

What's new! star graphicNews

  • The Bill & Melinda Gates Foundation recently awarded a $2.5 Million grant to Lindsay Unified School District and Summit Public Schools, called the California Consortium for Development and Dissemination of Personalized Learning (C2D2). By June 2019, they will develop an open source tool to clearly define personalized learning competencies for various personnel in the learning community. The tool will also identify systemic barriers that stand in the way of mastering these competencies and provide resources that support continuous improvement and development for the adults in learner-centered education.
  • Harvard’s Project Zero is studying how to teach for understanding and have found that when students have structures for thinking, better learning emerges.

Micro-Credentials for Teacher PD

Equity

School Designs

  • Red Bank Elementary, profiled by Education Reimagined here, is a leader in education transformation, designed around personalized, relevant, and contextualized pathways for each learner.
  • This USA Today article highlights how one Brooklyn school, Brooklyn Lab, is changing how students and teachers are taught. Brooklyn Lab is one of 10 to receive $10 million from the XQ: The Super School Project.
  • Washington’s Federal Way school board approved the use of a competency-based model for two alternative schools.

Student Agency & Voice

State Policy Updates

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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…)

Rhode Island: Putting Together the Pieces of a Competency-Based System

February 24, 2017 by

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

Rhode Island aspires to provide an educational system in which every student is enrolled in rigorous learning environments that meet their individual needs and through which students progress based upon their demonstrated mastery of essential, aligned, and agreed-upon rigorous academic and 21st century skills. Starting in early childhood, students have access to personalized learning experiences that are experiential, blended, flexible, and differentiated; as a result of these experiences, students will be able to control the pace, place, and content of their learning experience while meeting state and local Requirements.

– 2020 VISION FOR EDUCATION: RHODE ISLAND’S STRATEGIC PLAN FOR PK-12 & ADULT EDUCATION 2015-2020

Update: In February 2017 RIDE published Rhode Island’s Shared Understanding of Personalized Learning. You can find it at the new website eduvateRI

rhode-islandRhode Island was the first state to establish a proficiency-based diploma. The initial policy establishing a Diploma System, passed in 2003 by the Board of Education, set up proficiency-based graduation requirements in six content areas: math, English language arts, social studies, science, technology, and the arts. In addition, performance-based assessments were included as a graduation requirement to ensure students could apply their skills at higher levels as part of the state graduation requirements. The state now offers four types of performance assessments – comprehensive course assessments, exhibitions, graduation portfolios, or the Certificate of Mastery awarded by the RI Skills Commission – of which districts must select two for their graduation requirements.

The Diploma System

Under the Diploma System , students earned a diploma based on meeting three sets of requirements: the successful completion of a minimum of twenty courses covering the six content areas and two performance-based assessments. Students were required to demonstrate proficiency in the standards in each course, with districts determining the level of proficiency for graduation. A system of enhanced diplomas was introduced in 2011 with a Commissioner’s Seal on their diploma for demonstration of bi-literacy.

Since the establishment of the Diploma System, the Board of Education has added secondary school requirements of practices they consider essential for creating an aligned system. These practices include: (more…)

New Hampshire: Building an Integrated Competency-Based System

February 22, 2017 by

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

All children deserve and are capable of a rigorous learning environment where they demonstrate competence and confidence to move on when ready.
– NEW HAMPSHIRE’S STORY OF TRANSFORMATION

 

new_hampshireNew Hampshire’s move toward competency education started with the pilot of competency assessments in 1997, expanding from the original four high schools to nearly thirty by 2003. The pilots sparked conversation about the importance of measuring what students can do, not just what they know.

Even as one of the top performers in education in the country, New Hampshire knew they needed to do better to stay economically competitive. In 2005, they decided to redefine the Carnegie unit credit based on seat-time and replace it with a competency-based credit. Districts were charged with creating competencies and awarding high school credit based on those competencies by the 2008-09 school year. New Hampshire wanted credits to mean something.

In 2013, they took another step forward, revising the Minimum Standards for School Approval so that the structures of schools within the K-12 system would be designed for students to reach proficiency rather than allowing them to be passed on without addressing their gaps and weaknesses. The updated minimum standards made the expectations explicit that students should be able to access educational opportunities customized to their individualized needs and circumstances. Their boldest move of all was to believe so deeply in their teachers and their ability to create a system of calibrated, performance-based assessments that it opened the door to a new method of accountability.

New Hampshire’s Theory of Action

New Hampshire’s theory of action is two-fold. First, it seeks to create a culture of improvement based on support and incentives rather than blame and punitive techniques. Second, it assumes that state policy and local control must be balanced with formal processes for input or, whenever possible, co-designing. Even

though the Department Education has substantial administrative authority, it consistently uses collaborative processes to create a shared vision, reach consensus on major systems changes, and build capacity within districts and schools. The state consults with education associations and creates formal processes to enable those districts that want to roll up their sleeves to participate. (more…)

Maine: Making the Most of High-Leverage Strategies

February 20, 2017 by

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

Maine Definition of Proficiency-Based Education
Any system of academic instruction, assessment, grading, and reporting that is based on students demonstrating mastery of the knowledge and skills they are expected to learn before they progress to the next lesson, get promoted to the next grade level, or receive a diploma.

 

MaineMaine’s journey to a proficiency-based diploma can best be described as a bottom-up and top-down process. In 2007 and 2008, districts in Maine began the journey to personalized, proficiency-based systems. First, the Department of Education began to partner with the Reinventing Schools Coalition (RISC), now part of Marzano Research Labs, to provide training to districts on how to engage communities in creating shared vision, help teachers learn how to create the culture and practices for personalized learning, and convert to proficiency-based systems. The DOE then provided limited funding to those districts interested in creating more personalized learning experiences to continue ideas outlined by the RISC. When this funding was discontinued, vested districts created a professional community of learners, the Maine Cohort for Customized Learning.

With extensive district collaboration, the Maine Cohort for Customized Learning became a catalyst for personalized, proficiency-based learning in Maine. The MCCL districts played a powerful role as proof points when the Department of Education organized a statewide listening tour, followed thereafter by legislative tours that launched state-level conversations and informed the strategic plan Education Evolving. The result was the passage of LD1422, An Act To Prepare Maine People for the Future Economy by the state legislature in 2012.

LD1422 requires a standards-based education system that enables multiple pathways for pursuing and demonstrating learning, leading up to a proficiency-based diploma. It also requires the Department of Education to provide specific types of support and technical assistance to districts. The standards-based system is organized around the Maine Learning Results, established in 1997 and upgraded in 2011. Maine’s proficiency-based diploma policy requires students to be proficient in eight content areas – Career & Education Development, English Language Arts, Health Education & Physical Education, Mathematics, Science & Technology, Social Studies, Visual & Performing Arts, and World Languages – as well as the five cross-disciplinary Guiding Principles. (more…)

Massachusetts: Home of the Early Innovators

February 14, 2017 by

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

We were evolving, with a greater range of learning opportunities for students. The question was how could we further institutionalize so that we offered a cohesive and consistent set of educational experiences that also allowed for personalized learning experiences? We think competency-based education is the answer.
– CYNDY TAYMORE , SUPERINTENDENT, MELROSE PUBLIC SCHOOL, MASSACHUSETTS

 

massachusettsThe Commonwealth of Massachusetts is the only state in New England that has not taken proactive steps toward introducing or advancing competency education statewide despite there being no significant policy obstacles beyond the end-of-year grade level accountability exams. Massachusetts has deployed a state exit examination as its high-leverage strategy to improve student achievement and ensure proficiency. Currently, students must score at a passing level on the Massachusetts Comprehensive Assessment System in English, math, and science.

As in other states, however, individual schools and districts often move ahead of the state leadership in building new approaches and working collaboratively around challenging issues. Massachusetts is home to two of the early models of competency-based education: Diploma Plus and Boston Day and Evening Academy. There are also a number of other schools across the state using rich, personalized learning strategies to engage students in their learning. For example, in Chelsea High School, a number of practices such as performance-based assessments and inquiry-based learning have deepened the learning opportunities. Plymouth high schools are creating more personalized approaches, including authentic assessments and involving students in leadership and decision-making. (more…)

Connecticut: Making Room for Innovation

February 9, 2017 by

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

In Connecticut, superintendents are among the strongest advocates for a personalized, mastery-based system, as they believe it to be the best way to help each and every student reach college and career readiness. Across the state, communities are raising expectations; providing opportunity is no longer adequate, they want greater accountability that districts will fully prepare each and every student for college and careers.

In 2009, a group of Connecticut Association of Public Schools Superintendents (CAPSS) members realized that the traditional system was not designed to offer the level of personalization necessary to reach this goal, so they began studying the issues and creating the vision for personalized, mastery-based learning. They brought in experts, read articles, and began to outline their vision. In 2011, CAPSS issued its first report, NextEd: Transforming Connecticut’s Education System (2011), followed by A Look to the Future: Personalized Learning in Connecticut (2015), which was published in partnership with the Connecticut Association of Boards of Education (CABE), the Connecticut Association of Schools (CAS), and, most recently, with a series of recommendations in the 2016 NextEd: Next Steps.

These publications were a major impetus in creating the policy environment for the legislature to pass the 2013 Connecticut’s Act for Unleashing Innovation in Connecticut Schools. The legislation enabled mastery-based learning by giving districts the opportunity to use credits based on the demonstration of mastery. In 2015, with support from Great Schools Partnership (GSP) and the New England Secondary Schools Consortium (NESCC), the Connecticut Department of Education (CDOE) issued Mastery-Based Learning Guidelines for Implementation. The guidelines are organized in three sections – community engagement, policy, and practice – with suggested steps in each. The section on equity identifies several important issues and suggests mitigating steps. (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…)

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