Tag: policy

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

June 19, 2018 by

Resources

What if Educational Policy Was Shaped by the Learning Sciences? (Part 2)

May 10, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

Continuing from the first part of this topic on the implications of the learning sciences for policy, let’s start by looking at three research findings. This is my first cut on this topic and early exploration. In fact I would call these ideas half-baked but I have to start somewhere. It would be a fun collaborative project to draw on lots of great minds. (FYI: I apologize that this is a bit general. To get specific, I’d have to put it in the context of the specifics of policies in a given state.)

Learning is an activity that is carried out by the learner.

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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…)

Considerations for Next Generation Accountability System Redesign

March 7, 2018 by

This post originally appeared at iNACOL on February 6, 2018.

The previous blog, Why Next Generation Accountability for Continuous Improvement is Important, explored the need to redesign accountability systems to support all learners based on reciprocal accountability and continuous improvement. This blog will focus on how states can begin to design next generation accountability systems.

As policymakers think long term about accountability redesign, an important first step in the development of a next generation accountability system is to create a clear vision of student success with diverse internal and external stakeholders. A shared vision for student success can clarify the purpose of the state’s K-12 education system and drive coherent policies across the education system to make that vision a reality. One way states can create a shared statewide vision that reflect a new definition of success is through the creation of graduate profiles (Redefining Student Success: Profile of a Graduate). (more…)

Three Big Questions for Evolving State Education Policy to Support Student-Centered Learning in 2018

February 28, 2018 by

This post originally appeared at iNACOL on January 26, 2018.

With states preparing to implement newly-approved plans for the Every Student Succeeds Act (ESSA), there is an opportunity to reflect on some key issues from the field. ESSA provides a historic opportunity for states to transform K-12 education by redefining success, redesigning systems of assessments, rethinking accountability and aligning educator workforce capacity to student-centered learning.

After years of asking for more flexibility and freedom from No Child Left Behind’s restrictive frameworks for accountability, assessment and teacher quality, state and local stakeholders can now approach outdated educational systems differently under ESSA. States could use new flexibility in ESSA to advance equity and improve student outcomes with systems that support student-centered learning. (more…)

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

February 26, 2018 by

What's new! star graphicEducation Policy Resources

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Ways that States Are Beginning the Shift to Competency-Based Education

February 22, 2018 by

This is the seventeenth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

There are many different entry points for policymakers wishing to enable the shift to a more personalized, competency-based K-12 education system in their state.

States that do not yet have any enabling policies in place may wish to take one or two incremental, initial steps to create space for new learning models, while a state that already has made some progress may be contemplating some bolder, more comprehensive steps toward transformation. We will not attempt to thoroughly discuss each entry point in this blog, however, we will highlight the promising policies most states are starting with in their journeys. The iNACOL report, Promising State Policies for Personalized Learning, goes into each of these policy levers, with examples of specific policies and practices that are active in different states. (more…)

Redesigning Systems of Assessments for Student-Centered Learning

February 21, 2018 by

This post originally appeared at iNACOL on January 24, 2018.

Assessment is essential for understanding what students know and for providing transparency and fairness when it comes to certifying mastery of knowledge and skills. Assessment can provide timely feedback to educators on where students are in their learning and to inform the supports that they need to succeed. It also plays an important role for educational leaders to evaluate the effectiveness of learning models, on achievement and for policymakers to understand the effectiveness of policies and use of public funding. In redesigning systems of assessments, state policymakers should consider what is needed to make assessment more meaningful and integrally-linked to student learning.

The challenge ahead for policymakers is to rethink assessment policies to enable student-centered teaching and learning. This will require creating balanced systems of assessments to: (more…)

U.S. Department of Education Invites State Applications for a New Pilot on Innovative Systems of Assessments

February 14, 2018 by

This post originally appeared at iNACOL on January 8, 2018.

The Every Student Succeeds Act (ESSA) created an Innovative Assessment Pilot and the much anticipated application was released last week by the United States Department of Education (USED). States can now apply for new flexibility they’ve been seeking to create innovative, next generation models of accountability and systems of assessments (with a smaller subset of districts in the state) since the passage of ESSA in 2015.

Innovative Assessment Pilot (ESSA Section 1204)

On January 3, the U.S. Department of Education released a Federal Register official notice inviting applications from states for the Innovative Accountability and Assessment Demonstration Authority. This is the “Innovative Assessment Pilot” and it is also a new opportunity in the Every Student Succeeds Act (ESSA) for states to pilot new types of assessments. (more…)

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