Tag: proficiency-based

What Lessons Are We Learning from Maine

November 5, 2018 by

The people of Maine have been reflecting and re-setting strategies regarding proficiency-based learning since this summer when the state legislature took a step back and said that districts could return to traditional systems and diplomas or continue on the path of modernizing their education systems with proficiency-based learning.

National public reflection has begun about lessons learned from Maine’s pathway toward proficiency-based learning for other states. However, the variety of tone and framing will certainly influence the lessons that we learn. Those who write about schools are creating a narrative that stretches from “uphill battle” to “roll-back” to “failure.”

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Competency-Based Education Quality Principle #3: Nurture a Culture of Learning and Inclusivity

November 2, 2018 by

This is the fourth article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #3 Nurture a Culture of Learning and Inclusivity on page 41. The links to the other articles can be found at the bottom of this page and will be updated as they are posted. For more on equity, see Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed.

We made a mistake in the first few years of CompetencyWorks. We simply underestimated the importance of culture – the underlying values, beliefs, rituals, and relationships that shape an organization or community – in making the transition to a competency-based system. Many schools and districts are making the same mistake when they focus on the structural or technical changes without first paying attention to culture. In fact, I’d throw out the hypothesis that the districts that couldn’t figure out how to implement proficiency-based learning well in Maine and advocated to terminate the policy of proficiency-based diplomas never took the time to adjust their school culture. (more…)

Providing Flexible Pathways and Personalized Learning Options for All Students

November 1, 2018 by

This is the third in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

A central feature of Vermont’s Act 77 and the Educational Quality Standards is that students have access to personalized learning opportunities and flexible pathways to graduation. In many traditional schools, there are only a few avenues for students to follow. Without credits, meeting graduation requirements through non-traditional formats is actually easier, as long as those opportunities are tied to certain proficiencies. Through flexible pathways, students are not hamstrung to take specific courses or follow a predetermined course. At Mill River Unified Union School District, we looked for ways to completely rethink what it means to learn and go to school. (more…)

October 2018 CompetencyWorks Catch-Up

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Here are the highlights from October 2018 on CompetencyWorks. Happy reading. And let us know if you have questions you want us to delve into!

CASE STUDIES AND SITE VISITS

Aotearoa New Zealand

Mill River Unified Union School District

 

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Supporting Teachers with Making Sense of Proficiency-Based Learning

October 31, 2018 by

This is the second in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

For many teachers, proficiency-based learning (PBL) is a significant shift from past practice. Though certain aspects of PBL are familiar to some teachers, putting proficiency into consistent practice can be a heavy lift. This shift requires new knowledge and skills, while simultaneously jettisoning numerous past practices. Building teacher capacity is a central requirement for ensuring the successful implementation of PBL. Without time to make sense of the shift and opportunities for new learning, teachers will not be sufficiently prepared to make substantive changes to pedagogy.

At Mill River Unified Union School District (MRUUSD), intentional educational infrastructure is leveraged to build teacher understanding of proficiency-based learning so as to ensure equitable outcomes for students. A district-wide teacher learning system supports our ongoing effort to implement PBL practices K-12. Making up this “educational infrastructure” are several key elements, including: instructional coaches, collaborative work time, and curriculum tools.   (more…)

What’s New in Competency Education

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Reports and Resources

CompetencyWorks released Quality Principles for Competency-Based Education, a new book offering guidance on ensuring high-quality learning environments as more schools and districts transform to competency-based education systems. It’s long. So you might want to wait until iNACOL offers it as a physical book you can order.  

Lindsay Unified School District, Summit Public Schools, and Transcend have released  Instructional Look Fors, Site Level Conditions and Faculty and Leadership Mindsets. (more…)

Transparency: Operating with a Clear Instructional Vision to Put Policy into Practice

October 30, 2018 by

Andrew Jones

This is the first in a three-part series from Andrew Jones, director of curriculum at Mill River Unified Union School District in Vermont.

Mill River Unified Union School District (MRUUSD) is a small, rural district located in southwest Vermont. Made up of four K-6 schools and one 7-12 union middle/high school, MRUUSD, like most districts in Vermont, is actively engaged in the implementation of proficiency and personalized learning practices. Act 77 and the Educational Quality Standards (EQS), enacted in 2013 and 2014 respectively, are state policies that require elements of personalized learning and proficiency-based learning, including the provision that high school students earn their diplomas based on proficiency and not credits starting with the graduating class of 2020. Mill River School District has embraced these policies as an opportunity to improve student outcomes while simultaneously providing more equitable experiences for all students. Framing our work toward proficiency is a district instructional vision. (more…)

A Review from an iNACOL Newbie

October 29, 2018 by

I just returned from Nashville where I attended my very first iNACOL conference. In the weeks leading up to the conference, I poured over the conference website and reviewed the hundreds of sessions being offered. I thought I had a pretty good idea of what the iNACOL experience would be like. I knew that I would have an opportunity to meet and learn from experts in competency-based education and personalized learning. I was excited about attending a pre-conference workshop with Chris Sturgis, where my colleagues and I would dig into the Quality Principles for Competency-Based Education. I was eager to learn from representatives of the Kettle Moraine, Dallas ISD, and Shelby County Schools, whose work I admired from afar. By the end of my four days in Nashville, everything I expected to happen at iNACOL, did happen. But it was the unexepected that made my iNACOL experience truly exceptional.

Here are just a few of the unexpected gems: (more…)

CBE Problems of Practice: Late Work

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This is the sixth in a series on problems of practice. (Check out the articles on gradingattendancepace, individualized learning, and granularity.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

6. Removing all consequences for late work. Much like the issue of attendance, learning what level and amount of effort is required to complete something and time management are important aspects of learning. Some schools have jumped to removing all consequences for late work, thereby supporting the idea that it isn’t important to be timely. This is a misstep in implementation that has placed unacceptable levels of burden on teachers who receive all assignments at the end of the year. Again, as schools separate out behaviors from grading academic progress, it is important to replace it with something else. Habits of success such as time management and lifelong learning skills such as self-regulation are critically important for academic success. These need to be emphasized and reflected upon in terms of their impact on student progress. (more…)

Competency-Based Education Quality Principle #2: Commit to Equity

October 25, 2018 by

This is the third article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #2 Commit to Equity on page 37. The links to the other articles can be found at the bottom of this page and will be updated as they are posted. For more on equity, see Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed.

The pursuit of quality and the pursuit of equity have a reciprocal and reinforcing relationship. Honestly, I don’t know how you do one without the other. Although people and schools turn to competency-based education for many reasons, creating a more equitable system is inherent in what it means to create a competency-based system. We are trying to design a system in which success is the only option.

It helps to understand why the traditional system needs to change. Our understanding continues to deepen about how the traditional system undermines efforts of schools to create more equitable achievement. (more…)

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