Tag: research and evaluation

Mapping out the Terrain of Competency-Based Education Implementation

November 6, 2018 by

One of the greatest inventions of the last twenty years has to be mapping services like Mapquest or Google Maps. Not only can a mapping service help you navigate to any location, it can also use real-time traffic and road conditions to help you avoid long delays during transit. Our research on K-12 principals’ perceptions of the facilitators and barriers to competency-based education implementation is intended to act like a Mapquest or Google Maps of sort. Let me explain.

Many states, districts, and/or schools around the United States are transitioning to a competency-based approach to education. This means that state policymakers as well as school and district leaders find themselves searching for the most efficient roadmap to help their communities and other stakeholders move from a traditional system of education to a competency-based system. Many advocates have written about quality design principles and other characteristics of competency-based systems, which can serve as a basic roadmap for policymakers and practitioners as they start along this journey. What is less known, however, are the traffic and road conditions that can occur along the way to either speed along or hinder the journey, depending on the context and real-time adjustments. (more…)

How Are We Doing in Personalizing Learning?

June 14, 2018 by

If you have an airplane ride coming up, add A National Landscape Scan of Personalized Learning in K-12 Education in the United States to your reading list. Released by iNACOL in a collaboration with LEAP, CPRE and NORC at the University of Chicago, the report has fascinating insights into which aspects of personalized learning are taking hold and which aspects aren’t. And it provides fodder for reflection.

The power of this report is that it lifts up the experiences of teachers and students in schools that are moving toward personalized approaches. The study is based on a definition of personalization as defined by the LEAP framework, not tech-driven personalization. The findings reveal that schools are stronger in building capacity around learner-focused, in which teachers have developed relationships and processes to know their students, as compared to learner-led and learner-demonstrated.

The discussion on the findings is fascinating and triggered a stream of wonderings:
(more…)

Getting Results in Personalized Learning

March 29, 2017 by

Denver Public Schools has released Personalized Learning: A Journey through Year One, one of the more interesting reports on personalized learning that I’ve seen. Although DPS’s efforts to introduce personalized learning into their schools has not required a competency-based structure, at least one of the three schools – Denver School of Innovation and Sustainable Design (page 13) – has important elements of competency education in place.

The first thing to know is that DPS defined personalized learning as “a holistic approach to learning, teaching and school design” to support “the unique needs of diverse students and develop students’ personal agency so that every student succeeds.” DPS focuses on four personalized learning outcomes: student agency, social emotional engagement, 21st century skills, and academic outcomes. It is important to note that they have placed student agency deeply in the core of their approach. It is equally important to note that they did not start with technology as the driver for personalization. They started with approaching children holistically as the driver.

The research (turn to page 52 of the pdf report, where you an find the early evidence, findings, and implications) is organized around two sets of questions: one on impact and one establishing baseline data on conditions for implementation including school climate, teacher beliefs, and correlations with student academic success. I am so impressed with the richness of the analysis shared in this report, as it opens doors for an inquiry-based approach to improving our schools.

Here are a few examples: (more…)

The Past and the Promise

September 16, 2014 by

Screen Shot 2014-09-16 at 5.00.09 PMJobs for the Future released today The Past and the Promise: Today’s Competency Education Movement by Cecilia Le, Rebecca Wolfe and Adria Steinberg.  There are two reasons for you to take the time to read this report:

1)    To reflect on how the understanding of competency education is changing; and

2)    To understand the research base that contributes to our understanding of competency education.

Defining Competency Education

The paper proposes that older versions of competency had three elements (mastery, pacing and instruction) and advances the idea that the models we are seeing in today’s enhanced version is a personalized competency education model with an additional six elements (competencies, assessment, flexible time, student agency, technology for instruction and monitoring learning, and cultures based on motivating and engaging students).

I also would add that previous models have been all classroom-based. However, here at CompetencyWorks, we are now operating on the assumption that competency education at a minimum requires whole school approaches. Stand-alone classroom doesn’t work for the following reasonis: 1) It’s impossible for a teacher to provide all the supports a student needs in the classroom and you can’t depend on after school or lunchtime as a reliable way for students to get extra help; 2) Once we know where students are on their learning progression it often makes sense for teachers (often working collaboratively) to group and regroup students so they get the help they need; and, 3) Ssome students that are “not yet proficient” may need additional time in terms of summer school or continuing on their learning progression in the next semester. One teacher in a classroom can’t mobilize that type of resource or coherency without a school wide approach. (more…)

Don’t Miss These Webinars

April 10, 2014 by

Screen Shot 2014-04-10 at 9.16.23 AMThere are more and more webinars coming up on proficiency-based or competency-based learning. We list them on Upcoming Events to the right of our web page — but just in case you missed them here they are:

How Competency-Based Education is Transforming Assessment and Accountability Systems in Schools Thursday, April 10, 2014, 3:00-4:00 PM ET

The final webinar in iNACOL’s  CCSSO Innovation Lab Network Webinar Series will feature Carmen Coleman, Danville School District, Kentucky  and Erica Stofanak (one of our contributing authors) Curriculum Instruction & Assessment Coach, Rochester School District, New Hampshire who will discuss measures for tracking student progress and growth, the various formative and summative assessments systems that are now in place, measuring teacher effectiveness, and the variety of reports utilized by administrators and teachers to indicate progress towards common goals. Various assessment tools will be shared that can be modified and utilized in other schools and districts with a similar vision.

Understanding Grading in Competency-based Schools Thursday, April 24, 2014, 2:00-3:00 PM ET

In this CompetencyWorks webinar Abbie Forbus and Brett Grimm from Lindsay Unified School District in California, will share Lindsay’s grading practices.  Lindsay Unified, a Race to the Top winner, has a strong personalized, performance-based system and well-developed grading system that emphasizes providing feedback to learners. Forbus and Grimm will provide an overview of the values and educational philosophy that guides Lindsay’s grading policy.  Then going into more depth, they will present the structure, practices, and reporting mechanisms. During this webinar you will learn how their information management system enables teachers, students and families to monitor student learning and progress along their learning progression. The final segment of the webinar will offer a discussion on implementation challenges and emerging issues.

Proficiency- & Competency-based Learning: Emerging Research on Implementation and Outcomes. May 5 12:30 – 2 ET.

Sponsored by REL-NEI, this webinar will explore emerging research on proficiency-based learning and its implications for practice in states, districts, and schools.  Jennifer Steele at RAND Corporation and Erika Stump at the University of Southern Maine’s Center for Education Policy, Applied Research, and Evaluation will present findings from their newly published studies.

Proficiency-Based Learning Simplified: Supporting Students with Disabilities May 21  3-4 ET

In this Great Schools Partnership webinar Angela Hardy, Senior Associate, Great Schools Partnership
Jon Ingram , Senior Associate, Great Schools Partnership, Shannon Shanning, Special Education Teacher, and Bruce M. Whittier Middle School, Poland, ME will  address the role of Individual Educations Plans in a proficiency-based system, including the development of appropriate modifications to ensure that students with disabilities achieve proficiency.

A Growing Body of Research

March 20, 2014 by

researchThe Northeast College and Career Readiness Research Alliance (NCCRA) at the Regional Educational Laboratory Northeast and Islands at EDC has kicked off a research group on competency education to help researchers and practitioners collaborate. It’s clear from our conversations that research is needed in three areas – to help inform practice, to support policy development, and to catalyze more interest in research.

We desperately need research, and it is a challenging time to do this research. The term competency education is being used for different things. From what I can tell there are two primary variables: 1) The scope and 2) the definition of mastery.

See below for list of published and upcoming research.

SCOPE varies to the extent of the learning experience: 1) the inclusion of adaptive software such as ALEKS or Khan Academy in classrooms; 2) online credit recovery programs where adaptive software is the primary way instruction is delivered and learning is assessed; 3) proficiency-based classrooms in schools that have not engaged in systemic reform; 4) systemic reforms of districts and schools; and 5) statewide conversion to competency education, which has a different set of issues from those districts and schools converting voluntarily. So a competency-based classroom in a competency-based school where there are going to be daily supports to help students who are not yet proficient is very different from a competency-based classroom in a school that still passes students along with Cs and Ds. (more…)

Research RFP on Competency Education

October 10, 2013 by
Beth-Miller

Beth Miller

Beth Miller, Nellie Mae Education Foundation‘s, Director of Research and Evaluation, announced the release of  Research Request for Proposals (RFP)  focusing on competency education and other high-potential student-centered learning practices.  According to her email, “The goal of this funding opportunity is to deepen our understanding of how, why, under what conditions, and for whom student-centered approaches to learning promote both higher outcomes for all students and the closing of learning gaps for traditionally underserved groups.”

Are you interested? Proposals will be accepted from institutions and organizations that are eligible for grants from NMEF and meet all other requirements specified in the RFP. The RFP and supplementary documents are located here.  For the first time, NMEF will be accepting proposals only through a web-based portal.  To access the portal, you will need to set up an account. Directions on creating an account and submitting a proposal are included with the supplementary documents.  If you have a problem accessing the portal please contact Stephanie Cheney at scheney@nmefoundation.org or 781.348.4240.

The deadlines for receipt of proposals in response to this RFP is noon on Wednesday, October 30th.  Any questions about the RFP process or content should be directed to rfp@nmefoundation.org.  Responses to questions will be posted in a frequently updated FAQ on the NMEF website.

Carnegie Rethinking the Unit

December 6, 2012 by

Andrew Carnegie; carnegie
foundation.org

Wow.

Carnegie Foundation is taking a look at the Carnegie Unit? Yep, it’s true.

The Carnegie Foundation for the Advancement of Teaching announced that it has received nearly a half million dollars from The William and Flora Hewlett Foundation “to support research on the Carnegie Unit and its role—past, present, and future—in American education”.  They explain, “It is time to consider how a revised unit, based on competency rather than time, could improve teaching and learning in high schools, colleges, and universities…”
(more…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera