Tag: state policy

Competency-Based Education Across America

October 17, 2019 by

2019 Snapshot of CBE State PolicyUpdated: October 2019.

iNACOL’s 2019 map shows the many states that have taken steps forward in enabling and investing in competency-based education. To highlight this progress, all of the CompetencyWorks blog posts from our site visits and interviews in 26 states are listed below. Schools, districts, and support organizations have used these inspirational accounts of local reforms to inform deeper competency-based learning and systems change in their own settings.

Alaska

Chugach School District (2019)

Part 1 – Rethinking Grade Levels and Age Groupings at the Whittier Community School

Part 2 – Bringing Parents Into Competency-Based Schools

Part 3 – Pathways, Pacing, and Agency Are Intertwined

Part 4 – Sustaining and Sharing Cultural Heritage at the Tatitlek Community School

Chugach School District (2015)

Report – Chugach School District: A Personalized, Performance-Based System

Part 1 – Explorations in Competency Education

Part 2 – Driven by Student Empowerment: Chugach School District

Part 3 – Chugach School District’s Performance-Based Infrastructure

Part 4 – Chugach Teachers Talk about Teaching

Part 5 – Ownership, Not Buy-In: An Interview with Bob Crumley, Superintendent Chugach School District

Part 6 – Chugach School District: Performance-Based Education in a One-Room School House

Part 7 – Teaching through the Culture: Native Education in a Performance-Based System

Part 8 – Performance-Based Home Schooling

Highland Tech Charter School (2014)

Part 1 – Highland Tech Charter School – Putting it All Together

Part 2 – Advice From Highland Tech Students

Arkansas

Springdale School District (2015)

Innovation Springing Up in Springdale

Student-Focused Learning in Springdale (2017)

Part 1 – Springdale, Arkansas: A Tradition of Innovation and Future of Opportunity

Part 2 – Building Learning Momentum at Springdale’s School of Innovation

Part 3 – Finding Time and Providing Support for Student-Driven Learning

Part 4 – Encouraging Learning Risks and Growth

California

Da Vinci Schools (2018)

Part 1 – Innovation in the Air at Da Vinci Schools

Part 2 – Conversations about Learning at Da Vinci

Part 3 – RISE (Revolutionary Individualized Student Experience)

Barack Obama Charter School (2013)

Ingenium Schools: A Big City Competency-Based School

Lindsay Unified High School  (2015)

Part 1 – Six Trends at Lindsay Unified School District

Part 2 – Preparing Students for Life….Not Just College and Careers

Part 3 – An Interview with Principal Jaime Robles, Lindsay High School

Part 4 – An Interview with Brett Grimm: How Lindsay Unified Serves ELL Students

Part 5 – It Starts with Pedagogy: How Lindsay Unified is Integrating Blended Learning (more…)

U.S. Department of Education Outlines Guidance for Submitting Amendments to State ESSA Plans

December 8, 2018 by

This post originally appeared at iNACOL on November 27, 2018.

Last week, the U.S. Department of Education released guidance outlining how states can amend their state plans under the Every Student Succeeds Act (ESSA). The ESSA State Plan amendment process offers an opportunity for continuous improvement of state education systems, toward greater coherence.

According to the guidelines, a state wishing to make an amendment will need to: (more…)

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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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…)

How Can States Transition to Student-Centered Learning?

October 22, 2018 by

This post originally appeared at ExcelinEd’s EdFly blog on August 14, 2018 and has been updated to include links to the first three briefs.

The proliferation of innovative, personalized and mastery-based models in schools, districts and states across the country demonstrates that completely prohibitive policy barriers, thankfully, do not exist. Our work has shown us that most states already have policies in place, (e.g., waivers) that can help schools implement new models—though we have also seen these opportunities remain largely underutilized or misunderstood. (more…)

When Equity and Student-Centered Learning Go Hand in Hand

October 18, 2018 by

I spent two days at the Student-Centered Learning Research Collaborative meeting last week. Kudos to the Student at the Center team for integrating equity and student-centered learning so deeply that they were one and the same. I’ll share three highlights of the meeting:

First, Eric Toshalis opened up the meeting with an acknowledgement that the meeting was taking place on lands that were originally those of Native Americans and that we were there without permission. After my trip to Aotearoa New Zealand, I have become a firm believer that we can build much stronger cultures of inclusivity if we are in a process of reconciliation and healing. I hold the greatest respect for Eric and JFF in launching the meeting in this way. (For those of you who are interested, this resource on how to honor native land can be helpful.) (more…)

Why New Zealand? A Primer on the NZ Education System

October 12, 2018 by

This is the second article in the series Baskets of Knowledge from Aotearoa New Zealand, which highlights insights from a totally different education system about what is possible in transforming our education system. Read the first article here.

As I planned my trip, I was constantly asked, “But why New Zealand? Are they better than we are?”

The simple answer is I went to New Zealand with the encouragement of Susan Patrick, CompetencyWorks co-founder and President/CEO of iNACOL. She visited several years ago and found that there were many lessons learned to be found there. However, the question of what makes an education system better than another one prompted an internal dialogue: “In what way might they be better? How do we judge the effectiveness of an education system?” It might be based on academic achievement scores but those don’t capture well-being, success in post-secondary employment, training or education, lifelong learning skills, or transferable skills such as problem-solving and communication. Perhaps we could look at the cost-effectiveness or satisfaction of teachers. Thus, I started my trip with an orientation of inquiry rather than analysis.

I am a believer in benchmarking against high performance to discover policies and practices that might bring improvements. However, I have not returned with solid recommendations for how we should replicate New Zealand. What I did find was that my expectations were lifted, my imagination sparked, and my understanding of our own education system clarified.

Below I provide a snapshot of New Zealand’s education system. In future articles, I’ll be looking more deeply at the system and the ways it can help us think about options for the American system.

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Idaho Site Visit: Mastery Education in Idaho

September 19, 2018 by

Opportunities for Competency Education in the Reauthorization of the Carl D. Perkins Act

September 4, 2018 by

Carl D. Perkins

This post originally appeared at iNACOL on August 3, 2018. 

On July 23, Congress voted to pass a bill to reauthorize the Carl D. Perkins and Technical Education Act of 2006 (Perkins Act) and on July 31, President Trump signed into law, the Strengthening Career and Technical Education for the 21st Century Act, providing states with the opportunity to advance competency-based pathways in career and technical education (CTE) programs. (more…)

Moving from Compliance to Agency: Maine Modifies its Proficiency-Based Policy

August 21, 2018 by

By Tony Webster (Maine State Legislature Office (Capitol) – Augusta) via Wikimedia Commons

The growing concerns about proficiency-based learning has led to the Maine state legislature repealing the proficiency-based diploma and modifying its policy that all school districts be expected to implement proficiency-based education. (A note: There are complications about when this goes into effect and, for those students already in proficiency-based systems, they will need to complete their high school experience with the same graduation requirements in which they started according to Maine law.) School districts do retain the option to move to proficiency-based learning and many are likely to do so.

Poor implementation by districts that were only making the changes to comply with state law rather than thinking about designing around what is best for students to learn created confusion such as thinking that proficiency-based learning is only a change in grading practice. Understandably, parents pushed back when districts mistakenly focused on the issue of “time being a variable” and no longer required students to attend school without having put into place the system that is designed to support student learning, such as building intrinsic motivation and systems of feedback on the habits of success. Instead of demanding effective implementation, the concerns about problematic implementation were directed at proficiency-based learning itself. Thus, the lagging districts that were driven by compliance were undermining the efforts of those leading districts that were empowered and driven to forge proficiency-based systems designed around research on how students learn. (more…)

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