Tag: student agency

The Five Pillars of Teaching and Learning at KM Explore

December 11, 2017 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the third in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Kettle Moraine School District has introduced personalized learning into the elementary school level. Of the four district elementary schools, one is fully personalized and one is beginning to make the transition. We visited KM Explore, a charter school chartered by the district to create innovation space, sharing a campus with Wales Elementary. There are currently 148 students K-5 and 6 teachers.

The KM Explore team made the transition to personalized learning in 2015 after having invested in building their capacity in formative assessment for four years with Shirley Clark. They established a new mission and vision:

Mission: The mission of KM Explore is to engage a community of learners through authentic learning experiences by empowering them to be self-motivated thinkers, creators, and collaborators.

Vision: The vision of KM Explore is to customize student learning through an integrated learning framework that fosters authentic collaboration, engagement and reflection.

They then organized their approach to personalized learning with five pillars related to teaching and learning:

  1. Generative, Interdisciplinary Curriculum
  2. Multi-age Learning Community
  3. Habits of Mind
  4. Place Based Learning
  5. Collaborative Teaching and Learning

This approach is based on the idea that personalized learning and deeper learning experiences can be fully integrated, with students working at different levels, receiving differentiated support, and building lifelong learning skills.

Generative Interdisciplinary Curriculum

The discussion about generative, interdisciplinary curriculum was fascinating, as it suggested an entirely new way of organizing learning. KM Explore explains generative curriculum as the understanding that students, community and teachers work together to develop or create “in the moment” learning experiences.

  • Encouraging voice and choice in learning topics
  • Learning in a flexible manner, which content areas are interconnected throughout the day
  • Generating an experience that empowers a learner to question, engage and build community based on class initiatives or individual student interests
  • Growing learning pathways organically

Place Based Learning is the belief that learning takes place inside and outside of the “school walls” and that the community and its members are all part of the anytime/ everywhere learning environment.

Redefining learning spaces outside of the classroom walls

Using the community as resources, including students, community experts, and family members sharing their expertise with our learners.

This term was new to me, so Director Laura Dahm described the popcorn project. Earlier in the year students had a site visit to a farm where they had talked about plants, including corn. This site visit had been selected as a way of implementing another of the KM pillars of teaching and learning: place-based learning. From corn, the student interest then jumped to popcorn. So they learned about different kinds of corn and which ones were for popping. They then began to learn about the science of what made corn pop. Next, they created a small business to sell popcorn to high school students. The teachers could never have anticipated that the site visit to the farm was going to end up with a small business selling popcorn. KM Explore is designed to be highly responsive to follow student interest and prompting questions that would lead to multiple sets of knowledge and skills being taught. (more…)

An Update on D51: The Teaching & Learning Framework

December 6, 2017 by

When I visited D51 a year ago, they were in the midst of developing a teaching and learning framework. I was inspired by the participatory process and intrigued with the way the framework was being developed to spark dialogue rather than simply check the boxes.

At iNACOL17, I reconnected with Rebecca Midles, Director of Performance-Based Learning, and was thrilled to meet Leigh Grasso, Executive Director of Academic Achievement & Growth. They mentioned they had completed the Teaching & Learning Framework (T&L) and were willing to share it with CompetencyWorks readers.  

The purpose of the T&L Framework is to guide professional dialogue and reflection on how educators engage with students and with each other. If you remember from the D51 strategy, they are using an intentional process to support adult learning and avoid creating any high-stakes situations until teachers have been fully supported in developing their knowledge and skills in the Framework.

The Framework is organized around four interrelated dimensions: Professional Engagement,  Design for Learning, Learner-Centered Environment, and Monitoring Learning. Each dimension has three sub-dimensions with several purpose statements and the powerful guiding questions.

Dimension: Professional Engagement

Click Image to Enlarge

Professional engagement is organized around three roles of educators as learners: as a reflective practitioner, as a member of a learning communities, and as a learning system practitioner. This strikes me as an enormous step away from traditional ways of thinking about professional development and toward the type of professional learning that we hear about in Finland and New Zealand. When we talk about competency-based education, we try to emphasize that it requires establishing a culture, structure, and practices that contribute to a learning organization. This is very, very, very different from an organization based on top-down management and compliance. (more…)

Kettle Moraine: How They Got Here and Where They are Going

December 4, 2017 by

Image from the Kettle Moraine website

This article is part of a series on personalized, proficiency-based education in Wisconsin and the second in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Before they turned to personalized learning, Kettle Moraine School District (KM) was already considered a high performing school district, with 80-90 percent of students going on to post-secondary education and training and numerous recognitions of excellence every year. Superintendent Patricia DeKlotz explained, “How we think of success and high performance is based on what we measure. Eighty percent of our students go on to college, but only 45 percent of those students complete post-secondary. We want to measure ourselves based on things that really count for our students. We know we can do better. We know we can create more relevance for our students and their futures. ”

In fact, some people interpreted the suggestion that there should be change as an indication that there was a problem. DeKlotz explained, “When we first started talking about personalization, some people didn’t understand why. They saw it as we aren’t good enough. But that wasn’t the case at all. We are changing because we can do better, not that we are failing. This is important because trust between a district and the community, between schools and parents, begins with the belief that we are doing the very best for students. It’s important to begin from a position of strength if you can.” Assistant Superintendent Theresa Ewald added, “Many of the traditional measures of success used are those that were set in a time when few attended college, when knowledge was less accessible to all. The context has changed, so must the measures of success.”

There was another driving force: finances. Wisconsin, like other states, hasn’t been keeping up with increases in inflation, and the cost pressures are significant on districts. KM had had revenue limits in place since 1993. DeKlotz described that previous response to the tightening fiscal situation was to try to cut programs and drop things from the budget. Her background in business and familiarity with the Kaizan approach encouraged her to find another way. As did meeting Richard DeLorenzo, one of the architects of the Chugach performance-based model at a MCREL meeting. The dual drivers of costs and excellence catalyzed KM to look for more cost-effective ways of organizing education. Their answer was personalizing education to create more efficiency and to be much more effective for preparing their students for college, careers, and all they might encounter in life.

The shift to personalized learning and the district’s ability to sustain the transformation is based on four major processes:

  • School board adoption of a policy governance model: Working with Superintendent Pat DeKlotz, the school board clarified its role as policy, advocacy, and helping to promote the district. This left DeKlotz and her team to make strategic and operational decisions as they emerged.
  • Strategic visioning: Every three to four years, the district engages 100 members of the community in building a strategic vision. The most recent developed the vision of Learning Without Boundaries and guides the district today. The final product is a paper that is shared widely in the hopes of reaching even more people to engage them in the shared vision.
  • District annual retreat: Every year the school board and leadership council, consisting of twenty-four community members and educators, reflect on data about student achievement, school performance, financials, and student and parent feedback. They set the goals for the next year and develop 100-day action plans. This continuous improvement and public accountability has been instrumental in building trust between the district and community.
  • School annual retreats: Every school uses the same retreat process with a leadership team, reflection on school goals aligned with district goals, action plans, and monitoring implementation of those plans.

DeKlotz emphasized, “These processes have proven to be essential. This is how we hold the change process tight and not have things slip off the plate.” The strategic visioning process was particularly meaningful. As described in the first article about personalized learning in Wisconsin, the Institute for Personalized Learning describes three core elements of personalized learning: learner profile to track student learning; customized learning plans; and proficiency-based progress. KM wanted to make sure their understanding of personalized learning was embedded in their own experiences as a community. Based on the strategic visioning process, KM developed the vision statement Learning Without Boundaries, which captures the spirit of their personalized learning approach. (more…)

Kettle Moraine: Where the Future of Education is Being Created Student by Student

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This article is part of a series on personalized, proficiency-based education in Wisconsin and the first in a ten-part series on Kettle Moraine. Start the entire series here.

There are many reasons to learn about what Kettle Moraine School District is doing:

  • Personalizing education;
  • Opening up learning by using a learner continuum rather than grade level standards;
  • Multi-age classrooms;
  • Chartering schools to test innovations prior to scaling;
  • Micro-credentials;
  • Place-based learning; and
  • Community outreach and community partnerships.

Similar to Waukesha’s STEM Academy, Kettle Moraine (KM) is using a learner continuum that recognizes where the student is and where they will go. Although the standards might be the same, organizing around the learner rather than the grade level opens up new ways of organizing learning. It’s easier to think about meeting students where they are. It’s easier to allow students to learn above their grade level. It’s easier to think about providing students multiple opportunities for how they learn, as teachers must have resources and assessments prepared for students at different places along the continuum. This is the direction every district should be going.

This series is designed to help you understand the Kettle Moraine (KM) approach and how they are making it work. But don’t get too excited. Kettle Moraine is implementing personalized learning based on a strong culture of learning, a belief that students can learn to be independent learners, and a few powerful structures including a graduate profile and learner continuua. And each personalized learning school has then selected their own themes, their own learning designs, and instructional strategies to emphasize. Thus, you are not going to find an easy recipe for replication. Wherever I could, I’ve added links to KM video and resources so you can go even deeper. I truly encourage you to take the time to read this series slowly.

Get Ready to Read This Series

To get ready to read this series, I also encourage you to do two things and to consider two things. (more…)

Waukesha STEM Academy’s Journey from ABC to the Learner Continuum (Part 4)

November 27, 2017 by

Image from the WSA website

This article is part of a series on personalized, proficiency-based education in Wisconsin and the fourth in a four-part series on Waukesha STEM Academy. Start the entire series here or read the first part on Waukesha. 

The transition of Waukesha STEM Academy (WSA) to a personalized, proficiency-based system didn’t happen overnight. Principal James Murray and the team at WSA started down this road in 2010, moving through four stages of implementation.

The first stage was moving toward blended learning and incorporating educational software. Murray explained, “The programs provided a lot of data, especially in math. We had to learn how to use it. We had an innovation dip, and the student data plateaued before finally starting to shoot upward. However, we realized there were problems. We were giving students choices. We thought the gamification would be engaging. But we weren’t teaching students the really important skills of how to collaborate, create, and innovate; we were still somewhat stuck in the consumption game and we wanted to transition to the production side of town.” Murray emphasized, “We started to understand that there was a strong and often overlooked nuance between getting something done compared to mastering concepts and owning the ability to contextualize these skills. We realized that students could never get to mastery solely by using adaptive educational software. You simply can’t do it all online. There are definitely powerful supplemental resources for students, but not the core instructional strategy. We never wanted these programs to supplant great instruction and varied modalities and, more importantly, the application of the skills being developed needed to be the keystone of this process.”

So WSA took a big step back. They began to repurpose. Murray explained, “We started thinking about the endgame. We have to put students on a playing field in life. We wanted our students to know how to learn, make progress, demonstrate their learning, and own their education. We needed to think about how we could prepare our students for that.”

In stage two, or STEM 2.0, WSA focused on what it was going to mean to use STEM to help students build higher order skills. They reorganized the campuses so there was now a K-5 and a 6-8 with 850 students enrolled overall. The next step was moving to 1:1 netbooks, expanding the project-based learning to disband projects tied to grade-levels and add in student-proposal projects, and building a platform to support monitoring students. During this stage, they narrowed grading to A-D with the idea that no student should ever be failing a course.

The third stage, referred to as STEM 3.0, introduced standards-based grading (using standards and committing to every student meeting all the standards). Murray pointed out, “We were focusing on proficiency and mastery. We had an adult mental model in which we kept telling students, “You need to do this or that. You need to reach proficiency. Our feedback on behaviors emphasized compliance.” At this point they started understanding that grade-based standards were adult-driven based on what we expected but not where students really were. The standards were transparent but the expectation was that students were all learning the same standards and at the same pace. They also realized that they needed to shift the orientation to learner-driven so they were helping students begin to own their education and their progression.

In the fourth stage, WSA created their own learner continuums that were informed by standards and learning progressions, organized courses to meet students where they were, increased transparency for students about learning expectations and progress, invested in more coaching and reflection in developing personal habits of success, and created the information system to support it all. The vision was finally staring to take shape and people were beginning to really notice the difference in production, engagement, and excitement for learning. This brand new concept of a school had started to grow its sea legs and was now beginning to transform the educational system as we had always known it into a program model that functioned much like a blend of a start-up company and a think-tank, woven into a technical college type-campus.

Use of Technology to Support Students and Teachers

Murray explained, “In order to make the personalized, proficiency-based system really work for students, teachers, and parents, we needed a really good LMS. It needed to operate as a fully-accessible digital file cabinet so that teachers, students, and parents could have access to real-time data and resources.” As every school shifting to competency-based education knows, that’s not so easy to find. “We didn’t just want to build a system and then let it collect dust, as the teachers were the keepers of knowledge. We wanted our most important customers – our students and parents – to be able to access these tools whenever and wherever they pursued their learning. (more…)

Waukesha STEM Academy: Rethinking Space, Time, and Reporting (Part 3)

November 20, 2017 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the third in a four-part series on Waukesha STEM Academy. Start the entire series here or read the first part on Waukesha.

“Once you get a new iPhone, you can’t go back to a flip phone…it just doesn’t feel right,” remarked Waukesha STEM Academy principal James Murray. We had been discussing the power of creating a transparent learner continuum and the implications for other parts of the instructional and school design.

Use of Time

One change just led to another, and there was no way to stop or back up because the value to students was so apparent. Murray likened it to climbing a tree, branch by branch. “Eventually, you look down and realize how high you have climbed. We were so far beyond the norm that we weren’t going to turn back and climb down that proverbial tree.” For example, in rethinking the learner continuum, Waukesha STEM Academy (WSA) also started rethinking the structure of time and how it impacted learning. Instead of a semester or a school year, they began to think about how they would use the 540 days of learning students had while at STEM and then stretch the learning experience into the summer and vacation months. They are now pushing to see how they might provide a year-round model with more learning during the summer through seminars.

One of the principles they used is Do less so you can do more. They reduced core courses from eight to three per day.  The WSA considers the schedule a framework (scroll down to see this week’s framework), as it is something that guides but can be changed if needed. The first fifteen minutes of the day is spent for a transition to learning spaces. The idea of transition is that students check in with whom they need to, grab the resources they need, finish up any work they need to, and find their way to their learning space. The schedule is then a mix of four core courses each day with times aimed at supporting students and openings in the day, when students are able to work on focus areas respective of their individual and personalized learning goals.

Twice a week, students have FLEX where they go to whatever teacher and course they need extra help or extra time with to complete their projects. Homework Club is available three times a week for extra help after school, with students working in a math lab or literacy lab as needed. Murray noted that 98 percent of the students who need the extra help stay after school. In addition, twice weekly Advisory has formal reflection time for students to think about how they are using the time in the day for their learning, as well as to focus on personal success habits, digital citizenship conversations, ACP lessons, and other types of training and coaching.

CONNECT happens at lunch every day, with students touching base with staff as needed or as requested. This is a very unique approach to lunch, because 100 percent of students are on, all at the same time. No one tells students when they need to eat or where they need to go. In this hour, students choose when they eat and which teachers they will go to connect with. At first, there were conversations about schooling this concept and telling groups of students when they needed to eat and where they needed to go. This quickly fell by the wayside when the mission of this time was looked at closely. “We wanted to help our students build skills in time management and ownership of their day,” Murray adds. “When you do it for them and tell them when they can eat and where they need to sit, and make them raise their hands to throw their trash out or excuse themselves from the table, you have removed the ability and need to develop that sense of growth. Our goal was to build independence, not dependent students who didn’t need to think for themselves.”

When students first join WSA, they are offered a four-week Bootcamp during CONNECT to fully understand the proficiency-based system and the information management systems that support it. Students only exit the Bootcamp when they have demonstrated that they understand the necessary components to be successful at WSA. They learn how to use Google Docs and the information management system For All Rubrics; they are introduced to how the schedule is organized; they become familiar with the learner continuums and rubrics; and they learn how to use FLEX, CONNECT, and Homework Club to best support their learning. Once they demonstrate mastery in these areas, they are released into Gen. Pop. and are “pushed out of the nest,” so to speak, and show that they can be successful. If, after a few days, it is observed that a student still needs some support, they are reeled back in to Bootcamp so they can further develop the skills they need to build up.

Rethinking Space

(more…)

Highlights from the CBE Leadership Forum at iNACOL17

November 17, 2017 by

At iNACOL17, CompetencyWorks organized a Leadership Forum for people with more than one year experience in implementing competency-based education. We organized conversations so that people would have a opportunity to meet each other, exchange ideas, and look both backward and forward. There is no way to capture the lively conversation of 60+ people talking about a topic they care deeply about. However, I will do my best to give you a flavor of those conversations.

Before I highlight a few of the conversations, I feel it is important to share some feedback for our colleagues who work at the national level and in intermediary/technical assistance organizations. I received multiple requests from district and school leaders that the Leadership Forum next year only include people at the state, district, and school levels, and that people from supporting organizations have their own space to talk. The feedback was consistent and from several different tables: The people from field organizations took up too much air time and often spoke from what they think should be happening rather than what is rooted in experience. This is important information for all of us, including myself.

The field is changing, with much more expertise rooted in the districts and schools than ever before. It is worthwhile for us to take a step back and think about what the implications of these changes mean. We certainly need both types of perspective – those with in-depth knowledge developed from implementation and those with broader perspectives who understand differences in how competency-based education is developing, as well as with expertise around the different topics for which we need to build capacity. We also need to honor that district and school people have few opportunities to meet with their colleagues, whereas people in supporting organizations have lots of opportunities for meetings, given that this is how much of our work gets done.

I don’t know what we will do next year – however, my instinct is to honor the requests of district and school leadership. Perhaps those people who want to attend and are not in those positions can participate as note takers and facilitators so that they have opportunity to listen and learn.

Highlights of Conversations:

As you reflect back on your experience in the implementation of CBE, what were the easiest wins or successes?

  • Getting people to see the value of a CBE system.
  • With a clear mission/vision, the work of defining competencies becomes easier.
  • Building on what is already in place so you don’t try to create something completely new, including finding ways to engage people who are already doing some of the practices and building from there.

(more…)

Waukesha STEM Academy: Personalizing Instruction and Learning Experiences (Part 2)

November 13, 2017 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the second in a four-part series on Waukesha STEM Academy. Start the entire series here or read the first part on Waukesha. 

Many people describe WSA as a STEM school or as a project-based learning school. Murray quickly pointed out, “I couldn’t really make a blanket statement that we are a project-based school or not. It really depends on the student and how they learn best. For some students, hands-on learning and projects all day work great; for others, not so well. We organize the instruction and learning around what works for students.” He continued, “We started out as a project-based school until we discovered that not every student is ready to do hands-on learning the day they walk through our doors. We failed forward and learned by doing and not doing. Now we ask and discover through conversations with our students what the best fit is for them and roll from there. What does the student need? What type of environment do they like? What type of modality fits their learning habits best? What type of seat do they like, even! Maybe their best fit is direct instruction from a teacher, possibly a slide-show or presentation, maybe it is to watch a video so they have some control and can re-watch, or maybe what they need to do is create a video to teach other students.”

Instruction

The shared pedagogical philosophy at WSA begins with making learning visible. This starts with an agreed-upon workflow process that has students able to access ‘playlists’ or the resources they need for the unit or progression of skills, followed by students planning for and engaging in learning. The next stages are skill building and practice tasks and experiences with formative feedback, which is then followed by summative work where students submit artifacts that demonstrate their proficiency for a specific level of skill and demonstrating mastery. Finally, the learner continuum is used to monitor and share student progress to help support a competency-based learning system. And the cycle begins again.

As emphasized above, the specific instructional strategies vary based on a combination of student needs and the teacher’s professional judgment about what will be most effective delivery and modality for students. There are different instructional modalities, including direct instruction, complementary and adaptive educational software, Socratic seminars, problem-based learning, and project-based learning. There is an emphasis on students applying their learning through the design process, innovating and creating things, capstones projects followed by gallery walks, and project-based learning. Murray explained, “It really feels unique and pretty real when you walk down the hallways and into learning spaces here, because you don’t see just STEM at WSA, you actually have to step over it.”

WSA knows that teachers need time for planning. Given the high degree of interdependence of math skills, with students needing to access prerequisite concepts and processes, the math team has 80 minutes [together] every day for planning and strategizing for providing support to all students. “When we sat back and reflected on our schedule for about the hundredth time in Year 3,” Murray laughs, “we recognized that we truly needed to be responsive to our teacher’s needs and not just our students’, or burnout was sure to follow.  Similar to how a teacher would ask a student how they learn best, I asked our staff how they would work best, and they gave some amazing feedback and a vision. This vision blended with our students’ needs and brought upon our new daily and weekly framework, which is quite fluid to support needs of all learners in the school.” Feedback was then gathered from students, staff, and parents to continue to grow the best possible framework for optimal learning and teaching conditions.

Mix of Courses and Educational Experiences

Before WSA made the transition to personalized, proficiency-based education, there were eight core courses and transitions a day. “With that many transitions and classes came that much less time to learn and time wasted moving between classes,” Murray says. “What if we didn’t have bells, reduced the amount of transitions between classes, and built up the amount of time that students were able to spend on experiments, projects, and collaboration? What if we just gave students more time to apply their learning and opened up the pacing a little bit?” It seemed to be the switch that needed to be flipped, because engagement and performance skyrocketed, and WSA currently organizes their day into four main COREs, as they’re called. Murray insists that the day isn’t a block-schedule and there is evidence to prove it. “When we visited other schools or teams come to visit us, they quickly ask if our schedule is a block schedule when they see it and I show them the past two, three, and four weeks that we have just experienced. Every single week this year has been different for the most part, based on what took place each week – which trips were built in, which mentors and partnerships came to visit, when Advisory took place, and when we felt the need to build in a FLEXible afternoon, where students created their own schedule for half of the day. Folks aren’t sure how to take that, but it excites them when they see that it’s possible.” Murray shared that at WSA, they even run mornings and half days where the students are able to visit Passion-Project Seminars based on their own interests and, at times, the students are the ones who are running the seminars. (more…)

Creating a Learner-Driven System in Waukesha (Part 1)

November 8, 2017 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the first in a four-part series on Waukesha STEM Academy. Start with this look at what’s happening state-wide. 

I arrived early at Waukesha’s STEM Academy – Saratoga Campus (WSA). Entering the front door, one immediately steps into a relatively open space carved into smaller areas by bookshelves, desks, and a variety of seating options. The place was humming. Students streaming in, unpacking backpacks, clustered in corners talking, some wrapping themselves in chairs with a book or a computer. A film crew from a local station was set up in another area to interview two young women who were winners in a regional Toy and Game competition. (See for yourself in A Day in the Life or virtual tour videos.)

I hadn’t had my coffee yet and was having difficulties taking it all in. Especially the five-foot-long Ball Python in principal James Murray’s office, which luckily hadn’t had his coffee either and lay there peacefully. (I later learned that a parent, who was ready to pass on the snake to the next caretaker, had dropped it off at the school.)

WSA serves over 300 students in a middle school, all of whom are selected through a random lottery and without any criterion to enter. Jokingly, Murray points out the irony in the lottery process, because even though the school is a one-to-one technology school, full of 3D printers, laser engravers, CNC routers, saws, drills, and a flurry of digital learning platforms and 55” TV’s lining the walls like posters, the lottery is conducted through a process that uses an old-school Bingo hopper. “We want all students, “Murray points out. “We don’t want to go out and hand pick our students…we want students…period.” He shares that, “we have the 1st through the 99th percentile in academic readiness and the 1st through the 99th percentile in behaviors when they come through our doors. After Day 1, it’s a whole new ball game, and we help foster caring, compassionate citizens who end up becoming great students. One is the byproduct of the other, and I honestly don’t feel that these can be grown in isolation, nor should they be.”

He also quickly disposed of the idea that middle school simply means grades six through eight. “On paper, this campus is grades six through eight. That’s about where that antiquated theory ends, though. Students enter our school with skills that stretch from second grade and extend beyond tenth, eleventh, and twelfth grade. Basically, we’ve eliminated grades based on your age… here is no born-on date for progress and success. We help students own the fact that when they arrive here, they are on a 540-day journey, with each student entering at a different place and moving at a different pace. We are, simply put, a competency-based school.” Although we at CompetencyWorks have anticipated schools thinking this way, to date it is few and far between. I didn’t even need my coffee anymore. I was alert to make sure I didn’t miss any of the details about how WSA had developed.

Theory of Action

WSA has a clear theory of action that drives how the school is organized and the culture of the school. (more…)

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

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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

(more…)

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