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June 26, 2013
“If we are focused on seat time, we are focused on the wrong end of the student.” Ray McNulty (ICLE President)
¡ Need to disrupt the antiquated system so that it can adapt to 21st century demands
¡ A system based on learning is more meaningful than a system based on time
¡ Date of manufacture should not determine a student's path through her or his education experiences
¡ Our students need to be adaptable, entrepreneurial, and resilient, which demands a system that supports those demands and that growth
¡ Struggling learners who need additional time to master concepts, content, or skills
¡ Learners who have graduation requirement deficits ¡ Students who are ready to learn anytime, anywhere ¡ Gifted and talented learners who progress at ages
younger or rates faster than their chronological peers ¡ Teachers who are looking for ways to more effectively
differentiate the learning taking place both in and out of their classrooms
¡ Administrators who are looking for real-‐time data and school-‐wide patterns
¡ Legislative changes ¡ Iowa Core (implementation by 2014)
¡ Focus on the 4 guiding questions of PLCs (DuFour & DuFour)
¡ Close examination of assessment and reporting of learning
¡ 2012 Legislation eliminated the Carnegie unit as the basis for credit in Iowa high schools and required a task force to § Redefine the Carnegie unit into competencies § Construct personal learning plans and templates § Develop student-‐centered accountability and assessment models
§ Empower learning through technology § Develop supports and professional development for educators to transition to a competency-‐based system
¡ Competency-‐Based Education (CBE) § A system in which learning is the constant and time is the variable
§ Students advance upon mastery (fastest path to goals that matter with anytime, anywhere learning and no restrictions on seat time)
¡ Step 1: State CBE Forum (Dec. 2011) ¡ Step 2: Knowledge-‐Building ¡ Step 3: Shared Vision ¡ Step 4: Desired Outcomes ¡ Step 5: Action and Communication Plans ¡ Step 6: Pilot Project Development ¡ Step 7: State CBE Task Force ¡ Step 8: Progress Monitoring (reflect & revise) ¡ Step 9: Build Capacity
¡ Summer = rigorous curriculum design ¡ Cohorts 2 and 3 are underway
§ Representation from all buildings and grade levels § Diversity in disciplines represented
¡ Cohort 1 provides mentorship to Cohort 2 § Any SBG pilots move toward CBE
¡ Ongoing professional development ¡ SBG conversations in elementary buildings
§ SBG pilots, including one elementary school (build capacity across the district through PD)
¡ Ongoing professional development ¡ Train Cohort 4 (spring/summer 2014) ¡ Cohort 2 provides mentorship to Cohort 3 ¡ Cohort 3 provides mentorship to Cohort 4 ¡ Broader pilot of SBG across all elementary buildings
¡ Parent focus groups and information sessions for all parents
¡ Competency-‐based education (CBE) provides varied learning opportunities for every student to demonstrate a standard of excellence through flexible use of time, place, method, or pace.
¡ Competencies ¡ Standards
§ Unwrapped Iowa Core content areas § 21st Century Learning Skills
¡ Clarity of purpose § Learning targets § Rubrics
¡ RtI
¡ A competency is an enduring understanding that requires the transfer of knowledge, skills, and dispositions to complex situations in and/or across content areas and/or beyond the classroom.
¡ Multiple standards both within and across disciplines outline the knowledge, conceptual understanding, abilities, and skills required to meet the complex demands of the competency
▪ Assessment/demonstration at the upper levels of Bloom’s (analyze, evaluate, create/synthesize) or Webb’s (Level Three: Strategic Thinking, Level 4: Extended Thinking) as well as the appropriate use of the universal constructs, dispositions, and employability skills
¡ The process of evolution drives the diversity and unity of life, which is essential to drawing inferences about past, present, and future life on Earth.
¡ Reading nonfiction and informational texts is an essential means of acquiring, constructing, and expressing knowledge as an active participant in social and professional settings.
¡ Many outcomes in life involve chance, but probability and statistics allow people to determine the likelihood of an outcome and make reasonable predictions in order to make choices and take action in their own lives.
"Why...would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless.”
Robert Marzano
Student A Student B
What specific skills and concepts does Student A need to refine to succeed in Math?
If both students received the same grade in Reading, does that mean they need the same instruction?
Is Student B being challenged in Math? Is s/he making growth?
¡ Emphasis on formative ¡ Student-‐driven (multimodal) ¡ Most recent vs. average ¡ Self and peer assessment ¡ Learning is transferable
§ Within course or content area § Across disciplines § Beyond the school walls (multidirectional)
¡ Learning anywhere, anytime
¡ No zeros, Ds, or Fs
¡ No extra credit
¡ Learning targets are clear and communicated to the stakeholders (posted and available to students in advance of the assessment)
¡ Assessments are tied to standards and competencies; no compliance grading (separate learning from behavior through employability standards)
¡ Students may demonstrate proficiency over time with reassessments
¡ Grading is based on the highest level attained, rather than an average
¡ Proficiency Scale § 5 Exceeding Proficiency with Standard (Evaluation or Synthesis) § 4 Meeting or Exceeding Proficiency with Standard (Analysis) § 3 Meeting Proficiency with Standard (Application) ______________________________________________________________ § 2 (I) Approaching Proficiency with Standard (Understanding) § 1 (I) Approaching Proficiency with Standard (Knowledge) § NA No Attempt
Supporting students through "not yet" instead of accepting failure keeps students on the learning trajectory.”
Carol Dweck
Teacher A Teacher B Teacher C
¡ Teachers plan with remediation in mind (differentiation of time, place, method, pace)
¡ Just-‐in-‐time interventions based on formative assessments
¡ Learning contracts ¡ Blended learning (APEX, Odyssey) ¡ Success Center (high school) ¡ Homeroom intervention time (middle school) ¡ Competency Recovery (high school)
¡ First Semester § 973 students, K-‐12 § 76 earned an “Incomplete” at semester § 13 were not successful after remediation (5 are no longer attending school)
§ 20 accelerated through course content § 5 opted to increase their proficiency levels after the end of the term
§ 99% of our high school students earned a “C” or higher compared to 61% in non-‐CBE classes
¡ Second Semester § 957 students, K-‐12 § 49 earned an “Incomplete” at semester § 6 were not successful after remediation § 16 accelerated through course content § 5 opted to increase their proficiency levels after the end of the term
§ 99.6% of our high school students earned a “C” or higher compared to 62.8% in non-‐CBE classes
¡ Understanding that learning is on a continuum and is not based on age or teacher-‐determined timeframes
¡ Determination to battle the status quo, knowing that changing mindsets and deeply-‐ingrained mental models will be one of the most formidable challenges to successful implementation
¡ A systems thinking/doing perspective
¡ An appetite for learning and for contributing to the conversation at a local, state, and national level-‐-‐it is important to continue to read widely about competency-‐based education and the nature of change in our world so that advocacy will be effective and purposeful § It is also important for those interested in transformation to use their voices to educate others and to push our thinking by pointing out what might be around the corner; be visionary
¡ Resilience and grit
¡ Start with the “why” ¡ Create an overview of a well-‐articulated design process, from knowledge-‐building to writing competencies to unwrapping/aligning standards to developing proficiency scales to differentiating instruction and assessment to assessing fidelity of implementation § Also included should be how to design effective professional development to support the above
¡ Communication—learn how to build feedback loops to engage stakeholders early and often § It is important for students, parents, teachers, counselors/registrars, tech support personnel, administrators, board members, community members, and higher education officials are included in the design process and in the evaluation of implementation
§ HOW to use the information gained from feedback for reflection and growth should be included in the design
¡ Google group for pilot teachers ¡ Letters from district to all families in the pilot ¡ Syllabi, letters, etc. from all teachers to students/families
¡ Admin and counselor meetings to educate and update
¡ School Board meetings ¡ Building presentations ¡ Building capacity outside the district (presentations to IASB, UEN, ISEA, U of I, P21; membership on State Task Force)
¡ Parent focus groups
¡ Teachers need to make effective use of time, place, method, and pace as ways to vary learning experiences for students § Educators need to know how to individualize the learning process so that CBE is driven by student agency rather than by the system's agenda
§ If the Common Core is the floor—the base of what every student should know and be able to do—then how do we vary time, place, method, and pace so that the glass ceiling is removed and students can follow the fastest path to goals that matter to them?
¡ Develop robust RtI frameworks—how can we best remediate and enrich through the use of real-‐time data for just-‐in-‐time interventions that will support learning in this environment?
¡ Teachers and administrators will be concerned with the logistics of CBE and how they can successfully take learning "off the clock”
¡ Adaptation of student information systems and gradebooks so that this transformation is not held back by limited resources § Current SISs are philosophically and pragmatically limited in terms of CBE
§ If districts continue to hit walls during their efforts to track and report learning or to flexibly schedule students' educational experiences along with how those experiences are reflected on transcripts, they may turn away from this important work
¡ Understanding CBE from a systems perspective so that the interconnectedness and interdependency of the system (local, state, and national) can be mapped and managed
¡ This work cannot be completed in a silo and necessitates the preemptive work of identifying potential unintended consequences along the way
¡ Mapping policy evaluation so that districts and states can remove barriers to anytime, anywhere, any method, any pace learning
¡ A plan for educating state legislators and education officials as well as how to include local boards and other governing bodies in the conversation will assist districts with the change process
¡ Building a framework for including community resources in CBE—how to tap into local, national, and global resources to take learning beyond the walls of the school
¡ Districts will need support in marrying real-‐world learning experiences with competencies, standards, and evaluation by highly qualified teachers
"Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it's all that ever has." Margaret Mead
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