Competency-Based Learning Next Steps in RUSD’s Transition May 9-10, 2017
TODAY’S PRESENTERS From Great Schools Partnership Jon Ingram, Senior Associate Andi Weisman Summers, Senior Associate Moises Nuñez, Senior Associate
Warm Up
Agenda – Day 1 Welcome – Agenda, Objectives, Warm-Up Check-in on our work Grading & Reporting in a Competency-Based System Purpose of Grading 15 Fixes and Next Steps Habits of Work—Why They Matter Fishbowl: Modeling the Process of Gathering Feedback on the Draft Graduation Competencies
Materials for Today: http://www.greatschoolspartnership.org/rusd/
Outcomes I can give and receive feedback on the draft scoring criteria.
Outcomes I can support or replicate the process used to gather feedback on the draft graduation competencies.
Outcomes I can describe grading principles and practices that support competency-based learning for all students.
Outcomes I can explain the importance of habits of work for student success and strategies for assessing these habits separately from academic performance.
Outcomes I have a clear understanding of the next steps for RUSD in our transition to competency- based learning.
Check in on the work to date • Who’s used the CBL 101 slides? How did it go? • How’s the work on scoring criteria going? • Tips for streamlining? Other lessons learned?
Key Learning in Our Work • Report Cards ≠ Step One
Key Learning in Our Work • Report Cards ≠ Step One
Before Report Cards • Clear Graduation Competencies, Performance Indicators and Scoring Criteria • Consistent Assessment Practice • Consistent Grading Practices • Broad Base of Champions
From Competencies to Units Competencies Performance Indicators Reflection + Refinement Supports/Interventions Scoring Criteria Reporting, District-wide Reporting Learning Reflection, Curriculum Planning Mapping Refinement Scoring-with criteria Designing Instruction, Summative Task Design for Students attempt Feedback, Summative Assessment Learning Evaluation Unit Design Supports/Interventions Instructional Design Formative Assessment Instruction
Purpose of Grading One minute: Write down the top three purposes of grading in RUSD without consulting the other members of your team.
Common Purposes of Grading • Guskey and Bailey found several common purposes of grading when asking educators across the country. • Review the purposes—how are they similar or different to your top three? • Common ≠ Recommended. Common ≠ Common. Guskey, Thomas R. and Jane M. Baliey (2010) Developing Standards-Based Report Cards. Corwin: Thousand Oaks, CA
Common Purposes of Grading • To communicate student learning / student achievement • To help students self-assess • To select/identify students for educational paths or programs • To provide incentives for students to learn • To evaluate the effectiveness of instructional programs • To provide evidence of students’ lack of effort or responsibility Guskey, Thomas R. and Jane M. Baliey (2010) Developing Standards-Based Report Cards. Corwin: Thousand Oaks, CA
15 Fixes for Broken Grades • Review the “15 Fixes.” • As a team, complete the 15 Fixes Table • How does the “fix” support student learning? • What are the implications for our practice? • What are the toughest questions about each “fix”?
Tackling the Tough Questions • Share and decide on your top 1-2 toughest questions. Write them down on a poster. • As a team, visit other teams’ posters. • Discuss and write ideas on sticky notes in response to their questions. • You can leave probing questions in response
Debrief • What did you see? • What questions does this raise for you?
Break!
Thinking more about Habits of Work
Portrait of a Graduate: ACT Effort-based disposition
What are Habits of Work? Principles of Competency-Based Learning: #6 Academic progress and achievement are monitored and reported separately from work habits, character traits, and behaviors such as attendance and class participation , which are also monitored and reported.
Principles of Competency-Based Learning: #7 Academic grades communicate learning progress and achievement to students and families, and grades are used to facilitate and improve the learning process.
Habits of Work-Literature Review
Habits of Work Teaching Adolescents to Become Learners 2012 Literature Review Summary • Habits of work can be learned and should be taught. • Facility with habits (non-cognitive skills) impacts success towards academic content and skills. • Traditional grades + GPA are better predictors of educational success than test scores - because traditional grades include habits. Separating HOW from content/skills identifies the need for interventions + support.
HABITS OF WORK TIMELINESS RESILIENCE DOING HOMEWORK ORGANIZING MATERIALS METACOGNITIVE STRATEGIES PARTICIPATION COOPERATION GOAL SETTING AND ATTAINMENT ATTENDANCE EMPATHY FOCUSED ATTENTION RESPECT SURVIVAL AND HELP SEEKING SKILLS PERSONAL AND SOCIAL RESPONSIBILITY
Tracking Habits of Work • Look at a real sample of how one middle school student and parent can monitor competencies, indicators and habits of work. • What does this tell you about students? • How would it impact instructional and school practices? • How will separating habits of work support your students in demonstrating competency?
Gradebooks How does setting up a gradebook this way help with instruction and assessment? How might it help students reach competency?
Casco Bay HS Family Grading Guide
Casco Bay HS Habits of Work from Casco Bay Grading Guide There is a HOW Honor Roll for all students who earn a 3 or higher for a HOW grade in every class. “HOW Students of the Week” are also recognized at School Meeting
Key question regarding policy… What changes to graduation requirements, grading policies, and reporting would need to be made to separate habits of work from grades school-wide or district-wide?
Key question regarding practice… Turn and Talk How will separating habits of work from grading affect the classroom practices and instruction in your school and/or district?
Key question regarding community engagement… Turn and Talk How will you communicate with parents, teachers, and students about the need for change as well as the specifics of the changes?
What About Colleges?
Collegiate Endorsement 1. Endorse competency-based approaches to instruction, assessment, reporting, and graduation that establish universally high learning standards and expectations for all students in K–12 schools.
Collegiate Endorsement 2. Accept a wide range of transcripts if the students meet our stated admissions requirements and the transcripts provide a full and accurate presentation of what an applicant has learned and accomplished.
Collegiate Endorsement 3. Pledge that applicants to our institutions with competency-based transcripts will not be disadvantaged in any way.
What About Other Colleges?
We are starting these conversations…
What Colleges Tell Us: • The school profile is vastly underutilized (by public schools). A clear school profile is an invaluable complement to a student’s transcript. • Students are compared and sorted in this process. The profile can help colleges understand what the student has done in comparison to his/her peers. • In some cases, a 1-4 reporting system without finer gradations can be a challenge without a good school profile.
Fishbowl: Getting Feedback on Draft Graduation Competencies Purpose: • Revisit/review the work that is happening as RUSD prepares to transition to Competency Based Learning (CBL); • Complete an online survey on a draft of graduation competencies; • Provide feedback to district and other stakeholders.
Fishbowl: Getting Feedback on Draft Graduation Competencies Process: • Update on CBL initiative • What is a “competency”? • What is an “indicator”? • Survey • Questions / feedback
Fishbowl: Getting Feedback on Draft Graduation Competencies Debrief and Questions: • What worked well? • What would you change? • Questions? • Feedback on responses • Plans for implementation?
Day Two Competency-Based Learning Next Steps in RUSD’s Transition
Materials for Today: http://www.greatschoolspartnership.org/rusd/
Outcomes I can give and receive feedback on the draft scoring criteria.
Outcomes I can support or replicate the process used to gather feedback on the draft graduation competencies.
Outcomes I can describe grading principles and practices that support competency-based learning for all students.
Outcomes I can explain the importance of habits of work for student success and strategies for assessing these habits separately from academic performance.
Outcomes I have a clear understanding of the next steps for RUSD in our transition to competency- based learning.
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