Competency-Based Learning An Overview of Core Principles + Processes - PowerPoint PPT Presentation

Competency-Based Learning An Overview of Core Principles + Processes Facilitated by GSP Senior Associates: Mary Hastings Michelle Milstein Katie Thompson September 22, 2015

Outcomes Deepen understanding of the core principles of a competency-based education system.

Outcomes Explore a framework for K-12 implementation of competency-based learning.

Outcomes Develop systems to develop and implement graduation competencies based on standards.

Is a non-profit support organization based in Portland working nationally with schools, districts and state agencies, providing coaching, and developing tools.

We Believe In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship

We Believe That schools must simultaneously attend to policy , practice , and community engagement

We Believe School improvement is context-based , not one-size fits all

COMPETENCY is a student’s ability to transfer learning in and/or across content areas.

PROFICIENCY is a student’s ability to transfer learning in and/or across content areas.

MASTERY is a student’s ability to transfer learning in and/or across content areas.

Nick - 12th Grade ELA Grade Q1 73 Q2 70 Q3 70 Q4 68 Final 70.25

Comprehend complex literary and Meets informational texts. Interpret complex literary and Does Not Meet informational texts. Nick Write clear and coherent arguments. Does Not Meet 12th grade Produce clear and coherent informative ELA Meets and narrative writing. Develop and strengthen writing. Meets Conduct research projects. Incomplete Initiate and participate effectively in a Meets range of discussions. Present information and supporting Meets evidence, conveying a clear perspective. Habits of Work Does Not Meet

PROFICIENCY-BASED LEARNING IS NOT A stand-alone intervention

PROFICIENCY-BASED LEARNING IS A suite of practices resulting from the thoughtful combination of best practices currently used by expert educators with solid support in the literature

Research Overview PBL is not a “thing”—it’s a constellation of practices supported by research. Some of the research is new; some is from seminal works in education.

Table Activity • Read the document and identify two principles: - the principle that is most well established in our school - the principle that is the greatest stretch for our school • At your table, share what you have seen in your schools that led to your conclusions

These statements are actually the Ten Principles of Competency-Based Learning!

Standard Established norms or benchmarks for learning that define what students need to know and be able to do.

(Un)Common Terms for “Standards” GRADUATION POWER STANDARD LEARNING STANDARDS TARGETS PRIORITY LEARNING STANDARD OBJECTIVES DESCRIPTORS BENCHMARKS PROFICIENCY PERFORMANCE STANDARDS INDICATORS MEASUREMENT MASTERY TARGETS COMPETENCIES OBJECTIVES

Competency-Based Learning Simplifjed A Great Schools Partnership Learning Model Graduation Reporting Assessment Requirement Method Method Cross-Curricular Body of Evidence Transcripts and Graduation Standards YES Students demonstrate achievement of standards through a Report Cards 5–8 standards taught in all body of evidence evaluated using common rubrics content areas Verifjcation of Profjciency Content-Area Transcripts and Students demonstrate achievement of content-area YES Graduation Standards Report Cards graduation standards through their aggregate performance 5–8 standards for each content area on summative assessments over time Performance Indicators Summative Assessment Progress 5–10 indicators for each cross-curricular and NO Graded summative assessments are used to evaluate Reports content-area standard that move students toward the achievement of performance indicators competency and the achievement of graduation Learning Objectives Formative Assessment Teacher Learning objectives guide the design of curriculum NO Ungraded formative assessments are used to Feedback units that move students toward competency and the evaluate student learning progress achievement of performance indicators This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Graduation Competency Performance Indicator Learning Target

Competency-Based Learning Simplifjed A Great Schools Partnership Learning Model Graduation Reporting Assessment Requirement Method Method Cross-Curricular Body of Evidence Transcripts and Graduation Standards YES Students demonstrate achievement of standards through a Report Cards 5–8 standards taught in all body of evidence evaluated using common rubrics content areas Verifjcation of Profjciency Content-Area Transcripts and Students demonstrate achievement of content-area YES Graduation Standards Report Cards graduation standards through their aggregate performance 5–8 standards for each content area on summative assessments over time Performance Indicators Summative Assessment Progress 5–10 indicators for each cross-curricular and NO Graded summative assessments are used to evaluate Reports content-area standard that move students toward the achievement of performance indicators competency and the achievement of graduation Learning Objectives Formative Assessment Teacher Learning objectives guide the design of curriculum NO Ungraded formative assessments are used to Feedback units that move students toward competency and the evaluate student learning progress achievement of performance indicators This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

A Graduation Competency Is... a standard that focuses instruction on the most foundational, enduring, and leveraged concepts and skills within a discipline.

Competency-Based Learning Simplifjed A Great Schools Partnership Learning Model Graduation Reporting Assessment Requirement Method Method Cross-Curricular Body of Evidence Transcripts and Graduation Standards YES Students demonstrate achievement of standards through a Report Cards 5–8 standards taught in all body of evidence evaluated using common rubrics content areas Verifjcation of Profjciency Content-Area Transcripts and Students demonstrate achievement of content-area YES Graduation Standards Report Cards graduation standards through their aggregate performance 5–8 standards for each content area on summative assessments over time Performance Indicators Summative Assessment Progress 5–10 indicators for each cross-curricular and NO Graded summative assessments are used to evaluate Reports content-area standard that move students toward the achievement of performance indicators competency and the achievement of graduation Learning Objectives Formative Assessment Teacher Learning objectives guide the design of curriculum NO Ungraded formative assessments are used to Feedback units that move students toward competency and the evaluate student learning progress achievement of performance indicators This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

A Performance Indicator Describes or defines what students need to know and be able to do to demonstrate mastery of a graduation competency.

A Performance Indicator Is measurable.

A Performance Indicator Students can demonstrate their performance over time.

A Performance Indicator The aggregation of meeting competency on these performance indicators measures whether a student has met the graduation competency.

Competency-Based Learning Simplifjed A Great Schools Partnership Learning Model Graduation Reporting Assessment Requirement Method Method Cross-Curricular Body of Evidence Transcripts and Graduation Standards YES Students demonstrate achievement of standards through a Report Cards 5–8 standards taught in all body of evidence evaluated using common rubrics content areas Verifjcation of Profjciency Content-Area Transcripts and Students demonstrate achievement of content-area YES Graduation Standards Report Cards graduation standards through their aggregate performance 5–8 standards for each content area on summative assessments over time Performance Indicators Summative Assessment Progress 5–10 indicators for each cross-curricular and NO Graded summative assessments are used to evaluate Reports content-area standard that move students toward the achievement of performance indicators competency and the achievement of graduation Learning Objectives Formative Assessment Teacher Learning objectives guide the design of curriculum NO Ungraded formative assessments are used to Feedback units that move students toward competency and the evaluate student learning progress achievement of performance indicators This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Learning Targets Are... The component parts of a performance indicator - that is, the performance indicator has been broken down into a series of progressive steps and digestible chunks.