To College and Career Readiness March 19 2014 300 400 pm Presenters 2 State Leaders Sharon Lee Director of Multiple Pathways Rhode Island Department of Education Paula Barney Postsecondary and Workforce Readiness Specialist Rhode Island Department of Education ID: 711250
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Slide1
Advancing
Competency-Based Pathways
To College and Career Readiness
March 19, 2014 | 3:00 – 4:00 pmSlide2
Presenters
2
State Leaders:Sharon Lee, Director of Multiple Pathways, Rhode Island Department of EducationPaula Barney, Postsecondary and Workforce Readiness Specialist, Rhode Island Department of Education
Oliver Grenham, Chief Academic Officer, Adams County School District 50, ColoradoElliott Asp, Special Assistant to the Commissioner, Colorado Department of EducationAchieve:
Anne Bowles, Senior Policy Associate Cory Curl, Senior Fellow for Assessment and AccountabilitySlide3
Agenda
3
Introduction to the CBP state policy framework, developed through a working group of 11 states and 12 partner organizations (Cory Curl)Rhode Island’s efforts to work with a vision and strategy team to develop a framework to advance proficiency-based education (Sharon Lee and Paula Barney)Overview of why Adams County School District 50 in Colorado decided to move towards competency-based
learning, and early successes, challenges and lessons learned in the areas of assessment, accountability and graduation requirements (Oliver Grenham) Colorado’s role in advancing competency-based pathways, with an eye toward state policy and implementation support (Elliott Asp) Q & ASlide4
State Policy Framework
4
Purpose: to assist states in building toward statewide adoption and implementation of competency-based pathways (CBP) that support all students in reaching college and career readinessFocus areas:
graduation requirements, assessment and accountability, given that states must address these areas to reach a cross-cutting, accepted definition of competency that equates to a college- and career-ready level of performanceFormat: designed to inform planning conversations, including setting a vision for a state policy structure and identifying and weighing options to move toward this vision
Source:
Achieve. July 2013. Advancing Competency-Based Pathways to College and Career Readiness
The framework recognizes that there is no one-size-fits-all strategy to advancing policies that support CBP, that everything does not have to happen at once, and that both the vision and approach to implementation will vary greatly across states.Slide5
Competency-based pathways can help all students reach college and career ready standards through the following strategies:
Students advance upon demonstrated mastery
Competencies include explicit, measurable, transferable learning objectives that empower studentsAssessment is meaningful and a positive learning experience for studentsStudents receive rapid, differentiated support based on their individual learning needsLearning outcomes emphasize competencies that include application and creation of knowledgeThe process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenshipDefinition of Competency-Based Pathways in the State Policy Framework
5Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL,
http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdfSlide6
About the State Policy Framework
6
The framework is organized according to three major areas in which states have a significant role:
Graduation Requirements
Summative AssessmentAccountability SystemsSlide7
Cross-Cutting Elements
7
Within each area, the framework is organized according to the following:
Characteristics
Timing and frequencyState role in advancing changeEnsuring quality, consistency and alignmentPostsecondary alignment, credibility and useSlide8
Categories
8
For each of the cross-cutting elements, the framework includes the following categories:
Policy questions
– key state policy or implementation decisionsPolicy levers – potential mechanisms for states to advance policy and implementationPotential options – the range of policy and implementation paths that states may take based on answers to the policy questions, prompting states to select their preferred option and note benefits or challengesSlide9
Achieve is providing targeted policy and implementation support to a group of states committed to advancing competency-based pathways (CBP) to college and career readiness for all students. The support is designed to complement and reinforce states’ overall plans to implement the Common Core State Standards (CCSS) and propel far more students to a college- and career-ready level of performance.
States
: Colorado, Connecticut, Delaware, Illinois, Kentucky, Maine, Michigan, New Hampshire, Ohio, Oklahoma, Oregon, Rhode Island and Vermont.Participating states commit to pursuing policy and implementation changes in graduation requirements, assessments and accountability. States need to address all three in order to reach a cross-cutting, accepted definition of competency (or depending on the state’s terminology, proficiency or mastery) that equates to a college- and career-ready level of performance. This is essential to ensure rigorous determinations of student competency on the CCSS and other college- and career-ready standards.
Achieve’s CBP State Partnership9Slide10
Rhode Island Policy Framework
Rhode Island regulations support and encourage personalized learning and proficiency-based pathways
10Slide11
Proficiency-Based Learning
Alignment of Opportunities
Vision Definitions of CCR/Proficiency State Planning for Implementation
Readiness
E
valuation School Level Planning Implementation
Policy Framework Pathways Proficiency Based Learning
LIS schools Conference Global Best Practice Leading NextGen Work
Vision
Planning
Development
Implementation
Statewide Coordination Proof Points Promoting National DialogueSlide12Slide13
Creating Conditions for Success
Personalized and Proficiency-Based Learning (PBL) Slide14
Draft Rhode Island VisionSlide15
+
Statewide Collaboration
Toward Advancing PBLSlide16
Developing a
Competency Based System
Adams County School District 50
March 19, 2014Slide17
Who are we as a District?
What is our educational model for all learners?
What do the data say on our progress so far?Focus of Improvement StrategiesOur challengesQuestions 4/8/2014 5:04 PM
17OverviewSlide18
Who Are We?
Snapshot
10,000 total students 12 Elementary Schools 3 Middle Schools2 High Schools (one alternative)1 Charter School1 Early Childhood CenterDay Treatment Program (ISC)18Slide19
Low static achievement
Persistent achievement gaps
Poor graduation rateHigh post secondary remediation rateAccredited as “Turnaround”
Increased learner challengesSought Comprehensive Appraisal for District Improvement (CADI)State conversations about 21st Century Learning
SB07 -053 (Integrated P-16 Education System) HB 07-1118 (HS Graduation Requirements)SB 08-212 (CAP4K)Moral Purpose “Proficiency for ALL”
Motivation for Systemic ChangeSlide20
What we needed…
Systemic approach that ensured continuous rigorous learning and demonstrated performance (proficient or better) within and across all schools from the time our learners first entered preschool through graduation. Slide21
Adams County School District 50
Accreditation
Plan Designations
(October 15, 2013
)
2009 - 2010
2010 - 2011
2011 - 2012
2012 - 2013
Schools
Points
Schools
Points
Schools
Points
Schools
Points
Crown Pointe
82.0
Crown Pointe
80.0
Sunset Ridge ES
87.3
Mesa ES
74.7
Sunset Ridge ES
66.7
Mesa ES
71.8
Mesa ES
79.2
Crown Pointe
69.4
Flynn ES
53.4
Harris Park ES
59.4
Flynn ES
74.0
Tennyson Knolls ES
68.2
Tennyson Knolls ES
51.6
Sunset Ridge ES
58.2
Crown Pointe
72.8
Sunset Ridge ES
65.8
Metz ES
50.6
Metz ES
51.1
Skyline Vista ES
71.6
FM Day ES
62.0
Shaw Heights MS
46.0
Skyline Vista ES
51.1
Fairview ES
64.4
Flynn ES
61.8
Harris Park ES
44.5
Hodgkins ES
50.1
FM Day ES
63.5
Skyline Vista ES
61.2
Skyline Vista ES
43.8
Hidden Lake HS
54.1*
Sherrelwood ES
54.1
Sherrelwood ES
58.5
Westminster ES
43.8
Tennyson Knolls ES
46.9
Harris Park ES
49.2
Metz ES
54.2
Westminster HS
39.5
Shaw Heights MS
45.3
Westminster ES
48.9
Harris Park ES
53.1
Ranum MS
39.1
Fairview ES
43.8
Tennyson Knolls ES
48.2
Shaw Heights MS
51.1
Scott Carpenter MS
36.8
FM Day ES
43.3
Hidden Lake HS
57.0*
Hodgkins
ES
49.6
Hidden Lake HS
29.6
Flynn ES
40.3
Hodgkins ES
44.4
Westminster HS
47.4
Mesa ES
27.1
Scott Carpenter MS
37.6
Shaw Heights MS
43.6
Hidden Lake HS
53.2*
Sherrelwood ES
26.7
Westminster ES
37.6
Westminster HS
43.2
Ranum MS
46.7
Fairview ES
26.6
Westminster HS
36.1
Metz ES
39.7
Fairview ES
46.4
FM Day ES
26.3
Sherrelwood ES
28.2
Scott Carpenter MS
38.6
Westminster ES
43.8
Hodgkins ES
26.3
Ranum MS
26.3
Ranum MS
38.2
Scott Carpenter MS
41.6
District
30.9
District
40.2
District
46.4
District
44.6
K-8 Plan Assignment
Points
High School Plan
Points
District Plan
Points
Performance
> 59
Performance
> 60
Performance
> 64
Improvement
47 - 59
Improvement
47 - 60
Improvement
52 - 64
Priority Improvement
37 - 47
Priority Improvement
33 - 47
Priority Improvement
42 - 52
Turnaround
< 37
Turnaround
< 33
Turnaround
< 42
*Hidden Lake High School is designated an Alternative Education Campus and lives under a separate accreditation.
** The 2013 SPF has not yet been received for Hidden Lake HS. Slide22
Improvement Strategies
Deepening competency based instructional practices
Restructuring to support P-20 education
Involving stakeholders differentlyFocus on systemic leadershipSlide23
Definition of a Learner-centered Classroom
A true Learner-centered classroom is where “learners and teachers respond to and reflect on progress in order to build ownership and independence by involving teachers and other learners to become problems solvers, move through levels, meet their goals and figure out their own path to success; learners have the opportunity to make choices and demonstrate proficiency throughout the learner-centered classroom.
Teachers instruct and guide individual learners, small groups, as well as the whole class to set high expectations for all learners and determine the most effective instructional strategies for each learner in the classroom.”
- Developed by Adams County School District 50 teachers (2011)Slide24
Challenges…
Number of students not at expected academic level
Re-engineering for student learningTransition from “seat-time” to a competency based learning systemCommunication with Stakeholders
Resource ReallocationColorado Academic StandardsUse of Primary Resources“Time-bound” High Stakes Assessment & Accountability Measures Slide25
Challenges…
Recording and Reporting
Special PopulationsHigh School TransitionIntegration with Other Districts, Colleges and OrganizationsSchool StructuresProfessional DevelopmentDesigning
effective state policy frameworksCompetency Based Graduation GuidelinesSlide26
Learning for All
– What
Does It Take?“We can, whenever and wherever wechoose, successfully teach all childrenwhose schooling is of interest to us. Wealready know more than we need to do that.
Whether or not we do it must finally dependon how we feel about the fact that wehaven’t so far.” Ronald Edmonds 1935 - 1983Slide27
Policy and Implementation
SupportAchieve CBS Webinar
Competency-Based Systemsin ColoradoMarch 19, 2014Slide28
“The knowledge, skills, and behaviors essential to high school graduates to be prepared to enter college and the workforce and compete in the global economy including content knowledge, learning and behavior skills
”
Source: State Board of Education and the Commission on Higher Education’s joint adoption on June 30, 2009 of the description of Postsecondary and Workforce Readiness. Postsecondary and Workforce Readiness: Definition28Slide29
29
Content Knowledge
Math and Literacy SkillsAbility to reason, analyze and synthesize
Ability to collaborateAbility to learn and adaptAbility to manage time and projects
Ability to make and capitalize on connections and opportunitiesAbility to manage riskUse failures to drive improvement
Intended Student OutcomesSlide30
Drive to Contribute
Professional
Entrepreneurial
Academic
Self Knowledge
Colorado’s Emerging ModelSlide31
COMPETENCY-BASED
SAFE AND HEALTHY
What are the characteristics of learning environments that help students develop
core competencies
, self knowledge and the drive to contribute in a way that maximizes their UNIQUE POTENTIAL
? PERSONAL AND PERSONALIZED
CO-CREATED
TIME-, TALENT-, AND TECHNOLOGY- ENABLED
Colorado’s Emerging ModelSlide32
Early Adopter Districts of Graduation Guidelines and supportive secondary initiativesTurnaround Schools
Alternative Education CampusesCharter Schools
Innovation SchoolsEcosystems for Exploration32Slide33
State statute requires the State Board of Education to adopt a set of guidelines for high school graduation by May 2013. Local school boards may use their own locally developed graduation requirements so long as they “meet or exceed” any minimum standards or core competencies/skills adopted by the State Board.
Graduation Guidelines
33Slide34
The law outlines several considerations that the State Board must take into account when adopting a set of guidelines, including:
Alignment with the description of postsecondary and workforce readiness
Alignment with postsecondary academic admission standardsRecognition of multiple and diverse pathways to a diplomaArticulation through a standards-based education systemAttainment of skills necessary to succeed in the 21st centuryImportance of academic and career planningGraduation Guidelines34Slide35
Graduation Guidelines Goals
35
New expectations for a
high school
diploma, locally different and guided by common menu.
Develop and identify areas of opportunity for students to explore and attain knowledge, skills, and abilities to be prepared for the day after high school.Create and reinforce learning environments that reflect high expectations for all students to successfully earn a living wage and contribute to Colorado’s economy.
Educate students to be prepared to enter Colorado’s workforce with in-demand credentials and benchmarked to business, industry, and higher education standards.Slide36
Menu will evolve over time
Career & College Readiness
36DemonstrationEnglishMathScienceSocial Studies
TCAP (2013-14 only)663627--State Test (2013-14 +)TBD
TBDPARCC (2014-15 +)4 +4 +ACT1819TBD-
SAT430460--IB3 +3 +3 +3 +AP3 +3 +3 +
3 +ASVAB5050--Capstone (2015-16 +)
TBDTBDTBDTBD
Concurrent EnrollmentC- or better
C- or better
C- or better
C- or better
Industry Certificate
TBD
TBD
TBD
TBDSlide37
Graduation GuidelinesImplementation Timeline
Planning
2013-15
Review graduation guidelines with local education board
Guideposts2015-16
Adopt local guidelines and 9th graders may use guideposts
Implementation2015-2020Students meet or exceed minimum college and career determinations
Graduation2020-2021First high school graduates meet or exceed minimum college and career determinationsSlide38
Lack of transparency and involvement in the development of the guidelinesSome groups felt they had no voice in the process
Confusion about the purpose of the guidelinesDisagreement over the level of rigor of the “cut-points” for meeting various demonstration tasks
Concern about state intrusion into local controlIssues and Challenges38Slide39
Work Groups
Group
Start DateCapstoneNovember 2013ICAP
November 201321st Century SkillsDecember 2013Industry CertificateFebruary 2014
Special PopulationsFebruary 2014AssessmentMay 2014Endorsed DiplomaMay 2014Slide40
Work Group Objectives
40
Identify opportunities, challenges, and best/promising practices.Develop implementation recommendations.Explore and outline resources and tools.Align skills, abilities, and knowledge that are valued by business, industry, and higher education.Outline systematic pathways for students to explore and develop these skills.Identify stakeholder connections and messages.Maintain a written record of implementation recommendations, tools and resources, best/promising practices, and relevant discussions.Slide41
Outcomes/Deliverables
41
Tools/ResourcesImplementation RecommendationsPromising or Best PracticesStakeholder InformationCollaboration Slide42
Work Group Overview
42
Initial Work Groups Convene
2013-14Meetings begin to discuss implementation recommendations
Work Groups Continue
Summer 2014Assessment & Endorsed Diploma work groups initiated
DeliverablesFall 2014Capstone, 21st Century & ICAP recommendations complete
Continuing Work Winter 2014
Industry Certificate & Special Populations recommendations complete
Continuing Work & Recommendations
Fall 2015
Assessment group continues with fall 2015 deliverablesSlide43
Year-long study group made up of select districts who are implementing/investigating CBS that will examine issues such as:
The nature of a truly competency-based systemMeasurement approaches to a broad range of competenciesSystemic supports that are required to successfully implement CBS
Curriculum and instruction in a CB approachLocal and state policy frameworks that support CBS“Deliverable” is new/shared knowledge across the stateNetwork will evolve to implementation support in year 2 Competency-Based Systems Network43Slide44
THANK YOU!
44
We look forward to continuing this discussion with you!
Anne Bowles |
abowles@achieve.orgCory Curl | ccurl@achieve.orgSlide45
Advancing
Competency-Based Pathways
to College and Career Readiness
March 19, 2014 | 3:00 – 4:00 pm