september, 2011
Beyond Walls, Clocks and Calendars: Rethinking Public Education in Colorado www.colegacy.org
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Colorado Department of Education
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“By rethinking when, where and how teaching and learning take place, the Commission challenges education leaders to consider how school could be fundamentally different.” Elaine Gantz-Berman, Colorado Board of Education; Chair, ELO Commission
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A SUMMARY OF THE RECOMMENDATIONS OF THE COLORADO EXPANDED LEARNING OPPORTUNITIES COMMISSION The Commission’s charge is to advance a vision of the learning experience for students in ways that transcend the traditional school day and traditional classroom models, a vision for education in Colorado that is student-centered, reflective of the modern world and how it has advanced, a vision that uses student interests and experiences to drive teaching and learning. To expand and deepen learning opportunities for all students, we must look beyond the structures that traditionally define “school” – beyond “walls, clocks, and calendars” – beyond classrooms, class schedules and the school year.
BEYOND WA LLS
B EYON D C L O C KS
B EYON D C A L EN D A RS
Involves reducing barriers raised by
Involves creating a school culture that
Involves reorganizing the school
traditional brick and mortar schools to
maximizes student learning time by
calendar to optimize opportunities for
expand learning and personalize
rethinking what the traditional school
student learning that are currently
instruction for students. Moving
day can look like. Maximizing
constrained by the traditional school
beyond walls supports the idea that
learning time may occur by identifying
year.
learning can take place anytime,
innovative approaches to reorganizing
anywhere.
existing time or extending the length of the school day.
Former Colorado Commissioner of Education Dwight Jones appointed the Expanded Learning Opportunities (ELO) Commission in May, 2010. The commission was given the charge of examining the state-level policies needed to most effectively use the school day and to foster collaboration and partnerships among teachers, schools and community partners that go beyond core subjects to fully engage and enrich all students. The goals of the Commission are strongly linked to the overall education goals of the state of Colorado: increase academic growth for struggling students, close the achievement gap, increase student attendance and decrease the dropout rate.
september, 2011
Recommendations The overarching recommendations of the ELO Commission encourage state and district leaders to engage in opportunities that maximize flexibility for schools and communities to support student needs. Recommendations are targeted at creating streamlined and efficient systems and minimizing additional data collection or other burdens placed on schools and districts as a result of expanding learning opportunities for all students.
Accountability Systems
Develop an assessment system that encompasses real-time measurements and creates flexibility for schools to test students when they are ready to advance; and modify the longitudinal growth model to incorporate real-time measurements, multiple benchmarks of individual student growth and learning that takes place across multiple venues.
Blended, Distance and Online Learning Systems
Expand blended, distance and online learning as primary strategies for expanding learning opportunities and meeting individual student needs; further explore and disseminate models that effectively incorporate blended learning models with the traditional classroom; provide support and professional development to educators around quality instruction in online and blended settings; and ensure all areas of the state have access to adequate bandwidth.
Personalized Learning Systems
Develop individualized learning and assessment plans for students that are co-developed by teachers, families and the student and include flexible schedules, as well as blended, direct, online, project-based, experiential and creative learning opportunities, based on each student’s needs and interests; expand the use of career and technical education, pre-collegiate service providers and community-based organizations to customize student learning opportunities, including both in- and out-of-school contexts.
Data Systems
Create common platforms for identifying and sharing student data across districts and community partners, including higher education, career and technical education, pre-collegiate service providers and community-based organizations; and address the complexities and student privacy considerations around collecting and sharing data among key stakeholders.
Staffing Models and School Structure
Develop teacher and principal accountability/evaluation models that account for “team” teaching and multiple modes of student learning; create flexibility in staffing models, which may include examining teacher licensure and evaluation and the definition of what qualifies as a teacher; work with universities and teacher preparation institutions to consider new ways of educating teachers and administrators to include the use of technology, community partners and data to individualize learning; and provide leadership around models that enable schools to be flexible about school staffing, structure and schedules within the school day and calendar year.
Student Funding System
Determine a new funding approach based on student outcomes and mastering competencies versus seat time and grade level enrollment; and determine a school finance formula that equitably addresses student participation in both in-school classroom learning and blended, distance and online learning options within and outside of the school building.
Carnegie Unit System
Redefine “credit” in regard to completion of standards at a certain proficiency level; and ensure that current state rules are not too restrictive on the definition of “course.”
WH A T IF
NEX T STEP S
Each student had an individualized learning and
The ELO Commission will deliver to policymakers a report that reviews statewide policy to
assessment plan co-developed by teachers,
ensure they support expanded learning opportunities that result in increased academic growth,
families and the student that includes flexible
closing of the achievement gaps, decreased dropout rates and increased student postsecondary
schedules and blended, direct, online, project-
and workforce readiness. The Commission’s findings will form the basis of recommendations for
based, experiential, and creative learning
integrating new and expanded learning opportunities into education reform efforts in effective,
opportunities based on each student’s needs and
measurable, and sustainable ways. Download the full report at http://colegacy.org
interests? contact: samantha J. long • director of expanded learning opportunities colorado legacy foundation • 1660 lincoln st., suite 2720 • denver, co 80264 slong@colegacy.org