Advancing Competency-Based Pathways to College and Career Readiness PowerPoint

Advancing

Competency-Based Pathways

To College and Career Readiness March 19, 2014 | 3:00 – 4:00 pm

Presenters

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 Oliver Grenham, Chief Academic Officer, Adams County School District 50, Colorado Elliott Asp, Special Assistant to the Commissioner, Colorado Department of Education Achieve: Anne Bowles, Senior Policy Associate Cory Curl, Senior Fellow for Assessment and Accountability

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Agenda

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&A

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State Policy Framework

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 readiness Focus 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 performance Format: designed to inform planning conversations, including setting a vision for a state policy structure and identifying and weighing options to move toward this vision

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.

Source: Achieve. July 2013. Advancing Competency-Based Pathways to College and Career Readiness

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Definition of Competency-Based Pathways in the State Policy Framework 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 students Assessment is meaningful and a positive learning experience for students Students receive rapid, differentiated support based on their individual learning needs Learning outcomes emphasize competencies that include application and creation of knowledge The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship Source: 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.pdf

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About the State Policy Framework

The framework is organized according to three major areas in which states have a significant role: Graduation Requirements Summative Assessment Accountability Systems

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Cross-Cutting Elements

Within each area, the framework is organized according to the following: Characteristics Timing and frequency State role in advancing change Ensuring quality, consistency and alignment Postsecondary alignment, credibility and use

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Categories

For each of the cross-cutting elements, the framework includes the following categories: Policy questions – key state policy or implementation decisions Policy levers – potential mechanisms for states to advance policy and implementation Potential 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 challenges 8

Achieve’s CBP State Partnership

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 careerready level of performance. This is essential to ensure rigorous determinations of student competency on the CCSS and other collegeand career-ready standards.

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Rhode Island Policy Framework

Rhode Island regulations support and encourage personalized learning and proficiency-based pathways

Secondary Regulations • Proficiency based graduation • Personalization is key • Non-traditional learning opportunities

Career and Technical Education Regulations • Focus on proficiency and student outcomes • Personalized career pathways • Expansion of priority sector pathways

Virtual Learning Regulations • Focus on individualized learning environments • Flexible pathways and individual progression • Support for anytime, anywhere learning

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Alignment of Opportunities Proficiency-Based Learning Winter 2013 Vision

Winter/Spring 2014

Summer/Fall 2014

Winter/Spring 2015

Planning

Development

Summer/Fall 2015

2015 Beyond

Implementation

Vision Definitions of CCR/Proficiency State Planning for Implementation

Readiness Evaluation

School Level Planning

Implementation

LIS schools Conference Global Best Practice Leading NextGen Work

Statewide Coordination

Policy Framework

Proof Points Dialogue

Pathways

Promoting National

Proficiency Based Learning

Creating Conditions for Success

Personalized and Proficiency-Based Learning (PBL)

Draft Rhode Island Vision

Statewide Collaboration Toward Advancing PBL

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Developing a Competency Based System Adams County School District 50 March 19, 2014

Overview • 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 Strategies • Our challenges • Questions

08/18/2026 06:48 PM

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Who Are We? • Snapshot – 10,000 total students – 12 Elementary Schools – 3 Middle Schools – 2 High Schools (one alternative) – 1 Charter School – 1 Early Childhood Center – Day Treatment Program (ISC)

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Motivation for Systemic Change • Low static achievement • Persistent achievement gaps • Poor graduation rate • High post secondary remediation rate • Accredited as “Turnaround” • Increased learner challenges • Sought 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”

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.

Adams County School District 50 Accreditation Plan Designations (October 15, 2013) 2009 - 2010 Schools Crown Pointe Sunset Ridge ES Flynn ES Tennyson Knolls ES Metz ES Shaw Heights MS Harris Park ES Skyline Vista ES Westminster ES Westminster HS Ranum MS Scott Carpenter MS Hidden Lake HS Mesa ES Sherrelwood ES Fairview ES FM Day ES Hodgkins ES

Points 82.0 66.7 53.4 51.6 50.6 46.0 44.5 43.8 43.8 39.5 39.1 36.8 29.6 27.1 26.7 26.6 26.3 26.3

2010 - 2011 Schools Crown Pointe Mesa ES Harris Park ES Sunset Ridge ES Metz ES Skyline Vista ES Hodgkins ES Hidden Lake HS Tennyson Knolls ES Shaw Heights MS Fairview ES FM Day ES Flynn ES Scott Carpenter MS Westminster ES Westminster HS Sherrelwood ES Ranum MS

Points 80.0 71.8 59.4 58.2 51.1 51.1 50.1 54.1* 46.9 45.3 43.8 43.3 40.3 37.6 37.6 36.1 28.2 26.3

2011 - 2012 Schools Sunset Ridge ES Mesa ES Flynn ES Crown Pointe Skyline Vista ES Fairview ES FM Day ES Sherrelwood ES Harris Park ES Westminster ES Tennyson Knolls ES Hidden Lake HS Hodgkins ES Shaw Heights MS Westminster HS Metz ES Scott Carpenter MS Ranum MS

Points 87.3 79.2 74.0 72.8 71.6 64.4 63.5 54.1 49.2 48.9 48.2 57.0* 44.4 43.6 43.2 39.7 38.6 38.2

District

30.9

District

40.2

District

46.4

K-8 Plan Assignment Performance Improvement Priority Improvement Turnaround

Points > 59 47 - 59 37 - 47 < 37

High School Plan Performance Improvement Priority Improvement Turnaround

Points > 60 47 - 60 33 - 47 < 33

District Plan Performance Improvement Priority Improvement Turnaround

Points > 64 52 - 64 42 - 52 < 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.

2012 - 2013 Schools Mesa ES Crown Pointe Tennyson Knolls ES Sunset Ridge ES FM Day ES Flynn ES Skyline Vista ES Sherrelwood ES Metz ES Harris Park ES Shaw Heights MS Hodgkins ES Westminster HS Hidden Lake HS Ranum MS Fairview ES Westminster ES Scott Carpenter MS

District

Points 74.7 69.4 68.2 65.8 62.0 61.8 61.2 58.5 54.2 53.1 51.1 49.6 47.4 53.2* 46.7 46.4 43.8 41.6

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Improvement Strategies

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Deepening competency based instructional practices

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Restructuring to support P-20 education

•

Involving stakeholders differently

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Focus on systemic leadership

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)

Challenges…

• Number of students not at expected academic level • Re-engineering for student learning • Transition from “seat-time” to a competency based learning system • Communication with Stakeholders • Resource Reallocation • Colorado Academic Standards • Use of Primary Resources • “Time-bound” High Stakes Assessment & Accountability Measures

Challenges…

• Recording and Reporting • Special Populations • High School Transition • Integration with Other Districts, Colleges and Organizations • School Structures • Professional Development • Designing effective state policy frameworks • Competency Based Graduation Guidelines

Learning for All – What Does It Take?

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that.

Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

Ronald Edmonds 1935 - 1983

Competency-Based Systems in Colorado Policy and Implementation Support Achieve CBS Webinar

March 19, 2014

Postsecondary and Workforce Readiness: Definition “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.

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Intended Student Outcomes

Academic Competencies

• Content Knowledge • Math and Literacy Skills • Ability to reason, analyze and synthesize

Professional Competencies • Ability to collaborate • Ability to learn and adapt • Ability to manage time and projects

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Entrepreneurial Competencies

• Ability to make and capitalize on connections and opportunities • Ability to manage risk • Use failures to drive improvement

Colorado’s Emerging Model Academic

Self Knowledge

Professional

Entrepreneurial

Drive to Contribute

Colorado’s Emerging Model 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 COMPETENCYPERSONALIZED BASED

CO-CREATED

SAFE AND HEALTHY

TIME-, TALENT-, AND TECHNOLOGYENABLED

Ecosystems for Exploration  Early Adopter Districts of Graduation Guidelines and    

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supportive secondary initiatives Turnaround Schools Alternative Education Campuses Charter Schools Innovation Schools

Graduation Guidelines  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.

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Graduation Guidelines  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 standards  Recognition of multiple and diverse pathways to a diploma  Articulation through a standards-based education system  Attainment of skills necessary to succeed in the 21st century  Importance of academic and career planning

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Graduation Guidelines Goals 

New expectati ons for a high school diploma, locally diff erent and guided by common menu.



Develop and identi fy areas of opportunity for students to explore and att ain knowledge, skills, and abiliti es to be prepared for the day aft er high school.



Create and reinforce learning environments that refl ect high expectati ons 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 credenti als and benchmarked to business, industry, and higher educati on standards.

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Career & College Readiness

 Menu will evolve over time Demonstration

English

Math

TCAP (2013-14 only)

663

627

State Test (2013-14 +)

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Science

Social Studies

TBD

TBD

PARCC (2014-15 +)

4+

4+

ACT

18

19

SAT

430

460

IB

3+

3+

3+

3+

AP

3+

3+

3+

3+

ASVAB

50

50

Capstone (2015-16 +)

TBD

TBD

TBD

-

-

TBD

TBD

Concurrent Enrollment C- or better

C- or better C- or better

C- or better

Industry Certificate

TBD

TBD

TBD

TBD

Graduation Guidelines Implementation Timeline

Planning 2013-15

Guideposts 2015-16

Review graduation guidelines with local education board

Adopt local guidelines and 9th graders may use guideposts

Implementation 2015-2020 Students meet or exceed minimum college and career determinations

Graduation 2020-2021 First high school graduates meet or exceed minimum college and career determinations

Issues and Challenges  Lack of transparency and involvement in the development of the guidelines  Some groups felt they had no voice in the process  Confusion about the purpose of the guidelines  Disagreement over the level of rigor of the “cut-points” for meeting various demonstration tasks  Concern about state intrusion into local control

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Work Groups Group

Start Date

Capstone

November 2013

ICAP

November 2013

21st Century Skills

December 2013

Industry Certificate

February 2014

Special Populations

February 2014

Assessment

May 2014

Endorsed Diploma

May 2014

Work Group Objectives  Identi fy opportuniti es, challenges, and      

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best/promising practi ces.

Develop implementati on recommendati ons.

Explore and outline resources and tools.

Align skills, abiliti es, and knowledge that are valued by business, industry, and higher educati on.

Outline systemati c pathways for students to explore and develop these skills.

Identi fy stakeholder connecti ons and messages.

Maintain a writt en record of implementati on recommendati ons, tools and resources, best/promising practi ces, and relevant discussions.

Outcomes/Deliverables     

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Tools/Resources Implementati on Recommendati ons Promising or Best Practi ces Stakeholder Informati on Collaborati on

Work Group Overview

Initial Work Groups Convene 2013-14 Meetings begin to discuss implementation recommendations

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Work Groups Continue Summer 2014 Assessment & Endorsed Diploma work groups initiated

Continuing Work Winter 2014

Deliverables Industry Certificate & Special Populations Fall 2014 recommendations Capstone, 21st complete Century & ICAP recommendations complete

Continuing Work & Recommendations Fall 2015 Assessment group continues with fall 2015 deliverables

Competency-Based Systems Network  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 system  Measurement approaches to a broad range of competencies  Systemic supports that are required to successfully implement CBS  Curriculum and instruction in a CB approach  Local and state policy frameworks that support CBS  “Deliverable” is new/shared knowledge across the state  Network will evolve to implementation support in year 2 43

THANK YOU!

We look forward to continuing this discussion with you!

Anne Bowles | abowles@achieve.org Cory Curl | ccurl@achieve.org

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Advancing

Competency-Based Pathways to College and Career Readiness March 19, 2014 | 3:00 – 4:00 pm