Competency-Based Learning Next Steps in RUSDs Transition May 9-10, - - PowerPoint PPT Presentation

Next Steps in RUSD’s Transition

May 9-10, 2017

Competency-Based Learning

PRESENTERS

Jon Ingram, Senior Associate Andi Weisman Summers, Senior Associate Moises Nuñez, Senior Associate

TODAY’S

From Great Schools Partnership

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

• n the Draft Graduation Competencies

http://www.greatschoolspartnership.org/rusd/

Materials for Today:

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.

Outcomes

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

Supports/Interventions

From Competencies to Units

Competencies Scoring Criteria Curriculum Mapping Designing Summative Task Unit Design Instructional Design Instruction Formative Assessment Students attempt Summative Assessment Reflection + Refinement Supports/Interventions Reporting Learning Scoring-with criteria Performance Indicators

Instruction, Feedback, Evaluation Design for Learning District-wide Planning Reporting, Reflection, Refinement

One minute: Write down the top three purposes of grading in RUSD without consulting the other members of your team.

Purpose of Grading

Common Purposes of Grading

• Guskey and Bailey found several common purposes
• f 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 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.

2012 Literature Review Summary

Habits of Work

Teaching Adolescents to Become Learners

PARTICIPATION DOING HOMEWORK ATTENDANCE RESILIENCE METACOGNITIVE STRATEGIES GOAL SETTING AND ATTAINMENT FOCUSED ATTENTION COOPERATION ORGANIZING MATERIALS TIMELINESS SURVIVAL AND HELP SEEKING SKILLS EMPATHY

HABITS OF WORK

RESPECT 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

Next Steps in RUSD’s Transition

Competency-Based Learning

http://www.greatschoolspartnership.org/rusd/

Materials for Today:

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.

Outcomes

Public Engagement & Competency-Based Learning: Key Points to Consider

• Teachers need to understand the changes and be able

to communicate well about the changes.

• Parents and the community must feel that they

have had input into the changes.

• Board members need to be supported to lead.
• Simplify what you are doing by using graphics and

compelling stories.

• What is on the table for engagement (and what is not)?
• Be clear about the role and content of student

engagement.

• Timeline is important to clarify both for the

engagement and implementation

Assets Barriers Strategies

+

X

Preparing for Tuning Protocols

With your content area group:

• 1. Review the tuning protocol (5)
• 2. Plan how you’ll share the link / take notes (5)
• 3. Draft a focus question(s) and write them on

chart paper (15)

• 4. Determine roles (5)
• Two recorders
• Two presenters
• 5. Choose which content areas you want to tune.

Tuning Protocol

• 1. Presentation (5)
• 2. Clarifying Questions (5)
• 3. Examining the Scoring Criteria (10)
• 4. Warm and Cool Feedback/ Discussion (20)
• Presenters are silent / taking notes
• 5. Presenters’ reflections (5)
• 6. Debrief the process (5)

Lunch!

Second Tuning Protocol

• 1. Presentation (5)
• 2. Clarifying Questions (5)
• 3. Examining the Scoring Criteria (10)
• 4. Warm and Cool Feedback/ Discussion (20)
• Presenters are silent / taking notes
• 5. Presenters’ reflections (5)
• 6. Debrief the process (5)

Next Steps

• Sharing competencies and timeline with Custom

Schools – May 23rd & 25th

• Review draft plan for next year’s work
• What’s missing?
• What do we need to add or adjust?

What do I commit to doing tomorrow? Next month? Next year?