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
An Overview of Core Principles + Processes
Facilitated by GSP Senior Associates: Mary Hastings Michelle Milstein Katie Thompson
September 22, 2015
Deepen understanding of the core principles
Explore a framework for K-12 implementation
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.
In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship
That schools must simultaneously attend to policy, practice, and community engagement
School improvement is context-based, not one-size fits all
is a student’s ability to transfer learning in and/or across content areas.
is a student’s ability to transfer learning in and/or across content areas.
is a student’s ability to transfer learning in and/or across content areas.
ELA Grade Q1 73 Q2 70 Q3 70 Q4 68 Final 70.25
Comprehend complex literary and informational texts. Meets Interpret complex literary and informational texts. Does Not Meet Write clear and coherent arguments. Does Not Meet Produce clear and coherent informative and narrative writing. Meets Develop and strengthen writing. Meets Conduct research projects. Incomplete Initiate and participate effectively in a range of discussions. Meets Present information and supporting evidence, conveying a clear perspective. Meets Habits of Work Does Not Meet
Nick 12th grade ELA
A stand-alone intervention
IS NOT
A suite of practices resulting from the thoughtful combination of best practices currently used by expert educators with solid support in the literature IS
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.
schools that led to your conclusions
Table Activity
Established norms or benchmarks for learning that define what students need to know and be able to do.
PRIORITY STANDARD LEARNING TARGETS POWER STANDARDS GRADUATION STANDARD LEARNING OBJECTIVES PERFORMANCE INDICATORS PROFICIENCY STANDARDS COMPETENCIES DESCRIPTORS MASTERY OBJECTIVES MEASUREMENT TARGETS BENCHMARKS
Transcripts and Report Cards Transcripts and Report Cards Progress Reports Teacher Feedback Content-Area
Graduation Standards
5–8 standards for each content areaPerformance Indicators
5–10 indicators for each cross-curricular and content-area standard that move students toward competency and the achievement of graduationLearning Objectives
Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicatorsCross-Curricular
Graduation Standards
5–8 standards taught in all content areasYES YES NO NO Body of Evidence
Students demonstrate achievement of standards through a body of evidence evaluated using common rubricsVerifjcation of Profjciency
Students demonstrate achievement of content-area graduation standards through their aggregate performanceSummative Assessment
Graded summative assessments are used to evaluate the achievement of performance indicatorsFormative Assessment
Ungraded formative assessments are used to evaluate student learning progressGraduation Requirement Reporting Method Assessment Method
Competency-Based Learning Simplifjed
A Great Schools Partnership Learning Model
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
Transcripts and Report Cards Transcripts and Report Cards Progress Reports Teacher Feedback Content-Area
Graduation Standards
5–8 standards for each content areaPerformance Indicators
5–10 indicators for each cross-curricular and content-area standard that move students toward competency and the achievement of graduationLearning Objectives
Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicatorsCross-Curricular
Graduation Standards
5–8 standards taught in all content areasYES YES NO NO Body of Evidence
Students demonstrate achievement of standards through a body of evidence evaluated using common rubricsVerifjcation of Profjciency
Students demonstrate achievement of content-area graduation standards through their aggregate performanceSummative Assessment
Graded summative assessments are used to evaluate the achievement of performance indicatorsFormative Assessment
Ungraded formative assessments are used to evaluate student learning progressGraduation Requirement Reporting Method Assessment Method
Competency-Based Learning Simplifjed
A Great Schools Partnership Learning Model
This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. a standard that focuses instruction on the most foundational, enduring, and leveraged concepts and skills within a discipline.
Transcripts and Report Cards Transcripts and Report Cards Progress Reports Teacher Feedback Content-Area
Graduation Standards
5–8 standards for each content areaPerformance Indicators
5–10 indicators for each cross-curricular and content-area standard that move students toward competency and the achievement of graduationLearning Objectives
Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicatorsCross-Curricular
Graduation Standards
5–8 standards taught in all content areasYES YES NO NO Body of Evidence
Students demonstrate achievement of standards through a body of evidence evaluated using common rubricsVerifjcation of Profjciency
Students demonstrate achievement of content-area graduation standards through their aggregate performanceSummative Assessment
Graded summative assessments are used to evaluate the achievement of performance indicatorsFormative Assessment
Ungraded formative assessments are used to evaluate student learning progressGraduation Requirement Reporting Method Assessment Method
Competency-Based Learning Simplifjed
A Great Schools Partnership Learning Model
This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Describes or defines what students need to know and be able to do to demonstrate mastery of a graduation competency.
Is measurable.
Students can demonstrate their performance over time.
The aggregation of meeting competency
whether a student has met the graduation competency.
Transcripts and Report Cards Transcripts and Report Cards Progress Reports Teacher Feedback Content-Area
Graduation Standards
5–8 standards for each content areaPerformance Indicators
5–10 indicators for each cross-curricular and content-area standard that move students toward competency and the achievement of graduationLearning Objectives
Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicatorsCross-Curricular
Graduation Standards
5–8 standards taught in all content areasYES YES NO NO Body of Evidence
Students demonstrate achievement of standards through a body of evidence evaluated using common rubricsVerifjcation of Profjciency
Students demonstrate achievement of content-area graduation standards through their aggregate performanceSummative Assessment
Graded summative assessments are used to evaluate the achievement of performance indicatorsFormative Assessment
Ungraded formative assessments are used to evaluate student learning progressGraduation Requirement Reporting Method Assessment Method
Competency-Based Learning Simplifjed
A Great Schools Partnership Learning Model
This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 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.
Graduation Standard
The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments and societies.
Performance Indicators
economies shape the production, distribution, and consumption of goods, services, and resources.
world have addressed issues involved with the distribution of resources and sustainability.
fiscal and monetary policies.
Learning Targets
The student can explain how scarcity impacts a market economy and a planned economy. The student can compare and contrast the allocation of goods in a market economy and planned economy.
VALID and RELIABLE results that are COMPARABLE across STUDENTS, COURSES, SCHOOLS, DISTRICTS, or STATES
LESS
Student Choice in Learning
OPTION 1
COMMON
Learning Experiences
COMMON
Demonstration Tasks
COMMON
Scoring Guides
UNIQUE
Learning Experiences
COMMON
Demonstration Tasks
COMMON
Scoring Guides
OPTION 3
UNIQUE
Learning Experiences
UNIQUE
Demonstration Tasks
COMMON
Scoring Guides
OPTION 4
MORE
Student Choice in Learning
VALID and RELIABLE results
UNIQUE
Learning Experiences
UNIQUE
Demonstration Tasks
UNIQUE
Scoring Guides
OPTION 5
This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Assessment Pathways Simplifjed
A Great Schools Partnership Learning Model COMMON
Learning Experiences
UNIQUE
Demonstration Tasks
COMMON
Scoring Guides
OPTION 2
a) Establish 5-8 district-wide graduation competencies. b) These are already established in PPS policy, including the Maine Guiding Principles and demonstration of competency in content areas.
Establish a system of college and career-ready graduation competencies
Step 1
a) Establish 5-8 district-wide content area graduation competencies. b) Choose or create 5-10 performance indicators for each content-area graduation standard for each set of grade spans (e.g. K-5, 6-8, and 9-12; could also be developed for smaller grade spans, or even for each specific grade level). c) Develop clear and descriptive scoring criteria aligned to each performance indicator.
Establish a system of college and career-ready content graduation competencies
Step 2
a) As teams consider their standards mapping document and/or their assessment mapping document, they may opt to identify one or more assessment tasks to develop or revise collaboratively. b) Once assessment tasks are created, use the backward design process to design units (or learning experiences) that will provide students with ample opportunities to acquire the knowledge and practice the skills necessary to successfully complete the expected related assessment task. Educators may plan and initiate formative assessment tasks that check on understanding against a series of learning objectives in order to provide clear and descriptive feedback to students in an on-going, consistent manner as they learn and collectively achieve the level of knowledge and skill associated with the performance indicator(s) and standard(s).
Assessment and Unit Design
Step 3
a) After determination of student readiness, provide the assessment
work, determine competency level, provide clear and actionable feedback, and inform specific next steps for each student to take in
have not been successful – provide them with another opportunity to demonstrate their competency. b) Develop a comprehensive intervention and support system for students who need additional help (or time) to acquire the necessary knowledge and skills to meet all expected graduation competenc.ies c) Ensure that teachers (either in content-area or grade-level PLGs) have ample opportunity to review and refine their scoring criteria, assessment tasks, and units as well as calibrate their scoring judgments and subsequent offering of clear and actionable feedback
Implement competency-based learning
Step 4
a) Develop Personalized Learning Plans with every student that build on the interests and skills of the student; and allow for regular reflection, revision and communication of progress with educators, an advisor, and family. b) Establish a system of pathways for students that is firmly grounded in equity to ensure that each pathway provides opportunities to demonstrate learning in ways that honors a student’s interests and learning style while also maintaining the same graduation standards and levels of rigor. Students should be able to enter and exit pathways as their interests and skill sets evolve over time.
Provide multiple pathways for students to personalize their learning
Step 5
Unit Design Instruction Formative Assessment Supports/ Interventions Students attempt Summative Assessment Task Scoring - with rubric Reporting Learning Supports/ Interventions Competencies Performance Indicators Scoring Criteria Designing Summative Task
482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org