Integrating Competency-based Education Into Systems for - - PowerPoint PPT Presentation

Integrating Competency-based Education Into Systems for Postsecondary and Workforce Readiness

Illinois ASCD Curriculum Leadership Development Network January 29, 2018

What’s a Competency Statement?

• Desired learning goal that illustrates how a student

can integrate and apply knowledge and skills to produce a result in an authentic context

• Students can use their understanding of [core

idea/skills] in order to [do what in the real world]

What’s a Competency-based Education System?

Numbers and Quantity Competency Statement #2: Students can perform unit conversions using dimensional analysis and proportions in both the standard and metric systems, and between both systems in contextualized workplace scenarios

Performance Indicators

• Convert like measurement units within a given

measurement system and between systems

• Convert among different-sized standard and/or

metric measurement units and use these conversions in solving authentic multi-step problems

• Use ratio reasoning (dimensional analysis) to

convert measurement units, including distance and rates

• Manipulate and transform units appropriately when

multiplying or dividing quantities

The Hard Part …

Numbers and Quantity Competency Statement #2: Students can perform unit conversions using dimensional analysis and proportions in both the standard and metric systems, and between both systems in contextualized workplace scenarios

• Adv. MFG Technical Competency -

Safety: Students can use their understanding of production and lab equipment in order to operate machinery safely. Adaptive Competency – Problem Solving: Students can use their critical thinking skills in order to generate and evaluate solutions as they relate to the needs of the team, customer, and company.

So Why Is CBE Part of PWR?

• Clear understanding of the knowledge and behaviors required for

college and career readiness

• Greater agency for students
• Allow educators to integrate competencies into a wider range of

activities

• Extend competencies past high school graduation into postsecondary

education and careers

PWR is unique in that it grounds competency-based education in supporting systems for college and career readiness and transitions

Competency-based Approaches Embedded Throughout PWR

CBE Pilot: 10 Districts in First Cohort

• Peoria Public Schools District 150
• Huntley Community School District
• Rantoul Township High School District

193

• Williamsfield Community Unit School

District 210

• Kankakee School District 111
• Proviso Township High School District

209

• East St. Louis School District 189
• Ridgewood High School District 234
• Round Lake Community Unit School

District 116

• Six schools in Chicago Public Schools

District 299

CBE Pilot: 10 Districts in First Cohort

• Peoria Public Schools District 150
• Huntley Community School District
• Rantoul Township High School District

193

• Williamsfield Community Unit School

District 210

• Kankakee School District 111
• Proviso Township High School District

209

• East St. Louis School District 189
• Ridgewood High School District 234
• Round Lake Community Unit School

District 116

• Six schools in Chicago Public Schools

District 299

“Why is Competency Education being held to a higher level of scrutiny than the current factory model that has insurmountable damning evidence that doesn’t do anything well for students except sort them?”

• Mr. Thomas Gaffey

Building 21

Students, how do you want to learn today?

What is CBE?

Why Competency Education?

50%

To Avoid CBE, try Wyoming….

Our Before...

Pilot Spring of 2017

Now what?

• Career Pathways
• “Learning is Constant: Time Varies”
• Credentials/Dual Credit for all
• Student Success Plan
• 1:1 Mentoring

Class Of 2024: Our After

What are we doing this year?

Transformed Math Department

• Emphasis on Habits for

Success, Skills, and Math content

• Allowed student to move at their
• wn pace and choose how they

learn

• Giving all students access to

Honors Credit

• Student can finish a class early

and start the next class in the sequence

Habits of Success

Implementation Cycle

• Use of effort and practice to improve
• Grows from setbacks
• Goal Setting & Reflection
• Ownership of Learning
• Taking Responsibility for Learning

Changing the way students think

Parent communication

• “This is not the way we learned”
• Parent letter
• Emails/Phone Calls
• Parent information night

Results

2018-2019 School Year

• Math 1
• Math 2
• Math 3
• Senior year they will take one of

the following: ○

Transitional Math (Non- STEM)

○

Transitional Math (STEM)

○

AP Math course

Profile - Student Success Plan (SSP)

Attendance - Student Success Plan (SSP)

Behavior - Student Success Plan (SSP)

Assessment - Student Success Plan (SSP)

Mapping Growth - Student Success Plan (SSP)

2018-2019 School year

Add on to our competency based classes using Vertical alignment

• Freshman Science

○ Project Lead The Way - Application of Physics

• English 1
• English 1 Honors

2019-2020 School year

Freshman All In

• All Freshman classes will be competency based (using vertical alignment)
• Moving away from bells and cells - more interdisciplinary experiences
• Career and interest exploration

Add on to our competency based classes using Vertical alignment

• Chemistry CE (Sophomores)
• English 2 CE

vertical horizontal

Scenario

A freshman student is assigned to an English I course. Throughout that course, they read, write, and present about short stories, novels, poems, etc. At the end

• f each term, they take an exam to assess their skills based on the ILS. They

receive a grade and move on to English 2.

Does Not Meet Proficient Advanced Mastery

• Skills remain the same at

all levels

• Progression based scoring

through continua

• Levels have specific criteria

progressing to College and Career Readiness

• Explicitly tracks growth

across a longer period of time and not restricted to

• ne discipline

Level 6 Level 8 Level 10 Level 12

Vertical Framework

Scenario

The same student is assigned to read some informational text. This assignment alignes to ELA 2 and will cover multiple competencies. Looking at one competency, the student is able to demonstrate they can identify a central theme (ELA 2.2). This assignment is one piece of evidence among multiple progressing towards achieving college and career readiness. Utilizing the vertical framework the student has been identified as Level 8. This framework better identifies where the student is actually performing in relation to college and career readiness. This student will know they should strive to grow to Level 12.

Level 6 Level 10 Level 12 Level 8

Understanding Competency Levels

• The core courses students are taking (English, Math, Science, History, World Language, etc.) each

have a set of competencies on which they are being rated.

• The competencies are a set of skills that they need learn in order to be college and career ready.
• For each skill of a competency, they are rated on a continua from 5-12 or 6-12. Here is an

example:

• The rating tells the student the the level on which they are performing.
• The continua tells them what they need to do to get to the next level.
• All of your ratings for each skill in a competency are averaged together to get a Competency

Average.

• All of the Competency Averages in each course are averaged together to get a Performance Level.
• Performance Levels are converted to grades at the end of each semester.

Identifying Skills

Skills

Learning Management System - Canvas

Next Steps

• Adopt vertical framework
• Develop Google Dashboards (SSP)
• Revisit Design Principle Plans
• Career Connected Studios
• Career Pathways
• Technology Needs
• Learning Management System
• Additional Resources
• Finalize Competencies
• Academic
• Habits of Success (Life and Career Skills)
• Learning and Innovation Skills (Communication, Collaboration, Creativity, Critical

Thinking)

• Finalize teacher communication of plan
• Onboarding and Professional Development

If we had had known then…..

Lay a Strong Foundation

• SSP in place
• Articulation with Partner School using PaCE
• Vertical Alignment for All Subjects
• Habits for Success School Wide
• Career Pathways in Place

To the Next Generation….

KNOWLEDGE SKILLS DISPOSITIONS

PERSONALIZED COMPETENCY- BASED EDUCATION @ PROVISO EAST HIGH SCHOOL

PWR

• Post-Sec & Career

Expectations

• Competency-

Based Learning Systems

• College & Career

Pathways & Endorsements

• Transitional Math

Courses PEHS

• College & Career

Planning

• Competency-Based

Education

• Career Academies

w/ Diploma Endorsements

• **Transitional

Math Course

Personalized Competency-Based Education Defined

Is a suite of practices resulting from the thoughtful combination of best practices currently used by expert educators with solid support in the literature.

Great Schools Partnership

5 Nationally Recognized Elements of CBE

Students only advance upon mastery. Competencies include explicit, measurable, and transferable learning objectives that empower students. Assessment is meaningful and a positive learning experience for students. Students receive timely, differentiated support based on their individual learning needs. Learning outcomes emphasize competencies that include the application and creation of knowledge, along with the development of important skills and dispositions.

PCBE @ PEHS

Student-Agency

Policies, Grading Scales, Procedures, etc. Instruction

Competencies not Credit

Core Competencies (Adaptive & Content- Area)

Measurement Topics Learning Standards

Transitioning to PCBE

2017

Demonstration CBE Classrooms Freshman Academy 10 graders in CCR Academies

2018

9th Grade CBE Classrooms 9th-11th in CCR Academies

2019

9th and 10th CBE Classrooms 9th – 12th in CCR Academies

Williamsfield Schools Pilot Application

• Purposeful work (increase student engagement)
• 4 graduation pathways
• Diploma+ Associate’s Degree
• Diploma+ College Credits
• Diploma+ Trade Certification
• Diploma+ Internship/Work-based experiences
• Continual ELA, Math, Science course enrollment
• Core coursework embedded into purposeful

experiences

• Pathway courses
• Internships
• Work-based experiences

CLASSROOM: CBE LIT ITERACY Pilot

CBL Literacy Gradebook Sample Student Reports Sample Teacher Assessment Portal

Performance Rubrics Based on Skill Progression Tool

Teacher Port rtal for Performance Assessment

Feeds a Pers rsonaliz ized Reporting Sit ite for each In Individual l Student!

GRADES ARE STIL ILL REALLY IM IMPORTANT TO PEOPLE!

Hybrid G Hybrid Grading & ading & Repor eporting ting

T H E M A T R I X T H E M A T R I X

Lessons Learned

• THIS IS TRANSFORMATIONAL WORK!
• Grades are still REALLY important to people!
• No quality LMS solution exist
• Communication & Collaboration are KEY
• Parents
• Students
• Staff
• Change Management (Expansion)
• Knowing when to PUSH
• Knowing when to NUDGE
• Knowing when to GUIDE
• Knowing when to GET OUT OF THE WAY

Key Resources

• Building 21 in Philadelphia
• Competency-Based Education (Rose Colby)
• Google Apps for Education
• Canvas LMS