RUSDs Transition to Competency-Based Learning -This is not - - PowerPoint PPT Presentation

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RUSDs Transition to Competency-Based Learning -This is not - - PowerPoint PPT Presentation

Oct 08, 2023 181 likes •514 views

RUSDs Transition to Competency-Based Learning -This is not necessarily new thinking or new work, but rather in many cases a refinement and alignment of already existing practices. -How can we build on the collective wisdom and positive

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Competency-Based Learning

RUSD’s Transition to

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  • This is not necessarily new thinking or new

work, but rather in many cases a refinement and alignment of already existing practices.

  • How can we build on the collective wisdom and

positive experiences of the district

  • This is an important message in order to help

colleagues know this is not necessarily an add on

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What is Competency Based Learning?

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The answer to this question can be found in RUSD’s Guide for Instructional Design

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Step one in the guide is defining the desired

  • utcomes for our students. Specialists and staff

developers have been working on the drafts of the competencies and indicators.

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  • All stakeholders are clear about what students are to learn, be

able to do, and be like .

  • All four domains of the Portrait of a Graduate (know, act, think,

and be) are equally important but graded and reported separately.

  • Assessment exists to provide feedback and gauge mastery of

RUSD graduation competencies and performance indicators.

RUSD’s Key Principles of Competency Based Learning

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These principles are embedded in the guide

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Foundational Expectations

All students are expected to achieve mastery in every competency and all of the elements of the RUSD Portrait of a Graduate.

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Educators in RUSD share the assumption and belief that all students can be successful and demonstrate mastery in each of the graduation competencies

Foundational Expectations

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These are some foundational expectations that are outlined in The Guide

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Competency

is a student’s ability to transfer learning in and/or across content areas.

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Why?

  • Ensuring equity in outcomes
  • This is Step 1 of the Instructional Guide - defining

mastery

  • Defines the “Line of Sameness” in a district where

choice is valued and promoted

  • Wide body of researching spanning decades supports

RUSD’s key principles of Competency Based Learning

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This speaks to our desire and goal of equity We must hold all students to the same standard and turn our energies to helping them all achieve mastery.

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How?

  • Committee created the Portrait of a Graduate
  • Policy Alignment
  • ISSs and SDs, with GSP, are in the process of

drafting

  • Graduation competencies
  • Performance indicators
  • Scoring Criteria
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These are the early steps in this work. It began with the development of P.O.G The next step is to agree on clearly defined outcomes for our students Next, we must set the appropriate policy landscape in our district to support this work and draft a set of common scoring criteria to ensure we are holding all students to the same standard. We will clearly define what we mean by mastery

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a standard that focuses instruction on the most foundational, enduring, and leveraged concepts and skills within a discipline.

A Graduation Competency Is...

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The aggregation of competency on these performance indicators measures whether a student has met the graduation standard.

A Performance Indicator

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Describes or defines what students need to know and be able to do to demonstrate mastery of a graduation competency.

A Performance Indicator

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Students can demonstrate their performance over time.

A Performance Indicator

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Students can demonstrate their performance over time.

A Performance Indicator

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Is measurable

A Performance Indicator

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Who and When?

  • Last Year - 2 small groups
  • This year - ISSs and SDs, principals, teachers
  • Timeline - end this year with grade 12
  • Future work - benchmark grades, then all grades
  • Development of scoring criteria
  • RUSD will validate draft timeline
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What does this mean to me?

  • Anything I have to do?
  • Anything I have to learn?
  • How does it connect to what I am doing now?
  • If we already have standards, why do we need

competencies and how do they go together?

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The answers to these questions can come from the Ed Services

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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

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This is a cyclical representation of the work. Whereas there is a natural flow to this work in terms of what should happen first, it is important to recognize that teachers/schools have done good work and have time and resources invested in other points on the cycle. This cycle can be held up next to the RUSD Guide for Instructional Direction

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Questions?