Competency-Based Education as a Strategy to Promote College and Career Readiness for AllSeptember 15, 2016

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Today’s Presenters

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§ Jenna Tomasello, Policy Associate, American Youth Policy Forum

§ David Blumenthal, Content Expert, College and Career Readiness and Success Center at AIR

§ Chanda Robinson, Director of Workforce Initiatives, Our Piece of the Pie

§ Rodney Powell, Principal, OPPortunity Academy, Hartford Public Schools

§ Steve Brown, Director of Community Partnerships, College for America at Southern New Hampshire University

§ Jennifer Brown Lerner, Deputy Director, American Youth Policy Forum

§ Ellen Cushing, Deputy Director, College and Career Readiness and Success Center at AIR

Today’s Moderators

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Framing the Conversation

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CCRS Center

Who? What? How?

State Department of Education Agencies

Build SEA capacity to implement college and career ready policies

Provide technical assistance, including universal, targeted and intensive support

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What is CBE?

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“…[refers] to educational approaches that prioritize the mastery of learning

objectives regardless of how long it takes”

-Le, Wolfe, & Steinberg, 2014

What is CBE?

Surr & Rasmussen, 2015

Mastery

Pacing

InstructionLe, Wolf, & Steinberg, 2014

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Why CBE?55 million

jobs65% require

postsecondary training

Judgement Decision-making Communication Analysis Administration

2020

5million unfilled

Center on Education and Workforce, 2014

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Today’s ConversationDevelop a shared understanding and context for CBE

Share resources that can inform and support CBE implementation

Learn about and from a program using CBE

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Using Competency-Based Education to Support Overage, Under-Credited StudentsJenna TomaselloPolicy Associate, American Youth Policy ForumSeptember 16, 2016

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Ask the CCRS Center Brief1. Who are overage, under-

credited (OA/UC) students?

2. Why use competency-based education (CBE)?

3. State policy examples

4. Programmatic examples

5. State recommendations

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“Students who do not have the appropriate number of credits for their age and intended grade and who are at risk of falling behind,

dropping out, or aging out of school.”

Who are OA/UC Students?

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§ Student-centered system of instruction, assessment, and academic reporting

§ Core elements are mastery, pacing, and personalized instruction (Blumenthal & Rasmussen, 2015)

§ One educational strategy to support OA/UC students

Why CBE for OA/UC Students?

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Why CBE for OA/UC Students?

Adapted from Sturgis et al, 2010

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§ Nontraditional classrooms/programs

§ Competency-based examinations

§ Project-based assessments

State Policy Examples

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§ Develop knowledge and capacity

§ Adopt seat-time and school design flexibility

§ Promote student retention and credit recovery

§ Provide targeted supports

State Policy Recommendations

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Blumenthal, D., & Rasmussen, J. (2015). State approaches to competency-based education to support college and career readiness for all students.Washington, DC: College and Career Readiness and Success Center. Retrieved from http://www.ccrscenter.org/sites/default/files/AsktheTeam_CBEbrief.pdf

Sturgis, C., Rath, B., Weisstein, E., & Patrick, S. (2010). Clearing the path: Creating innovative space for serving over-age, under-credited students in competency-based pathways. Vienna, VA: International Association for K–12 Online Learning (iNACOL). Retrieved from http://www.inacol.org/wp-content/uploads/2015/02/clearing-the-path.pdf

References

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Jenna Tomasello@jenna_tomasellojtomasello@aypf.org

American Youth Policy Forum1200 18th St. NW, Suite 1200 Washington, D.C. 20036(202) 775-9731www.aypf.org

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@CCRSCenter

Audience Q&A

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Designing Competency-Based Articulation AgreementsConsiderations for States Aligning CBE with Postsecondary Education

David BlumenthalContent Expert, College and Career Readiness and Success CenterSeptember 16, 2016

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The Challenge: Aligning CBE Between Secondary and Postsecondary EducationLearning Targets• Explicit, rigorous CCR standards• Approaches to obtaining and

demonstrating mastery negotiable

Measurement of Learning• Course credit awarded on

assessment results (instead of seat time, attendance, etc.)

• Multiple assessments used to demonstrate mastery

Instructional Supports• Customized assessments and

instruction• Individualized learning plans

When and Where Learning Takes Place• Extended learning opportunities,

independent study, etc.• Online and/or blended learning

Assessment Strategies• Frequent formative and

summative assessments• Alternative assessments (e.g.,

performance, portfolio, etc.)• Retaking assessments without

penalty

Pathways and Progressions• Extended learning time to finish a

topic, unit, or to demonstrate mastery

• Advancement to the next topic, unit, or competency

Adapted from Haynes et al., 2016

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§ Formalizes the process of transferring course credits between educational institutions

§ Aligns course sequencing so that students take non-duplicative courses

§ Sets graduation requirements such that entrance into higher levels of education is guaranteed at the receiving institution

Source: Gorka, Miller, & Yoas, 2014

What is an Articulation Agreement?

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§ Facilitator Guide

§ PowerPoint Slides

§ Handouts

Designing Competency-Based Articulation Agreements

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§ Available on the CCRS Center website www.ccrscenter.org

§ Feedback encouraged!

§ Contact David Blumenthal at dblumenthal@air.org or (312) 283-2310

Designing Competency-Based Articulation Agreements

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Gorka, S., Miller, J.R., & Yoas, D.W. (2011). A competency based approach to developing articulation agreements in computing. In Proceedings of the 2011 conference on Information technology education. (pp. 129-132). ACM.

Haynes, E., Zeiser, K., Surr, W., Hauser, A., Clymer, L., Walston, J., Bitter, C., & Yang, R., (2016); Looking under the hood of competency-based education: The relationships between competency-based education practices and students’ learning skills, behaviors, and dispositions. Washington, DC: American Institutes for Research. Retrieve from http://www.air.org/sites/default/files/downloads/report/CBE-Study%20Full%20Report.pdf

References

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David Blumenthal312-283-2310dblumenthal@air.org

College and Career Readiness and Success Center1000 Thomas Jefferson Street NWWashington, DC 20007General Information: 800-634-0503www.ccrscenter.org

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Audience Q&A

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OPP’srelationship-centeredapproachensuresyoungadults(ages16-24)haveindividualizedstrategiestoaddresstheiruniqueneedsandcultivatetheirinnatetalents.

Weadvocateforequalaccessandoffertherightmixofservices,guidanceandsupporttoyouthastheynavigatesystems(i.e.education,workforce,judicial,state,etc.)whilepromotingself-confidence,self-empowermentandself-sufficiency.

OPPHistory

1975-2000:Incorporation&

Leadership• 1975:SouthendCommunityServices(SCS)founded.

• SCSprovidesservicestomeetcommunityneeds,suchasapreschoolchildcarecenter,programsforelementaryandhighschoolstudents,summeryouthemployment,adultjobplacement,andcompaniontoelderlyprograms.

• 1994:BobRathbecomesExecutiveDirector.

2000-2005:Rebranding

• 2000:$28-millionawardedtoHartfordfromtheUSDepartmentofLabortobecomeaYouthOpportunity!(YO!)site;SCSbecomesdirectingorgin2002.

• 2004:EdnaMcConnellClarkFoundationinvestsinSCSthroughYouthDevelopmentFund.

• 2005:SCSagencychangesitsname,missionandfocustosupportonlyunder-servedpopulationofurbanyouth,ages14-24-- becomingOurPieceofthePie(OPP).

2006-current:EffectiveDataUse

• 2006:ImplementEffortstoOutcomes™casemanagementsoftwareandaResearchandOrgPerformancedepartment.

• 2009:NationalYouthEmploymentCoalitionawardsOPPwiththePEPNetAwardinpromisingpractices.UConncompletesaformativeevaluation,indicatingthatthemoreat-risktheyouth,themoretheybenefit.

• 2010-2014:FormativeevaluationcompletedwithMetisAssociates;EvaluationAdvisoryCommitteedeveloped.

2009-current:Growth

• OPPinHighSchools:Schoolmodelforover-age,under-creditedyouthdeveloped.• 2009:OpportunityHighSchool

• 2012:LearningAcademyatBloomfield

• 2014:PathAcademyWindham

• OPPinCommunities:OPPrefinesrelationship-centeredmodelinHartfordandplansforexpansions.• 2012:NewYouthCenterinEasternCT

• 2012:PathwaystoCareersInitiative,connectingtopost-secondaryprogramstolabormarketindustries.

OPPServiceModel– IntheCommunity

• SustainedRelationshipwithCaringAdult(YouthDevelopmentSpecialistorYDS)

• IndividualizedSuccessPlan/GoalSetting• PersonalDevelopment(i.e.Social&Emotional,LifeSkills&

LeadershipDevelopment)• BarrierIdentification&Reduction• ConnectiontoInternalofExternalSupports

• After-SchoolActivities,Tutoring&HomeworkHelp• ReportCardMonitoring(Grades&Attendance)• PostSecondarySupport,Exploration,&Research(i.e.Planning,

Tours,FAFSAAssistance,etc.)

• CareerCompetencyDevelopmentTraining• CareerAssessmentsandCounseling• Internships,JobPlacementAssistance&1YearPostPlacement

Retention• “Stackable”andIndustry-SpecificCredentials• Post-SecondaryandPrivateSectorPartnerships

YouthDevelopment

WorkforceDevelopment

AcademicSupport

IntegratesBestPracticesfromThreeFields

YouthDevelopmentServices

AcademicSupports&Services

WorkforceDevelopment– PathwaystoCareers

OPPORTUNITY ACADEMY HARTFORDAT OUR PIECE OF THE PIE®,INC.(OPP®)

RodneyPowellPrincipal&DirectorofAcademics

September2016

OPPortunityAcademyMission

Tore-engageover-age,under-creditedstudentsineducation,supportingthemthroughmasteryofthecriticalskillsnecessaryforsuccessincollege,

career,andcommunity.

JourneytoGraduation

Decide.

CHANGE.

Succeed.

Ingredients

Relationships Relevance

Respect Rigor

AnchoredSupport&PlanningServices

YouthDevelopment

• Relationshipwithstaff

• Developplanforfuturesuccess

• Attendanceoutreach

PostsecondaryPreparation

• Collegemajorexploration

• Collegetours• College&FinancialAidworkshops

JobReadiness

• Careerinterestinventory

• JobSkillsTraining

• CompetencyDevelopment

• Internshipplacement

InnovativeEducationStrategies

BlendedLearning• Combinecomputer-based&teacher-ledinstruction

Project-BasedLearning

• Activelearning• Practice&combineskillsinprojects

Mastery-BasedProgression

• Demonstratelearningtomoveforward

• Alwaysmoveforward

What is different about College for America?

Studentsgainpersonalandprofessionalskills,insteadofcredithoursandgradepoints.

• Notraditionalclassesandlectures; studentsdevelopskillsthroughprojects• Thestudentdefinesherownscheduleandissupportedbypersonallearningcoaches

• Studentscanadvancebasedonwhattheyknowandcando,andmovefasterthroughareastheyalreadyknow (takingextratimewhereneeded)

Curriculumalignedwithlabormarketneeds.

• DedicatedWorkforceStrategyteammineslabormarketinformationtodeterminethetypesofskillsandcompetenciesneededintheworkplace

• Subjectmatterexpertsintegratedinthecurriculumandassessmentdevelopmentteam

Building Broadly Applicable Skills Across Degree Programs

Communicationskills

Criticalandcreativethinking

Quantitativeskills

Digitalfluencyandinformationliteracy

Personaleffectiveness

Ethicsandsocialresponsibility

Teamworkandcollaboration

Businessessentials

Science,society,andculture

Degree-specificcompetencies

Concentrationcompetencies

Foundationalskills

Personalandsocialskills

Contentknowledge

Thethreepillarsofourcurriculum

Providing 360˚ Personalized Student Support

Communitypartnershelpstudents:• UnderstandifandwhenCfA isthebest

choiceforthem• Overcomeobstacles(personaland

academic)• Navigatetheprogram• Understandandapplyreviewerfeedback• Buildconfidenceandcelebratesuccess• Moveintooraheadincareertrack

employment

Student LearningCoach

Employer orCommunity

Partner

ProjectReviewer

TechnicalSupport

Peers(online orin-person)

Projectreviewers:• Holdadvanceddegreesinrelevantsubjectareas• Deeplytrainedinevaluationrubricsandprojects• Reviewprojectsubmissionsandprovidein-depth

personalfeedback

Acommitmenttocontinuousimprovement:• ConsultingcoachesfromCfA workwithpartnerorganizationstodevelop,run,andimprovetheirprograms

• CfA managesanetworkofcommunitypartnerstoenablecontinuouslearningandimprovement

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Audience Q&A

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§ Jenna Tomasello: jtomasello@aypf.org

§ David Blumenthal: dblumenthal@air.org

§ Chanda Robinson: chanda.robinson@opp.org

§ Rodney Powell: rodney.powell@opp.org

§ Steve Brown: steve.brown@collegeforamerica.org

§ Ellen Cushing: ecushing@air.org

§ Jennifer Brown Lerner: jlerner@aypf.org

Contact Today’s Presenters

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