competency-based learning series · 2018. 1. 19. · competency-based learning series preparing for...
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Competency-Based Learning SeriesPreparing for the Initial Seminar
November 3, 2015
Webinar #2
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For technical support contact Great Schools Partnership 207-773-0505
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All phone lines will be muted throughout the presentation to reduce background noise. They will be unmuted for Q & A.
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Feel free to ask questions any time or make comments using the chat space
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This webinar is being recorded. Find all materials on our website:
www.greatschoolspartnership.org/colorado-seminar-series
7
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Please type your name, school, district and role into the chat space
e.g. Ted Hall, GSP, Senior Associate
PRESENTERS
Ted Hall, Senior Associate
Angela Hardy, Director of Coaching
Craig Kesselheim, Senior Associate
TODAY’S
From Great Schools Partnership
PRESENTERS
Christina Jean, Innovation and Blended Learning Specialist
TODAY’S
From Colorado Education Initiative Sam Olson, Director of NextGen Learning
From Colorado Department of Education
OutcomesParticipants will be able to discuss an overview of the competency-based learning series.
OutcomesProvide background on how GSP works including our intention of tailoring supports to districts and partnering organizations
OutcomesAccess the self-assessment tool to support reflection and planning within the competency-based learning series
AgendaOverview of Competency-Based Learning
Working Together
Seminar Logistics
Preparing for the Seminar
Questions
GSP Beliefs
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
We Believe
That schools must simultaneously attend to policy, practice, and community engagement
We Believe
School improvement is context-based, not one-size fits all
We Believe
Overview of CBL
COMPETENCYstudent’s ability to transfer learning
in and/or across content areas.
Learner-Centered Accountability
Equitable Personalized Learning
Flexible Pathways +Competency
Based Graduation
+=
Defining Personalization
COMPETENCY-BASED
Is not a stand-alone intervention
LEARNING
Is a suite of practices resulting from the thoughtful combination of best practices currently used by expert educators with solid support in the literature
COMPETENCY-BASED LEARNING
10 Principles OfCompetency-Based Learning
Learning Standards1. All learning expectations are clearly and
consistently communicated to students + families
2. Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students
Assessment Practices3. All forms of assessment are standards-based and
criterion-referenced
4. Formative assessments measure learning progress during the instructional process
5. Summative assessments - which are integrated tasks requiring transfer of knowledge and skills, application, and performance in novel settings
Grading + Reporting6. Academic progress and achievement are
monitored and reported separately
7. Academic grades communicate learning progress and achievement
8. Students are given multiple opportunities
Instructional Strategies9. Students can demonstrate learning progress
and achievement in multiple ways
10. Students are given opportunities to make important decisions about their learning
Competency-Based Learning SimplifiedA Great Schools Partnership Learning Model
Transcripts and
Report Cards
Transcripts and Report Cards
Progress
Reports
Teacher
Feedback
Content-Area
Graduation Standards5–8 standards for each content area
Performance Indicators5–10 indicators for each cross-curricular and
content-area standard that move students toward competency and the achievement of graduation
Learning ObjectivesLearning objectives guide the design of curriculum
units that move students toward competency and the achievement of performance indicators
Cross-Curricular
Graduation Standards5–8 standards taught in all
content areas
Body of EvidenceStudents demonstrate achievement of standards through a
body of evidence evaluated using common rubrics
Verification of ProficiencyStudents demonstrate achievement of content-area
graduation standards through their aggregate performance on summative assessments over time
Summative AssessmentGraded summative assessments are used to evaluate
the achievement of performance indicators
Formative AssessmentUngraded formative assessments are used to
evaluate student learning progress
Reporting
Method
Assessment
Method
This work by Great Schools Partnership is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Supports/Interventions
From Standards to UnitsStandards
Scoring Criteria
Curriculum Mapping
Designing Summative Task
Unit Design
Instructional Design
InstructionFormative Assessment
Students attempt Summative Assessment
Reflection + Refinement
Supports/Interventions
Reporting Learning
Scoring-with criteria
Performance Indicators
Supports/Interventions
From Standards to UnitsStandards
Scoring Criteria
Curriculum Mapping
Designing Summative Task
Unit Design
Instructional Design
InstructionFormative Assessment
Students attempt Summative Assessment
Reflection + Refinement
Supports/Interventions
Reporting Learning
Scoring-with criteria
Performance Indicators
Instruction,Feedback,Evaluation
Design forLearning
School-widePlanning
Reporting,Reflection,Refinement
Community Engagement
Policy
Practice: Graduation Requirements
Practice: Instructional System
Engage school board in
developing conceptual
understanding about
proficiency-based learning
Draft new and revised policies
Collect feedback on draft policies from faculty, staff, students, parents, and local officials
Establish a district wide proficiency-based committee
Engage faculty and staff in professional
development on proficiency-based
learning
Engage faculty in professional
development on proficiency-based curriculum design and instruction
Engage faculty in professional
development on assessment
literacy
Develop Record Keeping Process, Transcript, and Report Card
Create communications plan for proficiency-based
learning Engage students, parents, and the public about
proficiency-based learning
Engage local media
Collaboratively develop the conceptual framework with faculty and staff
Develop cross-curricular
graduation standards
Develop content-area graduation standards
Develop performance indicators for
cross-curricular and content-area graduation standards
Align curriculum with performance
indicators
Develop assessments for performance indicators
Develop instructional units, including learning
targets and essential questions
Develop assessments for achievement of learning targets
Establish a school wide proficiency-based committee
Review existing policies
Refine policies based onfeedback
Adopt new and revised policies
Develop system for reporting on the achievement of student learning
Develop a process for verifying achievement
of content-area standards
Develop body-of-evidence
assessment process for demonstration of
cross-curricular graduation standards
Develop lesson plans
Implement system for reporting on the
achievement of student learning.
© 2013 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Maine Department of Education and Great Schools Partnership.
Planning for CBL
Policy
Practice:
Engage school board in
developing conceptual
understanding about
proficiency-based learning
Draft new and revised policies
Collect feedback on draft policies from faculty, staff, students, parents, and local officials
Establish a district wide proficiency-based committee
Engage faculty and staff in professional
development on proficiency-based
learning
Engage faculty in professional
development on proficiency-based curriculum design and instruction
Engage faculty in professional
development on assessment
literacy
Develop Record Keeping Process, Transcript, and Report Card
Create communications plan for proficiency-based
learning Engage students, parents, and the public about
proficiency-based learning
Engage local media
Collaboratively develop the conceptual framework with faculty and staff
Develop cross-curricular
graduation standards
Develop content-area graduation standards
Develop performance indicators for
cross-curricular and content-area graduation standards
Align curriculum with performance
indicators
Establish a school wide proficiency-based committee
Review existing policies
Refine policies based onfeedback
Adopt new and revised policies
Develop system for reporting on the achievement of student learning
Develop a process for verifying achievement
of content-area standards
Develop body-of-evidence
assessment process for demonstration of
cross-curricular graduation standards
Implement system for reporting on the
achievement of student learning.
Community Engagement
Policy
Practice: Graduation Requirements
Practice: Instructional System
How We’ll Work Together
Cycle of ActionOur Cycle of Action is a simple tool we developed to frame the critical steps educators take when engaged in an evidence-based, goal-driven school-improvement process focused on improving the achievement, aspirations, and attainment of all students. The Cycle of Action is not a linear process that begins and ends, but a series of thoughtful, purposeful steps that schools undertake as they refine and focus their action plan, make progress towards goals, review what’s working and what’s not, and adjust priorities in response to emerging needs.
The central goal in the cycle – Higher Student Aspirations, Achievement, and Attainment – guides every stage of the process. The four essential questions on the outer perimeter of the cycle encapsulate the four overarching stages in the cycle: (1) an objective assessment of where a school or group is in terms of performance or progress; (2) identification of the obstacles and assets that will hinder or support an improvement process; (3) a determination of goals and a supporting rationale based on the first two steps in the process; and (4) a comprehensive action plan that will outline precisely how a community will work together to achieve its goals.
© 2011 Great Schools Partnership
Cycle of Action
• Common end, uncommon means • Tailored plans, capacity-building • Working at all “levels” within the school
(classroom, building, district, community)
• Supporting Policy-Practice-Engagement
GSP Coaching Model
Meet 3 GSP Coaches
Ted Hall Senior Associate Great Schools Partnership
• Former science teacher, Dean of Students, and principal
• Experienced leading a school to design + implement a proficiency-based learning system as an administrator
• Planning team member and founding faculty at Catalina Foothills High School in AZ
• Senior Associate, Coalition of Essential Schools/Annenberg Institute for School Reform at Brown University
• M.Ed, University of Maine
Ted Hall
• Supporting 6-12 implementation of Personalized Learning in CT
• Facilitating a Superintendents’ Community of Practice in CT
2015-2016 Coaching Highlights
Ted Hall
Angela Hardy Director of Coaching Great Schools Partnership
Angela Hardy• Joined GSP in 2013
• GSP co-lead for Maine DOE’s Getting to Proficiency tools, and Vermont AOE’s Personalized Learning Plans website
• Unity College, Director of Center for Environmental + Experiential Education; Co-Director of Secondary Education
• Coordinator of county-wide professional development
• K-8 teacher, principal, and central office administrator
• M.Ed, University of Southern Maine
Angela Hardy
• Co-lead for NextGen Personalized Learning Initiative for 20 schools in the New England Secondary Schools Consortium (NESSC)
• Coordinator of the NESSC League of Innovative Schools
• Coaching a district towards full implementation of proficiency-based learning + multiple and flexible pathways
2015-2016Coaching Highlights
Craig Kesselheim Senior Associate Great Schools Partnership
Craig Kesselheim• GSP Senior Associate since
2004 • Middle school science teacher
in Wyoming for six years • K-8 principal and K-12
curriculum coordinator • Former Director of Education
at Teton Science School in Wyoming
• Asst. Professor of Biology and Science Education at the University of Central Arkansas
• Maine Math and Science Alliance facilitator
• Ed.D., University of Maine
Craig Kesselheim
• University of Maine Presque Isle coach as they implement an undergraduate proficiency-based learning system
• NextGen school coach
• Supporting the analysis of the program of studies as it impacts communication, equity, and personalization
2015-2016Coaching Highlights
• Be present • Be prepared • Listen actively • Provide resources and organize learning • Facilitate, question, and offer support
Role of Coach
• Be present • Be prepared • Listen actively • Develop a school and/or district plan • Develop a personal learning plan • Lead the work in your own district/school
Role of Participants
Seminar Logistics
SEMINAR SCHEDULENovember 3, 2015 Webinar: Preparing for Initial Seminar
November 16-17, 2015 Seminar 1, Colorado Springs Location
November 19-20, 2015 Seminar 2, Grand Junction Location
December Webinar: Assessment
January Webinar: Policy
February 22-26, 2016 Seminar 2: Assessment, Grading, and Reporting
March Webinar: Communication + Public Engagement
April 11-15, 2016 Seminar 3: Communications
May Webinar: Formative Assessment
June Seminar 4: Instructional Design, Dates TBD
Time 8:00 a.m. - 3:00 p.m. for 2 days
Location Colorado Springs and Grand Junction
Dates 11/16 + 11/17 11/19 + 11/20
SEMINAR SCHEDULE
• Materials will be available on a dedicated web page
• Each session will have specified outcomes
• We will work with you from where you are
• We will have time for learning across teams and planning within teams
SEMINARS
• Develop routines and norms for the year
• Make contacts and form bonds among school systems across the state
SEMINARS
Primary activities for Seminar I will include:
• Consolidate each districts' rationale for CBE implementation.
• Work deeply with the conceptual framework for CBE to make this fit comfortably to each local context.
SEMINARS
Primary activities for Seminar I will include:
• Set personal and team goals for the year's work.
• Begin to strategize for CBE implementation using a system's approach.
SEMINARS
Primary activities for Seminar I will include:
Preparing for the Seminar
Individual AssignmentPlease bring to the seminar
• Download from the GSP site - Colorado Competency-Based Learning Seminar Series
• Initiating, developing, implementing within each category
• Should be completed individually, considering your school or district.
• Part of the November session will have us sharing and reflecting on self-assessment results within your team.
Self-Assessment:
QUESTIONS?PLEASE keep your phones muted
Conference Call Number: 1-888-850-4523, Participant code: 382946#
Or, feel free to type your questions in the chat
THANK YOU