Advancing Competency-Based

Pathways To College and Career

Readiness

March 19, 2014 | 3:00 – 4:00 pm

Presenters

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State Leaders:

Sharon Lee, Director of Multiple Pathways, Rhode Island Department of Education

Paula Barney, Postsecondary and Workforce Readiness Specialist, Rhode Island Department of Education

Oliver Grenham, Chief Academic Officer, Adams County School District 50, Colorado

Elliott Asp, Special Assistant to the Commissioner, Colorado Department of Education

Achieve:

Anne Bowles, Senior Policy Associate

Cory Curl, Senior Fellow for Assessment and Accountability

Agenda

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Introduction to the CBP state policy framework, developed through a working group of 11 states and 12 partner organizations (Cory Curl)

Rhode Island’s efforts to work with a vision and strategy team to develop a framework to advance proficiency-based education (Sharon Lee and Paula Barney)

Overview of why Adams County School District 50 in Colorado decided to move towards competency-based learning, and early successes, challenges and lessons learned in the areas of assessment, accountability and graduation requirements (Oliver Grenham) 

Colorado’s role in advancing competency-based pathways, with an eye toward state policy and implementation support (Elliott Asp)  

Q & A

State Policy Framework

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Purpose: to assist states in building toward statewide adoption and implementation of competency-based pathways (CBP) that support all students in reaching college and career readinessFocus areas: graduation requirements, assessment and accountability, given that states must address these areas to reach a cross-cutting, accepted definition of competency that equates to a college- and career-ready level of performanceFormat: designed to inform planning conversations, including setting a vision for a state policy structure and identifying and weighing options to move toward this vision

Source: Achieve. July 2013. Advancing Competency-Based Pathways to College and Career Readiness

The framework recognizes that there is no one-size-fits-all strategy to advancing policies that support CBP, that everything does not have to happen at once, and that both the vision and approach to implementation will vary greatly across states.

Competency-based pathways can help all students reach college and career ready standards through the following strategies:

Students advance upon demonstrated mastery

Competencies include explicit, measurable, transferable learning objectives that empower students

Assessment is meaningful and a positive learning experience for students

Students receive rapid, differentiated support based on their individual learning needs

Learning outcomes emphasize competencies that include application and creation of knowledge

The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship

Definition of Competency-Based Pathways in the State Policy Framework

5Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL, http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf

About the State Policy Framework

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The framework is organized according to three major areas in which states have a significant role:

Graduation Requirements

Summative Assessment

Accountability Systems

Cross-Cutting Elements

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Within each area, the framework is organized according to the following:

Characteristics

Timing and frequency

State role in advancing change

Ensuring quality, consistency and alignment

Postsecondary alignment, credibility and use

Categories

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For each of the cross-cutting elements, the framework includes the following categories:

Policy questions – key state policy or implementation decisions

Policy levers – potential mechanisms for states to advance policy and implementation

Potential options – the range of policy and implementation paths that states may take based on answers to the policy questions, prompting states to select their preferred option and note benefits or challenges

Achieve is providing targeted policy and implementation support to a group of states committed to advancing competency-based pathways (CBP) to college and career readiness for all students. The support is designed to complement and reinforce states’ overall plans to implement the Common Core State Standards (CCSS) and propel far more students to a college- and career-ready level of performance.

States: Colorado, Connecticut, Delaware, Illinois, Kentucky, Maine, Michigan, New Hampshire, Ohio, Oklahoma, Oregon, Rhode Island and Vermont.

Participating states commit to pursuing policy and implementation changes in graduation requirements, assessments and accountability. States need to address all three in order to reach a cross-cutting, accepted definition of competency (or depending on the state’s terminology, proficiency or mastery) that equates to a college- and career-ready level of performance. This is essential to ensure rigorous determinations of student competency on the CCSS and other college- and career-ready standards.

Achieve’s CBP State Partnership

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Rhode Island Policy FrameworkRhode Island regulations support and encourage personalized learning and

proficiency-based pathways

Secondary Regulations• Proficiency based graduation• Personalization is key• Non-traditional learning opportunities

Career and Technical Education Regulations• Focus on proficiency and student outcomes• Personalized career pathways• Expansion of priority sector pathways

Virtual Learning Regulations• Focus on individualized learning environments• Flexible pathways and individual progression• Support for anytime, anywhere learning 10

Proficiency-Based Learning

Alignment of Opportunities

Winter 2013 Winter/Spring 2014

Summer/Fall 2014

Winter/Spring 2015

Summer/Fall 2015 2015 Beyond

Vision Definitions of CCR/Proficiency State Planning for Implementation

Readiness Evaluation School Level Planning Implementation

Policy Framework Pathways Proficiency Based Learning

LIS schools Conference Global Best Practice Leading NextGen Work

Vision Planning Development Implementation

Statewide Coordination Proof Points Promoting National Dialogue

Creating Conditions for SuccessPersonalized and Proficiency-Based Learning (PBL)

Draft Rhode Island Vision

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Statewide CollaborationToward Advancing PBL

Developing a Competency Based System

Adams County School District 50

March 19, 2014

• Who are we as a District?

• What is our educational model for all learners?

• What do the data say on our progress so far?

• Focus of Improvement Strategies

• Our challenges

• Questions

04/10/2023 04:11 AM 17

Overview

Who Are We?• Snapshot

– 10,000 total students – 12 Elementary Schools – 3 Middle Schools– 2 High Schools (one alternative)– 1 Charter School– 1 Early Childhood Center– Day Treatment Program (ISC)

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• Low static achievement

• Persistent achievement gaps

• Poor graduation rate

• High post secondary remediation rate

• Accredited as “Turnaround”

• Increased learner challenges

• Sought Comprehensive Appraisal for District Improvement (CADI)

• State conversations about 21st Century Learning – SB07 -053 (Integrated P-16 Education System) – HB 07-1118 (HS Graduation Requirements)– SB 08-212 (CAP4K)

• Moral Purpose “Proficiency for ALL”

Motivation for Systemic Change

What we needed…

• Systemic approach that ensured continuous rigorous learning and demonstrated performance (proficient or better) within and across all schools from the time our learners first entered preschool through graduation.

Adams County School District 50 Accreditation Plan Designations (October 15, 2013)

2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013Schools Points Schools Points Schools Points Schools Points

Crown Pointe 82.0 Crown Pointe 80.0 Sunset Ridge ES 87.3 Mesa ES 74.7Sunset Ridge ES 66.7 Mesa ES 71.8 Mesa ES 79.2 Crown Pointe 69.4Flynn ES 53.4 Harris Park ES 59.4 Flynn ES 74.0 Tennyson Knolls ES 68.2Tennyson Knolls ES 51.6 Sunset Ridge ES 58.2 Crown Pointe 72.8 Sunset Ridge ES 65.8Metz ES 50.6 Metz ES 51.1 Skyline Vista ES 71.6 FM Day ES 62.0Shaw Heights MS 46.0 Skyline Vista ES 51.1 Fairview ES 64.4 Flynn ES 61.8Harris Park ES 44.5 Hodgkins ES 50.1 FM Day ES 63.5 Skyline Vista ES 61.2Skyline Vista ES 43.8 Hidden Lake HS 54.1* Sherrelwood ES 54.1 Sherrelwood ES 58.5Westminster ES 43.8 Tennyson Knolls ES 46.9 Harris Park ES 49.2 Metz ES 54.2Westminster HS 39.5 Shaw Heights MS 45.3 Westminster ES 48.9 Harris Park ES 53.1Ranum MS 39.1 Fairview ES 43.8 Tennyson Knolls ES 48.2 Shaw Heights MS 51.1Scott Carpenter MS 36.8 FM Day ES 43.3 Hidden Lake HS 57.0* Hodgkins ES 49.6Hidden Lake HS 29.6 Flynn ES 40.3 Hodgkins ES 44.4 Westminster HS 47.4Mesa ES 27.1 Scott Carpenter MS 37.6 Shaw Heights MS 43.6 Hidden Lake HS 53.2*Sherrelwood ES 26.7 Westminster ES 37.6 Westminster HS 43.2 Ranum MS 46.7Fairview ES 26.6 Westminster HS 36.1 Metz ES 39.7 Fairview ES 46.4FM Day ES 26.3 Sherrelwood ES 28.2 Scott Carpenter MS 38.6 Westminster ES 43.8Hodgkins ES 26.3 Ranum MS 26.3 Ranum MS 38.2 Scott Carpenter MS 41.6

District 30.9 District 40.2 District 46.4 District 44.6

K-8 Plan Assignment Points High School Plan Points District Plan PointsPerformance > 59 Performance > 60 Performance > 64Improvement 47 - 59 Improvement 47 - 60 Improvement 52 - 64Priority Improvement 37 - 47 Priority Improvement 33 - 47 Priority Improvement 42 - 52Turnaround < 37 Turnaround < 33 Turnaround < 42

*Hidden Lake High School is designated an Alternative Education Campus and lives under a separate accreditation.

** The 2013 SPF has not yet been received for Hidden Lake HS.

Improvement Strategies

• Deepening competency based instructional practices

• Restructuring to support P-20 education

• Involving stakeholders differently

• Focus on systemic leadership

Definition of a Learner-centered Classroom

A true Learner-centered classroom is where “learners and teachers respond to and reflect on progress in order to build ownership and independence by involving teachers and other learners to become problems solvers, move through levels, meet their goals and figure out their own path to success; learners have the opportunity to make choices and demonstrate proficiency throughout the learner-centered classroom.

Teachers instruct and guide individual learners, small groups, as well as the whole class to set high expectations for all learners and determine the most effective instructional strategies for each learner in the classroom.”

- Developed by Adams County School District 50 teachers (2011)

Challenges…

• Number of students not at expected academic level

• Re-engineering for student learning

• Transition from “seat-time” to a competency based learning system

• Communication with Stakeholders

• Resource Reallocation

• Colorado Academic Standards

• Use of Primary Resources

• “Time-bound” High Stakes Assessment & Accountability Measures

Challenges…

• Recording and Reporting

• Special Populations

• High School Transition

• Integration with Other Districts, Colleges and Organizations

• School Structures

• Professional Development

• Designing effective state policy frameworks

• Competency Based Graduation Guidelines

Learning for All – What Does It Take?

“We can, whenever and wherever we

choose, successfully teach all children

whose schooling is of interest to us. We

already know more than we need to do that.

Whether or not we do it must finally depend

on how we feel about the fact that we

haven’t so far.”

Ronald Edmonds

1935 - 1983

Policy and Implementation Support

Achieve CBS Webinar

Competency-Based Systemsin Colorado

March 19, 2014

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“The knowledge, skills, and behaviors essential to high school graduates to be prepared to enter college and the workforce and compete in the global economy including content knowledge, learning and behavior skills” Source: State Board of Education and the Commission on Higher Education’s joint

adoption on June 30, 2009 of the description of Postsecondary and Workforce Readiness.

Postsecondary and Workforce Readiness: Definition

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Academic Competencies

Entrepreneurial Competencies

Professional Competencies

• Content Knowledge• Math and Literacy Skills• Ability to reason, analyze and synthesize

• Ability to collaborate• Ability to learn and adapt• Ability to manage time and

projects

• Ability to make and capitalize on connections and opportunities

• Ability to manage risk• Use failures to drive

improvement

Intended Student Outcomes

Drive to Contribute

Professional Entrepreneurial

AcademicSe

lf Kn

owle

dge

Colorado’s Emerging Model

COMPETENCY-BASED

SAFE AND HEALTHY

What are the characteristics of learning environments that help students develop core competencies, self knowledge and the drive to contribute in a way that maximizes their UNIQUE POTENTIAL?

PERSONAL AND PERSONALIZED CO-CREATED

TIME-, TALENT-, AND

TECHNOLOGY- ENABLED

Colorado’s Emerging Model

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Early Adopter Districts of Graduation Guidelines and supportive secondary initiatives

Turnaround Schools Alternative Education Campuses Charter Schools Innovation Schools

Ecosystems for Exploration

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State statute requires the State Board of Education to adopt a set of guidelines for high school graduation by May 2013. Local school boards may use their own locally developed graduation requirements so long as they “meet or exceed” any minimum standards or core competencies/skills adopted by the State Board.

Graduation Guidelines

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The law outlines several considerations that the State Board must take into account when adopting a set of guidelines, including:Alignment with the description of postsecondary and workforce

readinessAlignment with postsecondary academic admission standardsRecognition of multiple and diverse pathways to a diplomaArticulation through a standards-based education systemAttainment of skills necessary to succeed in the 21st century Importance of academic and career planning

Graduation Guidelines

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Graduation Guidelines Goals

New expectati ons for a high school diploma, locally diff erent and guided by common menu.

Develop and identi fy areas of opportunity for students to explore and att ain knowledge, skills, and abiliti es to be prepared for the day aft er high school.

Create and reinforce learning environments that refl ect high expectati ons for all students to successfully earn a living wage and contribute to Colorado’s economy.

Educate students to be prepared to enter Colorado’s workforce with in-demand credenti als and benchmarked to business, industry, and higher educati on standards.

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Menu will evolve over timeCareer & College Readiness

Demonstration English Math Science Social Studies

TCAP (2013-14 only) 663 627 - -

State Test (2013-14 +) TBD TBD

PARCC (2014-15 +) 4 + 4 +

ACT 18 19 TBD -

SAT 430 460 - -

IB 3 + 3 + 3 + 3 +

AP 3 + 3 + 3 + 3 +

ASVAB 50 50 - -

Capstone (2015-16 +) TBD TBD TBD TBD

Concurrent Enrollment C- or better C- or better C- or better C- or better

Industry Certificate TBD TBD TBD TBD

Graduation GuidelinesImplementation Timeline

Planning2013-15

Review graduation guidelines with local

education board

Guideposts2015-16

Adopt local guidelines and 9th graders may use

guideposts

Implementation2015-2020

Students meet or exceed minimum

college and career determinations

Graduation2020-2021

First high school graduates meet or exceed minimum

college and career determinations

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Lack of transparency and involvement in the development of the guidelines

Some groups felt they had no voice in the process Confusion about the purpose of the guidelines Disagreement over the level of rigor of the “cut-points” for

meeting various demonstration tasks Concern about state intrusion into local control

Issues and Challenges

Work Groups

Group Start DateCapstone November 2013

ICAP November 2013

21st Century Skills December 2013

Industry Certificate February 2014

Special Populations February 2014

Assessment May 2014

Endorsed Diploma May 2014

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Work Group Objectives Identi fy opportuniti es, challenges, and

best/promising practi ces. Develop implementati on recommendati ons. Explore and outline resources and tools. Align skills, abiliti es, and knowledge that are valued

by business, industry, and higher educati on. Outline systemati c pathways for students to explore

and develop these skills. Identi fy stakeholder connecti ons and messages. Maintain a writt en record of implementati on

recommendati ons, tools and resources, best/promising practi ces, and relevant discussions.

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Outcomes/Deliverables

Tools/Resources Implementati on Recommendati ons Promising or Best Practi ces Stakeholder Informati on Collaborati on

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Work Group Overview

Initial Work Groups Convene

2013-14Meetings begin to

discuss implementation

recommendations

Work Groups Continue

Summer 2014Assessment & Endorsed

Diploma work groups initiated

DeliverablesFall 2014

Capstone, 21st Century & ICAP

recommendations complete

Continuing Work Winter 2014

Industry Certificate & Special Populations recommendations

complete

Continuing Work & Recommendations

Fall 2015Assessment group continues with fall 2015 deliverables

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Year-long study group made up of select districts who are implementing/investigating CBS that will examine issues such as: The nature of a truly competency-based systemMeasurement approaches to a broad range of competencies Systemic supports that are required to successfully implement CBS Curriculum and instruction in a CB approach Local and state policy frameworks that support CBS

“Deliverable” is new/shared knowledge across the state Network will evolve to implementation support in year 2

Competency-Based Systems Network

THANK YOU!

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We look forward to continuing this discussion with you!

Anne Bowles | abowles@achieve.org

Cory Curl | ccurl@achieve.org

Advancing Competency-Based

Pathways to College and Career

Readiness

March 19, 2014 | 3:00 – 4:00 pm