Competency-Based Learning SeriesPreparing for the Initial Seminar

November 3, 2015

Webinar #2

HOUSEKEEPING

For technical support contact Great Schools Partnership 207-773-0505

HOUSEKEEPING

All phone lines will be muted throughout the presentation to reduce background noise. They will be unmuted for Q & A.

HOUSEKEEPING

Feel free to ask questions any time or make comments using the chat space

HOUSEKEEPING

This webinar is being recorded. Find all materials on our website:

www.greatschoolspartnership.org/colorado-seminar-series

7

HOUSEKEEPING

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