july 29 th , 2014
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District and State Considerations for Incorporating Expanded Learning into Competency-Based Systems. July 29 th , 2014. @ AYPF_Tweets # aypfevents. Webinar Technical Support. GoToWebinar Technical Assistance: 1-800-263-6317. To submit live questions, please use the “Questions” box - PowerPoint PPT PresentationTRANSCRIPT
District and State Considerations for Incorporating Expanded
Learning into Competency-Based Systems
July 29th, 2014
@AYPF_Tweets#aypfevents
Webinar Technical Support
• GoToWebinar Technical Assistance: 1-800-263-6317
• To submit live questions, please use the “Questions” box
• A recording of the webinar and other resources will be available at www.aypf.org
What do we mean by competency-based education?
• Students advance upon mastery.• Competencies include explicit, measurable, transferable learning
objectives that empower students.• Assessment is meaningful and a positive learning experience for
students.• Students receive timely, differentiated support based on their individual
learning needs.• Learning outcomes emphasize competencies that include application
and creation of knowledge, along with the development of important skills and dispositions.
- Competency Works Definition
Why should we promote competency-based partnerships between schools
and expanded learning? • Why should K-12 stakeholders interested in competency-based education
care about such partnerships?• Schools often cannot provide students with diverse learning
experiences and opportunities for learning in context.• Expanded learning opportunities allows students more flexibility to
progress toward mastery• Why should expanded learning stakeholders care?
• Competency-based education allows schools to validate learning happening in non-formal settings
Presenters:
Stephanie Krauss, Senior Fellow, Forum for Youth Investment
Kate Nielson, Senior Policy Analyst, National Governors Association
Sharon Lee, Director, Office of Multiple Pathways, Rhode Island Department of Education
Michelle Un, Project Manager, Research & Data, Rhode Island After School Plus Alliance
@AYPF_Tweets#aypfevents
®
Priority Products & ServicesMay 2011
Cultivating Competence:The Quest for Readiness
Stephanie Krauss, Senior Fellow
“Producing sonorous rhetoric about solving social problems through education is easier than carrying out fundamental social change through schooling.”
- David Tyack, Tinkering Toward Utopia
“My education & experience taught me to navigate the landscape of traditional schooling, but they were clearly inadequate for creating a generative new landscape for deep and integral learning.
- Stephanie Marshall, The Power to Transform
Learning from experience. Falling forward from failure: 1. We were reactive when we needed to be generative 2. We needed different professional skills and capacity3. We needed more guaranteed flexibility4. We didn’t have enough time
Youth at the Center. Get youth ready by cultivating competence.Diffuse & expand. Anytime, anywhere.
Can we cultivate competence using a collective impact approach?
Considerations for collective impact efforts that are readiness-oriented & competency-based
Stephanie Krauss, Senior FellowThe Forum for Youth Investment
[email protected] www.forumfyi.org
Where do we go from here?The Readiness Project
July 29, 2014
Kate Nielson
Senior Policy Analyst, National Governors Association
Competency-Based Education:Implications for State Policy
State Trends
• Abolish Carnegie Unit, provide waivers• School- and district-level innovation• Limited changes to funding systems• Growing interest and overlap with other
policy areas– Common Core State Standards and assessments– Dual-enrollment– College and career readiness– Preparedness and remediation
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Big Challenges
• Role of the educator• Assessment and accountability• Funding• Communications and the culture shift
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Role of the Educator
• Training (pre-service, in-service)• Certification• Evaluation• Pay/promotion • ELO Implications
– Blurred lines between classroom and afterschool educators
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Assessments and Accountability
• High quality, valid, consistent assessments• Multiple formats of assessment• Flexible schedules • Appropriately tailored accountability • ELO Implications
– Assessments and credit beyond the classroom
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Funding
• Still based on seat-time• New system could incentivize CBE• Largely funding the transition, but no new
funding models • ELO Implications
– Funding opportunities and learning, wherever it occurs
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Communications and the Culture Shift
• Entrenched vision of education • Change the traditional vision of classroom
learning, include outside opportunities
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Questions?
Kate NielsonSenior Policy AnalystNational Governors Association
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Question and AnswerStephanie Krauss, Senior Fellow, Forum for
Youth Investment, [email protected]
Kate Nielson, Senior Policy Analyst, National Governors Association, [email protected]
Sharon Lee, Director of the Office of Multiple Pathways, RIDE
The SEA’s role in promoting proficiency-
based expanded learning through legislative changes and state-level policies
Adult, Career and Technical, Secondary and Virtual Learning
regulations support and promote learner proficiency gained and measured through a variety of
learning opportunities.
Comprehensive Regulatory Framework
RI regulations require districts to set up a proficiency-based diploma system to support students
demonstrating proficiency through multiple measures.
Multiple Measures of Proficiency
Partnering with a number of local, regional and national partners to develop a statewide
proficiency-based system.
Partnerships
Continued work…
• Build system with partnerships• Maintain a comprehensive and
connected system• Pay attention to barriers and
opportunities• Support, highlight, and share good
practices
Rethinking High School CreditELOs for Credit: A Solution to Engage and Prepare
Rhode Island Youth for the Future
AN EDUCATION INITIATIVE OF
ELOs for Credit
Student– At the center of learning
Teacher– Facilitator of learning and rigor
Industry Mentor– Guides hands-on, real world learning
ELO Coordinator
Opportunities for students to gain credit for rigorous learning experiences that take place outside of the traditional classroom
AN EDUCATION INITIATIVE OF
Building the Initiative
Planning
Pilot Implementa
tion
Expansion
Providence
Woonsocket
Central Falls
• Establishing policy and processes to support districts
• Defining roles of teachers and partners
• Developing assessment to fit school and partner needs
• Expand to serve more students—funding capacity
AN EDUCATION INITIATIVE OF
Central Falls• Individual and group ELOs take place after-school,
during the summer, and now during the school day• A part of the school transformation strategy to
increase the graduation rate and improve climate and culture CFHS Transformation Report (2013) cited ELOs as integral
to increasing graduation rate by 18% from 2010 to 2012
• ELO Office funded by the district
AN EDUCATION INITIATIVE OF
Excerpts and photos from the CFHS ELO Yearbook 2014
AN EDUCATION INITIATIVE OF
Woonsocket
• Partnership with Riverzedge Arts• Group and Individual ELOs take place after
school and during the summer• ELO Director at the school• In 2013-2014, over 138 WHS and WACTC
students completed 146 ELOs projects, engaging 25 teachers and 75 community mentors
AN EDUCATION INITIATIVE OF
Source: Photos from ELO Woonsocket http://elowoonsocket.weebly.com/
AN EDUCATION INITIATIVE OF
Going to Scale• 4 new districts and 2
charter schools• Different districts,
different models• Professional Learning
Community
AN EDUCATION INITIATIVE OF
Second Cohort District Models• Personalized learning for unique student needs• Fulfill digital portfolio requirement• Expand course offeringsBurrillville• Support transition from middle school to high school• Tie multiple expanded learning efforts together• Expand STEM offeringsWesterly •Create interdisciplinary learning experiences•Enhance afterschool offerings, increase partnerships•Incorporated experiential learning into the school day
Cumberland•ELOs a part of the graduation requirement for students•Map directly to 21st century skill expectations•Expands course offerings, tapping into interests of teachersHighlander
AN EDUCATION INITIATIVE OF
District Conditions Needed to Support ELOs
• District administration involved in ELO design• School leadership and openness around how
school design can support ELOs and student-centered learning
• ELO Coordinator, or someone who can play a coordinating role
• Funding to support mentor and teacher compensation
AN EDUCATION INITIATIVE OF
Next Steps for RIASPA
• Supporting statewide community partners working across multiple districts
• Formalize partnerships with higher education • Develop more industry work-based
experiences• Digital badges!
AN EDUCATION INITIATIVE OF
Check Us Out
• RIASPA: http://afterschoolri.org/ • Woonsocket:
http://elowoonsocket.weebly.com/• Central Falls:
http://cfhs.cfschools.net/expanded-learning-opportunities.html
• Providence (PASA’s the Hub): http://hubprov.com/
AN EDUCATION INITIATIVE OF
For More Information
Contact Info:Michelle Un
Question and AnswerStephanie Krauss, Senior Fellow, Forum for Youth Investment, [email protected]
Kate Nielson, Senior Policy Analyst, National Governors Association, [email protected]
Sharon Lee, Director, Office of Multiple Pathways, Rhode Island Department of Education, [email protected]
Michelle Un, Project Manager, Research & Data, Rhode Island After School Plus Alliance, [email protected]
Thanks for joining us!