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7/27/2019 The Shift from Cohorts to Competency
1/41
Authors:
J BaileyCarri Sceider
Cris StrgisTm Vader Ark
January 2013
Supported by:Fdati fr Excellece i Edcati
In Association with:Gettig Smart
the Shift from
CohortS toCompetenCy
7/27/2019 The Shift from Cohorts to Competency
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Digital learning now! Smart SerieSThis is the fourth paper in a series of interactive papers that provides specic
gdnc gdng th dopton of Coon Co Stt Stndds nd th shft topsonl dgtl lnng.
Join the ConverSation
DgtlLnngNow.co
GttngSt.co
CoptncWoks.og
@DgLnngNow
@Gttng_St
@John_Bl
@CSchnd
@TVndk
@CoptncWoks
#DgLN
#StSs
#Cwoks
Fcbook.co/DgtlLnngNow
Fcbook.co/GttngSt
Fo ccss to ths nd oth pps
n o ss onln:
http://digitallearningnow.com/http://gettingsmart.com/http://www.competencyworks.org/https://www.facebook.com/DigitalLearningNowhttps://www.facebook.com/GettingSmarthttps://www.facebook.com/GettingSmarthttps://www.facebook.com/DigitalLearningNowhttp://www.competencyworks.org/http://gettingsmart.com/http://digitallearningnow.com/7/27/2019 The Shift from Cohorts to Competency
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table of ContentS
exeCuTiVe Summary ...........................................................................................................................1
iNTrODuCTiON .......................................................................................................................................2
exHiBiT: Confsd b th Tnolog? ..........................................................................................5
a Primer ON COmPeTeNCy eDuCaTiON ...........................................................................................6
Wht s Coptnc edcton? .......................................................................................................7
exHiBiT: Tvo nd Tl: a Coptnc Tl .................................................................................8
How Dos Coptnc edcton ipov Stdnt achvnt nd School Pfonc? ......10
Fqntl askd Qstons ............................................................................................................13
exHiBiT: unlshng th Possbl: Coptnc edcton nd Nt-Gnton Lnng .........17
THe SHiFT TO COmPeTeNCy eDuCaTiON ........................................................................................19
10 Nw Cpblts of Coptnc-algnd Sst ...................................................................20
10 Dsgn Chocs ...........................................................................................................................26
Stt Polc tht Sppots Coptnc-Bsd Lnng ................................................................32
CONCLuSiON.........................................................................................................................................34
appnd: Coptnc edcton rsocs ........................................................................................36
atho Bos ..............................................................................................................................................37
acknowldgnts, endnots &Dscloss .........................................................................................38
7/27/2019 The Shift from Cohorts to Competency
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Gttng dvs lcns qs
pssng tst nd dvng
donstton coptnc-bsd
sst tlzng ltpl fos of
assessment. Professional certications
fo doctos, ccontnts, nd lws
l on tst-bsd donsttons of
coptnc.
Pooton polcs tht q stdnts
to d bfo ovng to foth gd
n ttpt to ns tht stdnts
d to sccd; sch polcs
n l ffot to k th old cohot
sst o coptnc bsd.
Cdt cov coss nd cds
coptnc bsd. So l
clsvl on low-lvl nd-of-cos
ltpl-choc qzzs, whch n
pl of nstctonl odls n whch
stdnts ov t th own pc nd
pogss b donsttng coptnc.
W cn ll thnk of pls fo
pofssonl lcns to vdo gs
n whch w st show wht w know
to donstt chvnt. Wh,
thn, shold th dcton sst b
n dffnt? movng to coptnc-
bsd sst s th logcl volton
fo th otdtd fcto odl to on
tht cn psonlz lnng nd sv
th nds of ch ndvdl stdnt.
Fo th ft docto ntng dcl
school or the future pilot logging ight
hos, sst bsd on coptnc
lso hs th bst potntl to pov
collg nd c dnss. yt
tods cnt sst holds bck
stdnts who cold b cllng nd
ovs stdnts on who nt d.
CoptncWoksdenes competency
dcton s sst of dcton,
often referred to as prociency or
st bsd, n whch stdnts
dvnc pon st. Coptncs
ncld plct, sbl,tnsfbl lnng objctvs tht
pow stdnts. assssnt s
nngfl nd svs s postv
lnng pnc fo stdnts.
Stdnts cv tl, dffnttd
sppot tlod to th ndvdl
lnng nds. Lnng otcos
ncld th pplcton nd cton of
knowldg, long wth th dvlopnt
of potnt sklls nd dspostons.
Ths pp plos how coptnc
dcton hs th potntl to connct
lnng to stdnts pssons nd
ntsts, dwng th towd hgh-
od thnkng nd, thfo, dp
lnng. and whl tchnolog s not
ncss coponnt of coptnc
dcton p s, dvncs n
dctonl tchnolog hv d t
possbl to bng coptnc dcton
to scl thogh n v-pndng
st of tools tht cn psonlz nd
cstoz lnng. Th thos
contnd tht wthot lvgng
tchnolog nd dscovng nw ws
to s t nd socs dffntl, w
wll fl to chv th gols of collg-
nd c-d stndds lk th
Coon Co Stt Stndds (CCSS)
Shftng to coptnc dcton s n
potnt stp n ths pocss.
aft vwng th bsc tnts of
coptnc dcton, th thosdscss th ws n whch th shft fo
cohots to coptnc cn pov
stdnt chvnt nd school
pfonc. Th ost fqntl
skd qstons ltd to coptnc-
bsd lnng lso nswd. Th
pp povds n n-dpth ploton
of th sss ltd to th ovll
shft to coptnc dcton fo
dcton lds nd dcson ks.
Specically, the authors describe 10
nw cpblts of coptnc-bsd
sst nd 10 dsgn chocs to nfo
th ncss chngs. Th pp nds
wth dscsson of stt polcs tht
sppot coptnc dcton.
exeCutive Summary
http://www.competencyworks.org/http://www.competencyworks.org/7/27/2019 The Shift from Cohorts to Competency
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a nw s pon s. W ll know
that the one-size-ts-all, conveyor
blt odl of dcton tht tcks
stdnts nto dffnt lf tjctos
fls too n kds nd lvs too n
gdts nppd to copt fo
jobs n th 21st cnt. Bt sothng
s chngng. acoss th nton, stts
and districts are no longer satised
wth low chvnt nd ttnnt.
mn, Nw Hpsh, nd Ogonhv stblshd nw dcton fo
polc. Dstcts coss th cont
tnsfong th schools. Chts
sng th cpct fo nnovton to
bk f of th t-bsd sst. a
nw consnss s gng. Togth,
w cllng fo th cton of
cstozd dcton sst tht
pps ll stdnts fo lflong
lnng, ncldng th potnt stps o
collg nd c dnss. W cll t
psonlzton.
Th cnt fcto odl of schoolng
wth ts t-bsd, bll-cvd gdng
sst wll ndn ll of o ffotsto psonlz dcton. No tt
wht stndds w s, no tt th
nnovton, convo blt odl lts
stdnt chvnt n two fndnt
ws.
introDuCtionCc edc & DLn SSs
The Digital Learning Now!SmartSeries illuminates criticalimplementation topics at the
intersection of the shift topersonal digital learning andCCSS. The most basic and
profound shifts that will occurin this decade are the policiesand practices that guidestudent progress through
schools.
http://www.digitallearningnow.com/dln-smart-series/http://www.digitallearningnow.com/dln-smart-series/http://www.digitallearningnow.com/dln-smart-series/http://www.digitallearningnow.com/dln-smart-series/7/27/2019 The Shift from Cohorts to Competency
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7/27/2019 The Shift from Cohorts to Competency
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7/27/2019 The Shift from Cohorts to Competency
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7/27/2019 The Shift from Cohorts to Competency
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Coptnc dcton lws stts
wth knowng th stdnt nd wh h
o sh s on th lnng pogsson.
Dong t ght qs donsttd
prociency on a common pathway, or
lnng pogsson, towd collg-
nd c-d pcttons, bt t
nlocks th pow of psonlztonb lttng v stdnt tk nq
pth nd pc. Stdnts gt th
t th nd to ll ndstnd
th stndds, nd th hv th
oppotnt to donstt wht
th know on gl bss. Ths
podc donsttons of knowldg
nd sklls nfo th pogss nd
tclton, vss o cnt sst
tht spl gops nd dvncs
stdnts ccodng to th g. Ths
ongong ssssnts nd podcdonsttons of stdnt knowldg
nd sklls ct potbl cod nd
ln pofl.6
a Primer on ComPetenCy eDuCation
Show whAT You KnowLearning progressions aretypically made up of standards,while competencies aresimilar to, but different from,standards. As Rose Colbyexplains, Competency impliesmuch more than content and
skills. By its very definition,competency requires that astudent be able to transfercontent and skill in a particularsetting.In short, students ina competency-based systemprogress when they show whatthey know.7
http://digitallearningnow.com/wp-content/uploads/2012/10/DLN-Smart-Series-Databack-Final1.pdfhttp://digitallearningnow.com/wp-content/uploads/2012/10/DLN-Smart-Series-Databack-Final1.pdfhttp://digitallearningnow.com/wp-content/uploads/2012/10/DLN-Smart-Series-Databack-Final1.pdfhttp://digitallearningnow.com/wp-content/uploads/2012/10/DLN-Smart-Series-Databack-Final1.pdf7/27/2019 The Shift from Cohorts to Competency
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w s Cpcedc?
CoptncWoks s n onln
cont dvotd to dvncng
the eld, which is sponsored by the
intntonl assocton fo K-12
Onln Lnng, th acn yoth
Polc Fo, Jobs fo th Ft, nd
th Ntonl Govnos assocton.
CompetencyWorks denes competency
dcton s:
Stdnts dvnc pon st,
Coptncs ncld plct,sbl, tnsfbl lnng
objctvs tht pow stdnts,
assssnt s nngfl nd
svs s postv lnng
pnc fo stdnts,
Stdnts cv tl,
dffnttd sppot bsd on
th ndvdl lnng nds, nd
Lnng otcos phsz
coptncs ncldng th
pplcton nd cton of
knowldg, long wth thdvlopnt of potnt sklls nd
dspostons.
Coptnc dcton s ootd n
co concpts nd lssons lnd
fo oth fos tht hv dvlopd
ov th pst 50 s Bloos
nstctonl ppochs, essntl
Schools, stndds-bsd dcton,
nd oth dvlopnt, ong oths,
wovn nto nw fwok.Th dvlopnt of coptnc
dcton s dcds long. Tchnolog
s nlshng t b gntng dnd
fo onln nd blndd lnng nd
nblng powfl nfoton
sst nfstct. untl cntl,
t wold hv bn pctcl to
sggst tht coptnc dcton
cold ch v stdnt wthot th
psonlzton tht tchnolog now
ffods. Th tools now st to tlo
nstcton to ndvdl stdnt nds,collct nd pot stdnt dt down to
ch ndvdl lnng pogsson,
nd ng dt-dvn nvonnts.
Th n dffnc n coptnc
dcton fo th tdtonl t-
bsd sst s th focs on stdnts
learning to specic competencies; the
ont of t nd tps of socs
v s ndd. accoodtons cn
b d fo stdnts who nt coss
wth dffnttd sklls b djstng to
th nds nd ntsts. a o holstc
ppoch to dvlopnt s oftn
ssoctd wth coptnc dcton,
o s Stnfod unvsts Col Dwck
wold s, gowth ndst.
Th pd pnson nd ncsng
ntst n coptnc dcton
is being driven by a conuence of
focs. mo goos collg- nd
c-d stndds, sch s thCCSS, wll gnt shfts n nstcton
s tchs cov fw topcs bt
n dp fshon. Coptnc
ssts cn hlp wth ths tnston
b djstng nd ddng t nd
socs s ncss. ipovnts
n psonlzd lnng nd nfoton
ssts hv d t s to pnpont
stdnt nds nd v nstctonl
ppochs nd ntvntons. Th
gowth n onln lnng hs ctd
nw optons fo n stdnts ndhs donsttd th oppotnts
and benets of self-pacing when
covng coswok. Bt t hs lso
bco cl tht ost stdnts thv
n d odlt nvonnt tht
s both psonlzd to th nds
nd sppotd b dffnt ws of
povdng nstcton, contnt, socs
ntvntons, nd t ssstnc.
http://c/Users/Carri/Desktop/CompetencyWorks.orghttp://c/Users/Carri/Desktop/CompetencyWorks.org7/27/2019 The Shift from Cohorts to Competency
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e: t d t: a Cpc t
Tvo, 8 nd Tl, 10 ovd to Lk Pk n ltSptb. Hvng ovd fqntl, both bos w
nvos bot bng plcd n nw clssoo, bt
hd co to pct ch of th s whv th
lndd. School ws oftn bong nd nntstng. Bt
as they walked into the school ofce with their parents,
th cold tll ght w tht sothng ws dffnt.
On th wll ws hg post tht d:
ms. Gz gtd th nd plnd tht ov th
nt two ds th bos wold b n ontton wth th
oth nw stdnts who w nollng tht wk. Th bos w spsd. Ontton
ws fn. Th tlkd lot wth ms. Gz bot th oth schools. Sh hd th wt
nd dw pcts bot wht th lkd to do. Th got to pck ot books th thoght
w ntstng nd thn d nd tlk bot th wth ms. Gz. Th spnt so t
on th copt, on sothng clld maPS.8 On Wdnsd ms. Gz t wth th
pnts. mtng ndvdll, sh showd th bos nd th pnts on th copt wht
sh clld th lnng p wth lvls. Sh plnd tht th w 13 lvls tht th
bos wold pogss thogh, jst lk vdo g, to gt d fo collg.
Tvos p showd tht n th h ws on
lvl th, bt n dng nd wtng h ws
ostl on lvl on. ms. Gz plnd
tht Tvo knw how to do lot of thngs on
lvl on lk skng nd nswng qstons
bot dtls n books nd tllng stos. H
cold lso d t lvl on. To gt to lvl
two h ndd to wok on two thngs: lstnng
cfll to stos to dntf who s tllng th sto, nd copng nd contstng th
dvnts nd pncs of chcts n stos. Sh sd sh wold lk to k
pln to gt Tvo to lvl th ov th nt , bt t wold n tht h wold nd
to pctc dng v d dng x-block, spcl t fo stdnts to wok on thschool wok v d. Sh lso sd tht hs nw tch, m. Chng, wold hlp h nd
h cold lso pctc hs dng nd cophnson sklls on th copt v d.
Sh skd Tvo, yo told o ddnt lk dng v ch. Wht f w fond so
books bot dgons nd onsts, snc o lk to dw pcts of th so ch?
is p.y d .
y s k.
Lks lk l sjs sccss gss.
3 Great thinGSabout faiLure
trevor
http://c/Users/Carri/Dropbox/GS%20NOT%20SHARED/GETTING%20SMART/SMART%20SERIES%20WHITE%20PAPERS/SS5%20Competency%20CB/nwea.orghttp://c/Users/Carri/Dropbox/GS%20NOT%20SHARED/GETTING%20SMART/SMART%20SERIES%20WHITE%20PAPERS/SS5%20Competency%20CB/nwea.org7/27/2019 The Shift from Cohorts to Competency
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Tls p ws v dffnt. H sw tht
lot o of hs p ws colod n. ms. Gz
plnd tht th hopd ost stdnts hsg wold b t lvl s. in englsh Lngg
Arts he was almost all lled in, except that he
ndd o pctc n vsng hs wtng.
Hs vocbl ws t lvl svn, bt h
ndd o pctc n sng vocbl
fo dffnt dons. Sh told Tl nd hs pnts tht snc h lovd to d, h
cold kp ovng fowd to hgh lvls. Bt h wold nd to spnd lot o t
wtng, not jst dng. in th, Tl ws d to stt lvl s, bt bsd on th maPS
assessment he seemed to have a few gaps at levels three, four, and ve. She asked that
fo th nt fw wks h spnd x-block wokng wth hs th tch, ms. Sn, ndpctcng on th copt.
Two onths lt t th nt pnt confnc, Tvo nd Tl showd th pnts
vdnc of th lnng. Tvo showd pls of wok fo lvl two n whch h
copd nd contstd th ost potnt ponts n two tts on th s topc. Tl
proudly reported he had lled in his math gaps, and that because he could work on the
onln ccl dng x-block h ws now wokng t lvl svn. ms. Sn plnd
tht Tl ll njod th pnc of pogssng pdl. Th hd dcdd to s f
h wold lk th pnc of plong oth ws to ppl hs lnng. So nstd of
ovng on to lvl ght lt ths , sh wntd to wok wth h on dvncd wok n
lvl svn, whch ncldd ctng vdo plnng pobblt.
Th bos pnts hd nv sn th kds so ctd bot school. Lookng bck on ll
th dffnt pncs n svl stts, th w zd t how qckl th nw
tchs got to know th sons nd how sooth th tnston ws copd to oth
ovs. Th hd lws wod tht th ltpl ovs wold ngtvl pct th
sons futures, but nally felt condent that they had made the right choice (and one that
wold lst) h n Lk Pk.
tyler
7/27/2019 The Shift from Cohorts to Competency
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h Ds Cpcedc ip Sd
ac d ScPc?
its potnt to b tht
coptnc dcton s stct,
fwok. Wht schools do wth
ths fwok ks bg dffnc
fo stdnt chvnt. if o ppl
lss goos stndds, o wll gt
lss chvnt. if o dont s
nngfl ssssnts to povd
fdbck, stdnts wont b bl to
ln fo th stks. if o dont
p ttnton to th cost ffctvnss of
interventions, you may nd yourself with
optons tht nt podcng lnng
gns fo ll stdnts.
m Sds w t a:Coptnc dcton lws stts
where the students are. The rst step
s lws to ndstnd wht sklls
stdnts hv dvlopd, wh
th gps o wknsss, ndwh th cllng. Schools
gop o gop to ognz tchng
socs to hlp stdnts ov
fowd. Th s onln nd
blndd lnng to spond to wd
lvls of dffntton. Schools thn
onto nd tck stdnt pogss
long p-dvlopd ccl
lnng pogsson sch s th CCSS.
Stdnts nv spl pssd long
to th nt tch o gvn gd D
tht sbolzs tht th ddnt lnwht th ndd to ln.
Pss up ms:Coptnc dcton qs (nd
llows) stdnts to pogss pon
st, whch hs th potntplctons:
InvestinginProfciency: Schools
contn to nvst n stdnts b
offng t t, ntvntons,
nd ltntv thods of
lnng ntl th hv chd
prociency and are ready to move
on to th nt lnng tgt. its
tht spl: ll stdnts pogss
and reach prociency before
ovng on. Fo o ndsvd
stdnts who hv bon th
bdn of o fcto odl, ths
poss to podc noos
lnng gns s th gt th hlp
th nd, whn th nd t.
Ths dosnt n tht ll
lnng s ln o wthn on
don. Schools cn ognz
th ccls bsd on
ntdscpln o clstdlnng tgts, wth th
ndstndng tht stdnts wll
need to become procient in them.
So schools dstngsh btwn
lnng tgts tht th
bckbon of ft coptncs
wthn don nd thos tht
stdnts nd to b fl wth
(but not necessarily procient in) to
dvnc.
AcceleratingLearning: Coptncdcton cts th oppotnt
fo ccltd lnng fo stdnts
wth lg gps n th dcton,
o thos who ov-gd nd
nd-cdtd, s wll s fo hgh-
ying students who have strong
ntsts wthn dons. it cts
Cc d Dv excllc
What happens when students reachproficiency on a learning target?Many competency schools referto it as a 3 (or if they still useletters it may be tracked as B).The 4 varies across schools toindicate exceeding expectations,
additional application, creation ofknowledge for the student, or sometype of extra credit. In competencyeducation, new choices for studentsand teachers develop as studentsreach that 3. They can go onto get a 4, they can move on tothe next learning target, or theymight return to a learning target tofocus on turning it from a 3 to a 4.They could go work on a learning
target in another class that theyare finding difficult. Or they mightwork on something they really
enjoy like art, music, work on extra-curricular activities, or reading aninteresting book. Students mayalso participate in job shadowsand community service. We canassume that students and familieswith a deep understanding of thecompetitive nature of college willfocus on getting all 4s as quickly asthey can. But in fact, that may notalways be the best path for studentdevelopment. There are manystudents with deep interests outside
the school realm, or those who haveintellectual curiosity driving theirschool experience, who may benefitfrom using the time in school fortheir own interests.
7/27/2019 The Shift from Cohorts to Competency
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oppotnts fo stdnts to st
focsd on th co coptncs
of cos, dvncng s qckl
s th cn, whch ns th b lnng t 1.25, 1.50 o vn 2
ts th pctd tch pc.
W cn cntl s ths pl
n hghl slf-pcd, coptnc-
bsd schools sch s Boston D
nd evnng acd o Flod
Vtl School. Howv, vn n
co dstct optons sch s
Hll-Dl mddl School, school
n mns Cohot fo Cstozd
Lnng, th pls of
stdnts ovng hd of th
tch pc n n g-bsd
cohot.9 at msctn School
Dstct n iow, sch fond tht
3% of stdnts n coptnc-
bsd nvonnt ccltd
bond th tch pc.10
RemovingtheCeilingon
Achievement:Th onl
hndfl of pls wh
w cn s th plctons ofhow coptnc dcton cn
ov th constnng clng
on chvnt. at coptnc-
bsd onln schools sch s
Flod Vtl School, FLVS (wh
lgslton nbld th school to
b coptnc bsd) nd Vtl
Lnng acd (optng
wthn Nw Hpsh, wh hgh
school cdts coptnc
bsd) w cn bgn to s th
pctcs of opn nt/opn ttht llow stdnts to dvnc
o qckl thn th Cng nt
llocts fo copltng th cos.
at coptnc-bsd lnt
schools, t s s to gn tht
blndd lnng wll llow so
stdnts to dvnc wll bond
th g-bsd pctton whn
th hv fl-bsd knowldg,
interest, or aptitude in a specic
don. Ths, w lkl to s
stdnts bgn to tk so ddl
school coss n lntschool, hgh school coss n
ddl school, nd collg coss
l n th hgh school cs.
Sd m de: Coptnc dctonqs tnspnc bot th
coptncs, lnng tgts, bcs,
nd stdnt pogss. Ths tnspnc
s th spcl ngdnt tht llows
stdnts to own th own lnng,
whch cn b tnsfod nto hgh
lvls of otvton nd nggnt.
Psonlzton povds gt
oppotnts fo stdnt voc nd
choc. Of cos not ll stdnts wll
b otvtd nd nggd ll th t.
Howv, th pcttons fo n of
th dspostons ndd to b sccssf
n school lso tnspnt, nd cn
fcltt dlog wth stdnts to hlp
th t.
uq Ps:Th cobntonof coptnc-bsd nd blndd
lnng nvonnts ks t
possbl to cstoz v stdnts
lnng pnc. Blndd lnng
llows stdnts to v th t, t,
locton, nd pth. instd of bng
wdgts on th convo blt, not
knowng wh th th o wht t
ll ns, stdnts bco th co-
dsgns of th dcton.
edc C: acoss thcont, low-nco fls tnsf
n nd ot of schools n sch of
sft, hgh pfonc schools,
hosng, nd jobs. as fls bk
pt nd ths psss, so
stdnts bco holss, plcd
n chld wlf, o nd p n jvnl
jstc ssts. Ths hgh oblt
http://maine.gov/doe/cbp/case-studies/rsu2.htmlhttp://www.muscatine.k12.ia.us/http://www.muscatine.k12.ia.us/http://www.muscatine.k12.ia.us/http://www.muscatine.k12.ia.us/http://maine.gov/doe/cbp/case-studies/rsu2.html7/27/2019 The Shift from Cohorts to Competency
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n low-nco conts pcts
stdnts nd chllngs schools. if
potblt s blt nto th coptnc
dcton sst, stdnts wll b blto c th own lnng hsto nd
pogsson. Wth onln lnng, th
vn b bl to contn lnng
whl th lvs n phvl.
Cs ecss: Coptncdcton vntll gnt
ovll cost svngs. (rb,
th t-bsd sst dos not
vn consd cost ffctvnss.
Its all about inputs). The rst step is
to pov cost ffctvnss wth
dp ndstndng of th socs
t tks to povd dqt ntvnton
nd oppotnts to hlp low-nco
stdnts nd oth ndsvd
stdnts bco collg/c d.
Th shold ctnl b cost svngs
fo stt bdgts nd fls f o
stdnts cn tck fw collg coss
nd th blt b th t th lv
K-12. Districts and schools benet if
stdnts cn focs on coptnccov, lk t Nw Hpshs
Vtl Lnng acd Cht
School.
if stts nd dstcts wok to stln
th K-12 nd hgh dcton ssts
so tht 6th gd stdnts cn do 8th
gd-lvl coss, 8th gds cn
do 10th gd, nd 10th gds hv
ccss to n collg-lvl coss,
w shold b bl to gnt so
svngs nd hlp fls dcth cost of hgh dcton. Cost
ffctvnss wll lso ncs wth
ths chngs, spcll f th gv
schools more scheduling exibility
to povd o t fo stdnts to
become procient, rather than using
cls nd pnsv ntvntons lk
s school nd tnton.
us i: On of thjo contbtons of coptnc
dcton s th ol t cn pl n
unleashing greater benets from othernnovtons. Fst, llowng stdnts
to pogss pon st ns w
can nally take advantage of online
nd blndd lnng. Stdnts cn
cclt th t of th lnng to
ctch p wth (o ov bond) tch
pc. Stdnts cn dvnc n so
dscplns nd not n oths. Stdnts
dong pp-lvl coss wll bco
no. Scond, coptnc dcton,
wth ts cl lnng pogssons
nd bcs, llows s to k sns
of th ploson of dgtl tools nd
obl lnng pplctons. Wth
btt dt, w wll b bl to s
whch lnng pncs wok bst
for students with a particular prole.
Th vl dopton of lnng pps hs
ld d th sst o dnc
nd sponsv. W onl t th
bgnnng of ndstndng wht onln
nd blndd lnng cn nbl, s t
s constnd b th tdtonl t-bsd sst.
as w bld p o contnt nd
coon tggng lngg tht llows
us to quickly nd appropriate options
fo stdnts, psonlzton nd choc
wll pnd, whch wll nfoc stdnt
otvton nd nggnt. in th nt
scton w wll look t ths n gt
dtl.
7/27/2019 The Shift from Cohorts to Competency
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fq askd QssLstnng to th ctqs of coptnc
dcton s potnt, s t hlps s
thnk thogh nntndd consqncsand increase our sensitivity to awed
plntton tht s lkl to podc
poo slts. Blow nb of
qstons nd concns tht hv bn
sd.
1. h c c c sdds ssds d ?in th tdtonl sst tchs sponsbl fo covng thccl, whs n coptncdcton th sponsbl fostudents reaching prociency inpplng th coptncs tht dvth ccl. a coptnc sstqs focs on pot otcos,t lst so s of spplntl ndsnchonos dgtl nstcton, nd nncsd lvl of stdnt ownshp ofpcttons, lnng, nd pogss.if stdnts nds too gt, th
school ldshp nd tchs wllnd to povd dqt socs,ntvntons, nd stdnt sppot sotht sngl tch s not sponsblfo dong vthng fo th stdnts.Fo pl, coptnc-bsdschools bd sppot nto th schoold nd clnd wth tnston tsfo stdnts who bhnd pc.its lkl w wll bgn to s schoolclnds nd schdls chng sotht stdnts who nd t hlp cn
contn lnng thoghot th .Whn t cos down to t, whts opotnt: stdnts lnng o covngth ccl?
f Sds W a bd
It takes courage to confront the tragedy of a child or teen navigating school
more than two years behind in skills. Competency education doesnt create thisproblem, but it makes it more explicit. In fact, once competency education isembraced its impossible to ignore problems; how are we going to help all thesestudents catch up?
At the elementary school level, 32 states have embraced a policy to end socialpromotion for third graders who are not reading on grade level. This demandfor proficiency is difficult for a time-based system to deal with and asking astudent to repeat a grade level of the same instruction in all subjects is not a veryeffective solution. The best solution, as presented in this paper, is a system thatpersonalizes instruction and creates more time when and where it is needed.
Students entering high schools with elementary school-level skills are now placedin time-based courses, often with very little scaffolding or support. Teachers havebeen certified to deliver secondary-level courses, not to help fill elementary skillsgaps. As a result, many students lose hope and disengage. Without the capacityto help students get back on track, schools lose hope as well, and guide studentsout the door prematurely.
Competency education can help resolve the underlying tension:
Be honest and transparent about where students are on their learningprogression,
Focus on critical skills and not covering the curriculum in time-basedcourses,
Create day schedules and yearly calendars that double the core learning
time available for struggling students, and
Recognize schools, networks, and districts that have developed accelerationstrategies.
Boston Day and Evening Academy (BDEA), featured in a recent JFF report, is anexample of a school that is taking this challenge on head-on. 11 BDEA started bycreating a process for aligning its competencies with the Common Core, takingthe academic needs of their student population into account.12 As more schoolsadopt the CCSS, this will be a growing problem that can be addressed throughcompetency-based models that enable the kind of differentiation these studentsneed.13
At Muscatine Schools in Iowa, teachers monitor students based on where they
are on learning progressions either remediation, intensive interventions, oracceleration. Early results from Iowas Competency-based Instruction Task Forceshow that following implementation of the pilot projects, 0% of students earnedDs or Fs in competency-based education classrooms, compared to 38% of allstudents in the 2011-12 school year. Additional data points expand the positiveimpact of competency-based education on students requiring remediation:14
Six percent of the students engaged in learning contracts or short-termremediation reached proficiency prior to the end of the term, and
Four percent of the students needed intensive remediation, which requiredadditional time beyond the term.
http://www.jff.org/sites/default/files/AligningCompetencies_112812.pdfhttp://www.jff.org/sites/default/files/AligningCompetencies_112812.pdf7/27/2019 The Shift from Cohorts to Competency
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2. w s s?On of th fs botcoptnc dcton s tht t wll
slt n fcto odl on stodswth stdnts tdgng long lock-stppd nd bbbl tstd v stpof th w. Bt coptnc dctons bot kng s stdnts ln;th k ngdnt s constnt ndongong fdbck to both tchsnd stdnts. Ths ppoch dosntn o tstng p s, bt ththntc ssssnts tht co nll shps nd fos, sch s gldonsttons of lnng-lk pojcts,
sltons, pots, nd psnttons.also, wth o g-bsd nddptv lnng, ssssnt s gttngpshd nto th bckgond n fvo ofo dt gthng nd fw tskstht fl lk tstng. Thnk fdbckth thn gdng stdnts sng tsts,nd oll stt to s th pow ofcoptnc dcton. Bob Lnz, Co-fond ofenvson Schools, plns,Once we have dened the outcomes,w st ct th ssssnts tovlt stdnts st of thsdp otcos. a spl bbbltest will not sufce. Assessing deeperlnng qs pfonc wssss collboton b obsvngcollbotv wok nd thogh stdntreection on their ability to collaborate.in ths w, w ov fo ssssntof stdnt lnng to ssssnt sstdnt lnng.15 Th chllng snsng th ght ssssnt tools
sd t th ppopt ts tocctl s stdnt st.
3. h sd ss ppc p dsss s
d? Stdnts n coptnc-bsd sst wll gt tht th nd to bco collg oc d, o b bl to gdtl o s th t t to ncollg cdt whl n hgh school.Coptnc-bsd ppochs offnw oppotnts to cognz ndwd schools tht bl to hlpstdnts coplt th wok fst odvnc stdnts to collg-lvl wok.School ssts cold b wdd fo
n svngs tht ght b gntdwth stdnts copltng l ndlso llowd to nvst dolls topovd sppots fo stdnts who stgglng.
4. Ds cpc q sps d d cs? So ctcs concnd tht coptnc-bsdlnng sss tht ln on-stp-t--t lnng s lws bst.Thts not th cs t coptnc-bsd ntwoks ncldngBgPct, edvsons, oepdtonLnng. mn schools ctntdscpln oppotnts fostdnts to dvlop nd ppl sklls.
at Hbd Hgh, stdnts hv gtexibility and access to staff withtndd school hos. its potntto b tht stdnts who stgglng o hv pncd s
of academic failure nd small unitspowng. Th pnc sccssand build condence that they can be agood stdnt. mkng mst Woksaid, Many students nd competencydcton o otvtng ndnggng thn tdtonl ppochs.Th chnc to pogss t onsown pc s ptcll potnt tostgglng stdnts.16
http://www.envisionschools.org/http://www.bigpicture.org/http://www.bigpicture.org/http://www.edvisions.com/http://elschools.org/http://elschools.org/http://uschybridhigh.org/http://www.competencyworks.org/resources/making-mastery-work/http://www.competencyworks.org/resources/making-mastery-work/http://uschybridhigh.org/http://elschools.org/http://elschools.org/http://www.edvisions.com/http://www.bigpicture.org/http://www.bigpicture.org/http://www.envisionschools.org/7/27/2019 The Shift from Cohorts to Competency
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5. is cpc dc s s sdds-sddc? Sl to stndds-bsd
lnng, coptnc dcton focsson otpts th thn npts. Th bgdffnc s coptnc dctonndstnds tht tng to gt stdntsto th s otco wth th snstcton, wthn th s ont oft, s possbl. Wv td to dootcos-bsd nd stndds-bsdlnng n o cnt t-bsdsst, bt wthot sstc chngs,stdnts stll shckld to th cohotnd do not hv th blt to tk
o o lss t s ndd. Not onldo w wnt to gt stdnts to bcoprocient on the same set of standards,w wnt to lft th clng off th K-12sst nd lt stdnts so. Dgtltools lso lt s spond to stdntst both nds of th spct to ks th gttng th hlp th ndwhn th nd t. Coptnc-bsdlnng fwoks shold b sn s w to hlp ll stdnts st thpcttons otlnd n collg- ndc-d stndds sch s thCCSS.
6. D CCSS d cpc-sd ssps d d pss ps ,c ?it dpnds onhow th CCSS s plntd. if oplnt t n gd, bong wthts wht o wll gt. Coptnc
dcton ctll povdsoppotnts fo tchs to psonlznstcton. Stdnts shold hv sochocs whn t cos to how thshow wht th know. it s possblto bld chvnt cogntonssts tht ctvl cobn bg
chllngs wth pogssons thoghstndds. Th thos hv obsvdn coptnc-bsd nvonnts
hgh lvl of tnspnc botlnng tgts, stdnts wokng tth own pc nd bldng vdncof th lnng, tchs ognzngthslvs to nbl stdnts togt wht th nd, nd hgh lvlof collboton. Nt-gntonpltfoswll k t s to bg nd sll chllngs nd ngcoptnc-bsd pogss ndtclton. mkng mst Wokcknowldgd, Th bggst logstcl
chllng to ctng coptnc-bsdnttvs s th lck of hgh-qltdt nd tchnologcl tools to ssssnd onto stdnt pogss tht tailored to each initiatives specicppoch.17
7. Cd cpc dc pcs? Onconcn s tht psonlzd lnng ld to psonlzd pcttonstht cold b low thn wht spctd of stndds, gdtonqnts, o wht s ndd tosccd n collg o c. Thts wll-ntntond concn, bt t sholdb possbl s long s th s cotnt to goos stnddsnd vld nd lbl ssssntsst. a coptnc-tckng ssttht follows stdnts wll llow tchsto psonlz nstcton fo don nd wll st hgh pcttons
fo ll stdnts. Th sopotnt lnts to p ttnton ton coptnc dcton to k st woks fo ll stdnts. Fst, pcngtts. Slf-pcd dos not nn pc. Schools nd tchs ndto off tl, dffnttd sppotwhn stdnt s showng sgns ofslppng bhnd. Scond, stdntsnt school nd clssoo wthdffnt sklls. if t s ltvl now
http://gettingsmart.com/cms/blog/2012/07/why-arent-there-any-next-gen-learning-platforms/http://gettingsmart.com/cms/blog/2012/07/why-arent-there-any-next-gen-learning-platforms/http://www.competencyworks.org/resources/making-mastery-work/http://www.competencyworks.org/resources/making-mastery-work/http://gettingsmart.com/cms/blog/2012/07/why-arent-there-any-next-gen-learning-platforms/http://gettingsmart.com/cms/blog/2012/07/why-arent-there-any-next-gen-learning-platforms/7/27/2019 The Shift from Cohorts to Competency
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dffntton, th gol shold b tocclt th lnng to gt thcght p wth th oth chldn. Onc
bhnd sholdnt n lws bhnd.Th toghst chllng w wll fcposng th cnt pctc of lttngstudents with signicant skill gapsounder in courses, giving them Csnd Ds nd pssng th onto th ntcos. in coptnc dcton, thspctc s lntd. Th slt s thtcoptnc dctos stgglngwth how to spond to stdnts wthlnt-lvl sklls who nblto become procient in high school
coss wthn sst o vn two.Ths snt b-podct of coptncdcton. its th solton to acscss n chvnt.
8. w cpc dcdcs cp? Coptnc dcton sdsgnd to clos th pptongap with signicant increases in thepopoton of stdnts tht wll coplthgh school nd b btt ppdfo collg nd cs. ipovngprociency for our low-income andnot stdnts s ctcl stp foo cont, gvn th tndosdogphc shft w ndgong.Onc th clng s tkn off th K-12sst nd stdnts llowd tocclt th lnng, t s lkltht hgh-pfong stdnts wll dovn btt. So n th shot t, s wco to ndstnd th tps of ch
lnng pncs tht nddto sppot tdtonll ndsvdstdnts, ll stdnts wll do btt,bt th chvnt gp not bdtcll dcd b shftng tocoptnc-bsd lnng lon.in ddton, snc coptnc-bsdssts focs ttnton on stdntsstgglng wth concpts, t sppotso ntvntons cn b ssgnd to hlpstdnts ctch p.
9. w d s?Thost potnt thng s tok s o t bcs
gowth ndst. Coptncdcton wont wok f o thnk sostdnts st nd oths not. Th nt thng to do s gt oft wt stndds-bsd gdngs good w to ngg dctos nreecting on the traditional system andgttng sd to optng wth gttnspnc wth stdnts on whtth nd to do n od to sccd.Blndd lnng wll lso opn thdoo to wht t ns fo stdnts to
hv dqt t to sccd ndplo lt-g gopngs, pcng,nd psonlzton. epndng dstctcpct to sv ov-g nd nd-cdtd stdnts s gt oppotntto plnt coptnc-bsdschool o Fl acd sch sBoston D nd evnng acd,Dplo Pls, oadvnc Pth. Oct nnovton spc thoghplotng tht stts to chllng thgcltl clnd. Polckswv st-t qnts nd othotdtd gltons tht ntf wthcoptnc-bsd odls. S howo oppotnts fo stdnts to gtth t nd hlp th nd cn bbddd nto th school clndwth dl t fo stdnts to gt hlpdng th school d, tsts wthex-blocks on either side, intersessions,nd nt-gnton lnng.Consd jonng ntwok sch s th
rnvntng Schools Colton n odto ln fo o ps nd st on th
cttng dg.
http://mindsetonline.com/whatisit/about/index.htmlhttp://www.bacademy.org/http://www.diplomaplus.net/http://www.advancepath.com/http://www.reinventingschools.org/http://www.reinventingschools.org/http://www.advancepath.com/http://www.diplomaplus.net/http://www.bacademy.org/http://mindsetonline.com/whatisit/about/index.html7/27/2019 The Shift from Cohorts to Competency
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in s, coptnc ssts wll k cl wht stdnts nd to ln nd b bl to do (ps), optons fo
lnng wht th nd to ln (pllsts, pojcts, nd slf blnds), nd how th wll show wht th know (bdgs).
Nt-gnton pltfos wll ntgt n of th bov fts to k cstozd coptnc-bsd pthws fo
v stdnt ngbl.
Coptnc dcton opns th doo to nw ws of cognzng pogss, ncldng
nfol lnng oppotnts. Coptnc dctos spt cdc coptncs
fo hbts o lflong lnng coptncs sch s collboton, pofssonls, nd
cultural awareness. Specic achievements may be represented by badges or other data
vslzton sttgs. most bdg ssts wll hv lnkd ssssnt ssts. Spl
ssts s nd-of-nt qzzs. Khn acd hs bdgs lnkd to pctc ts
tht tck pogss thogh knowldg ps. mo obst ssts wll q ltpl
fos of ssssnts, tfcts cptd n potfolos, nd podc pblc donsttons
of lnng.as Socts intntonl Stds School Ntwok s dvlopng Globll
Coptnt yoth Bdg Sst tht wll gv hgh school stdnts th oppotnt to n
bdgs bsd on th fo dons of globl coptnc.
a gowng nb of socs povd gd-lvl socs nd nbl nl pllstssch s PowmLnng, GooLnng, nd CK12. Nw Clssoos povds
customized playlists in middle-grade math based on prior performance. Learner proles
nd st condton ngns wll pov th blt to cstoz pllsts ov th
nt fw s.
Ctng oppotnts fo stdnts to dlv nto stndds thogh pojct-bsd lnng
tks t. Nw tools sch s Pojct Fond nd th Bck insttt kng t s
to constct stndds-lgnd pojcts. echo, th pojct-bsd lnng ngnt
sst t Nw Tch Ntwok, s n l pl of how schools wll ng stdntpogss. Tchs cn vn psonlz th stndds wthn sl pojcts so stdnts
cn bld th skll th nd bsd on th lnng p.
a obst coptnc dcton sst wll hv stdnts dvncng bond tdtonl
gd lvls. Ftho, stdnts wntng to cclt th t of lnng wll b
n sch of opn ntnc/opn t coss. Povds lk Flod Vtl nd Nw
Hpshs Vtl Lnng acd off ollng nollnt nto coptnc-bsd
coss. altntvs fo ov-gd nd nd-cdtd stdnts, lkadvncPth nd
SiaTch, dw on blndd lnng to llow stdnts to k ndvdl nd ccltdpogss towd gdton.
aChievementreCognitionSyStemS
PlayliStS
ProJeCt-
baSeDlearning
SelfblenDS
https://www.khanacademy.org/http://asiasociety.org/education/international-studies-schools-networkhttp://c/Users/Carri/Desktop/PowerMyLearning.comhttp://c/Users/Carri/Desktop/GooruLearning.orghttp://c/Users/Carri/Desktop/GooruLearning.orghttp://c/Users/Carri/Desktop/GooruLearning.orghttp://c/Users/Carri/Desktop/CK12.orghttp://c/Users/Carri/Desktop/NewClassrooms.orghttp://c/Users/Carri/Desktop/ProjectFoundry.orghttp://www.bie.org/diyhttp://www.newtechnetwork.org/http://www.flvs.net/Pages/default.aspxhttp://vlacs.org/http://advancepath.com/http://www.siatech.org/http://www.siatech.org/http://advancepath.com/http://vlacs.org/http://www.flvs.net/Pages/default.aspxhttp://www.newtechnetwork.org/http://www.bie.org/diyhttp://c/Users/Carri/Desktop/ProjectFoundry.orghttp://c/Users/Carri/Desktop/NewClassrooms.orghttp://c/Users/Carri/Desktop/CK12.orghttp://c/Users/Carri/Desktop/GooruLearning.orghttp://c/Users/Carri/Desktop/PowerMyLearning.comhttp://asiasociety.org/education/international-studies-schools-networkhttps://www.khanacademy.org/7/27/2019 The Shift from Cohorts to Competency
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Ov th pst th s, stts
hv opnd p nnovton spc fo
coptnc dcton. mn nd Nw
Hpsh hv dvlopd sttwd
polcs to stblsh pcttons fo
coptnc-bsd dplos, Ogon
hs plotd odls to bld cpct,
nd noth 33 stts hv povdd
either credit exibility or waivers.18
Howv, lntng st t snot nogh. Dstcts, schools, nd
tchs lft to nvgt two
ssts, sng socs tht ght
othws go towds tchng nd
lnng. Hgh dcton, scholshp
pogs, fls, nd stdnts
lft tng to nvgt ssts tht
no long sng coon lngg
wthn tnscpts o ot-of-dt thods
of dtnng cdc sccss.
Flppng th ssts wll q s
to lgn polcs, optons, nd
pctcs ond th co lnts of
coptnc dcton odl.
W hbld b th ctvt
ncss to shk off th t-bsdpctcs nd fll lgn th sst
ond lnng. W popos th
followng 10 lnts of coptnc-
bsd sst wthot knowng ll th
nsws o ctl wht t ght look
lk.
the Shift to ComPetenCy eDuCation
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10 n Cps Cpc-ad
SsCoptnc dcton snt jst modication or enhancement of the
t-bsd sst. it s coplt -
ngnng ond n qt-focsd,
hgh-chvng, contnosl povng,
cstozd dcton sst. Ths -
ngnng wll ct nw cpblts,
whch wll q -toolng polcs,
bldng ognztonl cpct, nd
ngng th -lgnnt pocss. it
wll tk t to ndstnd wht t ll
ns to hv ll stdnts pogssngn th lnng.
1. S C- d C-rd epcs:Coptnc dcton s plct
n ts pcttons fo stdnts todonstt collg- nd c-d
knowldg, sklls, nd dspostons.19
in ddton to tdtonl pcttons
nd ss (cdts, gds, tst
scos), coptnc ssts focs
on pplng sklls nd ncopotng
bod donsttons of dspostons
tht coltd wth sccss n collg,
cs, nd ctznshp ncldng
gnc, nttv, slnc, nd
dptblt. Coptnc schools
spt th cdc coptncs
fo th dspostons ndd fo
sccss n collg nd cs.
Portfolios and learner proles built as
slt of coptnc sst wll
llow ong popl to conct to
potntl plos nd nstttons of
fth nd hgh lnng wht th
know nd cn do.
Th lgnnt pocss btwn
K-12 coptnc-bsd sst ndpost-scond nstttons sch s
collg, tnng povds, non
ppntcshps, nd plos s
two-w convston wth post-
scond nstttons tht nd to
k so djstnts n od to
k coptnc-bsd dplos
nngfl. Hgh dcton wll nd
to b cl bot th sklls ndd
fo dsson wthot dton so
tht stdnts cn donstt thos
coptncs dng hgh school.Ftho, dssons pocsss
nd to cognz tht th tdtonl
GPa, nd ts t-ootd vl, hs
v dffnt nng n coptnc-
bsd nvonnt. Th psss on
th cost of hgh dcton psh t
towds coptnc-bsd odls tht
cold nhnc lgnnt wth th K-12
sst.
897
432 5
BenchmarkEffectiveness
Provide Fundingthat SupportsOptions andInnovation
6Allow for
Flexibility inTime andResources1
MeasureLearning
Gains
Sustain aHigh AccessEnvironment
Set Collegeand Career
ReadyExpectations
View
Teaching asa Team Sport
KnowStudents
CreateResponsiveLearning
Opportunities
Offer StudentsCoaching andSupport in aPersonalizedEnvironment
new capabilities of acompetency-aligned
system
10
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eplos wll nd to ov bond
th s of dctonl chvnt
(sch s B.a.) s po fo sklls.
it wold b hlpfl f th lso bgnto s coptncs tht vld
n th wokplc s chns fo
ctnt nd hng, s s bng
plod nNw Optons n Nw mco.
Coptnc dcton snt slv
bllt. Jst lk n tods tdtonl
system, if the standards (and prociency
of thos stndds) not phld,
th sst wll not podc slts.
Coptnc dctons tnspnc
ks t ch s to dscss wht
good looks lk wthn nd coss
schools. yt stts, dstcts, nd
schools wll nd to pt nto plc ts
tht sponsbl fo ongong spot
checking to make sure prociency in
one school is the same as prociency in
noth.
2. ms l gs: D k ks sds s?O how long t tks stdnts fo
concnttd s of povt o
pnts wth lss thn hgh school
dg wth ltd pos to th
wold to t collg- nd c-d
stndds? as w ov fowd wth
coptnc dcton, sch wll
b nvlbl n hlpng s ndstnd
th dn ont of t coss ll
income levels to become procient in
th stndds otlnd n th CCSS.
Dt bot stdnt lnng s nowbng gntd b dptv softw
ssts tht povd nsghts nto th
dffnt tjctos stdnts tk ov
t to st concpt. Ov th nt
dcd, f not soon, w shold hv
btt d of how to ognz nts
of lnng, t lst wthn dons
tht cn sv s bnchks to gd
pcng, onto stdnt chvnt,
nd vlt school pfonc.
On of th ost potnt concpts tht
we will have to fully dene and build into
th sst s pcng th pocss of
kpng stdnts on th tck to collgnd c dnss. Pcng wll
q dffnt nng t dffnt
gs, spcll fo stdnts who hv
gps n th lnng. a stdnt ntng
rst grade without any of the readiness
sklls sch s knowng th lphbt,
colos, nd nbs wll b bhnd
what would be expected within the rst
lvl o gd of school. Schools wll
wok wth fls to pln tjcto to
hlp th ctch p wthn sonbl
ont of t, sch s two s.
Kpng stdnts on pc s fncton
of stdnt otvton, ffctvnss of
th dptv nstcton, nd sppot
nd oppotnts. Coptnc
education innovators embed the rst set
of sppots nto th dl opton of
th school so tht v stdnt hs th
chnc to gt t hlp th v d
th chllngd b tl. Fd
pogs, stt polcs, nd dstctoptons wll nd to b lgnd to
provide schools with as much exibility
s possbl so tht tl, tlod
sppot cn b povdd to stdnts. W
st lso opn o nds nd polcs
to th d tht sots sppot
consst of nchng oppotnts tht
hlp stdnts bld p non-cogntv
sklls, s l-wold pplcton of sklls
o bodn th hozons nd spk
th cost. it s onl thogh ongong
contnos povnt nd ttntonto cost ffctvnss tht w gong
to tl ndstnd th ght of
sppots nd oppotnts to hlp ll
stdnts chv.
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in coptnc dcton sst,
stdnts shold onl tk stv
ssssnts whn th hv bn bl
to demonstrate that they are procientn th stndds nd/o ccl.
in ddton, stv ssssnts
shold b dnstd svl ts
thoghot th to gv stdnts
ltpl oppotnts to donstt
st.
3. K Sds: Coptnc-bsd ssts wll knowf o bot th stdnts thn
tdtonl fos of dcton. a
coptnc-tckng sst gths
ch o chvnt dt thn
tdtonl gdng ssts, nd ch
of t s n th fo of thntc stdnt
pfoncs. in Dt Bckpcks,
th thos dscbd cophnsv
learner proles. It will soon be easier to
gth chvnt dt nd ltd
kstoks tht wll bld otvtonl
prole to help identify the kinds of
pncs tht podc psstnc
nd pfonc fo ndvdl stdnts.
in ddton to th Cng nt,
ttndnc s on of th ssntl
tcs pon whch th nt dcton
sst s bsd. attndnc s
potnt n coptnc dcton s
n ndcto of lflong coptnc,
bt s not dctl ltd to cdcs.
as nfoton ssts dvlop tht
show stdnt lnng pogssons,
dstcts nd stts cn thn onto
stdnt ptcpton nd pogss ththn ttndnc.
4. C rsps lopps: Th cntppoch nd ts ccontblt
sst dsgnd ond lnpth to hgh school gdton. Th
coptnc-bsd odl wll nd
to hv th cpct to spond to
stdnts wth gps n th dcton,
stdnts wth hgh oblt, stdnts
tkng lv of bsnc fo school
nd tnng o two lt, nd
stdnts who wnt to dvnc o
qckl th contnng onto collg-
lvl coss whl n hgh school o
gdtng fo hgh school n lss thn
fo s. Ths sponsvnss
ncld ctng o cpct fo opn
nt/t n coss, o odlzd
nts of lnng thn sst-long
coss, ctng tnston t bfo
nd ft coss, llowng stdnts
to dvnc n so dons nd not
oths (vn bond th schools
offngs), nd n nltd blt to
tk collg coss n hgh school.
Coptnc-bsd ssts wllpovd 24/7/365 ccss to vt of
nggng, stndds-lgnd, opn, nd
popt lnng pncs (..,
nstctonl tls) nd fll- nd
pt-t onln lnng oppotnts.
5. bck ecss:Coptnc dcton wllbenet from ongoing improvement
stcts tht povd contnos
fdbck on: how schools dong,
how tdtonll ndsvd stdnts chvng, how schools cop
to ch oth, nd whch dstcts
nd schools not plntng
coptnc dcton ffctvl.
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Tchng n coptnc sst
phszs th fcltton of lnng.
Coptncs hld to th s
pcttons, bt how stdntsch thos coptncs cn v.
Tchs ncsngl tk on th ols
of co-dsgnng ccl tsks tht
nggng to stdnts, dvlopng
dptv nstcton tht povds pd
fdbck nd spplntl nstcton
s ndd, nd ffctvl sng
stdnt dt to ns ll stdnts
dvncng n th lnng. Dgtl tools
nd nfoton tchnolog ctcll
potnt to hlp tchs focs on
stdnt lnng. Coptnc ssts,
spcll thos wth stong blndd
ccl, wll nbl dffnttd
(different levels) and distributed stafng
(dffnt loctons) odls tht tnd
th ch of gt tchs, sppot nw
tchs, nd povd copllng c
oppotnts fo pncd dctos.
Th dncs of pofssonl
dvlopnt wll b dtcll ltd.
Th s cntl lot of tch tlkabout student progress, what prociency
looks lk, nd vsng coptncs
nd bcs to b s powfl s
possbl to hlp ngg stdnts n
lnng. Pofssonl dvlopnt s
oftn lzd thogh ps wokng
togth nd shng th pts;
when they nd themselves stuck, they
ognz th tp of cochng th nd
to pnd nd nhnc th tchng
toolbo.
invtbl, polcs ltd to
teacher certication, evaluation, and
copnston polcs wll nd to
b vstd. On of th ntstng
chllngs tht coptnc dcton
nnovtos copln bot s tht
teachers are certied to teach in specic
g-bsd schools nd ltd n
th spons whn stdnts dvnc
to hgh lvls of th dons o nd
hlp t low lvls. Ths ltton wll
pos chllngs fo stdnts who w bhnd o hd. Onln lnng
solv potons of ths pobl,
but certication policies will eventually
nd to b vsd.
8. o Sds Ccd Spp Pszd e: most
coptnc ssts wll hv o
optons gdng how to ln nd
how to donstt coptnc
gnst st of cdc stndds.
Coptnc ssts fost stdnt
ownshp nd cn tk dvntg of
snchonos (tch ndpndnt)
lnng pncs. Wth gt
psonlzton nd ncsd dgs
of fdo cos fol sttgs to
povd cochng nd gdnc.
Coptnc-bsd schools sch s
Knskpsskoln, th psonlzd
Swdsh school ntwok, s lnngcoch odl to wok wth stdnts nd
fls. Oth schools s dvso
stcts o nvst n dl ctvts to
kp stdnts focsd nd cclt
th tton s n ndpndnt
ln.
Psonlzton cn lso n nvstng
n ptnshps. Nw Hpsh
hs stblshd sttwd polc fo
stdnts to bld nd donstt sklls
ntndd lnng oppotnts.Schools tht vl l-wold
pncs sch s ntnshps nd
svc-bsd lnng, lk thos n th
Bg Pct, epdton Lnng,
ndDplo Plsntwoks, nvst n
cont ltonshps nd stdnt
ppton.
Cc-Dvpssl Dvl:
Wlkg tlk20
At Summit Prep, a model highschool south of San Francisco,teachers are walking thetalk. Extensive professionaldevelopment, evaluation, andcompensation are all built upon acompetency-based model. Its askill-based system that is focusedon what teachers need to know(and be able to do) to acceleratestudent achievement. At SummitPrep, teachers know where their
skills fit on the continuum ofseven measurable dimensions(Assessment, Content, Curriculum,Instruction, Knowing Learners andLearning (i.e., special educationand ELL)), Leadership, andMentoring. Each dimension hasfour levels of proficiency.
As Summit founder Diane Tavennerexplains, Teachers are chargedwith gathering and presentingevidence of their performanceas demonstrated in student
work and achievement. Forexample, a teacher wanting to beevaluated as highly proficient onCurriculum/Differentiation would
have to present evidence he/she consistently differentiatedthroughout the course, and thatstudents of all levels of priorknowledge and skill were able toaccess and demonstrate masteryas a result. Placement andmovement on the continuum arebased on a combination of principal
evaluation, peer evaluation andself-evaluation. It usually takes atleast two years to move up a level.Getting the top salary means thata teacher has to be an expert in atleast four of the seven dimensions.
Student achievement is the basisfor all goals that determine annualperformance bonuses of up to 10%of base salary: 50% individual, 25%team, 25% school.
http://www.kunskapsskolan.se/foretaget/kunskapsskolaninenglish.4.1d32e45f86b8ae04c7fff213.htmlhttp://www.education.nh.gov/innovations/elo/index.htmhttp://c/Users/Carri/Desktop/bigpicture.orghttp://www.diplomaplus.net/http://summitps.org/http://summitps.org/http://www.diplomaplus.net/http://c/Users/Carri/Desktop/bigpicture.orghttp://www.education.nh.gov/innovations/elo/index.htmhttp://www.kunskapsskolan.se/foretaget/kunskapsskolaninenglish.4.1d32e45f86b8ae04c7fff213.html7/27/2019 The Shift from Cohorts to Competency
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10 Ds CcsTh s no sngl ght w to do
coptnc dcton. evn wth thconstnt of optng n th tdtonlt-bsd polc contt, th s gt dl of vton n th dsgnchocs tht dstcts nd schools kng s th shft to coptncdcton. Ftho, th s choo fo lgnng socs ondlnng tht s so f ntppd.Blow fw of th dsgn chocstht schools kng to ognzstdnts, dctos, nd socs tosppot stdnt pogsson thoghth K-12 sst. W tk th lbtto popos oth dsgn chocs tht dvlop s w bco occstod to thnkng bond thtdtonl sst.
1. Sc:Th tdtonlsst ss g-bsd gdsto ct cohots of stdnts thtow through the system. Schools gnll ognzd nto K-6(lthogh sots K-8), -8, 9-12,nd post-scond. Ths dvson spl bsd on chld nd dolscntdvlopnt sss. Th s nowgreater uidity between high schoolnd collg wth aP, dl nollnt,nd l collg. Coptnc-bsdschools focs on optzng lnngnd pfonc th thn g.
Csco B Hgh School ssgd-bsd cohots to nhnc lnng cont fod ongstdnts wokng togth ov fos.
ads 50hs ntndlnt, ddl, nd hghschools wth 12 lvls to ndctwh stdnts on th lnngpogsson.
Dplo Plsss thpfonc lvls thFondton Phs, th PsnttonPhs, nd th Pls Phs whchpovd gt oppotnt sstdnts bld fondtonl skllsnd donstt tt.
Sn Fncsco Fl s n onlnhgh school tht povds onstsppot. ech stdnt cn dcdwht coss to wok on nd ovst th own pc.
as pt of th sttwdpovnt cpct, thedcton achvnt athotofmchgn s plntng stdntcntd odl tht ognzsstdnts b nstctonl lvl ththn g nd gd lvl, nd ltsth pogss v st ththn st t.
Conston Cht Schooln Dtot plcd ndvdlclssoos nd nstctos fo co
Grading
Assessment& ProgressTrackingSystems
ProgressionUpon Mastery
Courses Structure
Degree ofInterconnect-
edness
Degree ofChoice
Support
Opportunitiesto Learn
AnnualCalendars
MasteryStudents advance upon mastery.
ObjectivesCompetencies include explicit,
measurable, transferable learningobjectives that empower students.
AssessmentAssessment is meaningful and a positive
learning experience for students.
DifferentiationStudents receive timely, differentiated support
based on their individual learning needs.
College & Career ReadyLearning outcomes emphasize competencies
that include application and creation ofknowledge, along with the development of
important skills and dispositions.
http://cbhs.portlandschools.org/http://www.cbsadams50.org/http://www.diplomaplus.net/http://www.k12.com/sfflex/homehttp://michigan.gov/eaahttp://cornerstonecharters.org/http://cornerstonecharters.org/http://michigan.gov/eaahttp://www.k12.com/sfflex/homehttp://www.diplomaplus.net/http://www.cbsadams50.org/http://cbhs.portlandschools.org/7/27/2019 The Shift from Cohorts to Competency
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3. Spp:Th tdtonlnstctonl odl povdssppot whn stdnts ldflng. Stdnts cn go fo wks t thbgnnng of cos wthot gttngt hlp. Howok nd tsts co bck wth gd bt no hlpflfdbck, nd oftn b th t t stnd th tch hs ovd onto oth tl. Stdnts bqd to go to s school ob tnd fo n nt wthotndvdlzd plns tht hlp thbecome procient. The good news is
tht w hv ld sn schoolsbgn to dopt coptnc-bsdppochs, ptcll wth ldng pogs tht lvg tsof tchs, clssoo ds, ndltc cochs to povd dffnttdnstcton wth fqnt dgnostcssssnts tht s stdntsklls. Ths s ppoch cn bnhncd sng odn tchnologtools to vn btt psonlznstcton nd ns stdnts cvng th ght sppots ndntvntons n l t.
in coptnc dcton, schoolsognz socs to kp stdntson th lnng dg.21 Knowng thtll stdnts wll stggl t so pont,th bd t fo t hlp. at msslonsk mddl School
n mn, stdnts hv LnngGol T bddd n v
school d to wok on whtvtopc th nd hlp wth. Boston D nd evnng acd
s dsgnd ond tnstons.Tnsf wndows llow stdntstwo wks to coplt ll wok fth wnt to pogss to th ntcos.
at Bon an Hgh school foov-gd nd nd-cdtdong popl, th stff sppotslns b bldng ltonshps,
contnt s. Stdnts wok npods of 75 stdnts wth ndvdlcbcls tht llow th to focs
on psonlzd onln contnt.Th gth n opn spcs fosll gops, pojcts, nd dctnstcton s ndd.
at thallnc Tchnolog ndmth Scnc Hgh Schooln Los
angls, 48 stdnts ott thoghth sttons wthn co sbjctclsss: tch-ld, onln, ndcollbotv nstcton.
2.gd: Th gdng
phlosoph s on of th ostimportant decisions, as it denes howstdnts ndstnd wht s nddto b sccssfl, bt ts ll thpooton polc tht s ost potnt.Whn stdnts llowd to pogsswth Cs nd Ds, t tpcll ndctstht th hvnt std th contnt.Dstcts hv lnd tht t s vpotnt to nvst n hlpng pnts,conts, nd collgs ndstndnw gdng ssts nd th dcsonsnd ntvntons tggd b thgds. Spldng Hgh School n
rochst, Nw Hpsh ssNot yt Coptnt, Coptnt,Bond Coptnt, nd advncd.
Knnbc int-Dstct Schools nmn ss 0-4 gdng scl; llstdnts pctd to ch tlst 3 on ll lnng tgts bfoth pogss.
inFdl W, Wshngton,stdnts st pss th cos oclss wth gd of C o btt nod to dvnc to th nt lvlo gd. et cdt ctvts ththv no lton to th stndds donot pct th gd.
advncPth, ntonl dopotpvnton ntwok, qsstdnts to coplt nts ndcoss t 80% o btt to ovon.
http://www.atams.org/http://www.atams.org/https://sites.google.com/site/newtoshsfaq/http://www.kidsrsu.org/http://www.fwps.org/cur/sbe/how-are-students-graded-in-sbe.htmlhttp://www.advancepath.com/http://www.advancepath.com/http://www.fwps.org/cur/sbe/how-are-students-graded-in-sbe.htmlhttp://www.kidsrsu.org/https://sites.google.com/site/newtoshsfaq/http://www.atams.org/http://www.atams.org/7/27/2019 The Shift from Cohorts to Competency
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socl sklls, fl sppot, ndlf sklls. Stdnts donsttcoptnc thogh vt of
ws ncldng pojcts, pps,lbs, donsttons, nd tsts.
at D Vnc Schools, dpndng ontheir prociency level, passion, andnds, ch stdnts ndvdlzdlnng pln ncopssstgtd ntvntons nd sppotsto ns th sccss.
at FLVS, tchs cll stdntswhn th nt pogssng ndpovd ndvdl ttong whnncss.
4. Pss up ms:Coptnc ssts s vt of gtws to ng pogssnd tclton. Dpndng on thexibility that has been built into thessts, coptnc dcton cnoff pogss wthn cos o ntohgh-lvl coss. So schoolss d of sll gtws, whloths focs on jo donsttonsof lnng v two o th s.W hv t to opn p th nstttonlstcts tht llow stdnts to so.
adptv softw tools llowstdnts to pogss n thlnng.
To dvnc t Conston ChtSchool ndCp D, stdntsst b bl to show stthogh sst of ssssntsncldng stnddzd tsts, dt
hvstd fo onln ctvts,nd l-wold chllngs ndslf-ssssnts. at Conston,vtl dt dshbods povdnt, nwh ccssto stdnt pogss. Thosdshbods vwd wklwth dvsos (clld ltonshpmanagers) to help students reect
Cc-bsd Lg d fld Vl Scl22
Many examples of benchmark competency-based practices can be found
in Florida Virtual School (FLVS) courses. FLVS builds its courses aroundthe concept of assessment against competencies and a consistent threadof competency education factors.
Self-Assessments: In the self-assessment, learners can manage theirown mastery level and take appropriate action to relearn skills beforeattempting a formal assessment. Students are able to own their learningand work on what they actually need to do, compared to a traditionalschool, where a student will sit through a lesson with the rest of the classeven if they dont individually need it.
Multi-Source Assessments: Students receive feedback from multiplesources, including pre-tests, formative assessments throughout thelessons, and summative assessments. FLVS teachers also completediscussion-based assessments in each unit of study. Teachers verballyassess for mastery before students can move on to the next module,which ensures a deeper understanding in subjects that build uponprevious knowledge, such as foreign languages or math. The teacher isthe gatekeeper, who only allows the students to move on when masteryis demonstrated through work products and discussions. Students alsohave some group projects that provide opportunities for them to worktogether and build knowledge collaboratively.
Individual Learning Plans: FLVS has worked hard to have effectiveLearning Management Systems. The systems permit students to identifytheir progress compared to course goals, personally established time-linegoals, and skills identified for mastery. They can continually monitor their
own success and gaps in progress.
Learning Resources Catalogued by Competency: Most courses havepre-tests at the beginning of each module, which consist of a variety ofquestions that are grouped by competency. When students demonstratemastery of a group of pre-test questions, they are then exempted from thecorresponding lesson and assessment. This allows them to spend moretime on weaker areas. This prescriptive model is overseen by the teacher,who completes a discussion-based assessment with the student prior toexempting lessons to ensure a deep conceptual understanding.
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on th wok. at Schools fo th Ft n Dtot,
stdnts ov t th own pc
towd gdton thogh fopfonc lvls: Co i, Co 2,Tnstons, nd Pthws.
Schools n th Ntonl Cntfo edcton nd th econosecllnc fo all ntwok scdntld s s gtws sotht stdnts cn tk th swhn th d, nd hvltpl oppotnts to pss th.
5.a Cds: To ct
o t fo stdnts whond t, n coptnc sstsov towd -ond clnd.T btwn sssons cn b sd fonchnt o tndd lnng t.
Flod Vtl School svs400,000 pt-t stdnts wth-ond ollng nollntcoss.
Boston D nd evnng acdcts wklong ntnsvsssons to ppl lnng ndfo tchs to btt ssss howstdnts pplng sklls.
Nt Gnton Schoolsstggtch vctons to hv ot fo stdnt lnng.
mn schools s blncdclndtht hs fo sssons of45 ds wth 15- to 30-d bksn btwn fo stdnts to spnd ont pctc o nchnt wok.
6. Css: in gnl, schools contnng to s th cosstct to ndct nt of lnng.Th ognzton of th coss nd thdg of odlt v bsd onth school clnd nd th dg ofpotnc th school dsgn gvs toccl ths.
Bldng pon th CoonCo th stndds, whch
dsgnd to fcltt odlppochs, schools s blockppoch n whch stdnts wokng ndvdll o n sllgops n vos coss.
Vtl Lnng acd hsshftd fo cdt cov tocoptnc cov.
Boston D nd evnng acduses exible trimesters.
Th Schools fo th FtCcl s dsgnd wth 30-d
odls, shot n-coss, nd 30-d pogss vw ccl.
7. D Cc:Coptnc dcton nblso stdnt voc nd choc, bcsth coptncs nd bcs gd pon hd of t.
Schools tht hv ognzdthslvs ond stong ths(sch s th intntonl StdsSchool Ntwok) o schools tht povdng th shotst otto hgh school dplo (sch sBoston D nd evnng acd) choos to off v wll-dvlopd ccl bt fwcos chocs.
Onln schools povd chocs wlbond wht tdtonl schools cnpovd.
Schools cn off stdnts choc
wthn coss s wll. in thdstcts ptcptng n th mnCohot fo Cstozd Lnng,sch s mSaD 15 n G-NwGlocst, blndd lnngoffs stdnts th blt to slctccl tsks nd optons fohow th wnt to donstt thlnng.
http://www.schools4future.org/http://www.ncee.org/programs-affiliates/consortium-board-examination/http://www.flvs.net/http://www.generationschools.org/http://www.nayre.org/calendar_comparison.htmhttp://www.nayre.org/calendar_comparison.htmhttp://www.nayre.org/calendar_comparison.htmhttp://www.nayre.org/calendar_comparison.htmhttp://www.generationschools.org/http://www.flvs.net/http://www.ncee.org/programs-affiliates/consortium-board-examination/http://www.schools4future.org/7/27/2019 The Shift from Cohorts to Competency
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8. D iccdss: Soschools continue to use specicdons to ognz th coss, whloths tn to ntdscpln cossnd pojcts.
Spldng Hgh School s ognzdond th tdtonl cdcdscplns.
Dnv Cnt fo intntonlStds, b of th iSSN,ss globl dcton s nognzng th to shp ts
ccl. aCe Ldshpss th contt
of chtct, constcton, ndngnng to dsgn pojctstht ootd n l-woldndst chllngs nd dsgndto hlp stdnts bld p thcoptncs.
9. opps l:Th hs bn n ploson ofoppotnts fo stdnts to ln. Thcoptncs nd lnng tgts thtk p lnng pogssons llowschools to off vt of ws todlv nstcton, pfo ccltsks, nd donstt stdntlnng.
Opn dcton lnng socsncld th vdos foKhn
acd, f ttbooks foCK12, nd mssvl Opn
Onln Coss (mOOC) foldng nvsts. it s possblfo non wth bodbndconncton to ln lostnthng, nwh.
Nw Hpshs stt polcpows stdnts to dw onl-wold pncs to bldsklls nd donstt lnng.Tchs vldt lnng sngth s bcs s th wold fo
clssoo-bsd nstcton. in dnc job ctgos lk
wb dsgn, donsttd skll
cn n bdg fo th P2PuSchool of Wbcft. Potfolosnd condton ssts lso gng tht kt slsttgs.
adptv nstctonl softws bcong o sophstctd,nd povds pd fdbck ndch nltcs. Blndd odls,sch smtchbook Lnngndrocktshp schools, sngdptv softw to povd
ndsvd stdnts oppotntsto wok t th own pc.
Th pndng oppotntsto ln onln o on th job ndto n collg cdt b tkng tst. Wstn Govnos unvsths bn offng coptnc-bsd cdt fo 15 s. CollgBod offs th Collg Lvlenton Pog (CLeP), ndth svl f CLeP pp
optons.
Wth ll of th nfol nd opnlnng oppotnts vlbl, nstdnts wll lkl ln otsd thfol stct of school. Coptnc-bsd ssts wll k t s toshow wht th know, n cdt, ndov to th nt sbjct. Stvssssnts wll v, ncldngpfonc-bsd ssssnt ndnd-of-cos s. Bdg ssts
lkl to hlp vldt nd cdtstdnts fo sll chnks of lnng(.., nt sz th thn fll coss).
10. asssss dPss tckSss:T-bsd ppochs nth cnt sst ontd towdtdtonl gdng nd ngng cohot nvonnt. Coptnc-bsd schools nd to k sttgc
https://sites.google.com/site/newtoshsfaq/http://asiasociety.org/education/international-studies-schools-networkhttp://aceleadership.org/https://www.khanacademy.org/https://www.khanacademy.org/http://c/Users/Carri/Desktop/CK12.orghttp://www.education.nh.gov/innovations/elo/index.htmhttps://p2pu.org/en/schools/school-of-webcraft/https://p2pu.org/en/schools/school-of-webcraft/http://www.matchbooklearning.com/http://www.rsed.org/http://www.wgu.edu/http://gettingsmart.com/cms/blog/2012/11/free-college-courses-cheap-credits-flexible-pathways/http://gettingsmart.com/cms/blog/2012/11/free-college-courses-cheap-credits-flexible-pathways/http://gettingsmart.com/cms/blog/2012/11/free-college-courses-cheap-credits-flexible-pathways/http://gettingsmart.com/cms/blog/2012/11/free-college-courses-cheap-credits-flexible-pathways/http://www.wgu.edu/http://www.rsed.org/http://www.matchbooklearning.com/https://p2pu.org/en/schools/school-of-webcraft/https://p2pu.org/en/schools/school-of-webcraft/http://www.education.nh.gov/innovations/elo/index.htmhttp://c/Users/Carri/Desktop/CK12.orghttps://www.khanacademy.org/https://www.khanacademy.org/http://aceleadership.org/http://asiasociety.org/education/international-studies-schools-networkhttps://sites.google.com/site/newtoshsfaq/7/27/2019 The Shift from Cohorts to Competency
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dcsons bot ssssnt sttgsnd ssts, stdnt nfotonssts tht tck ndvdl nd gop
progress in achieving prociency, andpotng/vslzton ssts. Chocsbot ccss dvcs (.., lptops otblts) wll pct ssts optons.
Csco B Hgh School n Potlndme pgdd th ssssntsst fo lgnnt wthgdton otcos to chvfll tnspnc btwn stdnts,fls, nd tchs nd tonhnc ccontblt.
Vergennes Unied High Schools wokng wth thCnt foCollbotv edctonto bldtchs cpct to dsgnnd s pfonc-bsdssssnts.
Adams 50 and Lindsay UniedSchool dstcts sng thedct sst to onto stdntpogss, povd fdbck totchs, nd nbl pncpls tobld stff cpct.
mchgns edcton achvntathot s wokng n ptnshpwth agl to dvlop Bzz, whchontos stdnt pogss ndnggnt.
Ths jst fw of th dsgnchocs tht coptnc-bsdnnovtos wll nd to k. ech onnds to b d bsd on how t wllns tht tdtonll ndsvd
stdnts wll thv n coptnc-bsd sst. as dgtl tools ndnfoton ssts dvlop, t s lkltht n ntl nw st of tchnqsnd ppochs wll b qd. W on th dg of n todn t n
dcton.
hw d Cc-bsd Lg d DglLg Cc?
There are powerful intersections between competency educationand digital learning. The Digital Learning Now! framework for guidingpolicymakers identifies 10 elements to enable digital learning, three ofwhich enable competency education.
Element 3: Personalized Learning (All students can use digital learning tocustomize their education).
State allows students to take online classes full time, part time, or byindividual course.
State allows students to enroll with multiple providers and blendonline courses with onsite learning.
State allows rolling enrollment year-round.
State does not limit the number of credits earned online.
State does not limit provider options for delivering instruction.
Element 4: Advancement (All students progress based on demonstratedcompetency).
State requires matriculation based on demonstrated competency. State does not have a seat-time requirement for matriculation. State provides assessments when students are ready to complete the
course or unit.
Element 8: Assessment and Accountability (Student learning is the metricfor evaluating the quality of content and instruction).
State administers assessments digitally.
State ensures a digital formative assessment system. State evaluates the quality of content and courses predominately
based on student learning data. State evaluates the effectiveness of teachers based in part on student
learning data. State holds schools and providers accountable for achievement and
growth.
http://www.ccebos.org/http://www.ccebos.org/http://www.youtube.com/watch?v=ri6gB6O9Bp0&list=PLhdwy3ASoEfm1QeH0kfNnLWUqv4lE1pPs&index=4http://www.digitallearningnow.com/http://www.digitallearningnow.com/http://www.youtube.com/watch?v=ri6gB6O9Bp0&list=PLhdwy3ASoEfm1QeH0kfNnLWUqv4lE1pPs&index=4http://www.ccebos.org/http://www.ccebos.org/7/27/2019 The Shift from Cohorts to Competency
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tht dstcts nd schools contn
to sv stdnts who not t
procient in college- and career-
d stndds. Hgh dcton stblshs cl,
tnspnt lvls of coptncs
qd fo dssons so tht
stdnts cn dtn how
clos th to tngs thos
coptncs.
Hgh dcton nd scholshp
pogs pgd polcs shold
no long dpnd on th t-
bsd GPa.
gd d assss Stts shold pdt th gdng
polcs to ns stdnts hv
ltpl oppotnts to tk
stv ssssnts; gdng
cn b coptnc bsd so tht
stdnts cn pdt gds bsd
on prociencies gained.
Stt stv ssssnts
shold b tkn whn stdnts
procient; not before.
Stt stv ssssntsshold b vlbl n tl
nn, so tht whn stdnts
procient they can take summative
ssssnts.
Stts shold s dgtl
fotv ssssnt sst.
epd Psz d
acc Pc Stts shold stblsh polc tht
stdnts ntng nw school
ssssd ccodng to wh th on th lnng pogsson
nd cv dffnttd sppots.
Stts shold llow stdnts to tk
onln clsss fll t o pt t
b th ndvdl cos.
Stts shold q onln
coss to b bsd on
donsttd coptnc.
Stts shold llow ollng
nollnt, -ond.
S Pc SppsCpc-bsd
lalost ll of o stt polcs t
bsd. W stll dpnd on th cnts-
old pctc of gopng stdnts b
bthd. W stt wth how n ds
stdnts nd to b n school. W
dene the instructional hours every
stdnt s to cv. W dtn
cdts b st t. O chllng s
to loosn o nds nd dplo o
ctvt towds stblshng polcs
tht focs on stdnt lnng.
Dgtl Lnng Now! hs sttd
ths pocss wth ts lst of polc
condtons to ct o
optons nd nbl coptnc-
bsd lnng. Bldng on ths, w
off stt polc lds chcklst
fo bngng th stts nto th 21st
cnt.
upd gd d hedc Pcs
ev stt shold hv cl
prociency-based diplomas that
ns stdnts collg nd
c d.
Stdnts shold b bl to ccss
coss n hgh dcton whl
stll n hgh school.
adssons to hgh dcton
wthot dton nd to b
tnspnt, nd chnss
shold b n plc to llow stdntsto dtn wh th on
th pogsson towds bng
copttv towds dssons.
etndd gdton ts shold
b n plc nd sd wthn th
ccontblt sst to ns
http://c/Users/Carri/Desktop/DigitalLearningNow.comhttp://c/Users/Carri/Desktop/DigitalLearningNow.com7/27/2019 The Shift from Cohorts to Competency
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7/27/2019 The Shift from Cohorts to Competency
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O opts bot coptnc
dcton s dvd fo l
pls of psonlzd lnng,
ssts tht tnd t nd ct
optons, nd fo schools tht q
stdnts to show wht th know.
However, the benets for fast learners,
stgglng stdnts, nd stdnts tht
ln dffntl q tnsfoton
of how acn dcton s
ognzd nd ngd. Phpso chllngng thn bldng th nw
toolst s chngng th ndsts of
pnts, tchs, nd dssons
conslos bot gds, gopng,
nkngs, nd pogss.
On th tnston, mchl Flln
s convncd tht w cn nd st
bld sstbl nggng lnng
pncs fo both stdnts nd
tchs. H poposs sknn
soltons tht hd to bld nd
s to plnt. Flln pts th
ons on dcton lds to k
chng s b ddng njobl,
wothwhl pncs. Of nw
schs, h sggsts hgh b: itst b sstbl nggng; lgntl
efcient (challenging but easy to use);
tchnologcll bqtos; nd stpd
n l-lf pobl solvng.23
ConCluSion
http://gettingsmart.com/cms/blog/2012/09/the-skys-limit-16-must-read-quotes-michael-fullans-stratosphere/http://gettingsmart.com/cms/blog/2012/09/the-skys-limit-16-must-read-quotes-michael-fullans-stratosphere/7/27/2019 The Shift from Cohorts to Competency
38/41
7/27/2019 The Shift from Cohorts to Competency
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CoptncWoksnd th coplnt Coptnc-
Bsd Pthws Wk lodd wth socs. Fnd ot
how clssoo pctcs chng nd nfoton on optonl
gdng polcs, dvncnts n stt polc, nd o. yo
can also nd issue briefs on a range of topics.
its Not a mtt of T Hghlghts fo th 2011
Coptnc-Bsd Lnng St
Ln bot potnt topcs fo th 2011 Coptnc-
Bsd Lnng St, sch s wht coptnc dcton
s, how to gt sttd, th chllngs n plntng
coptnc dcton, nd how to psonlz th pocss
fo o stdnts.
at nd Scnc of Dsgnng Coptncs
Ln how to dsgn nd ct coptncs n clssoo
nd how to ct th nvonnt tchs nd n od to
plnt ths coptncs sccssfll.
Th Lnng edg: Sppotng Stdnt Sccss n
Coptnc-Bsd Lnng envonnt
undstndng how to stct sppots s potnt,
bcs lnng n coptnc-bsd nvonnt
ns tht stdnts nd dlts oftn on th dg of
th cofot zon nd coptnc: th lnng dg. Thspp dscbs how nnovtos dsgnng school clt,
bddng sppots, nd ognzng socs to ns
stdnts pogssng nd on pc.
mkng mst Wok: a Clos-up Vw of Coptnc edcton
b No Pst, anton rdnstn, nd eph Wsstn, Nll
m edcton Fondton 2012.
Stt Sttgs fo awdng Cdt to Sppot Stdnt Lnng
pblshd b th Ntonl Govnos assocton.
Cs Stds of Th Dstcts n mn
Ths std dscsss how school dstcts, tchs, nd
conts hv plod th potntl fo cstozd nd
coptnc-bsd dcton. Th mn Dptnt of edcton
hs d ss ofvdos nd cs stds vlbl to hlp
oth dstcts.
Dvlopng rgoos Coptncs fo Off-tck yoth: a Cs
Std of Boston D nd evnng acdbJobs fo th Ft
Off th Clock: movng edcton fo T to Coptnc b Fd
Bnt nd ros Colb
Ths book povds n n-dpth look t Nw Hpshs jon
towds coptnc-bsd sst. Th thos povd
personal reections as well as detailed descriptions of the policy
chngs, stkhold nggnt, nd plntton dcsons.
iows Onln Fo on Coptnc Bsd edctonhttp://copd.co/.
aPPenDix: ComPetenCy eDuCation reSourCeS
http://www.competencyworks.org/https://sites.google.com/site/competencybasedpathways/https://sites.google.com/site/competencybasedpathways/http://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/08/CompetencyWorks_IssueBrief_DesignCompetencies-Aug-2012.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/08/CompetencyWorks_IssueBrief_DesignCompetencies-Aug-2012.pdfhttp://www.competencyworks.org/resources/briefing-papers/http://www.competencyworks.org/resources/briefing-papers/http://www.competencyworks.org/resources/making-mastery-work/http://www.nga.org/cms/home/nga-center-for-best-practices/center-publications/page-edu-publications/col2-content/main-content-list/state-strategies-for-awarding-cr.htmlhttp://maine.gov/doe/cbp/case-studies/index.htmlhttp://www.youtube.com/playlist?list=PL49DDA11960CC870F&feature=plcphttp://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489http://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489http://www.competencyworks.org/resources/recommended-reading/www.jff.orghttp://www.amazon.com/Off-Clock-Moving-Education-Competency/dp/1452217319/ref=sr_1_3?ie=UTF8&qid=1348262438&sr=8-3&keywords=off+the+clockhttp://iacomped.com/http://iacomped.com/http://iacomped.com/http://iacomped.com/http://www.amazon.com/Off-Clock-Moving-Education-Competency/dp/1452217319/ref=sr_1_3?ie=UTF8&qid=1348262438&sr=8-3&keywords=off+the+clockhttp://www.competencyworks.org/resources/recommended-reading/www.jff.orghttp://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489http://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489http://www.youtube.com/playlist?list=PL49DDA11960CC870F&feature=plcphttp://maine.gov/doe/cbp/case-studies/index.htmlhttp://www.nga.org/cms/home/nga-center-for-best-practices/center-publications/page-edu-publications/col2-content/main-content-list/state-strategies-for-awarding-cr.htmlhttp://www.competencyworks.org/resources/making-mastery-work/http://www.competencyworks.org/resources/briefing-papers/http://www.competencyworks.org/resources/briefing-papers/http://www.competencyworks.org/wp-content/uploads/2012/08/CompetencyWorks_IssueBrief_DesignCompetencies-Aug-2012.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdfhttp://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdfhttps://sites.google.com/site/competencybasedpathways/https://sites.google.com/site/competencybasedpathways/http://www.competencyworks.org/7/27/2019 The Shift from Cohorts to Competency
40/41
author bioSJ bl
Executive Director, Digital Learning Now!John svs s th ectv Dcto of Dgtl Lnng Now!, ntonl nttv of th Fondton fo ecllnc n edcton thtwoks wth polcks nd nnovtos to cclt th dopton of nw dcton odls. John pvosl svd t th WhtHos s Spcl assstnt to th Psdnt fo Dostc Polc dng th Bsh dnstton nd ws th Dpt Polc Dctofo th u.S. Sct of Coc, wh h wokd on nnovton polc. Johns pnc lso nclds wokng t th Bll ndmlnd Gts Fondton, wh h blt potfolo of dvocc gnts to dvnc collg- nd c-d polcs. H svd sth ntons scond Dcto of edctonl Tchnolog nd hs bn fol o nfol dvso to th psdntl cpgns.H s on th Bod of Dctos fo th Dt Qlt Cpgn nd svs on th gonl bod fo th socl nnovton fnd indgo
afc. H lso svs s Sno advso to Whtbod advsos, whch povds sttgc consltng fo nvstos, phlnthopsts,nd ntpns.
Cs Sgs
Principal, MetisNetChris Sturgis is Principal of MetisNet, a consulting rm based in Santa Fe, New Mexico that specializes in philanthropic strategydevelopment. Chris is a frequent writer on education and youth issues. She encountered competency education for the rst time in the1990s dng st vst to Dplo Pls nd ws wd b th potnc t pls n ddssng acs gdton css. Snc thnsh hs bn n dvoct, wokng n ptnshp wth th intntonl assocton fo K-12 Onln Lnng (NaCOL) to ngCoptncWoks.
C Scd
Director of Policy and Research, Getting SmartC s th Dcto of Polc nd rsch t Gttng St. Wth bckgond n both polc nd pctc, sh hs tght nclssoos fo lnt schools to collg cpss. C svd s n onln dcto fo 2005-2012 n fll onln mstspog n edctonl Ldshp nd hs thod svl pcs on th ft of dcton. Sh co-dtd th book Bldng 21st
Cnt u.S. edcton Sst wth Bob Whlng, pblshd b NCTaF. C hs bn ctvl nvolvd n sppotng dcton polcffots to dvnc dgtl nd blndd lnng oppotnts s consltnt to stt nd ntonl ognztons. Sh holds n m.ed. nedctonl adnstton nd n ed.D. n ubn edctonl Ldshp.
t Vd ak
Author and Executive Editor, Getting SmartTo s th tho of Gttng St: How Dgtl Lnng s Chngng th Wold nd th ectv edto of GttngSt.co. His also a Partner in Learn Capital, a venture capital rm that invests in learning content, platforms, and services with the goal oftnsfong dctonl nggnt, ccss, nd ffctvnss. Pvosl h svd s Psdnt of th x PriZe Fondton ndwas the Executive Director of Education for the Bill and Melinda Gates Foundation. Tom was also the rst business executive to serveas a public school superintendent in Washington State. Tom is a Director of iNACOL and several other nonprots.
7/27/2019 The Shift from Cohorts to Competency
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Ths pp ws cftd bsd on ntvws nd convstons
with dozens of people in the eld of education. The authors andognztons th psnt wold lk to cknowldg th
sppot nd ptcpton of th followng ndvdls nd gops
who offd fdbck, pts, nd nsght to dvnc o
wok. W lso ppct th ntcton on ths topcs on o
blogs nd vos socl d chnnls.
Copss Lnng, Ccl assocts, FLVS, Pson,
nd Dgtl Lnng Now Gttng St dvocc ptns.advncPth nd mstConnct potfolo copns of
Ln Cptl, wh To Vnd ak s ptn. To s lso
Dcto of th intntonl assocton fo K-12 Onln Lnng
(NaCOL).
aCKnowleDgementS DiSCloSureS
1. Lk so dstcts nd stts, w s th t coptnc dcton,
while others refer to prociency- or performance-based education. The
u.S. Dptnt of edcton swtchd to st-bsd dcton nth 2012 rc to th Top coptton. W dont pct sngl t to
b doptd. Whts potnt s tht th ll f to sst n whch
stdnts pogss ft tng pcttons.
2. DLonzo, rchd a., Bttno, Wnd J., Schb, rck m., Gdd
Co, Bb B. Dlvng on th Pos: Th edcton rvolton
Solton T, 2008.
3. Jons, rbcc. No o tnond fo ads 50. edNws Colodo,
agst 27, 2012. http://www.dnwscolodo.og/2012/08/27/43202-no-
o-tnond-lbls-fo-wstnst
4. Information gathered from the Lindsay Unied School District Website.
http://www.lnds.k12.c.s/
5. Ntonl Govnos assocton. Stt Sttgs fo awdng Cdt to
Sppot Stdnt Lnng. http://www.ng.og/cs/ho/ng-cnt-fo-
bst-pctcs/cnt-pblctons/pg-d-pblctons/col2-contnt/n-contnt-lst/stt-sttgs-fo-wdng-c.htl
6. Bl, J., Ct, S. Schnd, C., Vnd ak, T. Dt Bckpcks:
Portable Records & Learner Proles. Digital Learning Now! 2012. http://
dgtllnngnow.co/wp-contnt/plods/2012/10/DLN-St-Ss-
Dtbck-Fnl1.pdf
7. Stgs, C. at nd Scnc of Dsgnng Coptncs.
CoptncWoks, 2012.
http://www.coptncwoks.og/wp-contnt/plods/2012/08/
CoptncWoks_issBf_DsgnCoptncs-ag-2012.pdf
8. mss of acdc Pogss (maPS) s copt dptv tstng
sst dvlopd b NWea.
9. infoton bsd on st vst b Chs Stgs.
10. iows Coptnc-Bsd edcton Tsk Foc Pln rpot,
Jn 2013. http://dctow.gov/nd.php?opton=co_contnt&v
w=tcl&d=2650&itd=5159
11. Jobs fo th Ft. algnng Coptncs to rgoos Stndds fo
Off-Tck yoth: a Cs Std of Boston D nd evnng acd.
http://www.jff.og/pblctons/dcton/lgnng-coptncs-goos-
stndds/1489
12. Boston D nd evnng acd offs th reaL insttt v
s to tn dctos n how to stt coptnc-bsd schools fo
ov-g nd nd-cdtd stdnts
13. adptd fo Nng th elphnt b Chs Stgs on th
CoptncWoks Blog. http://www.coptncwoks.og/2012/11/
nng-th-lphnt/14. iows Coptnc-Bsd edcton Tsk Foc Pln rpot.
Jn 2013.
15. Lnz, B. Dp Lnng: athntc Stdnt assssnt. edtop.
Jn 9, 2013. http://www.dtop.og/blog/dp-lnng-stdnt-
ssssnt-bob-lnz
16. Vnd ak T., answs fo nd Lssons fo Ctcs of Coptnc
Bsd Lnng. Gttng St Blog. Novb 22, 2102. http://
gttngst.co/cs/blog/2012/11/nsws-fo-lssons-fo-ctcs-of-
coptnc-bsd-lnng/
17. ibd.
18. Ntonl Govnos assocton. Stt Sttgs fo awdng Cdt to
Sppot Stdnt Lnng.
19. W s th ePiC dfntonof collg nd c dnss vlbl t
http://www.pconln.og/dnss/dfnton.dot .20. Pts of ths scton ognll ppd n Gttng St blog posts
b To Vnd ak: http://gttngst.co/cs/blog/2011/06/dn-
tvnn-on-th-st-pp-tch-dvlopnt-sst/ ndhttp://
gttngst.co/cs/blog/2011/06/cohnc-fsstnd-ldshp/.
21. Shbll, L. nd Stgs, C. Th Lnng edg: Sppotng
Stdnt Sccss n Coptnc-Bsd Lnng envonnt.
CoptncWoks, Dcb 2012. http://www.coptncwoks.og/
wp-contnt/plods/2012/12/NaCOL_CW_issBf_Lnngedg_fl
22. Pts of ths scton ognll ppd n Gttng St gst
blog post b mlss yong, Ccl mng nd Jnn Psktt,
Ccl Spclst, Flod Vtl School. http://gttngst.co/cs/
blog/2013/01/coptnc-bsd-lnng-nd-flvs/
23. Bsd on vw of mchl Fllns book Sttosph tht ognll
ppd on Gttng St blog post b To Vnd ak. http://
gttngst.co/cs/blog/2012/09/th-sks-lt-16-st-d-qots-
chl-fllns-sttosph/
24. ibd.
enDnoteS
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