Competency-Based Pathways Advancing Competency-Based Pathways To College and Career Readiness March 19, 2014 | 3:00 – 4:00 pm

Presenters State Leaders: Sharon Lee, Director of Multiple Pathways, Rhode Island Department of Education Paula Barney, Postsecondary and Workforce Readiness Specialist, Rhode Island Department of Education Oliver Grenham, Chief Academic Officer, Adams County School District 50, Colorado Elliott Asp, Special Assistant to the Commissioner, Colorado Department of Education Achieve: Anne Bowles, Senior Policy Associate Cory Curl, Senior Fellow for Assessment and Accountability

Agenda Introduction to the CBP state policy framework, developed through a working group of 11 states and 12 partner organizations (Cory Curl) Rhode Island’s efforts to work with a vision and strategy team to develop a framework to advance proficiency-based education (Sharon Lee and Paula Barney) Overview of why Adams County School District 50 in Colorado decided to move towards competency-based learning, and early successes, challenges and lessons learned in the areas of assessment, accountability and graduation requirements (Oliver Grenham)  Colorado’s role in advancing competency-based pathways, with an eye toward state policy and implementation support (Elliott Asp)   Q & A

State Policy Framework Purpose: to assist states in building toward statewide adoption and implementation of competency-based pathways (CBP) that support all students in reaching college and career readiness Focus areas: graduation requirements, assessment and accountability, given that states must address these areas to reach a cross-cutting, accepted definition of competency that equates to a college- and career-ready level of performance Format: designed to inform planning conversations, including setting a vision for a state policy structure and identifying and weighing options to move toward this vision The framework recognizes that there is no one-size-fits-all strategy to advancing policies that support CBP, that everything does not have to happen at once, and that both the vision and approach to implementation will vary greatly across states. Source: Achieve. July 2013. Advancing Competency-Based Pathways to College and Career Readiness

Definition of Competency-Based Pathways in the State Policy Framework Competency-based pathways can help all students reach college and career ready standards through the following strategies: Students advance upon demonstrated mastery Competencies include explicit, measurable, transferable learning objectives that empower students Assessment is meaningful and a positive learning experience for students Students receive rapid, differentiated support based on their individual learning needs Learning outcomes emphasize competencies that include application and creation of knowledge The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers, and citizenship Source: Adapted from Susan Patrick and Chris Sturgis, July 2011, Cracking the Code: Synchronizing Policy and Practice to Support Personalized Learning , iNACOL, http://www.inacol.org/research/docs/iNACOL_CrackingCode_full_report.pdf

About the State Policy Framework The framework is organized according to three major areas in which states have a significant role: Graduation Requirements Summative Assessment Accountability Systems

Cross-Cutting Elements Within each area, the framework is organized according to the following: Characteristics Timing and frequency State role in advancing change Ensuring quality, consistency and alignment Postsecondary alignment, credibility and use

Categories For each of the cross-cutting elements, the framework includes the following categories: Policy questions – key state policy or implementation decisions Policy levers – potential mechanisms for states to advance policy and implementation Potential options – the range of policy and implementation paths that states may take based on answers to the policy questions, prompting states to select their preferred option and note benefits or challenges

Achieve’s CBP State Partnership Achieve is providing targeted policy and implementation support to a group of states committed to advancing competency-based pathways (CBP) to college and career readiness for all students. The support is designed to complement and reinforce states’ overall plans to implement the Common Core State Standards (CCSS) and propel far more students to a college- and career-ready level of performance. States: Colorado, Connecticut, Delaware, Illinois, Kentucky, Maine, Michigan, New Hampshire, Ohio, Oklahoma, Oregon, Rhode Island and Vermont. Participating states commit to pursuing policy and implementation changes in graduation requirements, assessments and accountability. States need to address all three in order to reach a cross-cutting, accepted definition of competency (or depending on the state’s terminology, proficiency or mastery) that equates to a college- and career- ready level of performance. This is essential to ensure rigorous determinations of student competency on the CCSS and other college- and career-ready standards.

Rhode Island Policy Framework Rhode Island regulations support and encourage personalized learning and proficiency-based pathways Secondary Regulations Proficiency based graduation Personalization is key Non-traditional learning opportunities Career and Technical Education Regulations Focus on proficiency and student outcomes Personalized career pathways Expansion of priority sector pathways Virtual Learning Regulations Focus on individualized learning environments Flexible pathways and individual progression Support for anytime, anywhere learning Stress that our framework is already built to support Proficiency Based Pathways and Personalized Learning Not fitting the regs into their work, we are asking to do the opposite, how can their projects support our regs. We will share our initial thinking about how our policy is supported by these opportunities in just a minute.

Alignment of Opportunities Proficiency-Based Learning Winter 2013 Winter/Spring 2014 Summer/Fall 2014 Winter/Spring 2015 Summer/Fall 2015 2015 Beyond Vision Planning Development Implementation Vision Definitions of CCR/Proficiency State Planning for Implementation Readiness Evaluation School Level Planning Implementation LIS schools Conference Global Best Practice Leading NextGen Work Statewide Coordination Proof Points Promoting National Dialogue Policy Framework Pathways Proficiency Based Learning

Creating Conditions for Success Personalized and Proficiency-Based Learning (PBL)

Draft Rhode Island Vision

Statewide Collaboration Toward Advancing PBL +

Developing a Competency Based System Adams County School District 50 March 19, 2014

Overview Who are we as a District? What is our educational model for all learners? What do the data say on our progress so far? Focus of Improvement Strategies Our challenges Questions 9/22/2018 7:07 PM

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

Motivation for Systemic Change Low static achievement Persistent achievement gaps Poor graduation rate High post secondary remediation rate Accredited as “Turnaround” Increased learner challenges Sought Comprehensive Appraisal for District Improvement (CADI) State conversations about 21st Century Learning SB07 -053 (Integrated P-16 Education System) HB 07-1118 (HS Graduation Requirements) SB 08-212 (CAP4K) Moral Purpose “Proficiency for ALL”

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

Adams County School District 50 Accreditation Plan Designations (October 15, 2013) 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 Schools Points Crown Pointe 82.0 80.0 Sunset Ridge ES 87.3 Mesa ES 74.7 66.7 71.8 79.2 69.4 Flynn ES 53.4 Harris Park ES 59.4 74.0 Tennyson Knolls ES 68.2 51.6 58.2 72.8 65.8 Metz ES 50.6 51.1 Skyline Vista ES 71.6 FM Day ES 62.0 Shaw Heights MS 46.0 Fairview ES 64.4 61.8 44.5 Hodgkins ES 50.1 63.5 61.2 43.8 Hidden Lake HS 54.1* Sherrelwood ES 54.1 58.5 Westminster ES 46.9 49.2 54.2 Westminster HS 39.5 45.3 48.9 53.1 Ranum MS 39.1 48.2 Scott Carpenter MS 36.8 43.3 57.0* 49.6 29.6 40.3 44.4 47.4 27.1 37.6 43.6 53.2* 26.7 43.2 46.7 26.6 36.1 39.7 46.4 26.3 28.2 38.6 38.2 41.6 District 30.9 40.2 44.6 K-8 Plan Assignment High School Plan District Plan Performance > 59 > 60 > 64 Improvement 47 - 59 47 - 60 52 - 64 Priority Improvement 37 - 47 33 - 47 42 - 52 Turnaround < 37 < 33 < 42 *Hidden Lake High School is designated an Alternative Education Campus and lives under a separate accreditation. ** The 2013 SPF has not yet been received for Hidden Lake HS.

Improvement Strategies Deepening competency based instructional practices Restructuring to support P-20 education Involving stakeholders differently Focus on systemic leadership

Definition of a Learner-centered Classroom A true Learner-centered classroom is where “learners and teachers respond to and reflect on progress in order to build ownership and independence by involving teachers and other learners to become problems solvers, move through levels, meet their goals and figure out their own path to success; learners have the opportunity to make choices and demonstrate proficiency throughout the learner-centered classroom. Teachers instruct and guide individual learners, small groups, as well as the whole class to set high expectations for all learners and determine the most effective instructional strategies for each learner in the classroom.” - Developed by Adams County School District 50 teachers (2011)

Challenges… Number of students not at expected academic level Re-engineering for student learning Transition from “seat-time” to a competency based learning system Communication with Stakeholders Resource Reallocation Colorado Academic Standards Use of Primary Resources “Time-bound” High Stakes Assessment & Accountability Measures

Challenges… Recording and Reporting Special Populations High School Transition Integration with Other Districts, Colleges and Organizations School Structures Professional Development Designing effective state policy frameworks Competency Based Graduation Guidelines

Learning for All – What Does It Take? “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Ronald Edmonds 1935 - 1983

Competency-Based Systems in Colorado Policy and Implementation Support Achieve CBS Webinar March 19, 2014

Postsecondary and Workforce Readiness: Definition “The knowledge, skills, and behaviors essential to high school graduates to be prepared to enter college and the workforce and compete in the global economy including content knowledge, learning and behavior skills” Source: State Board of Education and the Commission on Higher Education’s joint adoption on June 30, 2009 of the description of Postsecondary and Workforce Readiness. 28

Intended Student Outcomes Academic Competencies Entrepreneurial Competencies Professional Competencies Intended Student Outcomes Content Knowledge Math and Literacy Skills Ability to reason, analyze and synthesize Ability to make and capitalize on connections and opportunities Ability to manage risk Use failures to drive improvement Ability to collaborate Ability to learn and adapt Ability to manage time and projects 29

Colorado’s Emerging Model Professional Entrepreneurial Academic Self Knowledge Here –talk about how without some drive to contribute, this is a model of potential rather than a model of reality. Without that drive, students will be in their parents’ basement waiting for something to come give them an opportunity – no one is coming. Drive to contribute… As a neighbor As a community member As a member of the workforce Drive to Contribute

PERSONAL AND PERSONALIZED TIME-, TALENT-, AND TECHNOLOGY- ENABLED Colorado’s Emerging Model What are the characteristics of learning environments that help students develop core competencies, self knowledge and the drive to contribute in a way that maximizes their UNIQUE POTENTIAL? PERSONAL AND PERSONALIZED COMPETENCY-BASED CO-CREATED SAFE AND HEALTHY TIME-, TALENT-, AND TECHNOLOGY- ENABLED

Ecosystems for Exploration Early Adopter Districts of Graduation Guidelines and supportive secondary initiatives Turnaround Schools Alternative Education Campuses Charter Schools Innovation Schools 32

Graduation Guidelines State statute requires the State Board of Education to adopt a set of guidelines for high school graduation by May 2013. Local school boards may use their own locally developed graduation requirements so long as they “meet or exceed” any minimum standards or core competencies/skills adopted by the State Board. 33

Graduation Guidelines The law outlines several considerations that the State Board must take into account when adopting a set of guidelines, including: Alignment with the description of postsecondary and workforce readiness Alignment with postsecondary academic admission standards Recognition of multiple and diverse pathways to a diploma Articulation through a standards-based education system Attainment of skills necessary to succeed in the 21st century Importance of academic and career planning 34

Graduation Guidelines Goals New expectations for a high school diploma, locally different and guided by common menu. Develop and identify areas of opportunity for students to explore and attain knowledge, skills, and abilities to be prepared for the day after high school. Create and reinforce learning environments that reflect high expectations for all students to successfully earn a living wage and contribute to Colorado’s economy. Educate students to be prepared to enter Colorado’s workforce with in-demand credentials and benchmarked to business, industry, and higher education standards. <Rebecca> 35

Career & College Readiness 9/22/2018 Career & College Readiness Menu will evolve over time Demonstration English Math Science Social Studies TCAP (2013-14 only) 663 627 - State Test (2013-14 +) TBD PARCC (2014-15 +) 4 + ACT 18 19 SAT 430 460 IB 3 + AP ASVAB 50 Capstone (2015-16 +) Concurrent Enrollment C- or better Industry Certificate <Misti & Rebecca> The minimum career and college readiness menu will evolve over time that will include, but not necessarily be limited to the options outlined here. Local boards of education have the option to select various options from the menu to establish clear expectations for their students. These options give districts and schools broad flexibility to select the demonstrations of competency that make the most sense for your students. This menu is just the starting point for the conversation. It’s important to remember that no single competency demonstration in the menu fully measures the new academic standards for K-12 and approximately similar levels of rigor. However, we will be working to update these measures. Also, local districts have the authority to adapt the determinations of competency to accommodate students with exceptionalities, such as students with disabilities and gifted and talented, which are some of the recommendations our special populations group will address. Districts also may permit students longer or shorter time to earn their diploma. It is likely in your work group you may identify other measures of competency or mastery you would like to recommend be added for consideration. The Assessment group will be undertaking much of this work to align scores between areas. Through Colorado’s work with PARCC, concordance tables will be provided between assessments, such as PARCC, ACT, SAT, etc. that will assist in ensuring alignment. 36

Graduation Guidelines Implementation Timeline 9/22/2018 Graduation Guidelines Implementation Timeline Planning 2013-15 Review graduation guidelines with local education board Guideposts 2015-16 Adopt local guidelines and 9th graders may use guideposts Implementation 2015-2020 Students meet or exceed minimum college and career determinations Graduation 2020-2021 First high school graduates meet or exceed minimum college and career determinations <Misti> Let’s explore the upcoming milestones associated with graduation guidelines implementation. For the upcoming 2013-14 and 2014-15 academic years Districts are encouraged to review the state board approved graduation guidelines and consider adopting local graduation requirements that meet or exceed them.  For the 2015-16 academic year Adoption of graduation requirements by each school district’s board of education. Local policies must indicate the minimum academic competencies needed for students to demonstrate postsecondary and workforce readiness and the types of measures the district uses to determine attainment. Each local school district’s board retains the authority to develop its own high school graduation requirements, so long as these meet or exceed the evolving menu of options as outlined by the state board of education. For entering 9th graders in 2015, districts may use the state’s minimum College and Career Ready Determinations as guideposts in establishing competencies. For the entering 7th graders in 2015, districts must meet or exceed the state’s minimum College and Career Ready Determinations. Working with 7th grade students and their families during the 2015-16 academic year must include providing information about the requirements for high school graduation and successful entry into college and careers. Districts are encouraged to share with each student and family their academic readiness for graduation beginning in elementary school. A student’s Individual Career and Academic Plan is current tool which is implemented in every high school in Colorado and relevant toward facilitating this conversation beginning in 6th grade. Additionally, graduation guidelines reinforces the current expectation that all student’s graduation with an updated ICAP connecting their education with their aspirations beyond high school. Over the next four to five years from 2013- 2016 The state board will refine the guidelines based on: Launch of new assessments Refinement of district capstone project concept Finalized requirements for college entrance from the Colorado Department of Higher Education Determination of qualifying industry certificates Availability of other standardized competency measures CDE will continue to engage districts and key stakeholders in the iterations of the guidelines.

Issues and Challenges Lack of transparency and involvement in the development of the guidelines Some groups felt they had no voice in the process Confusion about the purpose of the guidelines Disagreement over the level of rigor of the “cut-points” for meeting various demonstration tasks Concern about state intrusion into local control 38

Work Groups Group Start Date Capstone November 2013 ICAP 21st Century Skills December 2013 Industry Certificate February 2014 Special Populations Assessment May 2014 Endorsed Diploma <Misti> Here is a list of the work groups and an outline of staggered start times over the next several months. By staggering the starts we are helping to ensure that each group has an opportunity to dive deep into their topic area. Also, groups will be working together later in their work once their topic has been well defined and initial implementation recommendations created to discuss how topics fit together. For example, the 21st Century Skills work is named and mentioned in several other areas, such as capstone, special populations, and endorsed diploma.

Work Group Objectives Identify opportunities, challenges, and best/promising practices. Develop implementation recommendations. Explore and outline resources and tools. Align skills, abilities, and knowledge that are valued by business, industry, and higher education. Outline systematic pathways for students to explore and develop these skills. Identify stakeholder connections and messages. Maintain a written record of implementation recommendations, tools and resources, best/promising practices, and relevant discussions. Misti As relevant to each topic area. Provide implementation guidance to districts. Provide definition, clarification, and relevancy to topic area. Utilize evidence-based practices to explore topic area. Understand goals and objectives for graduation guidelines and how the work group’s topic area relates. Explore how your topic should be implemented in a competency or mastery-based environment that is developmentally appropriate for students. Collaborate with other graduation guidelines work groups, as applicable. 40

Outcomes/Deliverables Tools/Resources Implementation Recommendations Promising or Best Practices Stakeholder Information Collaboration Misti 41

Initial Work Groups Convene Continuing Work & Recommendations Work Group Overview Work Groups Continue Summer 2014 Assessment & Endorsed Diploma work groups initiated Continuing Work Winter 2014 Industry Certificate & Special Populations recommendations complete Initial Work Groups Convene 2013-14 Meetings begin to discuss implementation recommendations Deliverables Fall 2014 Capstone, 21st Century & ICAP recommendations complete Continuing Work & Recommendations Fall 2015 Assessment group continues with fall 2015 deliverables Misti Staggered starts Outline of deliverables Wrap-up Fall 2015 with most group completing their recommendations by Fall 2014. Deliverables for all groups are promising practices, implementation recommendations (scale for many types, shapes and sizes of districts), and tools and resources. 42

Competency-Based Systems Network Year-long study group made up of select districts who are implementing/investigating CBS that will examine issues such as: The nature of a truly competency-based system Measurement approaches to a broad range of competencies Systemic supports that are required to successfully implement CBS Curriculum and instruction in a CB approach Local and state policy frameworks that support CBS “Deliverable” is new/shared knowledge across the state Network will evolve to implementation support in year 2 43

THANK YOU! We look forward to continuing this discussion with you! Anne Bowles | abowles@achieve.org Cory Curl | ccurl@achieve.org

Competency-Based Pathways Advancing Competency-Based Pathways to College and Career Readiness March 19, 2014 | 3:00 – 4:00 pm