1. Competency-Based Learning Guiding Coalition | Introductory Webinar
August 14, 2014 | 2:30 – 3:30 pm
Delaware Department of Education

2. Objectives for today’s webinar
Introduce participants
Illuminate Delaware’s interest in pursing competency-based learning (CBL)
Begin to define CBL and its common attributes
Identify specific interest areas
Explore next steps
Webinar recording will be available
Survey
First meeting

3. Delaware’s interest in competency-based learning
Seeing early innovators on personalized learning
BRINC
Standards Based Reporting Cohorts
Recognize need for common understanding and definition to support LEA success
State has offered five e-courses to provide deeper understanding across the state
The Rodel Teacher Council has studied personalized learning and will release a policy blueprint this fall. Competency-based learning was one of the areas they studied.
The Vision Coalition of Delaware is in the process of developing a plan for next decade of education in Delaware, with the input of thousands of Delawareans. Personalized learning will likely be an important part of the plan.

4. A note about Achieve’s work with states on competency-based pathways
Achieve is providing targeted policy and implementation support to a small group of states committed to advancing competency-based pathways (CBP) to college and career readiness for all students.
Competency-Based Pathways State Partnership
For more information:

5. What is CBL? This working definition helps articulate how it supports college and career readiness for students
Competency-based learning can help all students reach college and career readiness 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,

6. The case for competency-based learning
By focusing on mastery of all critical knowledge and skills throughout a student’s learning experience, competency-based systems prevent learning gaps from developing and growing over time. As a result, this approach keeps students – all students – on the path toward preparation for college and career.
Dianna and Alissa

7. The case for competency-based learning
Through more transparent competency-based course of study and grading and reporting systems, it is harder for students to fall through the cracks. It is clear what students need to know and be able to do to stay on track to college and career, and if they are not where they need to be, it is apparent where they need additional support.
Dianna and Alissa

8. Transparent grading

9. The case for competency-based learning
By expecting students to have ownership of their learning and flexibility in how they demonstrate their learning, rather than promoting a one- size-fits-all approach, competency-based education reinforces student engagement and better prepares students for success after high school.
Dianna and Alissa

10. We can learn from other states and districts: Maine and RISC districts/schools
Here are some common elements in Maine and districts/schools that use the Reinventing Schools Coalition (RISC) approach:
Emphasis on advancement on demonstrated proficiency on the standards, students may or may not be in age-based cohorts, a set “teacher pace” defines where students need to be to stay on track and supports provided for those that are not
Common taxonomies of learning (e.g. Marzano’s taxonomy with four levels) known across students, teachers, schools and districts and used to evaluate student work, score summative assessments
High levels of student ownership of results (e.g. Capacity Matrix)

11. We can learn from other states and districts: Maine and RISC districts/schools
At their own pace: Student voice and choice Unpacking the standards: A teacher’s perspective

12. We can learn from other states and districts: New Hampshire
Here are some common elements in New Hampshire and others pursuing more competency-based models:
Emphasis is on deeper learning of the content and related skills
Focus is much more on performance-based assessments, authentic demonstrations of learning
Strong focus on “anytime, anywhere” learning including credit for extended learning opportunities

13. As you come to a clearer understanding of CBL, here are some other things to think about for implementation in DE
How might CBL help you meet your goals for students and the goals they have for themselves? How could CBL relate to other work that you are doing?
How might CBL look like in DE? What will be different than the current learning environment?
How would a roll out of CBL impact the operational ways districts work now?
Who are the most important stakeholders and partners who you would bring along with you as you do this thinking?
On what state policies might districts need flexibility as you think about implementing CBL?

14. Areas of interest and next steps
What attributes of competency-based learning are of greatest interest to you?
Is your district or school implementing any elements of competency-based learning now?
What do you need from the state as you pursue competency-based learning?

15. Competency-Based Learning Guiding Coalition | Introductory Webinar
August 14, 2014 | 2:30 – 3:30 pm
Delaware Department of Education