1. Implementation of Competency Education in K12 Systems Insights from Local Leaders November 8, 2015 iNACOL Symposium Pre-Conference Workshop

2. Overview How the Afternoon is Structured Understanding the Context: Personalization and Competency Education Ramping Up John Freeman and Tobi Chassie, Pittsfield School District, NH Bill Zima, RSU2, Maine Designing and Implementing a New Infrastructure for Learning Brian Blake, Ellen Hume-Howard, Brian Stack, Jonathan Vander Els, Sanborn Regional School District Bill Zima BREAK Building Stability and Credibility: Transitioning to Continuous Improvement Pittsfield Team Sanborn Team Wrap-Up 2

3. UNDERSTANDING THE CONTEXT 3

4. Students' educational experiences (What is Learned, How it is Learned, When it is Learned, With Whom Learning Happens, Where Learning Happens, How Learning is Demonstrated, How Learning is Credentialed), from early childhood on: Are designed to support them to graduation and successful transition through a culture of high expectations, having mastered the Knowledge, Skills and Dispositions that prepare them for college, career and citizenship, and Are tailored to individual needs, skills and interests so that all students are able to take responsibility for their learning and develop purposeful connections to the transformative power of education in their lives A System of Personalized Learning

5. Comprehensive Systems of Support Anytime, Anywhere Learning Unrelenting Focus on Student Agency A System of Personalized Learning Clear, High Expectations If we have a compelling vision of the Knowledge, Skills and Dispositions that a graduate must possess, we can construct progressions of learning from PreK through postsecondary learning and early career success Competency-based Learning Leading to developmental pathways & competencies for success at next levels, demonstrated learning through meaningful assessments, and accountability for each learner and all who support the learner Customized Pathways Always, we must understand each student as a learner, where each is on the learning continuum, continuously tailor learning and supports, and provide choices that make learning purposeful and relevant The Prepared Graduate Ready for Success

6. Success Agency, Progress, Pace & Depth Advance Upon Mastery Transparent Learning Objectives Assessment is Part of Learning Cycle Timely Support Apply Academic and Lifelong learning Competencies 6 5 Elements of Competency Education

7. How Do We Make the Transition to Competency Education? Four Phases of Implementation Ramping Up for Transformation Designing the Infrastructure for Learning Transitioning to a Competency-Based System Embracing Continuous Improvement and Innovation 7

8. RAMPING UP 8

9. People - Leadership Leadership - People Vision & Mission Policy Management - Processes & Structures Performance Standards Community © 2014 Center for Secondary School Redesign

10. Fueling Hope Through Learning Student working their way through a well defined continuum of learning using their passions to create a path and choose how they will demonstrate their understanding of the learning.

13. DESIGNING AND IMPLEMENTING A NEW INFRASTRUCTURE FOR LEARNING 13

14. Designing and Implementing a New Infrastructure for Learning Dr. Brian Blake Superintendent of Schools Ellen Hume Howard Director of Curriculum Brian M. Stack Principal Sanborn Regional High School Jonathan Vander Els Principal Memorial Elementary School

15. Research Best practices Looking at District, School data Evaluating instructional practices Evaluating assessment practices Evaluating Grading practices Evaluating Curriculum Talking to parents Phase One: Research/ Redesign

16. Phase Two: Building Adopting K-12 Competencies Redesigning Instructional Strategies and Settings Creating Support Structures for Competency attainment Creating College and Career K-12 goals Creating collaborative practice Empowering teachers with quality professional development Creating a Communication Plan

17. Phase Three: Creating Learning Pathways Identify pathways based on student interest Develop new courses, independent studies, ELOs (Extended Learning Opportunities) Develop assessments (continuums-progressions) that define and measure competency Create goals for students to move on when ready

18. Supporting Teachers and Principals A focus on Distributed Leadership – Building trust so that people feel empowered to try new things. A cultivation of Teacher Leadership - Tapping into the experiences of our early adopters to increase our professional knowledge base. A commitment to Collaboration – Recognizing that a team is a group of people working interdependently to achieve a common goal for which members are mutually accountable.

19. Involving Other Stakeholders The Role of Parents, Students, and Community Members We undertook a massive strategic planning process in 2009 that involved all stakeholders and united our efforts. Parents and students became very excited by the opportunities that presented themselves with the personalized learning approach.

20. System Thinking Assessment Development Plan 20 DISTRICT PLAN Designing a District-wide Plan to Support Assessment

21. BUILDING STABILITY & CREDIBILITY Transitioning to Continuous Improvement 21

22. STABILITY AND CREDIBILITY © 2014 Center for Secondary School Redesign People - Leadership Student Support for Whole Child / Student Development Vision & Mission Parent / Family Engagement and Support Student Voice and Choice – Ownership for Learning Personalization – Transformational Learning Strategies

23. Building Stability and Credibility: Transitioning to Continuous Improvement Dr. Brian Blake Superintendent of Schools Ellen Hume Howard Director of Curriculum Brian M. Stack Principal Sanborn Regional High School Jonathan Vander Els Principal Memorial Elementary School

24. Developing School-Wide Elements District Vision: Competency, Collaboration, and Climate/Culture School Priorities: What did each school need to focus on to realize the vision?

25. District-Wide “Must Have” Elements The PLC model is the foundation for adults to organize their work It is important to sharing common things across grade levels and disciplines as much as possible. Distributed leadership creates a willingness for individuals to try new things without a fear of reprisal, which builds trust.

26. Stumbling Blocks and Barriers Reaching Consensus - When all voices have been heard and the will of the group is evident, even to those who most oppose it. Holding Individuals Accountable – Addressing individuals who try to go against team decisions

27. Implications for Special Education “ Students with disabilities can achieve at high levels if they receive specialized instruction tailored to their unique needs, supports that build on their strengths and mitigate their challenges, and an environment that is engaging and sparks their desire to learn. Personalized learning systems can help educators provide these things when implemented appropriately.”

28. Ensuring consistency in the understanding of proficiency across schools Elementary Rubric Scale Secondary Rubric Scale

29. District Office Changes We identified new ways for teacher leaders to impact our work. Sometimes, committee work holds us back. We still have work to do with our Special Education and Math teams.

30. 30 What’s Best for Kids?