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Competency-based Learning: The New Hampshire Story

Competency-based Learning: The New Hampshire Story. Paul Leather, Deputy Commissioner NH Department of Education Research to Action Forum on Competency-Based Education December 8, 2011. “How we educate our children in the future will be more important than how much we educate them.”.

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Competency-based Learning: The New Hampshire Story

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  1. Competency-based Learning:The New Hampshire Story Paul Leather, Deputy Commissioner NH Department of Education Research to Action Forum on Competency-Based Education December 8, 2011

  2. “How we educate our children in the future will be more important than how much we educate them.” Thomas Friedman World is Flat (2.0) 2006

  3. Things You Will Need To Confront! • Time (1), Time (2), Time (3) • Normative Frame of Reference ~ “Time is the constant, performance is the variable” • Cycles of Change • Annual • Generational

  4. Time! • Carnegie Unit • Class Length • Teacher Contracts • Credit Definition • Time for a Change ~ Expectations • Annual Cycle ~ • Competency Development ~ 3 Years • Assessments ~ 2-3 Years (including moderation) • Grading ~ 3 Years

  5. Normative Frame Of Reference Students Performance

  6. Mastery Frame of Reference --100% Proficiency-- ~90% Students Time Bloom, 1968

  7. What Does This Change Require? • Policy Changes: • Credit based on Mastery not Time • Everyone will succeed (0 Dropouts/100% Graduation) • Credit is more unitized – Competencies! • Anytime, Anywhere Learning a necessity! • State vs. Local Control: • Policies need to be clear, coherent, and consistent from State to Local Level

  8. Local School District Responsibilities and Competencies • In emphasizing the need for flexibility and autonomy for local school districts in implementing competency assessment, the state has left local districts the responsibility for developing policies relative to the state approval standards. It is the purview of the local school district to: • identify or develop high school course competencies, • decide on appropriate competency assessment methods, and • define sufficiency (identifying necessary and sufficient evidence for students to demonstrate mastery).

  9. What Does This Change Require? • System Specifications: • Competency Definition (UbD – Wiggins & McTighe) • Definition of “Sufficiency” • Aligned Assessments • New System of Grading

  10. www.pq.com.sg

  11. We Need A New Goal-Line For Public Education in the U.S. A Conceptual Playing Field of Preparation for College, Career and Life REAL GOAL LINE INTERNATIONAL GOAL LINE CURRENT GOAL LINE

  12. A new learning field integrating two understandable dimensions Applying Skills in Context (Apply) KNOW-HOW KNOW Life/Career Navigating (Do) Knowledge (Learn) Along the “Know” axis lies most current practice and student experience, driven by current goal-lines and metrics Along the “Know-How” axis lie the 21st century skills: developed through authentic/project-based learning, and assessed through performance-based measurements

  13. Four Keys To College And Career Readiness Key Cognitive Strategies Key Learning Skills & Techniques Key Transition Knowledge & Skills Key Content Knowledge • Key terms and terminology • Factual information • Linking ideas • Organizing concepts • Common Core State Standards (in English/ literacy and mathematics only) • Standards for Success in Science, Social Sciences, Second Languages, the Arts • Admissions requirements • College types and missions • Career pathways • Affording college • College culture • Relations with professors • Social/identity issues in transitioning • Time management • Study skills • Goal setting • Self-awareness • Persistence • Collaborative learning • Student ownership of learning • Technology proficiency • Retention of factual information © 2011 David T Conley

  14. Where would we plot today’s assessments on the new learning field? KNOW KNOW-HOW Creating Complex Authentic Evaluating Bounded Authentic Analyzing Simulated Authentic Most State Testing Applying Simple Authentic Understanding Remembering Non-Authentic

  15. Where would we plot today’s assessments on the new learning field? KNOW KNOW-HOW Creating Complex Authentic Evaluating Better State Tests Bounded Authentic Analyzing Simulated Authentic Applying Simple Authentic Understanding Remembering Non-Authentic

  16. “What gets measured, gets done.” Where do the ways we assess student progress today fall inside this learning field? KNOW-HOW KNOW Debating Internships Jr. Achievement Yearbook Scouting Science Fair Sports Term Paper Creating Complex Authentic Evaluating Analyzing Simulated Authentic Applying Understanding Remembering Non-Authentic FOUNDATIONAL KNOWLEDGE Mastery of English Math Science Social Studies Arts & Languages GENERATIVE KNOW-HOW The ability to understand and integrate Resources Technology Information Systems Interpersonal To meet personal, civic, and workplace objectives

  17. ELO Team Initial Conferencing Gathers ELO Resources Develops ELO Plan Monitors ELO experience HS Course ‘X’ Defined Competencies Stage 1: Content Skills Essential Questions Stage 2: Assessments Formative Summative Stage 3: Coaching Just in Time Learning Formal Lessons ELO Plan ELO Experience Student Demonstration of mastery of competencies Exhibition of Student Learning

  18. Monadnock Community Connections, MC2 • Learning OpportunitiesThere are four main types of learning opportunities at MC2. As students take more ownership of their learning and become more self-directed, they are encouraged to design learning opportunities for themselves and for others, in collaboration with a faculty member. • Internships- one on one relationships with adult mentors doing meaningful work outside the school building. • Treks - Field experiences provide students opportunities to develop skills and apply learning in meaningful settings. • Classes- Students integrate their knowledge and understanding through a variety of activities that promote critical thinking, collaboration, and self reflection. • Personal Learning - Students are encouraged to identify learning experiences outside the school day that provide further opportunity to develop their essential knowledge and Habits.

  19. Timberlane High School, Sanborn NH Timberlane juniors MareeMagliochetti and Luke Botting made a documentary film about two Plaistow World War II veterans. Tom Cullen, seated, is one of the veterans. Their film won the 2008 Ken Burns War Stories documentary award, and was a jury finalist at the New Hampshire High School Short Film Festival. http://www.youtube.com/watch?v=grVcIlpECcc

  20. Why is grading an important issue in a competency–based classroom?

  21. Premise A grade represents a valid and undiluted indicator of what a student knows and is able to do – mastery. With grades we document progress in students and our teaching, we provide feedback to students and their parents, and we make instructional decisions.

  22. Standards-Based Classroom

  23. DOES YOUR CURRENT SYSTEM OF GRADING PRACTICES REFLECT MASTERY OF APPLICATION CONTENT AND SKILLS? granitegrok.com

  24. IF IT DOES…….. • THE COURSE GRADE WILL INDICATE THE MASTERY OF THE COMPETENCIES/STANDARDS. • AN “A” WOULD MEAN THAT I MASTERED THE COMPETENCIES WITH DISTINCTION. • AN “F” WOULD INDICATE THAT I DID NOT MEET THE MASTERY CRITERIA FOR THE COMPETENCIES. • WOULD AN “INCOMPLETE” MEAN?

  25. Collaborative community conversations • An understanding of research-based practical solutions to grading issues • Recognition that changing grading practices must occur on four levels: teacher, school, community, state ~higher education • An effective grading policy can take 3-5 years to develop How do we get there from here?

  26. “Silences…” “On reflecting on this life I have been struck as much by ‘the silences’ hovering around the talk of education as by the noise of its familiar working.” Ted Sizer, The Red Pencil

  27. #1 “Silence” “The first rests in the difference between teaching and learning. Teaching implies a place where educators provide a service for a child within the walls of a school building. Learning reflects what that child is ingesting from all sources, not just those arising from teacherly ministrations.”

  28. Another ‘Silence’ ~ “I cannot teach a child well, whom I do not know well. How can I teach that child well, if I do not know her enthusiasms or why she makes mistakes or what seems to be out of sorts for her at a given moment, or what is behind her at home. And no two of our children are alike.”

  29. Unpacking The “Silences”

  30. Contact Information Paul LeatherDeputy CommissionerNew Hampshire Department of Education(603) 271-3801 Paul.Leather@doe.nh.gov

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