The Shift from Cohorts to Competency

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


2/41

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/


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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


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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/


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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/


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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.pdf


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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 collgnd

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.org


11/41

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.org


12/41

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


13/41

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.


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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.html


15/41

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.


16/41

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.pdf


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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/


18/41

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/


19/41

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.html


20/41


21/41

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/


22/41

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


23/41

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 collgnd 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


24/41

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 collgnd 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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27/41

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.
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29/41

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.
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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.
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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.
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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/


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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/


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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.com


36/41


37/41

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/


38/41


39/41

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/


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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 collgnd 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.


41/41

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

pdf

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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The Shift from Cohorts to Competency

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