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Competency-Based Education and Its Application in Rhode Island February 13, 2014 Conference dial-in number: (712) 432-0075 Participant access code: 343808.

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Presentation on theme: "Competency-Based Education and Its Application in Rhode Island February 13, 2014 Conference dial-in number: (712) 432-0075 Participant access code: 343808."— Presentation transcript:

1 Competency-Based Education and Its Application in Rhode Island February 13, 2014 Conference dial-in number: (712) 432-0075 Participant access code: 343808

2 N ew H ampshire Northeast Networks Group

3 Statewide afterschool networks foster partnerships and policies to develop, support and sustain high-quality afterschool and expanded learning opportunities for children and youth. Working with a broad range of stakeholder groups, including state policymakers and local leaders in education, youth development, juvenile justice, childcare, health and workforce development, statewide afterschool networks develop systems to support academic, social, emotional and physical outcomes for youth. Statewide Afterschool Networks

4 Webinar Agenda Kim Carter  Competency-Based Education Karen Barbosa  ELO Woonsocket: How it Works for Us Q&A

5 Competency Based Learning Kim Carter, Q.E.D. Foundation

6 What is a Master? 6



9 What is Mastery? Mastery is the consistently successful application of a set of knowledge (facts), skills (processes), and behaviors (actions) to complex problems and novel situations. 9

10 In order to achieve Mastery, students must be able to demonstrate Proficiency through a preponderance of evidence of attainment of the required competencies in and/or across content areas.

11 Competencies are the knowledge, skills, and/or behaviors students must master in a specific content or performance area.

12 Competency Education Students advance upon accomplishing proficiency. Competencies include explicit, measurable, transferable learning objectives that empower students. Assessment is meaningful and a positive learning experience for students. Students receive timely, differentiated support based on their individual learning needs. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions 12

13 providing rich experiences Engage students by through meaningful contexts that develop students’ competence and confidence as measured by observation and feedback Address competencies through guiding essential questions explored in authentic context supported by content and skill development evaluated through learning assessments Community Based Group Experiences School Based Group Experiences

14 Apply Graduation standards are the levels of mastery necessary for transition to adult life Developed and practiced within contexts Applied in personally meaningful ways

15 Local Farmers/Food Pantry Biology Greenhouse The local need for help with a community garden inspired this E.L.O., where students explored ecosystems, cellular structures, nutritional, energy, water and nitrogen cycles. After designing their plots, students also decided where to donate a portion of their produce, following up on the life of local food. Where does food come from? Where does it go? Community Garden

16 Glass Artist Geometry Origami This E.L.O. leveraged a relationship with a stained-glass artist who helped the students create “mathematically correct artwork.” The final project was in glass, with design work done in origami, exploring trigonometric functions, polygons and polyhedra. Can Math BE Art? Geogami

17 Cultural Museum English + History Curate an exhibit Students act as historians and museum curators as they learn from and eventually contribute to a local cultural museum. They do primary research in the larger community, conducting interviews, and gathering artifacts in order to design exhibits that represent various immigrant populations. How does immigrat ion impact the communit y? Museum Studies

18 Document Meaning making Impact Challenges and triumphs (successes) Feedback loops – iterations (met/not yet)

19 Knowledge frameworks 19



22 22 Habits

23 Habit 23 Habits

24 Defend Portfolios Presentations of learning Authentic audiences





29 What does it take to get really good at something?

30 Kim Carter Q.E.D. Foundation


32 T HE B ASICS Who: 1 - Student(s); any grade, any ability 2 – Industry Mentor 3 – Teacher of Record ELO Office All volunteer; no stipends What: Student Centered Project Where: On Campus or Off Site When: After school or on weekends Takes, on average, 3-4 weeks to get projects working at full mode Projects are completed, based on backward planning - students have as long as the project requires How: Proficiency Based, not Time Based; Project Planning 101 Why: Credit Recovery, Portfolio Pieces, Demonstration of Proficiency, Life & Work Experience, Recommendations


34 Learning Goals are determined by Student and Industry Mentor As aligned to Industry Standards Educational Standards are applied whenever possible Learning Activities are determined by Student and Industry Mentor With input from Teacher of Record Students are evaluated based on 4 rubrics: Reflection Research Product Presentation Student(s) present in front of panel; “defend” learning Panel includes: Industry Mentor, Teacher of Record, ELO Office, Guidance, Administration, and other key participants Teacher of Record includes feedback from all panelists to inform final grade A SSESSMENT

35 Individual Self-Seeking or Recommended Group Student Driven or Mentor/Teacher Driven Hybrid P ROJECT T YPES

36 PROJECTS : INDIVIDUAL EXAMPLES Language Instruction – Jacob; student taught in a Spanish Class Conservation Biology – Nick; data collection & field work on geese mitigation Technology – Abby; assisting district in developing a blogging policy Engineering – Kathryn; designing and building tools to use in OT Health Careers – Autumn; radiology Music – Patrick ; techno music, writing and producing Physical Education – Krystina; training for and running a 5K/documentary Art – Bethania; using Art as a means for social change

37 PROJECTS : GROUP EXAMPLES Student Generated Law Enforcement – 5 students; in partnership with the WPD Help 4 Animals – 2 students; creating an instructional video on how to properly care for and interact with animals Green Team – 2 students; improving recycling and energy efficiency at the HS Teacher Generated Global Citizens – 8 students; ethnography study w/ a 3 week trip to Rwanda We reached out URI Pharmacy – 8 students; narcotics study They Reached Out RISD – 12 students; Project Open Door

38 PROJECTS : HYBRID EXAMPLE ESL Classes – students earned portfolio pieces not otherwise available in their class; while helping the teacher to meet her SLO goals Period 3 – Advanced Class Various theater groups in RI will take turns instructing students, weekly, on basics of play writing and stage performance. Students will take this knowledge and apply to their version of a Shakespeare play they are reading. Each section will then be performed and filmed, creating their own “movie” of the play. Period 5 – Beginner Class Working with a local performance group, students will flesh out their own cultural story which they will then turn into a children’s book. A digital version of the story will be created with voice recordings; stories will be presented to ELLs at the elementary school.

39 Q&A Kim Carter  Executive Director, Q.E.D. Foundation Karen Barbosa  Director, ELO Woonsocket

40 Closing Information Northeast Networks Group Webinar Series  Thursday, March 20, 11:30-12:30pm “Linking After School and Summer Programs” Questions or for more information  Visit our website:  Email Michelle Un Karen Barbosa Kim Carter

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