1. The Competency Education Toolkit for Curriculum, Assessment, Instruction, and Grading Rose Colby ASCD June 2014

2. This workshop is designed to provide participants with an understanding for the use of a variety of tools and templates available to the participants to assist in their development of the four areas of competency architecture: Curriculum (Competencies and performance indicators), Assessment (performance tasks and projects), Instruction (unit and project design templates), and grading system reform. All materials will be provided to participants digitally.

3. What is competency education? In 2011, innovators from across the country developed a working definition of competency education: Students advance upon [demonstrated] mastery. Competencies include explicit, measurable, transferable learning objectives that empower students. Assessment is meaningful and a positive learning experience for students. Students receive 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.

4. The traditional framework: Curriculum Standards based Fixed by grade/course Interventions based on fixed curriculum Coverage of standards is expected Instruction Program driven Emphasis on Content/skills delivery Projects generally follow learning Assessment Predominant paper and pencil Questionable Depth of Knowledge Grading Highly subjective Teacher to teacher variability Confabulates academics with non- cognitive dimensions Varies across the K-12 pathway

5. The new CBE framework: Competency based Articulated across K-12 A continuum of learning progressions based on standards Validated competencies Mapped across K- 12 pathway Assessment Performance based Rubrics designed with ‘Competent’ designated at Strategic thinking (DoK 3) Projects ARE the learning Formative Assessment triggers relearning; summative assessment when ready Multiple and varied assessments inform evaluation of ‘competent’ Learning Guided by Personal Learning Plan Systemic resources support differentiation Blended and online supports for content and skill acquisition Project-Based Learning/Studios augment rigor in learning Grading Teacher practice guided by a Grading Philosophy statement Summative performance assessments weighed 90-100% Relearn/reassess without penalty ‘Set point’ for ‘Competent’ consistent with task rubric designs

6. Curriculum Standards based Fixed by grade/course Interventions based on fixed curriculum Coverage of standards is expected Competency based Articulated across K-12 A continuum of learning progressions based on standards Validated competencies Mapped across K- 12 pathway Old Tools New Tools

7. Old Tools New Tools Instruction Program driven Emphasis on Content/skills delivery Projects generally follow learning Learning Guided by Personal Learning Plan Systemic resources support differentiation Blended and online supports for content and skill acquisition Project-Based Learning/Studios augment rigor in learning

8. Old Tools New Tools Assessment Predominant paper and pencil Questionable Depth of Knowledge Assessment Performance based Rubrics designed with ‘Competent’ designated at Strategic thinking (DoK 3) Projects ARE the learning Formative Assessment triggers relearning; summative assessment when ready Multiple and varied assessments inform evaluation of ‘competent’

9. Old Tools New Tools Grading Highly subjective Teacher to teacher variability Confabulates academics with non- cognitive dimensions Varies across the K-12 pathway Grading Teacher practice guided by a Grading Philosophy statement Summative performance assessments weighed 90-100% Relearn/reassess without penalty ‘Set point’ for ‘Competent’ consistent with task rubric designs

10. Time to look at new resources! Access this sessions digital platform.

12. Questions? Comments? Rose Colby Email: rosecolby@comcast.net Cell: 603.498.2376