KPS 2023 Personalized, Competency-Based Education Administrator Professional Learning Series

Standards, Standards, and More Standards! Not all standards are created equal.  If all content standards received the same in-depth teaching and learning, it would take multiple years to thoroughly cover one grade or course’s content standards.  To be able to shift toward personalized, competency-based education, we need to clarify what it is we really want students to know, understand, and be able to do.  How do we come to consensus on where to focus? In this session, you will learn and experience ways to lead teachers to transitioning to personalized, competency based education by exploring models of implementation and considering which approach works best for you. We will then discuss how to gather self-reflection data in order to inform next steps. 

1. Presentation slides - "What Students Should Know and Be Able to Do"

2. Reminder regarding District Resources:

• KPS Strategic Plan 

• KPS Roadmap Graphic

3. Links to different approaches to CBE at a state level

• New Hampshire

• South Carolina

4. Small Group Work

5. Self/school assessment tools

• Personalized learning "look fors"  (Kettle Moraine School District)

• Hess et al. (2020) tools (note: tools 1a-1e and tool 2 are particularly relevant for school leaders)

In this session, you will experience ways to lead teachers through the process of building a context or framework for focusing on the agreed upon priorities:

1. Bundle priority and supporting standards - Identify other related practices or long-term goals that frame or support the bundle of standards (ie, Math Practices, Science and Engineering Practices, Capacities of a Literate Individual, Whole Child Skill Development Competencies, IEFA, etc.)  

2. Map out a learning progression for a priority competency to help students reach or exceed proficiency

3. Learn the process for creating a Year-At-A-Glance (Pacing Guide) to organize prioritized competencies/standards for a grade or course, ensuring that these non-negotiable get the air time they need for all students to become proficient.

1.  Presentation Slides - "Creating a Yearlong Context"

2. Reminder regarding District Resources:

• KPS Strategic Plan 

• KPS Roadmap Graphic

3. Analyzing a Competency:

   • ELA Example - Hess Tool 5 

   • Blank - Competency Analysis Template - Hess Tool 5

4. Self-Evaluation Rubric for Competency Statements - Hess Tool 3

5. Example Vertical Alignment 

6. Other Practices:

   • Montana Whole Child Skill Development Competencies

   • Math Practices

   • Next Generation Science Standards - NGSS

   • Literacy Capacitates

   • CareerOneStop 

Now that you've clearly outlined what ALL students should know and be able to do, you're ready to begin clarifying how you will know if they are proficient. For each priority competency, what does proficient look like?  What body of evidence will give you a clear picture of where individual students are in the process?  While this step of curriculum design and alignment has typically meant collecting assessments to use, we will go a bit deeper by first considering what would be a sufficient body of evidence to help determine if a student has it or doesn't.  During this step, involving students in the process with self-navigation tools that make it clear what body of evidence is needed will help build student ownership. In this session, we'll introduce proficiency/performance scales and how to create and use them, if we have time we'll share examples of student self-navigation tools and how to use them to build an effective feedback loop, and we'll explore collecting and aligning assessments to match the body of evidence outlined for a priority competency.  

1. Presentation Slides - "Building a Body of Evidence and Student Ownership"

2. Reminder regarding District Resources:

• KPS Strategic Plan 

• KPS Roadmap Graphic

3. Personalized learning "look fors"  (Kettle Moraine School District)

4. Analyzing a Competency:

   • ELA Example - Hess Tool 5 

   • Blank - Competency Analysis Template - Hess Tool 5

   • KPS Competency Statements Folder

5. NH Model Competencies

   • ELA, Math, and Science

   • Social studies

   • Arts Competencies

6. Evaluating Competencies 

   • Self-Evaluation Rubric for Competency Statements, Hess Tool 3

7. Performance Scales - P Scales

   • Performance Scale Template, Hess Tool 6

8. Depth of Knowledge Resources :

   • Depth of Knowledge - Edutopia article

   • DOK Wheel  - This helps with creating assessment tasks

8. Other Resources 

8. • Montana Whole Child Skill Development Competencies

   • Math Practices

   • Next Generation Science Standards - NGSS

   • Literacy Capacitates

   • CareerOneStop 

Unit Design for Priority Standards – Now that there is a thorough understanding of what we want students to know, understand, and to be able to do and the standards we’ve prioritized, you will build unit frameworks to align teaching and learning with the prioritizations, keeping the end in mind and carrying through the skills and concepts from the priority standards.  Experience how to support teacher teams through building one unit at a time that is intentionally aligned and supportive of the agreed upon priorities.  In this session, you will review and practice how to build a unit, including how to:

• Engage in unit planning collaboratively.

• Generate ideas for collecting a body of evidence to show how we will know if students have mastered a priority standard. What evidence will we collect?

• Create a relevant context for students to learn and master select priority competencies/standards – Unit Overview, Transfer Goals, Enduring Understandings, Essential Questions.  

• Apply unpacked standards

1. Presentation slides - "Unit Planning and Design" 

2. Analyzing a Competency:

   • ELA Example - Hess Tool 5 

   • Blank - Competency Analysis Template - Hess Tool 5

   • KPS Competency Statements Folder

3. Performance Scales - P Scales

   • Performance Scale Template, Hess Tool 6

4. Depth of Knowledge Resources :

   • Depth of Knowledge - Edutopia article

   • DOK Wheel  - This helps with creating assessment tasks

5. Self-Navigation Tools

• Elementary Self-Navigation tool based on Marzano’s levels of understanding

• 8th Grade ELA YLC Self Navigation Tool Example 

8. Other Resources 

5. • Montana Whole Child Skill Development Competencies

   • Self-Evaluation Rubric for Competency Statements, Hess Tool 3

Assessment Alignment to Priority Standards – Review assessments through the lens of alignment to priority standards.  Now that you have a clear picture of what students need to know, understand, and to be able to do, how will we measure it?  What support do teachers need with this process?  We have established ideas for a body of evidence from the unit plan.  Now let’s take the next step of reviewing and aligning assessment resources to match the evidence we’d like to collect.  

1. Experience the process of reviewing an existing assessment and deciding if it is a valid piece of evidence of learning toward or beyond the standard.  

2. Practice adjusting or supplementing an assessment to better align with the priority standard.  

3. Gain resources for assessment alignment and design.