MASTERY-BASED LEARNING

Transcription

1 MASTERY-BASED LEARNING Presentation to Design For Continuous Improvement Council Farmington Public Schools January 13, 2016

2 Connecticut General Statutes Sec. 221a(f)(3) For purposes of this section, a credit shall consist of not less than the equivalent of a forty-minute class period for each school day of a school year except for a credit or part of a credit toward high school graduation earned (1) at an institution accredited by the Board of Regents for Higher Education or State Board of Education or regionally accredited (2) through on-line coursework that is in accordance with a policy adopted pursuant to subsection (g) of this section, or (3) through a demonstration of mastery based on competency and performance standards, in accordance with guidelines adopted by the State Board of Education.

3 Carnegie Foundation for the Advancement of Teaching 50-State Scan of Course Credit Policies Category 1) Carnegie Unit abolished as primary measure of student learning. Credits must be awarded based on students mastery of content and skills rather than seat time. (1 state- NH) Category 2) Districts define credits and may use seat time OR another measure (e.g. mastery/proficiency/competency) to award credit in core courses. (30 states including CT, ME, RI, VT) Category 3) Districts may apply for special-status or waivers to use measure other than seat-time to award credit for core courses. (4 states) Category 4) Districts do not have any flexibility and must use time-based credits. (9 states) Category 5) Districts have some flexibility, but it is limited to special circumstances, such as credit recovery programs or out-of-school learning, and may require state approval. (7 states)

4 In 2013 the U.S. Department of Education endorsed competency-based credit at the college level. The USDE encouraged interested colleges to seek federal approval for degree programs that do not rely on credit hours to measure student learning. 40 colleges and institutions are currently in a pilot program. Many in higher education see this as a pathway to highly relevant degrees based on relevant competencies aligned to workforce needs.

5 Mastery-Based Learning Guidelines for Implementation Connecticut schools and districts employing Mastery-Based Learning should consider the following when planning: I. Community Engagement II. Practice I. Policy

6 A Starting Point for Defining Mastery-Based Learning: Appropriate for all grades levels, content areas, and courses 1. Students advance upon demonstrated mastery as determined at the local level. 2. Competencies include explicit, measurable, transferrable learning outcomes that empower students. 3. Assessment is a meaningful and positive experience for students. 4. Students receive rapid, differentiated support based on their individual learning needs. 5. Learning outcomes emphasize competencies that include the application and creation of knowledge. 6. The process of reaching learning outcomes encourages students to develop skills and dispositions important for success in college, careers and civic life.

7

8 Mastery-Based Learning Mastery-Based Learning recognizes that all students have strengths and challenges and learn best at their own pace, sometimes with supports, including: Typical Learners Struggling Learners Gifted and Talented Learners Students with Disabilities Special Education Learners Linguistically Diverse Students

9 Collegiate Endorsement: 56 New England Colleges & Universities Endorse proficiency-based approaches to instruction, assessment, reporting, and graduation that establish universally high learning standards and expectations for all students in K 12 schools. Accept a wide range of transcripts if the students meet our stated admissions requirements and the transcripts provide a full and accurate presentation of what an applicant has learned and accomplished. Pledge that applicants to our institutions with proficiencybased transcripts will not be disadvantaged in any way.

10 CONNECTICUT SIGNATORIES Asnuntuck Community College Capital Community College Central Connecticut State University Charter Oak State College Eastern Connecticut State University Gateway Community College Housatonic Community College Manchester Community College Middlesex Community College Naugatuck Valley Community College Northwestern Connecticut Community College Norwalk Community College Quinebag Valley Community College Southern Connecticut State University Three Rivers Community College Tunxis Community College University of Connecticut Western Connecticut State University

11 The League of Innovative Schools A cross-state network fueled by professional integrity, peer accountability and professional collaboration that promotes vetted and researched best practices in support of personalized learning for all students. Members are drawn from local school districts in CT, RI, ME, NH & VT. The CT League of Innovative Schools is the largest in the regional League with 31 school districts. Local school districts are not required to join the CT League of Innovative Schools in order to implement Mastery-Based Learning.

12 CT League of Innovative Schools Professional Learning Opportunities Regional Network Meetings: October 2015 Supporting a Proficiency-Based System January 2016 Grading, Instruction & Leadership March th Annual High School Redesign Conference In-State Meetings: November 2015 Assessment in MBL Systems May 2015 Reflecting on progress, planning for the future In-State Skill Building Institutes: December 2015 Developing Scoring Criteria for MBL Systems February 2016 Assessment Practices: Formative Assessment and Feedback In-State Webinar Series: September 2015, January 2016, March 2016

13 THANK YOU For further information please contact: Suzanne Loud Associate Consultant Connecticut State Department of Education 165 Capitol Avenue, Room 222 (860)