Cracking the Code: - The Nellie Mae Education Foundation

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• What are the emerging issues in redesigningthe education system around performancebasedlearning?Transitioning to a competency-based systemrequires deep analysis and wide-reaching creativity.Thus, chief state school officers will want to workcollaboratively, drawing on insights and innovationsfrom other states in order to expedite the processof constructing a set of policies that promoteinnovation and breakthrough strategies, rather thanthe traditional compliance model.In a proficiency system, failureor poor performance may bepart of the student’s learningcurve, but it is not an outcome.– Proficiency-Based Instructionand Assessment, OregonEducation RoundtableFor More InformationThe Council of Chief State School Officers (www.ccsso.org) offers up-to-dateinformation on the Common Core State Standards. You can also find resources atwww.commonstandards.org.The iNACOL website (www.inacol.org) offers a wiki with resources and examplesabout the issues raised in this paper, as well as three related papers:• “When Success Is the Only Option: Designing Competency-Based Pathways forNext Generation Learning”• “Clearing the Path: Creating Innovation Space for Serving Over-Age, Under-Credited Students in Competency-Based Pathways”• “It’s Not a Matter of Time: Highlights from the 2011 Competency-BasedLearning Summit”Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning 5
Defining Performance-Based LearningThe Council of Chief State School Officers includedperformance-based learning as one of the sixattributes of Next Generation Learning. It is a powerfulconcept that mutually reinforces personalized learningand anytime, everywhere innovations. However, itis not enough to simply create seat-time waivers.Performance-based learning requires a new setof practices and policies that is riveted on studentlearning.A Working DefinitionAt the Competency-Based Learning Summit,participants expanded upon the working definition ofcompetency-based learning proposed in “When Success Is the Only Option: Designing Competency-Based Pathways for Next Generation Learning,” Sturgis and Patrick (2010). The following workingdefinition for high-quality, competency-based approaches is designed to generate rich policydiscussions on transforming the education system.• Students advance upon mastery.Students have been lockeddown by the concept of seattimeand locked out of thetechnological revolution thathas transformed nearly everysector of American society,except for education.– Jim Shelton, Assistant DeputySecretary of Education• Competencies include explicit, measurable, transferable learning objectives that empowerstudents.• 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 ofknowledge, along with the development of important skills and dispositions. 11Competency-based innovators design two sets of competencies: academic and skills that students need for college and careerpreparation. Using different terms, innovators all include forms of applied learning competencies such as creativity, problem solving, andcommunication. Many include personal skills such as perseverance, cultural competency, and study skills. Those serving vulnerable studentsinclude social-emotional literacy and navigational skills that are particularly important for students from low-income communities6INTERNATIONAL ASSOCIATION for K-12 Online Learning
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Page 10 and 11: State Policy ExemplarsJust as there
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Cracking the Code: - The Nellie Mae Education Foundation

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