{"id":4487,"date":"2017-06-08T00:00:00","date_gmt":"2017-06-08T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/introducing-an-equity-framework-for-competency-education\/"},"modified":"2020-02-05T13:02:10","modified_gmt":"2020-02-05T18:02:10","slug":"introducing-an-equity-framework-for-competency-education","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/introducing-an-equity-framework-for-competency-education\/","title":{"rendered":"Introducing an Equity Framework for Competency Education"},"content":{"rendered":"<p><i><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-15856 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Equity-300x109-300x109.jpg\" alt=\"\" width=\"300\" height=\"109\" \/>This is the second blog in a series leading up to the <\/span><\/i><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400;\">National Summit on K-12 Competency-Based Education<\/span><\/i><\/a><i><span style=\"font-weight: 400;\">. We are focusing on four key areas: equity, quality, meeting students where they are, and policy. (Learn more about the Summit <\/span><\/i><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400;\">here<\/span><\/i><\/a><i><span style=\"font-weight: 400;\">.) We released a series of draft papers in early June to begin addressing these issues. This article is adapted from <\/span><\/i><a href=\"https:\/\/www.competencyworks.org\/wp-content\/uploads\/2017\/06\/CompetencyWorks-InPursuitOfEquality-AFrameworkForEquityStrategiesInCompetencyBasedEducation.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">In Pursuit of Equality: A Framework for Equity Strategies in Competency-Based Education.<\/span><\/a><i><span style=\"font-weight: 400;\"> It is important to remember that all of these ideas can be further developed, revised, or combined \u2013\u00a0the papers are only a starting point for introducing these key issues and driving discussions at the Summit. We would love to hear your comments on which ideas are strong, which are wrong, and how we might be able to advance the field. <\/span><\/i><\/p>\n<p><span style=\"font-weight: 400;\">One of our challenges at the <\/span><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">National Summit on K-12 Competency-Based Education<\/span><\/a><span style=\"font-weight: 400;\"> is to explore, clarify, and develop recommendations on how to approach and improve equity within a competency-based system. In a competency-based system we assume that there is some level of personalization and differentiation in order to meet students where they are, to build lifelong learning skills, and to engage and motivate students. In the participatory Technical Advisory Group we looked at several driving questions, including:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How should we define equity to be meaningful in a personalized, competency-based system?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How can competency-based learning systems and schools make outcomes more transparent and take responsibility for addressing equity issues?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What do we know about improving equity? What elements should be integrated into competency-based structures? What practices should be integrated into any classroom?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How can we work together as a field to ensure that competency-based systems take full advantage of what we know about equity strategies to benefit all students, especially those who have been historically underserved?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The first step was to clarify what we meant by equity. With a reflection on how the concept of fairness or equality has developed in American education, we came to an understanding that <\/span><i><span style=\"font-weight: 400;\">equity refers to the strategies \u2013<\/span><\/i><span style=\"font-weight: 400;\">\u00a0equity strategies if you will \u2013\u00a0that are used to ensure that all students succeed. After looking at many definitions, we are building upon the definition of equity advanced by the <\/span><a href=\"http:\/\/nationalequityproject.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">National Equity Project<\/span><\/a><span style=\"font-weight: 400;\">. <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Educational equity means that each child receives what he or she needs to develop to his or her full academic and social potential. Working toward equity in schools involves:<\/span><\/i><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><i><span style=\"font-weight: 400;\">Ensuring equally high outcomes for all participants in our educational system; removing the predictability of success or failures that currently correlates with any social or cultural factor;<\/span><\/i><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Interrupting inequitable practices, examining biases, and creating inclusive multicultural school environments for adults and children; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Discovering and cultivating the unique gifts, talents and interests that every human possesses.<\/span><\/li>\n<\/ul>\n<p><!--more--><span style=\"font-weight: 400;\">However, we hold out as an aspirational goal the vision of educational <\/span><i><span style=\"font-weight: 400;\">equality<\/span><\/i><span style=\"font-weight: 400;\"> in which all students thrive and develop to their fullest potential. Potential is something difficult to measure and thus susceptible to bias and institutional patterns that treat students differently based on color of skin, earnings and education of parents, language used in the home, and learning challenges. Thus, we are staying focused on the idea of college and career readiness as the goal with the expectation that we will more fully define those skills as the new definition of success in school. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">At the <\/span><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">National Summit<\/span><\/a><span style=\"font-weight: 400;\">, we will propose and strengthen an equity framework for personalized, competency-based education that includes a set of guiding principles for ensuring that competency-based education is fully designed to support equity strategies and ensure all students are growing and progressing. We organized our thinking into eight categories, each with guiding principles: culture of safety, respect and trust; student agency; transparency; new definition of success that informs graduation outcomes; pedagogical philosophy; responsiveness, continuous improvement, and success; consistency and reliability; and, \u00a0progress, proficiency, pace, and school\/district performance. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">We invite you to share your insights and feedback to the proposed guiding principles below. \u00a0<\/span><\/p>\n<p><b>1. Culture of Safety, Respect, and Trust: <\/b>The culture of schools are designed so that all students and adults, especially the most marginalized, feel safe and respected and can build trusting relationships that enable direct and productive feedback.<\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">All policies and procedures nurture cultures of learning in which students feel safe and respected.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students have opportunities for choice, voice, and leadership within the school and school governance.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students see their cultural, racial, social class, sexual orientation, and gender identities acknowledged, affirmed, and reflected around them. Educators work with students through an assets-based, rather than deficit-based, lens that includes viewing language, culture, and family background.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Educator and administrator workforce reflects the diversity of the student population and actively works toward attaining cultural competency.<\/span><\/li>\n<\/ul>\n<p><b>2. Student Agency:<\/b><span style=\"font-weight: 400;\"> Schools provide feedback, coaching, and opportunities for students to build the skills and mindsets needed to take ownership of their learning and become lifelong learners.<\/span><\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">All policies and procedures are designed around enhancing a growth mindset and seeking opportunities for coaching students in lifelong learning skills (habits of work, metacognitive skills, social and emotional learning, self-advocacy, and navigating new environments).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Transparent structures, practices, and supports are designed to support students in building lifelong learning skills.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students have access to culturally responsive curriculum, flexible pathways, and multiple opportunities to learn and demonstrate learning with common assessments and common outcomes.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Students have opportunities to learn outside of school, to explore the world, and discover their passions and aptitudes.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">School strategies to nurture student agency are intentionally monitored to ensure that all students, specifically historically underserved and marginalized students, are receiving the feedback and coaching they need to build skills.<\/span><\/li>\n<\/ul>\n<p><b>3. Transparency: <\/b>The cycle of learning is explicit and transparent so that students know what they need to learn, what proficiency looks like, how they will be assessed, and how they are progressing.<\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">The learning objectives, competencies, and standards are explicit and transparent.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Districts are open and honest in all communication. Clarity of intentions, expectations, learning targets, and feedback ensures everyone has the information to advance their goals. (Adapted from\u00a0<\/span><a href=\"http:\/\/www.b-21.org\/about\/#values\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Building 21<\/span><\/a><span style=\"font-weight: 400;\">.)<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Grading practices and policies are clear, fair, and refer to student progress in their learning.<\/span><\/li>\n<\/ul>\n<p><b>4. New Definition of Success that Informs Graduation Outcomes:<\/b> Districts and schools engage the community in creating a shared vision of what students need to know and be able to do upon graduation. Districts and schools are designed around a well-rounded set of graduation outcomes including lifelong learning, higher order skills, and academic skills and content.<\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Student success is broadly defined to include academics, lifelong learning, higher order skills, personal interests, and preparation for successful transition to college and careers and citizenship (democratic decision making).<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Multiple measures of student success are used to provide feedback on school performance.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Habits of work or desired behaviors are positioned as durable skills that benefit students outside of school.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Districts and schools are designed to ensure that students have the opportunity to apply their skills and develop higher order skills.<\/span><\/li>\n<\/ul>\n<p><b>5. Pedagogical Philosophy: <\/b>Districts and schools are designed around shared and explicit pedagogical philosophies based on research in engagement, motivation, child\/youth development, and learning sciences.<\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pedagogy is based upon a growth mindset and must take into consideration that students start with different sets of academic skills, social and emotional skills, and life experiences.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pedagogy is designed to meet the needs of diverse learners. It is learner-centered and culturally responsive, including, but not limited to, communication of high expectations, active learning teaching methods, student-driven discourse, and small group instruction.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learning environments are designed using UDL and literacy strategies are taught across the curriculum.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pedagogy is designed to build self-directed learning skills.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pedagogy is designed to ensure students have opportunities to apply learning.<\/span><\/li>\n<\/ul>\n<p><b>6. Responsiveness, Continuous Improvement, and Success:<\/b> Districts and schools use data on student progress to create agile organizations that can respond to student needs, drive continuous improvement, and ensure that students are successfully reaching proficiency each step of the way.<\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Data is available and used to identify individual students not making adequate progress (in the lifelong learning skills, academic skills and standards, and higher order skills), support evidence-based approaches, monitor effectiveness of support and intervention strategies, and catalyze continuous improvement to improve effectiveness of instruction, services, and school design.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teachers, paraprofessionals, and case managers have opportunity for collaboration, learning, and planning.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Schools and teachers have autonomy to respond to the changing strengths and needs of students and to tailor learning experiences to needs of students.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Schools address gaps in learning.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Districts and schools have the autonomy to use school finances and resources flexibly in response to student assets and needs.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Resources are distributed to maximize the number of students who gain one or more performance levels per year and to ensure that those students who are two or more performance levels behind their grade levels are prioritized for additional targeted support.<\/span><\/li>\n<\/ul>\n<p><b>7. Consistency and Reliability: <\/b><span style=\"font-weight: 400;\">The expectations of the learning objectives and rigor are calibrated with all students being held to the same high standards, including demonstrating mastery and fluency in the foundational skills.<\/span><\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">States, districts, and schools co-design policies and practices to ensure that levels of proficiency and mastery (application of the skills and knowledge) are calibrated to state standards and are fully transparent.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teachers engage in joint scoring of student work to ensure inter-rater reliability.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Teacher-generated performance assessments are strengthened by engaging in task validation protocols.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Transparency in grading provides feedback on student progress and is designed to recognize and monitor growth with improved consistency and reliability.<\/span><\/li>\n<\/ul>\n<p><b>8. Progress, Proficiency, Pace, and School\/District Performance:<\/b><span style=\"font-weight: 400;\"> Student progress is measured by growth along a learning continuum with personalized strategies for setting the pace of learning towards graduation.<\/span><\/p>\n<p><em><span style=\"font-weight: 400;\">Proposed Guiding Principles<\/span><\/em><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Every student has the opportunity to apply skills and engage in deeper learning.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Student achievement recognizes growth rate and level of proficiency\/mastery.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Culturally responsive education strategies are in place to ensure that diverse communities of learners are fully supported.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Student learning is monitored along a continuum rather than completion of grade-level standards within a year or course.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Data is used to monitor student growth in academic domains, success in deeper learning\/higher order skills, and developing lifelong learning skills. This includes monitoring growth over time and on-track indicators.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">By creating a framework, we as a field have a place to collect and share our knowledge about how to improve equity in personalized, competency-based systems. We invite you to share your reactions to these guiding principles, and we encourage you to share next steps that can be taken to transform these principles into action. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">It is very much up to the adults in the system, from teachers to federal policymakers, to take responsibility to learn as much as we can about improving equity and holding ourselves accountable for putting it into action. We must live and breathe equity in our daily lives.<\/span><\/p>\n<p><b>Follow this blog series:<\/b><\/p>\n<ul>\n<li class=\"title\">Post #1 &#8211;\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15852\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">CompetencyWorks Releases New Reports on Key Issues in Competency Education<\/a><\/li>\n<\/ul>\n<p><b>Learn more: <\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Learn about the <\/span><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">National Summit on K-12 Competency-Based Education<\/span><\/a><span style=\"font-weight: 400;\">, and share what you\u2019re learning using <\/span><span style=\"font-weight: 400;\">#CBESummit17<\/span><span style=\"font-weight: 400;\">. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">For more resources and recommended reading, visit <\/span><a href=\"https:\/\/www.competencyworks.org\/\"><span style=\"font-weight: 400;\">CompetencyWorks<\/span><\/a><span style=\"font-weight: 400;\">, the <\/span><a href=\"http:\/\/competencyworks.pbworks.com\/w\/page\/110572186\/Beyond%20the%20Tipping%20Point%3A%20Insights%20in%20Advancing%20Competency%20Education%20in%20New%20England\" target=\"_blank\" rel=\"noopener noreferrer\"><i><span style=\"font-weight: 400;\">Competency<\/span><\/i><span style=\"font-weight: 400;\">Works wiki<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Follow <\/span><i><span style=\"font-weight: 400;\">Competency<\/span><\/i><span style=\"font-weight: 400;\">Works and iNACOL on Twitter: <\/span><a href=\"https:\/\/twitter.com\/CompetencyWorks\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@CompetencyWorks<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/twitter.com\/nacol\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@nacol<\/span><\/a><span style=\"font-weight: 400;\">. <\/span><\/li>\n<li style=\"font-weight: 400;\"><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education-recommended-reading\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">National Summit on K-12 Competency-Based Education Recommended Reading<\/span><\/a><\/li>\n<\/ul>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[368,402],"location":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.5 - 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