{"id":7307,"date":"2017-06-15T00:00:00","date_gmt":"2017-06-15T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/what-does-it-mean-to-meet-students-where-they-are\/"},"modified":"2020-02-05T13:02:17","modified_gmt":"2020-02-05T18:02:17","slug":"what-does-it-mean-to-meet-students-where-they-are","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/what-does-it-mean-to-meet-students-where-they-are\/","title":{"rendered":"What Does It Mean to Meet Students Where They Are?"},"content":{"rendered":"<figure id=\"attachment_15948\" aria-describedby=\"caption-attachment-15948\" style=\"width: 300px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-15948 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Meeting-Kids-1-300x100-300x100.jpg\" alt=\"\" width=\"300\" height=\"100\" \/><figcaption id=\"caption-attachment-15948\" class=\"wp-caption-text\">Sydney Schaef, Dixie Bacallao, and Antonia Rudenstine (left to right)<\/figcaption><\/figure>\n<p><i><span style=\"font-weight: 400;\">This is the twelfth 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-MeetingStudentsWhereTheyAre.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Meeting Students Where They Are<\/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 the 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 what might be missing. <\/span><\/i><\/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 on K-12 Competency-Based Education<\/span><\/a><span style=\"font-weight: 400;\">, attendees will do an in-depth exploration of the relational, pedagogical, and structural dimensions of meeting students where they are. It is organized around three driving questions:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How do we know where students are?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">What do we do, once we know?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Which strategies help us navigate systemic constraints?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">As we move toward the design of second generation competency-based models, there is an opportunity to anchor student learning and achievement in expansive, adaptable, and developmentally \u201dappropriate\u201d learning and development trajectories informed by the learning sciences. If we are to meet all students where they are, then our commitment must be not only to an uncompromising vision for high achievement &#8211; and in practical terms, this means college and career readiness &#8211; but also to the daily work of <\/span><span style=\"font-weight: 400;\">responding to students\u2019 individual needs in a way that fosters optimal growth:<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-15945 size-full\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/meting-kids-first-blog.png\" alt=\"\" width=\"633\" height=\"155\" \/><\/p>\n<p><span style=\"font-weight: 400;\">This work is not about meeting the demands of an efficiency-oriented accountability system for its own sake; it\u2019s about ensuring all learners have equitable access to learning opportunities that foster agency and prepare them for life in the world. This is the orientation of learner-centered models, and it is indeed a radical departure from t<\/span><span style=\"font-weight: 400;\">he industrial-age school model that dominates most schools today.<\/span><!--more--><\/p>\n<h3>What Does It Mean to Meet Students Where They Are?<\/h3>\n<p><span style=\"font-weight: 400;\">At the heart of a mature competency-based learning system lies a fundamental commitment to meet all students where they are. To many practitioners, this sounds equal parts right and radical. Right, because nothing in our lived experience suggests that learners are best served when they are advanced through a system that turns a blind ey<\/span><span style=\"font-weight: 400;\">e<\/span><span style=\"font-weight: 400;\"> to their unmet needs. Radical, because we know it requires that we begin with a commitment to know our students in profound ways &#8211; academically, cognitively, culturally, emotionally, linguistically, physically, behaviorally &#8211; and not where a grade-based standard or a district-mandated course sequence suggests they should be.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Meeting all students where they are is a commitment that requires that we reconfigure our old systems and practices and <\/span><span style=\"font-weight: 400;\">paradigms; that we place the individual learner at the center of the learning process; and that the learning process &#8211; what actually happens cognitively, neurologically, and developmentally as children learn &#8211; be placed at the center <\/span><span style=\"font-weight: 400;\">of the pedagogical model. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Why this massive redesign of our learning systems? First, the commitment to meet all students where they are is a moral one; we must do this because we now know from decades of cross-disciplinary research that it is the only effective way to optimize learning and growth for all children. This commitment is a pedagogical one; this change must involve a radical shift in our practitioner stance from \u201cteacher\u201d to researcher, designer, diagnostician, and expert facilitator of constructive learning experiences. It\u2019s a political commitment, too. We must do this because we recognize that our country\u2019s economic, political, and civic engines depend upon a strong, adaptive, and capable collective, and that our schools play a central, democratic function toward this end.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Let\u2019s name the elephant in the room: the notion of being on, above, or below \u201cgrade level\u201d is an old paradigm that serves, not the learner, but a system designed to efficiently sort and \u201cbatch process\u201d students. All students are somewhere on their learning and development \u00a0trajectory &#8211; or multiple trajectories &#8211; toward developing the skills, knowledge, and dispositions that are essential for the transition to \u00a0adulthood. Where each student is, at any moment, on their learning trajectory is just as much a function of their complex needs today as it is about the degree to which those needs have been <\/span><span style=\"font-weight: 400;\">met in previous years of life and schooling, and in other contexts of learning. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">The challenge for all of us is to identify where individ<\/span><span style=\"font-weight: 400;\">ual students are on the trajectory, and address their needs, passions, and interests in \u201creal time.\u201d In the traditional education system, most students can only access one small segment of the skills or knowledge of a trajectory at a given moment in time, based on their age: for example, Algebra in eighth or ninth grade, Native American studies in second or third grade, literacy in pre-K through second grade. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">There is ample evidence that under these circumstances, the odds are stacked against significant numbers of students being able to access and master what they need when they need it because the learning experiences available to students may &#8211; but often do not &#8211; fall inside their <\/span><a href=\"http:\/\/www.psy.cmu.edu\/~siegler\/vygotsky78.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">zone of proximal development<\/span><\/a><span style=\"font-weight: 400;\"> (ZPD). For example, the \u201creading\u201d ZPD for an eleven year old who struggles with decoding is radically different from one who is flying through a Shakespearean play. Yet, they might both be in a sixth grade ELA class which is focused on summarizing a sixth grade text. In this way, their efforts to develop as readers becomes artificially constrained by the classroom learning experiences available to them: neither the student who needs to \u201creach back\u201d to learn missed skills or content, nor the student who can \u201creach forward\u201d due to already-mastered skills and knowledge, have access to the support they need within their ZPD. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">While this may sound like a familiar refrain, the implications for competency-based models are profound: they underscore the importance of challenging the practice of advancing students based on <\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">age-based cohorts; <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">age-based design of, and access to, learning experiences; and <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">age-based benchmarks for performance (such as end-of-year exams, age-based high-stakes tests). <\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">These are artificial constructs designed to serve efficiency and external accountability needs as ends in themselves. As a result, they run at direct cross-purposes to meeting students where they are as students work to master competencies that can be learned at many ages. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">The next blog in this series will explore how we know where students are.<\/span><\/p>\n<p><b>Follow this blog series:<\/b><\/p>\n<p><strong><em>Equity<\/em><\/strong><\/p>\n<ul>\n<li>Post #1 \u2013\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<li>Post #2 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15855\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Introducing an Equity Framework for Competency Education<\/a><\/li>\n<li>Post #3 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15861\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Potential Pitfalls for Ensuring Equity in Competency-Based Systems<\/a><\/li>\n<li>Post #4 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15865\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Building a Comprehensive Set of Equity Strategies<\/a><\/li>\n<li>Post #5 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15908\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Charting the Course for Equity in Competency Education<\/a><\/li>\n<\/ul>\n<p><strong><em>Quality<\/em><\/strong><\/p>\n<ul>\n<li>Post #6 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15885\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Three Driving Questions for Developing High-Quality Competency-Based Systems<\/a><\/li>\n<li>Post #7 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15889\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Exploring a Four-Part Quality Framework for Competency Education<\/a><\/li>\n<li>Post #8 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15896\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Nine Structural Domains of Competency Education, Part I<\/a><\/li>\n<li>Post #9 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15916\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Nine Structural Domains of Competency Education, Part II<\/a><\/li>\n<li>Post #10 \u2013\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15903\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">How Could We Build a Shared Understanding of Quality in Competency Education?<\/a><\/li>\n<li>Post #11 &#8211;\u00a0<a href=\"https:\/\/www.competencyworks.org\/?p=15938\" target=\"_blank\" rel=\"bookmark noopener noreferrer\">Charting the Course for High Quality Personalized, Competency Education<\/a><\/li>\n<\/ul>\n<p><b>Learn more:<\/b><\/p>\n<ul>\n<li>Download the reports <a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\">here<\/a>.<\/li>\n<li>Learn about the <a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Summit on K-12 Competency-Based Education<\/a>, and share what you\u2019re learning using #CBESummit17.<\/li>\n<li>For more resources and recommended reading, visit <a href=\"https:\/\/www.competencyworks.org\/\">CompetencyWorks<\/a>, the <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>Competency<\/i>Works wiki<\/a>.<\/li>\n<li>Follow <i>Competency<\/i>Works and iNACOL on Twitter: <a href=\"https:\/\/twitter.com\/CompetencyWorks\" target=\"_blank\" rel=\"noopener noreferrer\">@CompetencyWorks<\/a>, <a href=\"https:\/\/twitter.com\/nacol\" target=\"_blank\" rel=\"noopener noreferrer\">@nacol<\/a>.<\/li>\n<li><a href=\"https:\/\/www.competencyworks.org\/resources\/national-summit-on-k-12-competency-based-education-recommended-reading\/\" target=\"_blank\" rel=\"noopener noreferrer\">National Summit on K-12 Competency-Based Education Recommended Reading<\/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":[413],"issue":[396,368],"location":[],"class_list":["post-7307","cw_post","type-cw_post","status-publish","hentry","legacy_category-understanding-competency-education","issue-how-to-get-started","issue-issues-in-practice"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>What Does It Mean to Meet Students Where They Are? - Aurora Institute<\/title>\n<meta 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