{"id":1314,"date":"2016-05-18T00:00:00","date_gmt":"2016-05-18T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/vermonts-comprehensive-statewide-approach-to-personalized-learning\/"},"modified":"2022-11-04T17:40:02","modified_gmt":"2022-11-04T21:40:02","slug":"vermonts-comprehensive-statewide-approach-to-personalized-learning","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/vermonts-comprehensive-statewide-approach-to-personalized-learning\/","title":{"rendered":"Vermont\u2019s Comprehensive, Statewide Approach to Personalized Learning"},"content":{"rendered":"

\"CuteVermont has pursued the most comprehensive statewide policy approach to personalized, proficiency-based learning. <\/span><\/p>\n

In 2013, the Vermont legislature passed<\/span> Act 77, the Flexible Pathways Initiative<\/span><\/a> and the Vermont State Board of Education approved<\/span> Rule 2000: Education Quality Standards (EQS)<\/span><\/a>, which created the policy environment for personalized, proficiency-based learning to thrive in the state. <\/span><\/p>\n

Important elements within these policies include proficiency-based graduation requirements, personalized learning plans, systems of assessments for learning, accountability for continuous improvement, flexible pathways, and educator and school leader development initiatives.<\/span><\/p>\n

The following chart shows how these policy initiatives fit together.<\/span><\/p>\n

\"Picture4-Chart\"<\/p>\n

All of these components work together to improve educational options and results for students. State standards and proficiency-based graduation requirements drive expectations for students. Personalized learning plans are aligned to and measure students\u2019 progress towards the proficiency-based graduation requirements. These plans \u00a0utilize the state\u2019s flexible pathways to create individualized, highly-meaningful paths for students. Robust systems of assessments, including performance-based assessments, determine student progress and supports. <\/span><\/p>\n

Finally, these competency-based, personalized learning environments are supported by significant state-level efforts to increase educator and school leader capacity. This creates a culture of continuous improvement that, over time, will forge a personalized learning system that dramatically improves opportunities and outcomes for students, preparing them for success in higher education, the modern workforce, and in life.<\/span><\/p>\n

Proficiency-Based Graduation Requirements<\/b><\/h3>\n

According to Vermont\u2019s <\/span>Education Quality Standards (EQS)<\/span><\/a>:<\/span><\/p>\n

\u2018Proficiency-based learning\u2019 and \u2018proficiency-based graduation\u2019 refers to systems of instruction, assessment, grading and academic reporting that are based on students demonstrating mastery of the knowledge and skills they are expected to learn before they progress to the next lesson, get promoted to the next grade level, or receive a diploma.<\/span><\/p>\n

Vermont\u2019s schools are required to have<\/span> proficiency-based graduation requirements<\/span><\/a> for the graduating class of 2020. Local school districts are adopting their own specific graduation requirements but must adhere to state standards in <\/span>specified curriculum areas<\/span><\/a>.<\/span><\/p>\n

The Vermont Agency of Education (AOE) has created <\/span>sample graduation proficiencies and performance indicators<\/span><\/a>. In collaboration with Vermont educators and the<\/span> Great Schools Partnership<\/span><\/a>, AOE has developed\u00a0<\/span>a significant body of resources<\/span><\/a> for districts to use as they develop and implement the new graduation requirements and create student-centered learning environments.<\/span><\/p>\n

Personalized Learning Plans (PLPs)<\/b><\/h3>\n

Both\u00a0<\/span>Act 77<\/span><\/a> and\u00a0<\/span>Vermont\u2019s EQS<\/span><\/a> require schools to ensure all students in grades 7-12 to have a\u00a0<\/span>Personalized Learning Plan<\/span><\/a>.<\/span><\/p>\n

The legislation requires school districts to create a personalized plan that identifies a student\u2019s emerging abilities, aptitudes and dispositions and guides decisions regarding course offerings and other educational experiences.<\/span><\/p>\n

In addition, the EQS makes explicit that schools meaningfully incorporate PLPs into the instructional process. Schools must \u201cprovide…academic and experiential learning experiences that reflect [students\u2019] emerging abilities, interests and aspirations.\u201d Finally, all students receive tiered systems of academic and behavioral supports to help them attain state standards. <\/span><\/p>\n

Rethinking Systems of Assessments<\/b><\/h3>\n

The Vermont<\/span> Education Quality Standards<\/span><\/a> direct school districts to implement a local, comprehensive assessment system that (1) includes teacher- or student-designed assessments, portfolios, performances, exhibitions and projects, (2) includes formative and summative assessments, and (3) enables decisions to be made about student progression and graduation. <\/span><\/p>\n

The performance criteria for these assessment systems must be clear and communicated to educators, students, parents, and other community members.<\/span><\/p>\n

Accountability and Continuous Improvement<\/b><\/h3>\n

In 2014, Vermont\u2019s Secretary of Education sent a\u00a0<\/span>letter to parents<\/span><\/a> outlining the Vermont AOE\u2019s philosophy on accountability and its commitment to continuous improvement.<\/span><\/p>\n

The Vermont\u00a0<\/span>Education Quality Standards<\/span><\/a> outline the state\u2019s structure to report on and implement processes of continuous improvement.<\/span><\/p>\n

On a two-year cycle, each school is required to submit a Continuous Improvement Plan that outlines the school\u2019s accomplishments, progress, goals, and strategies for improvement. All Continuous Improvement Plans are reviewed by AOE staff, with assistance from Vermont educators in a peer-review process, and feedback is provided back to the schools.<\/span><\/p>\n

Flexible Pathways<\/b><\/h3>\n

Flexible pathways to graduation, to higher education and to meaningful careers was a key focus of Vermont\u2019s\u00a0<\/span>Act 77<\/span><\/a>.<\/span> The following summarizes three of the critical pathways for Vermont students.<\/span><\/p>\n