{"id":1353,"date":"2017-12-06T00:00:00","date_gmt":"2017-12-06T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/developing-a-statewide-framework-for-student-success-through-graduate-profiles\/"},"modified":"2022-11-04T16:56:55","modified_gmt":"2022-11-04T20:56:55","slug":"developing-a-statewide-framework-for-student-success-through-graduate-profiles","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/developing-a-statewide-framework-for-student-success-through-graduate-profiles\/","title":{"rendered":"Developing a Statewide Framework for Student Success Through Graduate Profiles"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">The previous blog, <a href=\"https:\/\/www.inacol.org\/news\/redefining-student-success-organizing-education-systems-around-the-knowledge-and-skills-students-need-to-succeed\/\">Redefining Student Success: Organizing Education Systems Around the Knowledge and Skills Students Need to Succeed<\/a>, explored the need to redefine student success to improve student outcomes and drive coherence in state education systems. This blog will focus on how states can begin to redefine success through using graduate profiles.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">One action states can take is to redefine success is through partnering with diverse stakeholders to create a \u201cProfile of a Graduate.\u201d A graduate profile specifies the knowledge, skills and dispositions that students will need to succeed and thrive after high school. States, districts and schools can use this profile as a clear framework of priority goals for teaching and learning that can be easily communicated to students, parents, faculty, and staff. <\/span><\/p>\n<h3>Profile of a Virginia Graduate<\/h3>\n<p><span style=\"font-weight: 400;\">In Virginia, an initiative to examine future directions for the high school diploma led to the creation of the \u201cProfile of a Virginia Graduate.\u201d This initiative was born from a series of public conversations around whether students are adequately prepared with transferable skills, employability skills and college readiness with value to the learner, workplace and community. These conversations originated from the local level; it is an example of policymakers engaging with and listening to stakeholders to define what graduates should know and be able to do, and working together to begin to build system coherence. From across the state, a common vision emerged which is now adopted in a Profile of a Virginia Graduate policy for the state, districts and schools.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The <\/span><a href=\"http:\/\/www.doe.virginia.gov\/instruction\/graduation\/profile-grad\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Profile of a Virginia Graduate<\/span><\/a><span style=\"font-weight: 400;\"> \u201cdescribes the knowledge, skills, experiences and attributes that students must attain to be successful in college and\/or the workforce and to be \u2018life ready\u2019 in an economy and a world characterized by rapid change.\u201d In the Profile of a Graduate, a \u201clife ready\u201d Virginia graduate must:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Achieve and apply appropriate academic and technical knowledge (content knowledge);<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Demonstrate productive workplace skills, qualities, and behaviors (workplace skills);<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Build connections and value interactions with others as a responsible and responsive citizen (community engagement and civic responsibility); and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Align knowledge, skills and personal interests with career opportunities (career exploration).<\/span><\/li>\n<\/ul>\n<figure id=\"attachment_11261\" aria-describedby=\"caption-attachment-11261\" style=\"width: 640px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-11261 size-large\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2017-12-05-at-5.58.46-PM-1024x871-1024x871.png\" alt=\"\" width=\"640\" height=\"544\" \/><figcaption id=\"caption-attachment-11261\" class=\"wp-caption-text\">(Source: Virginia Department of Education)<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400;\">Local leaders and educators in Virginia are actively engaging in systems redesign around the Profile of a Virginia Graduate. For instance, the Virginia State Board of Education proposed changes to the state graduation requirements and accountability system to align with the <\/span><a href=\"http:\/\/www.vcfae.org\/Images\/progress-report-for-profile-of-a-graduate.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Profile of a Virginia Graduate<\/span><\/a><span style=\"font-weight: 400;\">. Further, under the state\u2019s proposed <\/span><a href=\"http:\/\/www.doe.virginia.gov\/federal_programs\/esea\/essa\/essa-state-plan.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Virginia ESSA State Plan<\/span><\/a><span style=\"font-weight: 400;\">, school counselors would be trained to assist students with individualized academic and career plans that align to the vision of college and career readiness under the Profile.<\/span><\/p>\n<h3>Profile of a South Carolina Graduate<\/h3>\n<p><span style=\"font-weight: 400;\">In South Carolina, conversations around new definitions of student success also began at the local level. Superintendents in the state had conversations with local communities around the skills and knowledge students should have upon graduating high school. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">A coalition of education and business leaders organized as \u201cTransformSC\u201d under the South Carolina Council on Competitiveness in 2012 created of the <\/span><a href=\"http:\/\/sccompetes.org\/transformsc\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Profile of the South Carolina Graduate<\/span><\/a><span style=\"font-weight: 400;\">. A network of 37 schools adopted the Profile as a shared mission in 2013 and are piloting the delivery and measurement of learning by implementing the following practices:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><b>Real-world learning<\/b><span style=\"font-weight: 400;\">: Students are engaged in content relevant to them while also learning skills and characteristics like problem solving, critical thinking and teamwork.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Anytime-anywhere instruction<\/b><span style=\"font-weight: 400;\">: Digital content adapts to students where they are in their learning, allowing teachers the flexibility to design instruction for individual students.<\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Real-time information<\/b><span style=\"font-weight: 400;\">: With full integration of technology in the classroom, teachers, parents and students have the ability to continuously assess student progress. <\/span><\/li>\n<li style=\"font-weight: 400;\"><b>Students advance when ready<\/b><span style=\"font-weight: 400;\">: The combination of real-time information and the flexibility of digital content means that students can progress based on competency. <\/span><\/li>\n<\/ol>\n<figure id=\"attachment_11262\" aria-describedby=\"caption-attachment-11262\" style=\"width: 640px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-11262 size-large\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2017-12-05-at-6.00.51-PM-1024x768-1024x768.png\" alt=\"\" width=\"640\" height=\"480\" \/><figcaption id=\"caption-attachment-11262\" class=\"wp-caption-text\">(Source: South Carolina Department of Education)<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400;\">States can use graduate profiles to articulate a shared vision for student success, create coherence in state education systems, and align curriculum and assessments. The next blog on \u201cState Policy Action Steps\u201d provides action steps states could take to redefine success in the state and move to greater coherence. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">This is the fourth <\/span><span style=\"font-weight: 400;\">article in the <\/span><i><span style=\"font-weight: 400;\">Current to Future State<\/span><\/i><span style=\"font-weight: 400;\"> series <\/span><span style=\"font-weight: 400;\">that explores the ideas in the upcoming iNACOL report titled: <\/span><i><span style=\"font-weight: 400;\">Current to Future State: A Compendium of Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning. <\/span><\/i><\/p>\n<h5><span style=\"font-weight: 400;\">Learn more:<\/span><\/h5>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL:<\/span> <a href=\"https:\/\/www.inacol.org\/resource\/fit-for-purpose-taking-the-long-view-on-systems-change-and-policy-to-support-competency-education\/\"><i><span style=\"font-weight: 400;\">Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education<\/span><\/i><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL:<\/span> <a href=\"https:\/\/www.inacol.org\/resource\/inacol-issue-brief-state-policy-k-12-competency-based-education\/\"><span style=\"font-weight: 400;\"><em>State Policy &amp; K-12 Competency-Based Education<\/em><\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL &#8211; <\/span><em><a href=\"https:\/\/www.inacol.org\/resource\/meeting-the-every-student-succeeds-acts-promise-state-policy-to-support-personalized-learning\/\"><span style=\"font-weight: 400;\">Meeting The Every Student Succeeds Act\u2019s Promise: State Policy to Support Personalized Learning<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL &#8211; <\/span><em><a href=\"https:\/\/www.inacol.org\/resource\/promising-state-policies-to-advance-personalized-learning\/\"><span style=\"font-weight: 400;\">Promising State Policies to Advance Personalized Learning<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Virginia Department of Education &#8211; <\/span><a href=\"http:\/\/www.doe.virginia.gov\/instruction\/graduation\/profile-grad\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Virginia: Profile of a Graduate<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">South Carolina Department of Education &#8211; <\/span><a href=\"http:\/\/www.eoc.sc.gov\/Home\/Profile%20of%20the%20Graduate\/Profile%20of%20the%20SC%20Graduate.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Profile of a South Carolina Graduate<\/span><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">KnowledgeWorks &#8211; <\/span><em><a href=\"http:\/\/www.knowledgeworks.org\/redefining-readiness\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">The Future of Learning: Redefining Readiness from the Inside Out<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Follow us on social media:<\/span><span style=\"font-weight: 400;\">\u00a0<\/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> <a href=\"https:\/\/twitter.com\/susandpatrick\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@SusanDPatrick<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/mariaworthen\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@mariaworthen<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/DaleKFrost\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@DaleKFrost<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/ntruongedu\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@ntruongedu<\/span><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>The previous blog, Redefining Student Success: Organizing Education Systems Around the Knowledge and Skills Students Need to&#8230;<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","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":"","footnotes":""},"categories":[1],"issue":[385,377],"location":[],"class_list":["post-1353","post","type-post","status-publish","format-standard","hentry","category-uncategorized","issue-redefine-student-success","issue-state-policy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Developing a Statewide Framework for 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