July 29 th , 2014

1. District and State Considerations for Incorporating Expanded Learning into Competency-Based Systems July 29th, 2014 @AYPF_Tweets #aypfevents

2. Webinar Technical Support • GoToWebinar Technical Assistance: 1-800-263-6317 • To submit live questions, please use the “Questions” box • A recording of the webinar and other resources will be available at www.aypf.org

3. What do we mean by competency-based education? • Students advance upon mastery. • Competencies include explicit, measurable, transferable learning objectives that empower students. • 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 of knowledge, along with the development of important skills and dispositions. - Competency Works Definition

4. Why should we promote competency-based partnerships between schools and expanded learning? • Why should K-12 stakeholders interested in competency-based education care about such partnerships? • Schools often cannot provide students with diverse learning experiences and opportunities for learning in context. • Expanded learning opportunities allows students more flexibility to progress toward mastery • Why should expanded learning stakeholders care? • Competency-based education allows schools to validate learning happening in non-formal settings

5. Presenters: Stephanie Krauss, Senior Fellow, Forum for Youth Investment Kate Nielson, Senior Policy Analyst, National Governors Association Sharon Lee, Director, Office of Multiple Pathways, Rhode Island Department of Education Michelle Un, Project Manager, Research & Data, Rhode Island After School Plus Alliance @AYPF_Tweets #aypfevents

6. Cultivating Competence: The Quest for Readiness Stephanie Krauss, Senior Fellow Priority Products & ServicesMay 2011

7. “Producing sonorous rhetoric about solving social problems through education is easier than carrying out fundamental social change through schooling.” • David Tyack, Tinkering Toward Utopia “My education & experience taught me to navigate the landscape of traditional schooling, but they were clearly inadequate for creating a generative new landscape for deep and integral learning. - Stephanie Marshall, The Power to Transform

8. Learning from experience. Falling forward from failure: 1. We were reactive when we needed to be generative 2. We needed different professional skills and capacity 3. We needed more guaranteed flexibility 4. We didn’t have enough time

9. Youth at the Center. Get youth ready by cultivating competence. Diffuse & expand. Anytime, anywhere.

10. Can we cultivate competence using a collective impact approach?

11. Considerations for collective impact efforts that are readiness-oriented & competency-based

12. Where do we go from here? The Readiness Project Stephanie Krauss, Senior Fellow The Forum for Youth Investment stephaniek@forumfyi.org www.forumfyi.org

13. Competency-Based Education: Implications for State Policy July 29, 2014 Kate Nielson Senior Policy Analyst, National Governors Association

14. State Trends • Abolish Carnegie Unit, provide waivers • School- and district-level innovation • Limited changes to funding systems • Growing interest and overlap with other policy areas • Common Core State Standards and assessments • Dual-enrollment • College and career readiness • Preparedness and remediation

16. Big Challenges • Role of the educator • Assessment and accountability • Funding • Communications and the culture shift

17. Role of the Educator • Training (pre-service, in-service) • Certification • Evaluation • Pay/promotion • ELO Implications • Blurred lines between classroom and afterschool educators

18. Assessments and Accountability • High quality, valid, consistent assessments • Multiple formats of assessment • Flexible schedules • Appropriately tailored accountability • ELO Implications • Assessments and credit beyond the classroom

19. Funding • Still based on seat-time • New system could incentivize CBE • Largely funding the transition, but no new funding models • ELO Implications • Funding opportunities and learning, wherever it occurs

20. Communications and the Culture Shift • Entrenched vision of education • Change the traditional vision of classroom learning, include outside opportunities

21. Questions? Kate Nielson Senior Policy Analyst National Governors Association knielson@nga.org

22. Stephanie Krauss, Senior Fellow, Forum for Youth Investment, stephaniek@forumfyi.org Kate Nielson, Senior Policy Analyst, National Governors Association, knielson@nga.org Question and Answer

23. Sharon Lee, Director of the Office of Multiple Pathways, RIDE The SEA’s role in promoting proficiency-based expanded learning through legislative changes and state-level policies 

24. Comprehensive Regulatory Framework Adult, Career and Technical, Secondary and Virtual Learning regulations support and promote learner proficiency gained and measured through a variety of learning opportunities.

25. Multiple Measures of Proficiency RI regulations require districts to set up a proficiency-based diploma system to support students demonstrating proficiency through multiple measures.

26. Partnerships Partnering with a number of local, regional and national partners to develop a statewide proficiency-based system.

27. Continued work… • Build system with partnerships • Maintain a comprehensive and connected system • Pay attention to barriers and opportunities • Support, highlight, and share good practices

28. Rethinking High School Credit ELOs for Credit: A Solution to Engage and Prepare Rhode Island Youth for the Future

29. ELOs for Credit Opportunities for students to gain credit for rigorous learning experiences that take place outside of the traditional classroom ELO Coordinator Student– At the center of learning Teacher– Facilitator of learning and rigor Industry Mentor– Guides hands-on, real world learning

30. Building the Initiative • Establishing policy and processes to support districts • Defining roles of teachers and partners • Developing assessment to fit school and partner needs • Expand to serve more students—funding capacity Providence Woonsocket Central Falls

31. Central Falls • Individual and group ELOs take place after-school, during the summer, and now during the school day • A part of the school transformation strategy to increase the graduation rate and improve climate and culture • CFHS Transformation Report (2013) cited ELOs as integral to increasing graduation rate by 18% from 2010 to 2012 • ELO Office funded by the district

32. Excerpts and photos from the CFHS ELO Yearbook 2014

33. Woonsocket Partnership with Riverzedge Arts Group and Individual ELOs take place after school and during the summer ELO Director at the school In 2013-2014, over 138 WHS and WACTC students completed 146 ELOs projects, engaging 25 teachers and 75 community mentors

34. Source: Photos from ELO Woonsocket http://elowoonsocket.weebly.com/

35. Going to Scale • 4 new districts and 2 charter schools • Different districts, different models • Professional Learning Community

36. Second Cohort District Models

37. District Conditions Needed to Support ELOs • District administration involved in ELO design • School leadership and openness around how school design can support ELOs and student-centered learning • ELO Coordinator, or someone who can play a coordinating role • Funding to support mentor and teacher compensation

38. Next Steps for RIASPA Supporting statewide community partners working across multiple districts Formalize partnerships with higher education Develop more industry work-based experiences Digital badges!

39. Check Us Out RIASPA: http://afterschoolri.org/ Woonsocket: http://elowoonsocket.weebly.com/ Central Falls: http://cfhs.cfschools.net/expanded-learning-opportunities.html Providence (PASA’s the Hub): http://hubprov.com/

40. For More Information Contact Info: Michelle Un Michelle.Un@afterschoolri.org

41. Stephanie Krauss, Senior Fellow, Forum for Youth Investment, stephaniek@forumfyi.org Kate Nielson, Senior Policy Analyst, National Governors Association, knielson@nga.org Sharon Lee, Director, Office of Multiple Pathways, Rhode Island Department of Education, Sharon.Lee@ride.ri.gov Michelle Un, Project Manager, Research & Data, Rhode Island After School Plus Alliance, Michelle.Un@afterschoolri.org Question and Answer

42. Thanks for joining us!