Creating a Yearlong Context

for

Prioritized Competencies

March 22nd, 2023

8:30am - 11:00am

Kalispell Public Schools

Professional Learning Series: Session 3

Google Site

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https://sites.google.com/view/cberesourcecenter/kps-2023-pl-series

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Agenda

Jeannie Chipps (Virtual Support)

Norah Barney (In Person)

• Review where we’ve been and where we’re headed
• Prioritize and create competencies
• Learn how to map out a learning progression for 3rd , 7th, and 10th ELA
• Learn the process for Year at a Glance (YAG)

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Last Session ….. Where We’ve Been

2 Different Approaches to CBE

• Subject Specific - New Hampshire Approach
• Any Content Area - South Carolina Approach

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Break Out Rooms:

• Unpacking Standards
• Exploring the NH and SC models
• Begin working on building competencies

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Self Assessment Tools:

Kettle Moraine School District- Based on Hattie’s work on visible learning

• Hess et al. (2020) Self-assessment tool 1A and tool 1D

Site Visits

• Jamboard Reflections

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Celebrations

Today’s “WHY” Goals

• Bundle priority and supporting standards
• Identify other related practices or long-term goals that frame or support the bundle of standards
• Math Practices, Science and Engineering Practices, Capacities of the Literate Individual, Whole Child Skill Development Competencies, Indian Educational For All
• Map out a learning progression for a priority competency to help students reach or exceed proficiency
• Learn the process for creating a Year-At-A-Glance (Pacing Guide) to organize prioritized competencies/standards for grade or course

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KPS Roadmap: YAG

Bundle Priority and Supporting Standards

2 Approaches

1 Standard at a Time

Weaving together several standards

Webinar

Standard Based versus Competency Based

Hess et al (2020) pg. 138

4 Corner Activity

Corners:

1 - I have never prioritized standards

2 - I have prioritized but need to refine the work

3 - I have prioritized and can easily understand the process

4. - I have prioritized and have begun to group and create my competency statements

ELA Learning Progression Activity

• Cut out the standards for your grade level
• Group the standards prioritizing the standards that you feel are the most important
• CBE models encourage grouping of standards to create deeper learning that enables connections between these groups of standards.
• Place on chart paper with the goal to get to 8 groupings
• These groupings will become your competencies that you’ll start to create
• Create your Learning Targets - I can statements for students

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3rd grade competency and learning target example (NH)

Draft a Competency Statement

• Using the groupings you created, and thinking about the learning targets, try to draft a first attempt at a competency statement.

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• These statements should represent deeper learning for students that integrate all the standards grouped.

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• They should still be student-friendly(as opposed to standards), but are more complex than the learning targets.

Gallery Walk/Break - 10 minutes

• Look at other grade level pairs

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• What do notice that similar or different

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• How would you do this activity with your staff?

Competency Example

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ELA Example - Hess Tool 5

Turn and Talk

Discuss Similarities or Differences that you noted from your site visits?

How to Analyze a Competency

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Hess Tool 3

Check for Vertical and Horizontal Alignment

Essential Questions

• What connections do you see?
• Are there any holes or gaps or major redundancies between grade levels or anything that’s disconnected?
• Why does the disconnection occur?
• Are we okay with it or do we need to address it?
• What else?
• An example of vertical alignment
• Competency statements are very similar, indicators and learning targets vary through the years
• Horizontal alignment is not evident

What other practices will be included?

Whole Child Supports Math Practices

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NGSS CareerOneStop

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Literacy Capacities

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Whole Child Supports Activity

1. Read the Whole Child Supports

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1. Tag the Supports with a color on where they can be integrated

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1. Those that you Tag as ELA - cut out and attach to ELA chart paper

Reflect/Break (5-7 minutes)

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How would you do this type of learning with your staff?

Learning Pathways

• Examine all standards for grade level

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• Follow the process for bundling and prioritizing

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• Create competency statements with learning targets

How to Make a YAG-elementary

Visual “pathway” for learners (note that the descriptions are particularly student friendly).

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Figure 4.10

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Hess et al (2020) pg 142

How to make a YAG - High School

Visual “pathway” for learners (note that the descriptions are particularly student friendly).

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Figure 4.14

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Hess et al (2020) pg 145-147

Reflection

Which structure feels more aligned to your needs?

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Whichever structure you choose consider the impacts on all learners and consider what instructional shifts might be necessary?

Next Session

April 19th:

• Begin clarifying how you will know if students are proficient
• Examine these questions:
• What does proficient look like?
• What body of evidence will give you a clear picture of where individual students are in the process?
• Introduce proficiency/performance scales and how to create and use them
• Explore collecting and aligning assessments to match the body of evidence outlined for priority competency.

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KPS Roadmap: YAG

Coaching sessions - April/May Visits

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If Interested Sign Up Here

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Coaching Available

Monday Mornings

Friday Afternoons

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FInal Thoughts and Supports

Melissa -mtovaas@mt-schools.org

Jeannie - chipps.science@gmail.com

Norah - nbarneyconsulting@gmail.com