Utah’s PoG & PCBL
Personalizing Education Today, �Preparing Students for Competency Tomorrow
Utah Association of Current Enrollment Practitioners
March 7, 2023
Introductions - The Presenters
Nathan Auck
STEM Coordinator
Early College
Utah State Board of Education
Introductions - The Presenters
Michael Hakkarinen
PCBL Specialist
Utah State Board of Education
Now, let’s get to know you!
mycreativetype.com
National Education Association: Committee of Ten
National Education Association: Committee of Ten
NEA Committee of Ten’s Recommendation
"...every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.”
These recommendations were generally interpreted as a call to teach:
to every student every academic year in high school.
The recommendations also formed the basis of the practice of teaching chemistry, and physics, respectively, in ascending high school academic years.
Twelve years of education were recommended with eight years of elementary education followed by four years of high school.
Twelve years of education were recommended with eight years of elementary education followed by four years of high school.
NEA Committee of Ten’s Recommendation
Twelve years of education were recommended with eight years of elementary education followed by four years of high school.
"...every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.”
NEA Committee of Ten’s Recommendation
"...every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.”
NEA Committee of Ten Recommendation
"...every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.”
These recommendations were generally interpreted as a call to teach:
To every student every academic year in high school.
The recommendations also formed the basis of the practice of teaching chemistry, and physics, respectively, in ascending high school academic years.
NEA Committee of Ten Recommendation
These recommendations were generally interpreted as a call to teach:
To every student every academic year in high school.
The recommendations also formed the basis of the practice of teaching chemistry, and physics, respectively, in ascending high school academic years.
24 credits required
between grades 9 and 12.
Fine Arts, CTE, Digital Studies, � and Financial Literacy
Tiny url.com/utahgradreq
Consider: 1890’s Philosophies Directing 2020’s Education
Preserve or Revise?
Problem: 1890’s Philosophies Directing 2020’s Education
Preserve or Revise?
Committee of Five Work Time
Group Leaders - Share Card to Padlet
Everyone
The Utah Portrait of a Graduate identifies the ideal characteristics of a Utah graduate after progressing through the K–12 system. These are aspirations not necessarily meant to be quantified and measured.
These characteristics (under the categories of Mastery, Autonomy, and Purpose) begin at home and are cultivated in educational settings.
Graduation Course Requirements Task Force
USBE Board Personnel:
Chair: Board Member Laura Belnap
Board Member Janet Cannon
Board Member Lisa Cummins
Board Member Cindy Davis
Board Member Jennifer Graviet
Board Member Scott Hansen
Former Board Member: Terryl Warner
Former Board Member: Joel Wright
Former Board Member: Spencer Stokes
USBE Staff:
Deputy Superintendent, Patty Norman
Deputy Superintendent, Angie Stallings
Executive Assistant, Cheri Rieben
Chief of Staff, Tiffany Stanley
Public Information Officer, Emilie Wheeler
Assistant Superintendent, Darin Nielsen
Director of Teaching and Learning, Diana Suddreth
Director of Career and Technical Education, Thalea Longhurst
Executive Coordinator, Sarah Young
Policy Advisor, Jeff Van Hulten
Interactive Media Specialist, Barbara Fuentes
Over 20 Stakeholder Input Meetings
Most Important Quality
Searched top words for associated phrases:
KEY
Mastery
Autonomy
Purpose
Mastery: Mastery is the ability to demonstrate a depth of knowledge and skill proficiency.
Autonomy: Autonomy is having the self-confidence to do certain things and become independent, the ability to act and think for one's self.
Purpose: Purpose guides life decisions, influences behavior, shapes goals, offers a sense of direction, and creates meaning.
Utah's Portrait of a Graduate identifies the ideal characteristics of a Utah graduate after going through the K-12 system.
What is PCBL?
USBE’s Definition of Personalized Learning:
Educators engaging all students with high expectations for shared learning goals and empowering each learner to take ownership of their strengths, needs, and interests while tailoring flexible supports to maximize student growth and competence.
tinyurl.com/USBE-PCBL
What is PCBL?
In Common Language…
Personalized, competency based learning (PCBL) empowers students in developing the knowledge, skills, and dispositions defined in Utah’s Portrait of a Graduate.
tinyurl.com/USBE-PCBL
USBE’s Strategic Plan
USBE’s Strategic Plan
4A: Build the capacity of school personnel to advance personalized competency based learning practices through professional learning.
4B: Create structures and supports that empower each student to leverage their unique assets to demonstrate the knowledge, skills, and dispositions defined in Utah’s Portrait of a Graduate and Utah’s P-20 Competencies.
4C: Utilize multiple points of evidence of learning in actionable ways to foster meaningful, personalized competency based learning experiences.
4D: Partner with Utah technical colleges, higher education, and workforce services to align personalized competency based learning and post-secondary success.
USBE’s Strategic Plan
4A: Build the capacity of school personnel to advance personalized competency based learning practices through professional learning.
4B: Create structures and supports that empower each student to leverage their unique assets to demonstrate the knowledge, skills, and dispositions defined in Utah’s Portrait of a Graduate and Utah’s P-20 Competencies.
4C: Utilize multiple points of evidence of learning in actionable ways to foster meaningful, personalized competency based learning experiences.
4D: Partner with Utah technical colleges, higher education, and workforce services to align personalized competency based learning and post-secondary success.
Take a minute to read over the essential components.
What do you see that you are already embracing in your concurrent enrollment programs?
tinyurl.com/USBE-PCBL
Evidence-based practices and effect size for educators and students
“PCBL isn’t researched based.”
Clear definition without acronyms or too much teacher talk.
Clear definition without acronyms or too much teacher talk.
Evidence-based practices and effect size for educators and students
Each component contains promising practices.
Conditions for success
This is what PCBL “looks like”
From Portrait of a Graduate…
These characteristics begin at home and are cultivated in educational settings.
“PCBL is researched based. And possible.”
What does PCBL
“look like” in �Utah Schools?
Cultivate a culture of learning through communities committed to creating the conditions and instructional practices that allow each learner to find their pathway to success.
Culture of Learning in Utah = Portrait of a Graduate
Culture of Learning in Utah = Portrait of a Graduate
Timpanogos High School
Students have:
Foster learner agency through empowering students in setting goals, co-creating learning experiences and self-assessing allowing them to demonstrate their learning.
Foster learner agency through empowering students in setting goals, co-creating learning experiences and self-assessing allowing them to demonstrate their learning.
Create conditions and provide feedback for students to demonstrate competency through multiple forms of assessments while progressing through learning.
Who is this?
Personas shouldn’t be about grades and data and demographics.
Personas should be about the problems and challenges people face, the accomplishments they’ve made, and who they have become.
Provide appropriate and timely customized supports to engage students and ensure equitable access to high quality instruction.
Develop social emotional learning skills to support students collaborating, overcoming challenges, and achieving success in multiple settings.
And Social Emotional Learning ties right back to… Culture of Learning
What does PCBL “look like” in Higher Education?
What opportunities are there in your ecosystem to help students achieve the knowledge, skills and dispositions identified in Utah’s Portrait of a Graduate?
Need info on the PCBL Grant Program?
Please email Michael Hakkarinen
michael.hakkarinen@schools.utah.gov
The application window is currently open for Cohort E, a one year planning period that helps LEAs prepare for the two year implementation phase.
Planning Grant Applications for 2024 will be available this July.
Final thought…
How did you see / experience personalized competency based learning in this activity today?
Questions?
Contact us at -
Nathan.Auck@schools.utah.gov
Michael.Hakkarinen@schools.utah.gov