Competency-Based High School Curriculum
IASA hosted a session at the Triple I Conference on Competency-Based Schools. I believe this topic or movement will become the most important concept schools and educators will deal with in the next 10 years. Twelve years ago I lead sessions at this conference on how technology was going to transform education. Each year for the past 12 years we have attracted a standing room only crowd for how technology is changing K-12 education. I predict that the new concept for the next decade is Competency-Based Schools.
In competency-based schools students work with a team of teachers focused on mastering standards and demonstrating competency in ways that make sense and are meaningful to the student. As one administrator explained it to me, when the military trains a pilot, the military does not pass the pilot with a 70% proficiency. The pilot has to be 100% proficient.
Competencies are broad, overarching concepts supported by clusters of standards that can be transferred across disciplines. Students show and understand where they are on a progression of learning along a continuum toward mastery. Students can apply their learning in and outside the classroom. In competency-based schools proficiency is not measured by time spent in the classroom. Students have a voice in how they learn, choices in demonstrating their learning, and class schedules are flexible.
At Huntley High School, a student's "typical" day may now include whole group instruction, small group instruction, individual instruction, collaborative work, cross curricular opportunities, personalized learning time, or one-on-one meetings with teachers during the day. Afternoons remain for electives.
Competency based education addresses the 4 C's of the 21st Century:
- Critical thinking is all about solving problems.
- Creativity teaches students to think outside the box.
- Collaboration shows students how to work together to achieve a common goal.
- Communication lets students learn how to best convey their ideas.
An example of how competency is met is the rubric language around the Learning Standard of Professionalism at Ridgeview High School.
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Criteria
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In Progress
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Work Ready
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College/Career Ready
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College/Career Level
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How well do I maintain attendance?
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I attend class 90% or more of the time or more.
I attend class with two tardies or fewer.
I can attend class with no cuts.
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I attend class 95% or more of the time or more.
I attend class with one tardy or fewer.
I can attend class with no cuts.
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I attend class 95% or more of the time or more
I attend class with no tardies.
I can attend class with no cuts.
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I attend class 1000% or more of the time or more.
I attend class with no tardies.
I can attend class with no cuts.
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How ready am I to learn?
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I can bring and use my required materials/tools to class with teacher reminders.
I can only charge my iPad with teacher assistance.
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I can bring and use my required materials/tools to class on most days.
I can only charge my iPad without being told.
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I can bring and use my required materials/tools to class daily.
I can charge my iPad with my own charger without being told and without interrupting class.
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I can bring and use my required materials/tools to class daily.
I charge my iPad to last the entire class.
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How well can I stay on task?
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I can only stay on task with teacher supervision.
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I need frequent redirection in order to stay focused on my learning tasks.
I can start another task with instructions.
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I can independently stay productive on learning tasks daily.
I can start another task with instructions.
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I can independently stay productive on learning task daily.
I can independently start another task without being told.
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How well do I meet my deadlines?
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I can consistently complete my work and only miss one deadline.
After an absence, with teacher reminders I can meet my deadlines.
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I can consistently complete my work to meet my deadlines.
After an absence I can communicate with the teacher to meet my deadlines.
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I can consistently complete my work to meet my deadlines.
On the day of the absence, I can communicate with the teacher to meet my deadlines.
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I can consistently complete my work to meet my deadlines.
Prior to a planned absence, I can communicate with the teacher to meet my deadlines.
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Tip of the Week
I spoke to several aspiring superintendents at the Triple I Conference on Sunday. I thought I would relate to you what I shared with them. How are you doing on these aspects of being a superintendent?
- Be your authentic "you" as a leader.
- Love your role as a school leader.
- Cultivate Board-Superintendent relations on a daily basis.
- Be aware of culture and climate before making changes.
- Student academic growth and proficiency are important roles of schools.
- Include social and emotional programming for all students and staff.
- Are you keeping balances in your personal life?
- Have you really learned what your community wants for its students?
