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Drafting Graduation Competencies and Performance Indicators
PRESENTERS
Tony Lamair Burks II, Senior AssociateJon Ingram, Senior AssociateMoises Nunez, Senior AssociateAndi Summers, Senior Associate
TODAY’S
Great Schools Partnership
For technical support contact: Great Schools Partnership
207-773-0505
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Understand the process for drafting quality content area graduation competencies and performance indicators in alignment with RUSD’s Profile of a Graduate
Outcomes
Review design criteria for quality graduation competencies and performance indicators
Outcomes
Introduce the concept of scoring criteria
Outcomes
SHIFTING CONCEPTS
What do we need to improve?
What needs to stop? What remains the same?
Personalized Flexible Pathways
Limited Likelihood of Equitable Learning=
Equity + Personalization
PersonalizedFlexible Pathways
+
Equity + Personalization
Competency-Based Learning
Increased Likelihood of Equitable Learning=
PersonalizedFlexible Pathways
+
Equity + Personalization
District & School Accountability
Competency-Based Learning
+High
Likelihood Equitable Learning
=
10 Principles OfCompetency-Based Learning
Learning Standards1. All learning expectations are clearly and
consistently communicated to students + families
2. Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students
Supports/Interventions
From Competencies to UnitsCompetencies
Scoring Criteria
Curriculum Mapping
Designing Summative Task
Unit Design
Instructional Design
InstructionFormative Assessment
Students attempt Summative Assessment
Reflection + Refinement
Supports/Interventions
Reporting Learning
Scoring-with criteria
Performance Indicators
Instruction,Feedback,Evaluation
Design forLearning
School-widePlanning
Reporting,Reflection,Refinement
“You would have to change schooling from K-12 to K-22. The sheer number of standards is the biggest impediment to implementing standards.” — Robert Marzano
Biggest Challenge
Transcripts and
Report Cards
Transcripts and Report Cards
Progress
Reports
Teacher
Feedback
Content-Area
Graduation Standards5–8 standards for each content area
Performance Indicators5–10 indicators for each cross-curricular and
content-area standard that move students toward competency and the achievement of graduation
Learning ObjectivesLearning objectives guide the design of curriculum
units that move students toward competency and the achievement of performance indicators
Cross-Curricular
Graduation Standards5–8 standards taught in all
content areas
YES
YES
NO
NO
Body of EvidenceStudents demonstrate achievement of standards through a
body of evidence evaluated using common rubrics
Verification of ProficiencyStudents demonstrate achievement of content-area
graduation standards through their aggregate performance on summative assessments over time
Summative AssessmentGraded summative assessments are used to evaluate
the achievement of performance indicators
Formative AssessmentUngraded formative assessments are used to
evaluate student learning progress
Graduation
RequirementReporting
Method
Assessment
Method
Competency-Based Learning SimplifiedA Great Schools Partnership Learning Model
This work by Great Schools Partnership is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Graduation Competencies
Performance Indicator
Learning Target
a standard that focuses instruction on the most foundational, enduring, and leveraged concepts and skills within a discipline.
A Graduation Competency Is...
Describes or defines what students need to know and be able to do to demonstrate mastery of a graduation competency.
A Performance Indicator
Is measurable
A Performance Indicator
Students can demonstrate their performance over time.
A Performance Indicator
The aggregation of competency on these performance indicators measures whether a student has met the graduation standard.
A Performance Indicator
The component parts of a performance indicator - that is, the performance indicator has been broken down into a series of progressive steps and digestible chunks.
Learning Objectives Are...
Supports/Interventions
From Competencies to UnitsCompetencies
Scoring Criteria
Curriculum Mapping
Designing Summative Task
Unit Design
Instructional Design
InstructionFormative Assessment
Students attempt Summative Assessment
Reflection + Refinement
Supports/Interventions
Reporting Learning
Scoring-with criteria
Performance Indicators
Instruction,Feedback,Evaluation
Design forLearning
School-widePlanning
Reporting,Reflection,Refinement
Competencies Instruction+Feedback Assessment Scoring
Cognitive Demand
Intention
Alignment in a Traditional Model
Reality
Scoring Criteria
Instruction+Feedback Scoring
Competencies
Alignment in a Proficiency-Based Model
Cognitive Demand
AssessmentDesign Demonstration
Scoring CriteriaDesign Guide
4 Principles
4 PRINCIPLESPrinciple 1 Scoring criteria illustrate increasingly
complex cognitive demand.
Is the level of thinking expressed in the performance indicator represented at the proficient level?
Has a chosen taxonomy been consistently applied?
Principle 2 Scoring criteria focus on the quality of student work.
4 PRINCIPLES
Do the criteria describe what a student knows and can do at each level of proficiency, rather than how often they can do it?
Principle 3 Scoring criteria emphasize student assets.
4 PRINCIPLES
Are the criteria stated positively and represent what a student can do rather than describing deficiencies?
Principle 4 Scoring criteria are task-neutral.
4 PRINCIPLES
Can the scoring criteria be applied to a variety of tasks?
Supports/Interventions
From Competencies to UnitsCompetencies
Scoring Criteria
Curriculum Mapping
Designing Summative Task
Unit Design
Instructional Design
InstructionFormative Assessment
Students attempt Summative Assessment
Reflection + Refinement
Supports/Interventions
Reporting Learning
Scoring-with criteria
Performance Indicators
Instruction,Feedback,Evaluation
Design forLearning
School-widePlanning
Reporting,Reflection,Refinement
November 16-17 • finalize graduation competencies for each content area• create three sets of performance indicators (K-6, 7-8, 9-12)•begin drafting scoring criteria•Having perspective from each grade cluster is imperative
Next Steps
What planning does your team need to undertake? What support from the district will you need?
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Conference Call Number:
THANK YOUAndi SummersSenior [email protected]
482 Congress Street, Suite 500Portland, ME 04101207.773.0505greatschoolspartnership.org
Jon IngramSenior [email protected]
Moises NunezSenior [email protected]
Tony LaMair Burks, IISenior [email protected]
