By: Guest Blogger
In December 2015, Chagrin Falls Exempted Village School District was one of five Ohio public school districts and consortia awarded a grant to allow students to take advantage of opportunities to learn on individualized paths at their own place, time and pace. Our district received $400,000 for the REALIZE U project, which will refine many tools to reflect student competency, grow the capacity of staff to meet the varied and changing needs of our students and develop additional opportunities for students to engage in personalized learning via the provision of enrichment programming.
The Competency-Based Education Pilot is designed to:
- Promote innovative learning that has meaning to students, cuts across multiple curriculum areas and extends outside of the classroom;
- Advance students to higher-level work once they demonstrate mastery of competencies, rather than advancing based on seat time in the classroom;
- Give supports to struggling students before they advance and prevent further failure down the road;
- Keep all students on pace to graduate and ensure those below level make rapid progress;
- Graduate students with deeper college and career ready skills; and
- Inform future development of statewide competency-based policies and programs.
Grantees are required to partner with a postsecondary institution and local businesses or community partners. Our district’s proposal reflected existing partnerships with Ashland University, Hiram College, InventorCloud (curriculum for Innovation Lab use), and the College Board (offering 26 advanced placement courses the PSAT to all students in grades 8-10). The proposal also acknowledged our support from the Chagrin Falls Education Association, as well as our participation in the Innovation Lab Network.
Highlights of our district’s grant project work underway in 2016-2017 include:
- Funded opportunities for our secondary teachers to grow their capacity to reflect student competencies beyond the high school curriculum via:
- College Credit Plus credentialing through online graduate coursework in the area of English;
- Training via College Board relative to additional AP courses, including AP Research, AP World History and AP Computer Science Principles.
- Funded opportunities for identified K-12 teachers to grow their capacity to reflect student competencies relative to students’ varied needs via graduate coursework, including:
- Twenty-four district staff members currently enrolled in funded graduate coursework to earn gifted endorsements (they will be able to earn reading endorsements by summer 2017);
- Two teachers enrolled in graduate coursework to earn reading endorsements (they will be able to earn gifted intervention specialist endorsements by summer 2017).
- Development of summer programming to help students move into more rigorous levels of content in the upcoming school year, including the REALIZE U Summer Enrichment Program, Summer Math Bridging and AP Boot Camps.
- Development of summer and school-year enrichment programming to personalize learning for students, including enrichment programming for students in high school, middle school and gifted students in grades 4-6.
- Teacher training, identification and implementation of curriculum and instructional resources to reflect STEM competencies via Project Lead the Way, which is provided to all students in grades K-8.
- Development of plans to implement personalized capstone research projects to showcase student mastery of content and research competencies in grades K-3, 4-6, 7-8 and 9-12 is underway, and at least one project per grade band will be implemented.
Our district identified “REALIZE U” as a systemic motto last school year. “U” not only reflects our commitment to each student (you), but it also represents potential energy in AP Physics. Potential energy is calculated by multiplying mass x gravitational pull x height (U = mgh). We have locally applied this formula as follows:
- m = our students
- g = ongoing challenges/conflicts/pushes and pulls on students
- h = courses, goals and interests causing students to reach new heights
Thus, “REALIZE U” reflects our commitment to personalize learning to maximize the potential of all students. Our work within the Competency-Based Education Grant project directly supports this mission and vision.
Editor’s note: Ohio’s Competency-Based Education Pilot, established in House Bill 64, allows for five pilot sites to plan and implement competency-based programs. Competency-based education is a system of academic instruction, assessment, grading and reporting where students receive credit, not as a function of how much time they spend studying a subject, but based on demonstrations and assessments of their learning. Instruction is tailored to students’ current levels of knowledge and skills, and students are not constrained to progress at the same rates as their peers. Competency-based education allows for accelerated learning among students who master academic materials quickly and provides additional instructional support time for students who need it. The pilots used the 2015-2016 school year to apply and plan for their programs and will implement from the 2016-2017 through the 2018-2019 school years. To learn more about competency-based education, click here.
Becky Quinn is the director of Curriculum within Chagrin Falls Exempted Village Schools. In this role, she also serves as the district’s gifted coordinator. You can learn more about Becky by clicking here.
Leave a Comment
By: Steve Gratz
Here’s an infographic that Sinclair Community College produced to share the impact of the College Credit Plus program in its region.
Last Wednesday, I traveled with Ohio Department of Higher Education Chancellor John Carey to engage in a discussion about College Credit Plus
at Sinclair Community College with their President Dr. Steven L. Johnson. We were joined by several local school administrators, teachers and students who shared their experiences and perspectives on the program. The students were eloquent and convincing with what they had to say about the advantages of College Credit Plus. One student earned his associate degree at the age of 14, and the other students are on track to earn their associate degrees concurrently with their high school diplomas in May 2017. According to Dr. Johnson, more than 3,000 students enrolled in the College Credit Plus program in 2015-2016, helping local families save $3 million in college tuition costs.
Sinclair is just one of many Ohio colleges that participate in College Credit Plus. The Ohio Department of Higher Education also produced an infographic that illustrates the net effect of College Credit Plus during the 2015-2016 school year. In its first year, the program had more than 52,000 participating students, and combined, they saved more than $110 million on college tuition. The 2015-2016 school year data shows that nearly 15 percent of Ohio’s high school juniors and seniors took advantage of the program, and more than 90 percent of those students received the passing grades required to earn college credit. Two-thirds of the College Credit Plus students (66 percent) took classes offered through Ohio community colleges. The balance was split almost equally among public university main campuses (11 percent), public university branch campuses (12 percent) and independent or private colleges (11 percent). The majority of students enrolled in five main core content areas: English (24 percent), social sciences (18 percent), math (13 percent), science (13 percent) and arts and humanities (11 percent). More than 90 percent received passing grades, resulting in earned college credits.
College Credit Plus gives students in grades 7-12 the opportunity to take college courses for free and earn high school and college credit before graduating high school.
Students have the following options for taking courses:
Benefits for students and their families:
- At a high school taught by an approved high school teacher;
- At a high school taught by a college faculty instructor;
- At a college location or online taught by a college faculty instructor.
- Earn high school and college credit for classes taken;
- Provide rigorous college courses for college-ready students;
- Get a head start by earning college credits that you can use to finish a degree or transfer to another college/university;
- Reduce the time and cost to earning college credit;
- Opportunity to complete college coursework within a strong and familiar support system;
- College Credit Plus course grades are weighted the same as Advanced Placement/International Baccalaureate and other advance standing classes on high school transcripts.
Click here for more information on College Credit Plus.
Dr. Steve Gratz is senior executive director of the Center for Student Support and Education Options at the Ohio Department of Education, where he oversees creative ways to help students in Ohio achieve success in school. You can learn more about Steve by clicking here.
Leave a Comment
By: Virginia Ressa
In 2007, Hattie and Timperly discovered from their meta-analysis of almost 8,000 studies that feedback is nearly seven times as effective in improving student learning as reducing class size. They found that feedback is, “The most powerful single modification that enhances achievement.”2
In my work in researching, planning and leading professional learning around Formative Instructional Practices (FIP), I have become a strong believer in the power of effective feedback. For the past few years, educators have been talking about the highly effective practices that John Hattie identified. He found that feedback is one of the most effective practices for accelerating student learning; but not just any feedback can have the profound impact that Hattie found — it needs to be effective feedback.1
So, what makes feedback effective? The general answer is that feedback is effective when it results in increased student learning. The more specific answer is that feedback is most effective when it is specific, timely, accurate and actionable. Missing any one of these attributes, feedback can be confusing and may not result in moving learning forward.
In my experience as a teacher, I can recall using phrases like “Good job!” or “Great work!” to praise students and encourage them to continue their success. I used to tell students to “Check your work again” or “Try harder next time” to help them focus more on their work and correct their errors. In hindsight, I’m not sure my feedback was all that helpful to students. I spent a great deal of time providing written feedback on my students’ work with very good intentions, but unfortunately, I’m now seeing that my feedback didn’t likely lead to increased student learning.
When providing learners with feedback on their successes, we need to be more specific than “Good job!” Students don’t always know what it is that they did well or how to do it again. It also doesn’t challenge students to move forward in their learning or to keep improving. Instead, success feedback should identify what a student has done correctly in relation to the learning target and point the student toward the next steps in his or her learning.
“Try harder” tells a student very little about what procedural mistake may have been made or what requirement a student may have missed. It is vague, doesn’t connect the learner back to the learning target and provides little direction for what action needs to be taken next. Think about how this example of effective feedback helps move learning forward:
“Read the prompt and rubric again. Your response partially addresses the prompt, but you are missing some important facts to back up your argument.”
The teacher has pointed the student back to the learning target via the rubric, identified the problem with the response and provided a suggestion that the student can act upon. You’re probably thinking that it is going to take more time to provide such specific feedback, and you’re right, it will. However, it is time well spent because the impact on student learning can be so high.1
Is Your Feedback Effective?
Pearson & Battelle for Kids. (2012). Foundations of Formative Instructional Practices Module 3: Analyzing evidence and providing feedback. Columbus, OH: Battelle for Kids.
Ultimately, feedback is only effective if it moves student learning forward. Take some time to reflect on your feedback practices and how students are using the feedback you provide. How could your feedback be more effective? Do you provide both success and intervention feedback that helps your students move forward in their learning?
Effective feedback is one of the core practices of FIP because of its high impact on student learning. To learn more about effective feedback, you can complete module 4 of the Foundations of FIP learning path. This is a great module for teacher-based teams to work through together.
The FIP Video Library has examples of Ohio teachers and students using feedback to improve learning. Watching how other teachers make feedback part of their daily practice and involve students in providing feedback to each other may give you some ideas to try in your classroom. Here is an example of effective feedback provided by the teacher and students, as well as some self-assessment feedback that work together to move the learning forward for everyone.
1Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, England: Routledge.
2Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research.
Virginia Ressa is an education program specialist at the Ohio Department of Education, where she focuses on helping schools and educators meet the needs of diverse learners through professional learning. You can learn more about Virginia by clicking here.
Leave a Comment