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Issue 44: July 2018

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems, uses logic model frameworks to convey relationships between essential levers (outcomes, drivers and mediating factors) that inform the design of competency-based education systems and critical components of competency-based practice at four interdependent levels (student experience, professional practice of educators, district and school systems and culture). Logic models are tools used to conceptualize organizations, programs or strategies to bring about change and to support the evaluation of effectiveness.

Read/download the report at iNacol.org

Sketchbooks. Makerspaces. Student Startups. Inside America's Largest Personalized Learning Experiment, How One Rhode Island 'Lighthouse Laboratory' Is Reimagining School

As personalized learning has gained traction nationally, Rhode Island has become a leader in the field after launching a statewide initiative in 2016 under Gov. Gina Raimondo's Office of Innovation.

Read the complete article on the74million.org

Image: Sixth-grade students in a math class at Barrington Middle School in Rhode Island learn about ratios by designing makerspaces for the school’s new building. (Credit: Kate Stringer)

Entrance Tickets to Drive Learning Plans

CICS West Belden began its personalized learning journey by recognizing that students were not highly engaged in their own learning process, and that student growth had stalled. The team identified competency-based learning as an opportunity to address these two issues. By focusing on competency, students are empowered to recognize their own level of proficiency, demonstrate their ability, and advocate for the type of learning they need to progress.

Entrance Tickets to Drive Learning Plans from LEAP Innovations on Vimeo.

Assessment - Mastery-Based Learning

accurate, credible and useful student assessment information plays an essential role in supporting learning. Assessments should be a meaningful learning experience for students, provide rich information to educators so they can provide targeted support to students, and send students and parents clear signals about students' readiness for next steps. Assessment systems should be designed to help monitor the quality and consistency of determinations about whether a student is ready to move on and signal rigorous definitions of mastery or proficiency. Assessments should vary enough to reflect the personalization inherent in different pathways yet be comparable enough to ensure quality.

Read the complete article on ct.gov

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