5 Creating and Implementing Competency-Friendly Performance Assessments
The Need for Change in Performance Assessment Practices
The Difference Between Competencies and Standards in Assessment Building
Components of Competency-Based Performance Assessment
Collaborative Action
Validation
The Student’s Role in Assessment
Instructional Alignment
Build Common Summative Performance Assessments
Assessment of Skills and Dispositions
Student Self-Reflection
Reflection Questions
6 Responding When Students Need Intervention and Extension
Focusing on the Why of the Intervention and Support
Setting the Stage for Scheduling
Asking Four Questions to Guide Scheduling
Beginning to Build the Schedule
Understanding the Tiers of Intervention
Extending the Learning
Including Special Education
Transitioning to a New Process
Supporting Teachers
Reflection Questions
7 Sustaining the Change Process
Building the Case for Change
Learning From Penguins
Reflection Questions
8 Using a School-Design Rubric to Assess Where Your School Is in Its Competency Journey
Principle 1: Students Move When Ready
Principle 2: Competencies Include Explicit, Measurable, Transferable Learning Objectives That Empower Students
Principle 3: Assessment Is Meaningful
Principle 4: Students Receive Differentiated Support
Principle 5: Learning Outcomes Measure Both Academic Skills and Dispositions
How the Rubric Can Help Build Your School’s Journey
Final Thoughts: Top-Five List for Successful Transition to Competency-Based Learning
Competency-Based Learning School-Design Rubric
ABOUT THE AUTHORS
Brian M. Stack, MEd, is principal of Sanborn Regional High School in Kingston, New Hampshire. He is the former assistant principal and curriculum director for the school. Since 2010, Brian has been a member of the research, design, and implementation team for Sanborn Regional School District’s nationally recognized K–12 competency-based learning system. Brian, an educator since 2001, is a former high school mathematics teacher, high school administrator, and school board member for three different school districts in New Hampshire and Massachusetts. Brian has also worked as a consultant and expert coach for a number of schools, school districts, and organizations engaged in personalized and competency-based learning across the United States.
Brian is a member of the New Hampshire Association of School Principals (NHASP) and recipient of the 2017 Charles A. Napoli New Hampshire Secondary School Principal of the Year award. In 2010 and again in 2013, he received the NHASP Outstanding Role Model award. Brian is a strong advocate of personalized learning, competency-based learning systems, and high school redesign for the 21st century. He has presented his education reform and redesign work in workshops and conferences all over the United States.
Brian received bachelor’s degrees in mathematics and mathematics education from Boston University and a master’s degree in education administration from the University of Massachusetts Lowell. He lives with his wife, Erica, and their five children, Brady, Cameron, Liam, Owen, and Zoey, in the New Hampshire Seacoast.
To learn more about Brian’s work, visit his blog at http://srhsprincipalsblog.blogspot.com or follow @Bstackbu on Twitter.
Jonathan G. Vander Els, MEd, is director of innovative projects for the New Hampshire Learning Initiative (https://nhlearninginitiative.org), an organization dedicated to seeding and supporting innovation and personalized learning in New Hampshire schools. Formerly, Jonathan was principal of Memorial Elementary School in Sanborn Regional School District in New Hampshire. Under his leadership, Memorial became a nationally recognized model professional learning community (PLC) on AllThingsPLC (www.allthingsplc.info) and competency-based learning elementary school.
Jonathan has consulted, coached, and presented throughout the United States on building highly effective PLCs, implementing competency-based learning, and developing rigorous performance assessments. He is involved in the New Hampshire Performance Assessment of Competency Education, a first-of-its-kind accountability and assessment waiver granted by the U.S. Department of Education. Jonathan has also led the State of New Hampshire’s efforts around integrating skills and dispositions into classroom curriculum, instruction, and assessment.
Jonathan has an education specialist degree from the University of New Hampshire in educational administration and supervision, a master’s in elementary education, and a bachelor’s in history. He is certified as a superintendent, principal, and teacher. Jonathan lives with his wife and three children in the New Hampshire Seacoast.
