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July 2013 Perspective

July 2013 Perspective

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Published by Achieve, Inc.
Achieve's July 2013 Perspective Newsletter. Visit http://www.achieve.org for more.
Achieve's July 2013 Perspective Newsletter. Visit http://www.achieve.org for more.

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Categories:Types, Research
Published by: Achieve, Inc. on Jul 31, 2013
Copyright:Attribution Non-commercial


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In This Issue
News Clips
Students will gofarther faster withCommon Core
In the
, Craig R.Barrett and MichaelCohen note, "As theleaders of Achieve, theorganization foundedby governors and thenation's businessleaders to ensure thatall students graduatefrom high school readyfor college, careers andcitizenship, it falls to usto address the redherrings andfalsehoods made by asmall but vocal band of Common Core StateStandards critics."More... 
Perspective Newsletter July 2013
Commentary State Policy Framework Provides Guidance ToStates On Planning For A Shift To Competency-Based Pathways
 Achieve has released a new state policy framework, 
guide state education policymakers in envisioning and planning for policies that encourage student-centered approaches designed to helpall students learn the full scope of the Common Core State Standards(CCSS).The framework focuses on helping statesreach a definition of competency at a levelof rigor that equates with college andcareer readiness, which requires them toaddress three major policy areas -graduation requirements, assessment andaccountability. Within each of these areas,it clarifies the unique purpose each has in acompetency-based learning environment,identifies key policy questions and suggestspotential options and policy levers for states. It also lays out several approachesthat states can take to envision whatcompetency-based pathways (CBP) willlook like within their states and how it will take hold across schools anddistricts.The framework suggests several characteristics of CBP that can help allstudents reach the CCSS:
Students advance upon demonstrated mastery.
Competencies include explicit, measurable, transferable learningobjectives that empower students.
Assessment is meaningful and a positive learning experience for students.
Students receive rapid, differentiated support based on their individual learning needs.
Learning outcomes emphasize competencies that include theapplication and creation of knowledge.
Tennessee Economy Tied to CommonCore
In an op-ed in
TheTennessee Tribune
,Catherine Glover,president of theTennessee Chamber of Commerce andIndustry, writes,"Common Core is onesolid step towardremedying the issuesour employers facewhen it comes tofinding a skilledworkforce." More... 
Raise the bar forour schools
"Common CoreStandards representone of the mostpositive developmentsin Americaneducation," saidChauncey Veatch,former national teacher of the year and amember of 
The Desert Sun
editorial board."They serve to addressthe unmet family needsof our highly mobilepopulation. Inparticular, they willserve to assist theschool children of our migrant families and of our military personnel."More... 
The process of reaching learning outcomes encouragesstudents to develop skills and dispositions important for successin college, careers and citizenship.These characteristics were adapted from a working definition of CBP,developed by Susan Patrick, President and CEO of iNACOL and ChrisSturgis, Founder of MetisNet - both members of Achieve's Competency-Based Pathways Working Group, which provided extraordinary guidanceand feedback in the development of the framework.Launched in August 2012, the Working Group includes a number of states and organizations with strong interest in CBP as a mechanism for helping far more students reach college and career readiness. Thestates include Colorado, Hawaii, Kentucky, Louisiana, Maine, Michigan,Missouri, Ohio, Rhode Island, Washington and Wisconsin. Organizationsinclude Advance Illinois, Alliance for Excellent Education, BusinessEducation Compact, Carpe Diem, CCSSO, Data Quality Campaign,Digital Learning Now, iNACOL, MetisNet, the National Governors Association Center for Best Practices, Nellie Mae Education Foundationand Western Governors University.The Working Group, in addition to guiding the development of theframework, also deeply contributed to Achieve's understanding of CBPby facilitating site visits in four states. Achieve staff, along with a workinggroup member from each state, visited Danville Independent Schools inKentucky, Adams County School District 50 in Colorado, YoungWomen's Leadership Charter School in Chicago, Illinois and four districts in the Maine Cohort for Customized Learning in Maine. In a few weeks, Achieve will release more resources on CBP, including aschool-level report card and policy brief particularly designed to supportstate policy that advances CBP with a strong eye toward ensuring equityfor all students. Additional coverage of the state policy framework:
 Getting Smart blog post,July 21, 2013
 More resources on competency-based pathways:
 Maine Center for Best Practice,including case studies and videos illustrating how proficiency-based learning servesstudents in Maine
(CBS), which includes a number of tools and resources oncompetency-based learning
 CompetencyWorks,the primary site for up-to-date information,
webinars and resources for CBP
NewsOER Policy Brief 
 Achieve released the policy brief  
seven states in Achieve's American Diploma Project (ADP) Network -California, Illinois, Louisiana, Minnesota, North Carolina, Washingtonand Wisconsin - have agreed to work together in Achieve's OpenEducational Resources (OER) Institute. The goal of OER Institute is tobring these states together to discuss issues and policy barrierssurrounding using OER in college- and career-ready standardsimplementation. In addition to describing this initiative and providingappendices that detail each of the seven OER Institute state's efforts,this brief includes three potential areas for cross-state collaboration tosupport the use of OER:
 Establishing commonalities in defining quality 
 Sharing quality, standards-aligned resources 
 Sharing metadata about quality resources The brief also describes four key findings to date from the OER Institute: 
 States face a number of common challenges and barriers toimplementation, including a lack of knowledge about OER anduncertainty about the quality of resources available online. 
 Experts from multiple sectors, including standards, curriculumand technology, must work together to use OER successfully inCCSS implementation. 
 States must develop a common understanding of processes for measuring quality and vetting resources. 
 States must assess their technology and capacity needs toimplement technology-based innovations. Click here to access the full report.   Achieve will be continuing this work as states continue to implementplans that support the use of OER in classrooms. This work is madepossible by a generous donation from The William and Flora HewlettFoundation. To learn more, visit www.achieve.org/oer-rubrics. 
EQuIP e-Learningmodule
  Achieve is pleased toannounce the launch of our first EQuIP e-Learningmodule. The purpose of this e-Learning module is to developthe learner's knowledge andunderstanding of the EQuIPQuality Review Process, whichis designed to increase theability of educators - and

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