6146 Appendix

Connecticut State Department of Education
Mastery-Based Learning

Guidelines for Implementation

June 3, 2015

Foreword

Guidelines for Mastery-Based Learning

Introduction

In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3) passed by the Connecticut State Legislature, the Connecticut State Department of Education (CSDE) is required to create and distribute guidance to support educators in schools and districts interested in implementing a mastery-based system as follows:

Determination of eligible credits shall be at the discretion of the local or regional board of education, provided the primary focus of the curriculum of eligible credits corresponds directly to the subject matter of the specified course requirements. The local or regional board of education may permit a student to graduate during a period of expulsion pursuant to section 10-233d, if the board determines the student has satisfactorily completed the necessary credits pursuant to this section. The requirements of this section shall apply to any student requiring special education pursuant to section 10-76a, except when the planning and placement team for such student determines the requirement not to be appropriate. For purposes of this section, a credit shall consist of not less than the equivalent of a forty-minute class period for each school day of a school year except for a credit or part of a credit toward high school graduation earned (1) at an institution accredited by the Board of Regents for Higher Education or State Board of Education or regionally accredited (2) through on-line coursework that is in accordance with a policy adopted pursuant to subsection (g) of this section, or (3) through a demonstration of mastery based on competency and performance standards, in accordance with guidelines adopted by the State Board of Education.

The State Board of Education Guidelines are designed as an effort to support local decisions regarding policy, practice and community engagement. The guidelines are developed so that student expectations for Mastery-Based Learning (MBL) align with state content standards. They also include provisions for multiple pathways for learning and local accountability for the implementation of equitable learning for all students. The intent is to create increased flexibility for students, teachers, schools, districts and their communities to design and individualize learning in alignment with state content standards and frameworks. Additionally, the CSDE will develop a series of resources for local use and distribute these resources in multiple ways including using a Website.

Vision

The vision for this work is to ensure all students are prepared for college, career and civic life through multiple and flexible pathways for learning, including mastery-based systems of accountability for student growth. MBL places emphasis on rigorous college and career learning competencies and quality instruction and curriculum drawn from state graduation requirements and state content standards. Learning will emphasize authentic experiences and application of critical knowledge that students engage in at school, in the community or online.

Plan of Action

While teachers have always used state content standards in their summative assessments, MBL requires students to demonstrate mastery of the aligned competencies in order to move ahead. MBL pushes schools to create powerful learning experiences for every student regardless of his/her past learning history and allows students to demonstrate mastery through a body of evidence. MBL requires students to meet state identified standards and local competencies that are assessed through multiple and flexible pathways in a learner centered environment.

Guidelines for Implementation

Connecticut schools and districts employing mastery-based demonstrations for credits as identified in C.G.S. Section 10-221a, should consider the following when planning:

I.  Community Engagement

a.  Create an ongoing process and multiple resources to inform all constituents (students, parents, teachers, administrators, community members, and business leaders) regarding the concepts of MBL, and how it works in your schools/district.

b.  Topics for engagement and understanding may include:

i.  changes in how students will demonstrate mastery of competencies and meet state content standards;

ii.  expectations for movement through a learning progression and graduation; and

iii.  ways that community members can help to enhance student learning experiences.

II.  Practice

a.  Identify locally-developed graduation competencies that align with current state content standards.

i.  Ensure graduation competencies are identified for each content area required in current statutory requirements.

ii.  Identify how the content area graduation competencies are distributed among the courses that learners are required to take for graduation.

b.  Employ a variety of instructional strategies that foster both individualized learning and mastery of competencies.

c.  Implement a system to ensure validity of assessments and reliability of scoring.

i.  Employ a variety of assessment methods, including performance assessments, by which learners can demonstrate mastery (if necessary, student may demonstrate on multiple occasions through multiple measures).

ii.  Develop assessments to measure a learner's progression and to provide immediate feedback and support to the learner and teacher.

iii.  Develop or identify assessments that will be used to determine placement for learners who transfer into a MBL environment or for any learner who requires a placement assessment.

d.  Coordinate requirements for Student Success Plans with MBL activities to promote opportunities for academic rigor, provide enrichment and enhance extended learning opportunities for learners who may want to go beyond or learn outside of the established curriculum.

e.  Provide avenues of support for learners who demonstrate a need for additional assistance in accordance with current statutory requirements.

Districts should also consider the following when implementing MBL:

•  development of rubrics to describe progress of student work habits;

•  updating reporting materials including, but not limited to report cards, progress reports, transcripts and school profile; and reviewing, and as is necessary, revising the school schedule and use of time to implement MBL.

Considerations for Implementation of Mastery-Based Learning in Special Populations

Equity is central to mastery education. MBL provides an environment that will help students from all socio-economic, racial, ethnic and linguistic backgrounds, including those with disabilities. This environment will allow students to reach essential academic standards that will prepare them for a productive life beyond graduation from high school. The practice of promoting students based on their age, minimum achievement or seat time, which can lead to learning gaps, is therefore eliminated. All students are held to the same high expectations with instruction individualized to meet each student's strengths and challenges.

III.  Policy

Identify, create, and/or revise policy and/or procedures in order to:

a.  Ensure adequate time and resources for professional development and collaboration for educators and administrators and alignment of educator evaluation processes with implementation of MBL.

b.  Identify how and allow learners to demonstrate mastery of a graduation competency both through school courses and outside opportunities based on prior knowledge and learning.

c.  Allow learners to advance to future learning upon demonstration of mastery and invoke supports and additional time when needed.

d.  Determine how English learners will be provided with the support necessary to master the graduation competencies.

e.  Determine how students with Individualized Education Plans (IEPs) and 504 plans will be provided with the support necessary to master the locally-developed graduation competencies and Connecticut State Graduation Requirements.

f.  Support the creation of IEPs and 504 plans that align with competencies as appropriate.

g.  Provide opportunities and support, and allocate time and locations of learning, for off-campus learning opportunities, including consideration of insurance and liability matters.

h.  Ensure that college admissions personnel understand transcripts.

i.  Implement support systems for learners.

Districts should also consider the following when implementing MBL:

Review, and possibly revise, additional district procedures and policies including, but not limited to, rank in class, co-curricular participation, technology usage, grade-level placement, honor roll and grading practices.

Connecticut State Department of Education

Connecticut Seal of Biliteracy

Guidelines

The District will award the Connecticut State Seal of Biliteracy (Seal of Biliteracy) to recognize high school graduates who have attained a high level of proficiency in English and one or more languages.  The Board of Education will affix the Seal of Biliteracy on a student's diploma utilizing the criteria established by the State Board of Education.

Foreign language is defined as a world language other than English and includes American Sign Language and any other language spoken by a federally recognized Native American tribe.

Dissemination of Program Information

All students shall receive information on the Seal of Biliteracy upon first entering middle school and again at the entry to high school. (Districts who have dual language and/or foreign language in elementary school programs are encouraged to share information with students and families at the time of enrollment.)

The information can be provided to students, parents/guardians via student/parent handbooks and by placement on the district/school website.

The information shall indicate that students may acquire proficiency in multiple languages through various pathways. Those available in the District include, but are not limited to: (Delete those which are not available in the District.)

•  Traditional middle school or high school world language programs
•  Traditional ESL programs
•  Bilingual education programs
•  Dual language programs
•  K-12 world language immersion programs
•  Time spent immersed in the target culture
•  Saturday language schools
•  Heritage language knowledge

Eligibility

All students are eligible to receive the Seal of Biliteracy based on evidence of achieving the designated level of language proficiency in two or more languages by high school graduation. Students may demonstrate the state-determined level of proficiency in English, as well as one or more additional languages in grade 10, 11, or 12.

Earning the Seal of Biliteracy and Eligibility Criteria

To attain the Seal of Biliteracy, students' use of the language must be demonstrated, rather than their knowledge about the language. Therefore, a student must demonstrate proficiency in English AND another language by meeting the criteria described below.

Both native and non-native speakers of English must provide comparable evidence of English language proficiency. The language performance should be demonstrated in both social and academic use of the language, in all modes of communication.

To be eligible to receive the Seal of Biliteracy, the two academic requirements below must be met:

1.  Student must complete all English language arts requirements for graduation.

2.  Student must demonstrate proficiency in a language other than English in grades 10, 11, or 12 at a level comparable to "Intermediate Mid" on the ACTFL Proficiency Guidelines as demonstrated through one of the following methods listed in the Assessment of Evidence Table.

Funding

The District will utilize a variety of funding sources to support the costs of language testing, including grants and local district funding.

Unique Requirements for Low Incidence or Classical Languages

Due to unique characteristics of certain languages, special allowances may need to be made. In cases where language assessments across all four domains of communication may not be appropriate or available, the District will substitute a different assessment to meet the requirements of the Seal of Biliteracy. Students seeking the Seal of Biliteracy through languages not characterized by the use of listening, speaking, reading, or for which there is not a writing system, will be permitted to demonstrate the expected level of proficiency on an assessment of the modalities that characterize communication in that language.

Equitable Access

All students, including those with an exceptionality or disability, shall have the opportunity to demonstrate their biliteracy. Accommodations shall be provided to students per their Individualized Education Program (IEP) or Section 504 Plan for all assessments.

District Process to Award the Seal of Biliteracy and Transcripts

1.  The Seal of Biliteracy is to be added to the student's transcript and diploma for the specific language(s). The District shall document on the high school transcript that a student has earned the seal.

2.  The Seal of Biliteracy shall be awarded by high school graduation. The Districts shall determine a method for recording the name and identification of students who have earned the Seal of Biliteracy.

Source: "Connecticut Seal of Biliteracy Guidelines," September 2017, Connecticut State Department of Education