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iNACOL transforms the policy landscape to promote better policies and practices to advance student-centered learning …

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iNACOL researches and shares promising practices shaping the future of K-12 personalized, competency-based education …

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Through research, knowledge-sharing and advocacy, iNACOL catalyzes the awareness of the vision of next-generation learning models …

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CompetencyWorks is an online resource to provide information and knowledge about competency education …

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CompetencyWorks

An online resource to provide information and knowledge about competency education …

Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning

This report provides a roadmap and action steps for state policymakers to catalyze transformational change in K-12 education toward a future vision…

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October 28-31, 2019

iNACOL Symposium 2019

iNACOL’s annual conference is the industry’s leading event shaping the future of K-12 education. Experts, practitioners, educators, policymakers and researchers gather and work to transform education.

iNACOL Symposium

Upcoming Events & Webinars

October 28, 2019 - October 31, 2019

iNACOL Symposium 2019

The iNACOL Symposium will be held on October 28-31, 2019 at the Palm Springs Convention Center in Palm Springs, California. iNACOL’s annual conference is the industry’s leading event shaping the future of K-12 education. Experts, practitioners, educators, policymakers and researchers gather…

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March 14, 2018

Equity by Design in the Educator Workforce

By: Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

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February 15, 2019

Frequently Asked Questions about Submitting a Proposal to Present at #iNACOL19

By: Natalie Abel

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February 14, 2019

States Can Apply for New Federal Funding to Support Innovative Assessments through the $17.6M Competitive Grants for State Assessments Program at USED

By: Maria Worthen

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January 30, 2019

New iNACOL State and Federal Policy Priorities Briefs Shine a Light on Top Issues for Education Transformation

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Teachers as Lifelong Learners: New Research on Professional Development and Practice for Educators

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November 13, 2018

In a shift, more education reformers say they’re worried about schools’ focus on testing

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iNACOL is the leading advocate for transforming learning. We leverage the power of personalized, competency-based learning models to accelerate the shift to student-centered learning …

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Home / News / Blog / Accountability

Accountability

A Reflection on the 2018 iNACOL Symposium from Principal McNeal

Posted November 1, 2018 in Accountability, New Learning Models by Donell McNeal

“To create a learner driven environment, we must move from compliance to autonomy. Each member of the team needs to assess where they are, where they are going, and humbly accept feedback to GROW.” This week, my friend and colleague, Nichole Velasquez and I left Boise, Idaho for Nashville, Tennessee. The reason…to put ourselves in […]

Continue Reading A Reflection on the 2018 iNACOL Symposium from Principal McNeal →


Understanding How U.S. K-12 Accountability and Assessments are Too Often Conflated: What Policymakers Need to Know to Advance Student-Centered Learning Policies

Posted October 12, 2018 in Accountability, Policy by Maria Worthen, Natalie Truong, Susan Patrick

Assessment is integral to the process of teaching and learning. Teachers should be constantly checking for their students’ understanding in formal and informal ways. They are checking for understanding with formative assessment, tracking progress with interim assessment, and checking mastery of standards with summative assessment. And yet, “assessment” today in the United States is often […]

Continue Reading Understanding How U.S. K-12 Accountability and Assessments are Too Often Conflated: What Policymakers Need to Know to Advance Student-Centered Learning Policies →


Sharing the Pulpit

Posted September 20, 2018 in Accountability, New Learning Models by Carlos Moreno

In practice, we at Big Picture Learning work directly with communities and schools across the country (and really, around the world) who wish to implement a more student-centered learning design – one which is grounded in real-world learning and has the learner’s interests, talents and passions at the heart of their experience. But beyond that, […]

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Tackling Accountability as Continuous Improvement in Policy: Next Generation Accountability Models

Posted September 18, 2018 in Accountability, Policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

To present, the idea of accountability in American education has been synonymous with end-of-year, statewide, summative tests that are tied to high stakes outcomes for teachers and schools. No Child Left Behind’s (NCLB) intent was to increase equity. The strategy NCLB employed was to require states to test all students in grades 3 through 8 […]

Continue Reading Tackling Accountability as Continuous Improvement in Policy: Next Generation Accountability Models →


Accountability Models Designed for Continuous Improvement in Student-Centered Learning Systems

Posted September 7, 2018 in Accountability, New Learning Models, Policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

State and local education systems need to focus on supporting an accountability system that continuously improves to meet the needs of a changing society, economy and student populations. We need to ensure that accountability systems are “fit for purpose” and support student-centered, competency-based learning. How could we know in real time whether students are making […]

Continue Reading Accountability Models Designed for Continuous Improvement in Student-Centered Learning Systems →


Issue to Tackle for Certifying Learning: Redefining Student Success

Posted July 27, 2018 in Accountability, competency education, Education Policy, New Learning Models, Policy, Practice, state policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

Moving to a future state of an equitable K-12 education system requires that we consider and perhaps rethink what students need to know and be able to do to achieve success. It also requires that we set a vision and foundation for achieving success throughout the state education system. Here we dig into the second […]

Continue Reading Issue to Tackle for Certifying Learning: Redefining Student Success →


Moving Beyond Single Rating Systems: Alternative State Accountability Frameworks to Promote Continuous Improvement

Posted February 27, 2018 in Accountability, Policy by Dale Frost, Maria Worthen, Natalie Truong

Several states are asking us: What alternatives are there to grading schools in state accountability systems? We recognize that states want a way to help communicate their work on education quality, effectiveness and accountability. The real question is this: How can states better determine school effectiveness, report on school progress and give data-driven feedback and […]

Continue Reading Moving Beyond Single Rating Systems: Alternative State Accountability Frameworks to Promote Continuous Improvement →


Multiple Measures Data and Reporting in Vermont and California

Posted February 14, 2018 in Accountability, Policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

In personalized, competency-based education, schools should have far better data to support student learning, provide greater transparency and analyze and continuously improve on their practice through data and reporting with multiple measures. Likewise, states can consider how to present multiple measures of student learning and school quality with advanced data visualization to provide families with […]

Continue Reading Multiple Measures Data and Reporting in Vermont and California →


Considerations for Next Generation Accountability System Redesign

Posted February 6, 2018 in Accountability, Policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

The previous blog, Why Next Generation Accountability for Continuous Improvement is Important, explored the need to redesign accountability systems to support all learners based on reciprocal accountability and continuous improvement. This blog will focus on how states can begin to design next generation accountability systems. As policymakers think long term about accountability redesign, an important […]

Continue Reading Considerations for Next Generation Accountability System Redesign →


Why Next Generation Accountability for Continuous Improvement is Important

Posted January 31, 2018 in Accountability, Policy by Dale Frost, Maria Worthen, Natalie Truong, Susan Patrick

State and local education systems need to focus on supporting an accountability system that continuously improves to meet the needs of a changing society, economy and student populations. Policymakers, school leaders, teachers, parents and communities want systems that are transparent and aligned to improving teaching and learning over time. Next generation accountability systems can serve […]

Continue Reading Why Next Generation Accountability for Continuous Improvement is Important →


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Schools up student power in directing course of education educationdive.com/news/school… via @EdDiveK12

#DLDay Webinar: How School and District Leaders Can Create the Conditions for Innovation and Change. Join @casas_jimmy @DebDelisle @TCBOE @thomascmurray on 2/28 at 10:30am ET. Register now: bit.ly/2UpaolI @OfficialDLDay pic.twitter.com/tOwsXFKVhF

Districts can create more equitable educational opportunities right now while recognizing the continuing commitment that creating more equitable outcomes demands. kappanonline.org/creating-equ…

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Introducing #CompetencyBased #Education Quality Principle 10: Seek Intentionality and Alignment ow.ly/cfxQ30mQhME @sturgis_chris #CBE pic.twitter.com/yM32fo3SdV

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