Next-Generation Accountability: Portraits of Learners, Not Just Test Scores

In the rapidly evolving landscape of the 21st century, public education in Kentucky is no longer confined to the traditional boundaries of academic achievement. It has expanded to encompass a broader spectrum of skills and competencies that are essential for success in life and the workforce. The transformative concept of a Portrait of a Learner/Graduate (POLG), is a visionary framework that redefines student readiness and success in Kentucky’s public education system. The POLG serves as a compass, guiding students beyond the realm of textbook knowledge and multiple-choice assessments, and steering them towards real-world, hands-on experiences and authentic assessments. Better, the competencies and skills highlighted in Portraits of a Learner/Graduate (POLG) are developed in collaboration with local communities, including businesses and industry. As such, the competencies and skills are validated as essential for the workforce and life.?

There is a critical connection between the POLG and the changing accountability models in education. The connection underscores the critical need for an overhaul of the current, proficiency-based accountability model, which falls short in evaluating the diverse skills students need to thrive in the ever-evolving world of tomorrow. The drive to change the accountability model is not about lowering expectations; instead, it’s about aligning assessment with the skills our future workforce needs. A shift from a one-size-fits-all approach to a more comprehensive model that reflects the broader competencies outlined in a well-designed POLG - is needed academically and economically. The most essential life skills today, such as critical thinking, problem-solving, communication, creativity, and collaboration, are overlooked in traditional assessments but are crucial for the future success of each student and the Commonwealth.?

The Importance of a Portrait of a Learner/Graduate

A Portrait of a Learner/Graduate (POLG) is a cornerstone of student readiness and success. It outlines a vision that extends beyond academic achievement, focusing on the real-world skills students need to thrive in life, not just in school, college, or the workforce. Frameworks like the BRIDGE Performance Indicators (BPIs) in Fleming County Schools serve as a roadmap. They not only define the essential skills but also identify the types of learning experiences and opportunities that will help students develop these critical competencies. This necessitates a fundamental shift from textbook-based learning and multiple-choice assessments. The future demands real-world, hands-on experiences and authentic assessments that accurately measure a student's ability to apply knowledge and skills in meaningful contexts. To fully support this transformation, a complete overhaul of the current, generic, proficiency-based accountability model is necessary. The current accountability system is simply inadequate for evaluating the skills students need to be successful in the ever-evolving world of tomorrow.

A Paradigm Shift in Accountability

A Portrait of a Learner/Graduate (POLG), like the BRIDGE Performance Indicators (BPIs) used in Fleming County Schools, exemplifies a key feature of Next-Generation Accountability Models (NGAMs). NGAMs go beyond traditional testing by showcasing a student's authentic skills and competencies. Students demonstrate these skills through projects or presentations uploaded to an online portfolio. Fleming County students leverage their BPI portfolios during job interviews, demonstrating their capabilities to potential employers. This provides a more comprehensive picture compared to just resumes or test scores.

NGAMs: Redefining and Strengthening Core Subjects

Interestingly, NGAMs like the Student-Centered Learning Model can even enhance the focus on core subjects like reading, math, and writing. Business leaders consistently emphasize the need for well-rounded employees with strong foundational skills in these areas. However, NGAMs emphasize real-world applications. Schools employing NGAMs, like Fleming County with their Student-Centered Learning Accountability Model (SCLAM), prioritize growth and readiness over simply meeting proficiency levels.

Shifting the Focus: From Proficiency to Growth

Instead of drilling students for multiple-choice tests, NGAMs challenge them to demonstrate growth and readiness by applying their skills through authentic assessments. Fleming County utilizes formative assessments three times a year to gauge student progress.

A Holistic Approach: Growth, Relevance, and Engagement

This shift towards Next-Generation Accountability Models (NGAMs) fosters a learning environment that aligns perfectly with the ideals of a Portrait of a Learner/Graduate (POLG). Here's how the paragraph exemplifies this integration:

• Acquiring Real-World Skills: POLGs emphasize a well-rounded graduate with transferable skills applicable to real-world situations. NGAMs achieve this by incorporating performance-based tasks that require students to not just memorize information but to apply it creatively and solve problems in real-world scenarios. This prepares them for future careers and demonstrates the practical value of core subjects.
• Growth Assessments and Deeper Understanding: POLGs typically highlight the importance of continuous learning and growth. NGAMs achieve this by utilizing frequent formative assessments that provide real-time data on student progress. This allows for targeted interventions and fosters a growth mindset where students focus on improvement over simply achieving a fixed benchmark. Additionally, NGAMs demand a deeper understanding of core subjects by requiring students to analyze, synthesize, and apply knowledge in authentic contexts.
• Integration of Interests and Deeper Engagement: POLGs often depict a passionate learner driven by their interests. NGAMs encourage this by allowing students to integrate their passions into authentic assessments. This makes learning more relevant and fosters deeper engagement. Students become active participants in their education, connecting core subjects to their personal aspirations.
• Raising the Bar, Not Lowering Expectations: Some might fear NGAMs diminish the importance of core subjects. However, as this paragraph highlights, NGAMs raise the bar. Students are not just expected to memorize facts; they are challenged to apply their knowledge critically and demonstrate a deeper understanding. This prepares them for more complex challenges beyond standardized tests.

Connection to Changing Accountability Models

The drive to change the accountability model isn't about lowering expectations; it's about aligning assessment with the skills our future workforce needs. Reading, writing, and math remain core components of a strong POLG, but the current model's one-size-fits-all approach, delivered on a single day, fails to capture the full picture. This narrow focus creates a false sense of student readiness for employers and disengages many students whose talents lie beyond a single test.

Here's the key connection:? A well-designed POLG goes beyond basic skills to encompass critical thinking, problem-solving, communication, and collaboration.? The new accountability model should reflect these broader competencies.? Instead of generic tests, imagine assessments that allow students to demonstrate their understanding through real-world projects or presentations that connect to their interests and aspirations.? By giving students a voice in their learning and assessment, we can create a system that celebrates their unique strengths and better prepares them for the future.

In 2024, a single test score can't tell the whole story of student readiness. While American ingenuity put a man on the moon decades ago, our accountability model remains tethered to the past. This outdated system, with minimal revisions for thirty years, fails to prepare students for the challenges of 2030 and beyond.? Kentucky has the chance to become a national leader in education and economic development by embracing a new approach.

The current model simply cannot keep pace with Kentucky's booming economic development. It doesn't capture the skills outlined in a well-defined POLG – critical thinking, communication, collaboration, and problem-solving – which are essential for a future-ready workforce.? Imagine an accountability system that aligns with this vision.? Instead of a single test, students could demonstrate their skills through real-world projects or presentations that reflect their interests and aspirations. ? This student-centered approach would not only measure a broader range of competencies but also foster student engagement and empower them to showcase their unique strengths.? By embracing a next-generation model – adaptable, real-time, and responsive to student needs – Kentucky can prepare a generation of graduates ready to lead the Commonwealth into the future.

Enhancements and Reality

Imagine classrooms across Kentucky transformed into vibrant learning experiences – authentic, real-world, and performance-based. Vibrant learning aligns perfectly with the skills outlined in a well-defined POLG, fostering critical thinking, collaboration, creativity, and problem-solving. However, the current accountability model acts like a blurry, static-filled television screen, completely missing the richness of the student-centered vibrant learning taking place in classrooms across the Commonwealth.

Public education has never had access to such a wealth of real-time student data. Ironically, despite this goldmine of information, we prioritize a single day's worth of data from a standardized test.? Even more puzzling, Kentucky school districts already have access to research-based, frequent reading and math assessments strikingly similar to the Kentucky Summative Assessments (KSAs). The key difference? These assessments are administered multiple times a year, providing immediate feedback within seconds. In contrast, the KSA is administered at the end of the school year, with results taking weeks or even months to return – often when students are already on summer break or even in the next grade level.

This creates a situation where we're duplicating services at a significant cost, all while neglecting data that paints a far more holistic picture of student readiness. A well-defined POLG encompasses a broader skillset than just reading and math. It includes critical thinking, problem-solving, communication, and collaboration.? The current model, with its focus on a single data point, fails to capture these vital capabilities.? Imagine an accountability system that leverages the available data throughout the year.? By incorporating results from frequent assessments alongside performance-based tasks and projects, we could create a richer picture of student progress.? This data-driven approach, aligned with the vision of the POLG, would provide a more comprehensive measure of student readiness for the future.

The current system, designed for a bygone era, simply cannot assess the skills students are developing in these dynamic classrooms. It's like trying to force a square peg into a round hole. A POLG emphasizes skills like communication and adaptability, which are crucial for future success.? The accountability model needs a vibrant revision to match. Assessments that involve real-world projects or presentations that connect to student interests would provide a much clearer picture of student readiness.? By aligning assessments with the vision of the POLG, we can create a system that truly reflects the vibrant learning happening in Kentucky's classrooms.

Next-Generation Accountability Models

Eighteen school districts within the Local Laboratories of Learning Coalition (L3s) and two additional districts are spearheading a critical movement in Kentucky: transforming the state's accountability system. These next-generation models prioritize flexibility, empowering local communities to tailor their approach to meet the specific needs of their workforces and regions. This adaptability is crucial for keeping pace with the ever-evolving demands of the job market and preparing students for success in an uncertain future.

The future is indeed here! Since 2021, L3 school districts have been working hand-in-hand with their communities to develop innovative prototypes of accountability models. These models are no mere cookie-cutter solutions – they are meticulously crafted to align with each district's unique Portrait of a Learner/Graduate (POLG). This forward-thinking approach sets Kentucky apart from other states, many of which are still wrestling with outdated accountability systems.

Kentucky's readiness to make this critical and generational switch presents a significant economic advantage.? Twenty districts have already invested significant time and resources into research and development. They stand poised to implement their new models, propelling public education forward in tandem with Kentucky's burgeoning economy. This collaboration creates a win-win scenario, ensuring students graduate with the skills and knowledge needed to thrive in tomorrow's workforce and drive the state's continued economic prosperity.

The Journey Continues...

The current, cookie-cutter accountability system lacks this essential flexibility.? Its one-size-fits-all approach fails to navigate Kentucky's diverse economic landscape.? Ultimately, this rigidity hinders both economic growth and workforce readiness.? Kentucky's leadership in this area positions its schools to become more responsive to emerging economic trends.? By embracing a new accountability model, the state can equip students with the core skills and workforce readiness needed for continued economic development and prosperity. This shift will propel Kentucky from a state burdened by a legacy system to a leader in preparing its graduates for the demands of the future.

The shift from proficiency on standardized assessments to real-world readiness through the Portrait of a Learner/Graduate approach represents a significant change in the accountability model used in public education in Kentucky. This change aligns with the principles of next-generation accountability models, offering a more holistic, multifaceted perspective of student success. It’s a promising step towards ensuring that all students are equipped with the skills and competencies they need to thrive in the real world.