Scaling Competency-Based Education With CompetentU

PRESENTERS

Lacey McCann

Lacey McCann is a product leader with 12+ years of experience in the education space, specializing in visioning and operationalizing learning solutions that drive outcomes for working adults. Lacey’s background spans leading end-to-end product experience and operational design, from awareness to completion, for competency-based education learning programs; to strategizing, designing and building front-end and backend solutions that connect adult frontline workers to educational opportunities. Prior to joining C-BEN, Lacey was Director of Product Management, Student Experience at Guild, where she led the product team responsible for transforming the CRM systems and communication channels used to serve learners. At Strada Education Network, Lacey served as Director of Product Management and Strategy, defining the product and service portfolio and providing strategic consultation to Strada affiliates such as CAEL, InsideTrack, Education at Work, and Roadtrip Nation. As Director of Product Management, Tempo Learning at Walden University, Lacey led the end-to-end customer journey design and launch of one of the early entry CBE programs in the U.S., including messaging, enrollment/onboarding, portal and learning management system, and coaching/support model. Partnering in lockstep with academic leaders and university operational teams to innovate the operational processes, technical frameworks and UX necessary to scale direct-assessment programs, Lacey helped to lay the foundation to support thousands of adult students.

Natalia Mejia

Natalia Mejia is a passionate learning experience design leader who cares about developing effective learning programs for all areas of the organization. In her most recent positions, she has developed a variety of skills-based, workforce-relevant programs for one of the largest online nonprofit universities in the United States serving adult learners. As a well-rounded instructional designer, she has performed all the jobs related to conceptualization, design, build, maintenance, and oversight of online programs, paying special attention to learning science principles and educational frameworks. Natalia has also hired, trained, and coached instructional designers in a variety of positions and has helped them develop their skills to become proficient designers who deliver results. She has also taught adult students at the college and high school levels. Natalia holds a bachelor’s in Communications and a master’s degree in Education and is currently pursuing her doctorate in educational leadership.

TRANSCRIPT

Lacey McCann:

Excellent. Hi everyone. We’re so excited to be here. I’m going to go ahead and start sharing my screen and we’ll get going. Alright, so we are here today to talk about competency-based education. We’ll tell you a little bit about who we are at CE, talk a little bit about competency-based education and then we want to spend some time talking about our new competent you experience that we’ve launched that helps people scale competency-based education programs and really get a deep individual level of learning. So to start, I’ll introduce myself quickly. My name is Lacey McCann. I’m senior director of CBE Products and experience here at C Bend. My background has been in building learning experiences, front-end and backend systems that connect learners with workforce, with education, and very specifically, I’ve been working on competency-based learning experiences for well over a decade at this point. And Natalia, would you like to introduce yourself?

Natalia Mejia:

Yes, thank you Lacey. And hi everybody. My name is Natalie Mejia and I’m a senior learning experience designer for cban, which means I lead the instructional design strategy for our clients and just as lazy, my experience is in mostly in high grade education, helping universities develop learning experiences for working adults, whether it’s in an online or CBA modality. Happy to be chatting with all of you today.

Lacey McCann:

Excellent. Let’s get right into it. So first off, we just want to take a moment and explain who CE is, which you’ve gotten a brief introduction of already. But what we are focused on, we’re focused on scaling the power of competency-based education and we really do that through three primary ways. We have a focus on capacity building, which is around how do we help more people get involved in the CBE movement, driving innovation, figuring out models that work and just partnering with institutions and other types of organizations that are interested in competency-based education. We also build community. We have a number of ways that we do that. First off, one thing I’ll highlight is that for competency-based education, a lot of institutions, often there’s one or two people that are working on how do we think about competency-based education. It can feel very lonely sometimes.

So we work hard to figure out how do we connect the dots between different people that are passionate about this modality and about the power of what CBE can do. We do that through an annual conference called CBE Exchange, which is quite the party and really an incredible time to get people together. We have membership resources and we are always available to just talk with people and figure out what are you doing, who else is doing something that’s related where you might be able to find partnerships. But we really want to serve as that glue in a lot of ways to bring people together. We also work on the quality guidelines around how to develop competency-based programs in a meaningful way that are going to have high quality indicators. We’re focused in a number of different industries, K through 12, post-secondary workforce, corporate l and d.

So basically anyone who is sort of interested in how do you create more individual learning experiences for people that help them succeed. Lastly, we’re focused on consulting and again, we work one-on-one with institutions, state systems, employers, so bring people to the table, convene people in different ways. We work individually and that’s how we move along and we get things done here. So as I’ve sort of mentioned, we do this in a number of ways. This just some examples of some of the types of organizations that we work with. But we really want to be able to provide connective tissue around the ideas of institutional and association innovation. So working with associations and institutions that are interested in driving this, figuring out how it connects to workforce systems. That ecosystem is really critical in the CBE movement. One of the big tenets of CBE is that alignment with workforce needs. So we help to bring that together. Then also thinking through learning design and the way that you build programs and experiences that are really going to connect to that individual learner in a meaningful way with all of the support structures that they need in place to be successful.

So next I’m going to talk a little bit about what CB is and why it’s gaining momentum, just to make sure we’re on the same page about that too. So first off, before we talk about competency-based education, let’s take a second and talk about what a competency is. So competencies are really taking the different skills that you have and understanding what do I need to know? What is the knowledge that’s there? What do I need to be able to do with that knowledge? How do I display and demonstrate that? And then how do you apply it and transfer it to the use cases that you have? So you can see through this that it’s very focused on that individual demonstrating what they know and can do and being able to actually apply it in the places that they need to be able to apply it.

Now what competency-based education, it again is focused on that actual student learning. So CBE is a teaching and learning approach that focuses on validating what an individual learner knows and can do and validating that they’ve met all of the individual learning outcomes before progressing. That means that the learning experience itself is usually quite different for the learner and the instructor. And we’ll talk about that through the lens of competent you as we go through this. One of the big tenets again is that learners progress is measured when they demonstrate competence versus time. So in a traditional structure, you start on a date, you end on a date, maybe you learned some things, maybe you didn’t. You got enough of the way there to be able to get the passing grade that you needed, but you don’t actually necessarily have every single skill along the way that may be necessary for the work that you’re going into.

And this is an example that we use a lot to be able to describe how this works in practice. So if you’re thinking about a student, and let’s take the example of a pilot, someone who is learning how to fly a plane, there’s a number of different things they need to be able to do to successfully fly the plane and land the plane. They need to understand how to take off what that departure looks like so that ascent staying in the air slowly coming down how they actually land and traditional methods of learning. Sometimes what’ll happen is that someone got 70 or 80 or 90 or 98% of the skills and competencies they need, but you may not actually know for sure that they got every single one of these skills. And this is clearly a kind of dramatic example, but it’s to make the point that with CBE, you really focus on the student being able to demonstrate all of those skills.

And so that’s why in this example it’s kind of a good way to drive that point home we feel like, and again, CBE transparently answers, what are the claims you make about the program graduates? What are you saying that they’re able to do? What are those outcomes? And then also validating how we know it’s true for every single learner. So again, because it’s so individual based on that learner going through the information and content, showing what they know, getting feedback and being able to say, okay, I understand better now look at this, that every individual is working at the pace that’s right for them. There are six key characteristics. We’ve talked a lot about what the learner knows and can do. So demonstrating those competencies, they have to be able to demonstrate mastery or proficiency. So that means that they are really good at every single parts of the flight plan that they’ve got the necessary skills to able to succeed in them. There’s the focus on time is variable learning is fixed. So learning is the priority there, but how much time you take to learn is not the critical aspect. So you’re both giving people all the time they need within certain regulatory frameworks if necessary, but you’re giving people the time they need to succeed. Or if they’re able to come in and they’re able to do something really quickly, they have a lot of experience in that perhaps that can also be demonstrated through the competency assessments as well. So the time becomes the variable factor.

CBE is flexible. It’s flexible to be able to focus on things that are relevant for you in the work that you’re doing. It’s backward design curriculum journey. It also is focused on performance-based criterion reference authentic assessment. So again, it’s really connecting with what does someone actually need to be able to do with that, with this information, this competency, and then how do we make sure that we’re demonstrating that? And then it’s a personalized approach to wraparound support. So I think a common misconception of CBE is that people are alone because it is really individually focused and people are working at their own pace. There’s a common perception that it’s completely self-paced, you’re not getting any support along the way, you’re just doing it on your own in isolation and the way that competency-based programs are supposed to be set up. That is not the case at all. In fact, you’re really getting the support that you need as an individual when you need it because you’re able to hone in on the skills and the questions and be able to have that direct one-on-one support and for the faculty or coaches that are working with you to be able to understand where it is that you need more support at an individual level.

And because of that, it really helps to recenter education around the learner and instructed or guided, as we just said, it requires the performance. The behaviors that they demonstrate have to be explicit. Existing experience is honored and built upon. So it’s not the same thing as prior learning assessment. It’s not taking a test to say, oh, I can do this, I don’t need to do anything else. It’s really showing I have a lot of experience in something. So yeah, I’m going to move through the assessments, but these types of performance-based activities and things, if I have the experience to do them, I might move more quickly than someone else. Competencies focus again on what they learn, not on what the teacher teaches. So it’s very much again, focused on them. And another thing that is particularly important about competency-based education is that it aligns to workforce and community needs and making education accessible to more learners.

So when we talk about why CBE is gaining increasing momentum, there’s a number of ways of reasons for that. One, everything we’ve been talking about, traditional methods don’t necessarily meet the needs of all learners. They can meet the needs of many learners for sure, learners who need a very specific type of structure, but it doesn’t necessarily meet the needs of all learners. So there are learners that are being left out because of things like time constraints, especially when we’re talking about adult learners and they can have very variable schedules. Having requirements around synchronous activities or firm due dates may not serve them in their learning process appropriately. This really is something that it helps to reach more learners, which especially right now can help institutions and other types of learning providers be more sustainable because they’re able to open up to new groups of learners that traditionally may not have been able to access education in a meaningful way. And last, as I mentioned, there is a very strong focus on community and workforce and being able to understand in your region or with these career goals that you have, what are the skills that you need to be able to demonstrate for that, creating authentic assessments near them so that there’s much more confidence around that strong strategic alignment with local workforce.

And with no further ado, we’re going to talk about competent you and how this fits in. I mentioned a few minutes ago that we’re at CE, we’re very focused on capacity building for CBE and so competent U is a way for just like we talk about how CBE can reach more learners. Competent U is a way for us at CE to reach more learners and meet them where they are and based on the needs that they have. So competent you is an online on demand learning and development experience that helps our learners understand create and launch competency and skills-based education initiatives. And you can do that whether or not you have a ton of experience. So if you’ve been working with CBE programs for a long time competent, you can still be really useful. We’ve had some people that are legitimately considered some of the first movers in the CBE field that have gone through competent you and have gotten a lot of value out of it because so much of CBE over the past decade has been just figuring it out and having something that really is focused on a methodology for curriculum, which is the focus of CU right now, which we’ll talk about in a moment.

It offers them a different way to learn confident U also offers a flexible learning experience with summative assessments that are able to be tailored to the learner, whether or not they have experience in CBE. And so we’ve built it in a way that it is flexible enough to address needs of higher ed faculty, administrators, instructional designers, association training and development, corporate l and d. So basically whatever it is that you are trying to build to reach the learners that you need to reach competent you, the assessments and everything have been built in a way that’s flexible to be able to meet those needs. And so again, why competent you? We have built the structure to also demonstrate what we consider to be a best practice competency-based experience. Basically. There’s a lot of people in CBE that have been building CBE programs that have actually never experienced a CBE program themself.

And so we really put a lot of time and energy into figuring out how do we not just teach CBE and teach the content, but we show the experience and allow people to experience all of these things themselves so that they can also take that knowledge with ’em. We have CBE experts that serve as our coaches. This was built by our experts at CE. Natalia herself is actually one of our CBE coaches that if you enroll in the program she’ll be able to work with you. But really it’s again that idea. You’re not just talking about CBE, you’re experiencing it. You are able to build a program that meets the needs in your classroom or workforce. We’ve made the summative assessments really flexible so that they are able to be applied to a number of different situations. So if you’re working on something and you’re like this, I want to take this through the program with me so that at the end I have something real built, you can do that if you just want to go through it and learn the content knowledge and how to do it.

I always use the example for me. You might’ve heard ’em a moment ago, I have a few chihuahuas, but I could make a program just so that I’m able to go through and learn and I could say, I’m going to write a curriculum about X, Y, Z chihuahuas so that I’m able to get the knowledge of how to do this as I go through it. So you can go through it in a lot of different ways. Again, we’re all adult learners. The learners that we expect in competent you are too. Most of them are going to have full-time jobs or be full-time students. And so it again demonstrates that idea of progressing at the pace that’s going to be right for them in an online and asynchronous way. And then lastly again, we’ve got our personalized support via synchronous meetings, which are not required but they’re available.

And the feedback loop that you get in a CBE experience, and I’ve sort of touched on this, but we launched competent you because we want to increase access to CBE experience. We want to model that best practice learning of CBE learning experience. We want to reach more learners. So a lot of the offerings that we’ve had to date have been working directly with institutions on larger contracts, having things like our CBE and our CBE exchange conference and our membership. But this is a way that you’re able to get that individual validation of what you’ve learned as well, but it’s also just opening up that deep knowledge to individuals in a way that haven’t happened before. We do have groups of people going through it as well. So entire teams take competent U together. They’re meeting offline on their own, but they’re able to get the knowledge that they as individuals also need.

And just very quickly, right now we offer three different packages of programs. The most popular one is our certificate, which is really building that end-to-end curriculum experience and that is the one that by the end of it, if you finish that, you’re going to end up coming out with a complete credential or training program that you would have the ability to launch. That would not include the learner facing content, but it would have the competencies, it would have the assessments, it would have how to validate, so really understanding how to do those things. We also have a foundational CBE course, which is really great if you just want to get more people to understand what CBE is at a high level and why it’s important in today’s environment and ecosystem. That’s a great sort of just starter 1 0 1 type course. And then we offer a two course bundle, which includes the foundational course and the first course in our certificate program for people to be able to start their journey.

Maybe it’s good for limited professional development funds. The reason I want to bring all these up is that it will be an important context as Natalia begins the demo. So I wanted to sort of outline what we have so far. That’s what we’re starting with is a little bit more on developing high quality curriculum programs, but we are going to be launching more courses and programs that are aligned around all the support systems you need to successfully launch and implement CBE programs as well. And with that, I am going to stop talking and I’m going to introduce my partner in crime, Natalia, who’s been working with me over the last year and a half to bring this thing to life.

Natalia Mejia:

Thank you Lacy. So this is a great overview that Lacey just gave us about what CV is and why we’re doing competent you and now what I plan to do this was, sorry, what I plan to do next is just to show you competent you in action and then talk through some of those key characteristics that Lacey just mentioned and see how we’re applying them with our program and just see, I’m sharing my screen. Can you see my competent use screen?

Lacey McCann:

Yes, we can.

Natalia Mejia:

Thank you. So the first thing we’re using Brightspace for ing you and the first thing that we see as learners when we land into our homepage is access to our five courses. For this certificate, like Lacey mentioned, we are focusing on curriculum and we will have the five different courses available if you sign up for the certificate, but it’s scaffolded learning so you will be moving progressively from one course to the next. So you’ll have access to course one and then course two and once you’re demonstrating mastery and those performance based assessments that we have, then the next course will open for you. And we have learners moving at different pace. Some are moving very fast through the curriculum because they have some background knowledge and they also have a little bit more time and there are some others that are working at different rhythms and taking care of different things that present at work or with their families.

So this is one of the great things about competent youth. There’s not really a limit on how fast you can progress through the curriculum. Then once we access one of the courses, we’ll see that we have the coaches here. As Lacey mentioned, I’m one of the coaches, but we also have other colleagues at Cban who are experts on the curriculum design piece of competency based education and we are always available for one-on-one meetings with the learners if learners have questions, if they want an explanation of feedback they receive or they just want to check on different things around timing our main content. We’re also providing critical feedback on activities that are necessarily for the summative assessment and then we’re also doing that final review of the performance based assessments that learners need to complete in order to show mastery and moving into the next course when we go into the actual course, we’ll see that we start with our competency statements.

So we will have a course overview and then we will have the statements currently laid out for the learners. And actually we have these recently posted on credential engine. I believe Lisa could correct me if I’m wrong, but there also you can see the programmatic setup of the competent you and how the different competencies that are aligned to the different courses and how they build to that master in the curriculum At the end. We also have a variety of activities. So all the courses will have a variety of practice assignments or knowledge checks, and even though they’re not graded, there’s still some of them in our program are required because we believe they’re necessary for learners to complete in order to prepare sufficiently and receive critical feedback on their work before they submit a project. And like Lacey mentioned, our project at de performance space is criterion reference. It’s authentic. So we really have students work on all type of projects, but we’ll talk about that in a little bit. And we also have the an acknowledgement to different people who work on these courses. So you will see that our team of experts have all participating in this development. So it’s really a great way to be able to learn from c Ben and all the things that we teach and that we are sharing with the world in this contained curriculum program.

Then like we mentioned, then we have some policies and even though we do have some participation and progression requirements because we do still need to timebox it a little bit, we still have the flexibility to move as fast within the curriculum and learners have about a year or six months after they’re enrolled into the course to complete it, which gives a lot of flexibility and we have designed all of our courses to be within four and six weeks. We also have our policies, which requires us for competency-based education is to really show mastery and be confident about the claims we’re making about the people going through the competency program that if we say, okay, they know how to write a competency, then we have verified that. So that’s why we require that students or learners score on every criterion in the rubric for the performance based assessment.

And then like I mentioned, we will have all kinds of scaffolded activities that will help you prepare for that as well. And then in terms of that project, then we can see that the project instructions are always visible for the learners and they really are designed following that backwards design approach that Lacey just mentioned where we’re going to start with our competency statements and then we’re going to define, okay, where is an authentic demonstration and what is a real world application that we can have students work on so that they can show us they can do what we say they will be able to do. So it’s very important for the program that learners have the ability to work on projects that are useful to them. So something that you’re working at your institution that you could walk away with at the end of the program or something that you’re interested in or even if you just don’t have the time, you’re just testing the waters about what CV is and I want to develop maybe a smaller program just to get a sense of it.

The project is designed to allow for that and then we always provide feedback on the projects and you can always check with the coach, you can have several attempts. We limited the two, but it’s not necessarily a strict rule because in competency based education, but what it matters is that the learners demonstrate that mastery. So if a learner needs more attempts than just to, of course they will work with their coaches to have that opportunity. And we also have the rubric, and this is what we mean when we say criterion reference. So the learners are evaluated against the standards, not against each other or what other people are doing. We just made the expectations clear and we have a rubric that says you did it or you don’t, and then the coaches will provide targeted feedback on that.

Then as we go, we went competencies, then we went performance indicators, and now we’re just going to go to the actual learning experience that then builds to that and help us prepare for that summative. So always this is an example module. We always start with a learner story. In this case it’s a partner story, but we try to frame it and contextualize it for learners about what a real student at a university or an employer might be going through as they engage with our learning experience. So we always try to say, okay, this is why this matters, and we always bring that reflection back. So then they always have the learner at the center, so the participants and company, you have the learner at other institutions in mind. We also frame the content to make sure that it’s clear how it connects to other pieces and we clearly explain what’s expected in each of the modules and as we go, we also present all the information in bite-size chunks. So that really helps the students engage and with the content in a manner that’s manageable, that’s manageable, that they can really sit with digest, and then we present real content applicable scaffolded that’s going to be useful in acquire those competencies on demonstrating competency in that performance assessment.

Then you can also see this reflected here. For example, if we go to another module, we’ll see that each lesson, we break the content into smaller lessons and then we have activities scaffolded throughout. So you’ll see that in any module you will have different activities that help you prepare for the summative assessment or that build to those skills that we are working towards. So for example, in this module we have several activities that the learners complete and it’s like a little bit more manageable one step at a time and they will always receive feedback from their coaches and we also have some automatic feedback features, but we really, like Lacey said, practice what we preach about having wraparound supports and having the role of the coach or the instructor to be very engaged, very involved in that learning so that the learners get the feedback they need and they can get their questions answered and then move forward in the learning experience.

Then in some cases too, we teach other curriculum how to use AI tools for some of the tasks that go along with competence based education. So for example here, because this is the last course in the certificate that talks about building learning journey outlines, then we show the learners how to actually prompt AI to get some of the pieces that we’re asking them to complete, always emphasizing the ownership and the expertise. So as an expert in the field, you are the person who is ultimately responsive for whatever content you’re putting in front of your students or your learners, but we still want to use that technology expedite the process a little bit and then always as the learners complete the practice activities, you’ll see that the project here is an instructor view. So you’ll see that it’s required for them to receive feedback on certain activities before they can submit the summative assessment because sometimes what we’ve seen is that a learner is moving very fast, but that doesn’t necessarily mean that they’re sitting with the content, that they’re understanding that they are processing and they’re receiving the feedback they need.

So they submit their summative assessment but they’re not ready and they don’t demonstrate that mastery. So we still put some guardrails and say, okay, just make sure you do these pieces and that you’re fully ready before you go here under your summative assessment. Which is also a little different to what many people believe sometimes that CBE is the same as a prior learning assessment or is direct assessment CBM and those modalities also has something in common and you can have direct assessment C, BE, but not LCBE is like that, and in this case we do require the formative activities to be completed. They’re not part of the grade because what matters is the demonstration of competence and the summative assessment, but we do require those and then finally as learners complete the course, then they can move on when they’re ready, they’ll have their next steps. Like I mentioned, because this is the last course in the certificate, it’s really like well contact your coach because you’re going to receive a certificate or something else, but usually when it’s another course the student will be just automatically able to enroll or continue into that next course and that’s that’s it for this course.

Lacey McCann:

Great, thank you. So with that, let me, I’m just going to talk for a second here actually I’m not going to share yet. There we go. Thank you Natalia. That was awesome. So that was a real deep dive into competent you and the competent you experience. The point of doing that was multi-fold. We want to be able to show and demonstrate using competent you how we integrate what we consider to be some of the best practices with competency-based education, especially when it comes to the support model, it comes to the feedback model, it comes to the relevancy and it comes to that individual learner meeting them where they are and meeting them when they need it. So that was sort of the way we wanted to demonstrate that. One thing I will point out, competent you though is not a, this is a training program for faculty.

This is not financial aid eligible or anything like that. So things like when you’re working with programs and you need to show regular and substantive engagement, interaction, those types of things. For us it’s an asynchronous program with optional synchronous opportunities and we strongly encourage people to care of, take advantage of those synchronous opportunities, start building your own network with our experts and things like that and getting that conversation and that feedback along the way, but it’s not required. Whereas when you have a formal program financial aid eligible, you’re going to need to be able to demonstrate that proactive substantive engagement and so competent. You doesn’t show that because that’s not who we are. That’s not this specific training. But with CE of course that’s something that we have a lot of experience in implementing those types of programs and we’re able to guide people through that process.

We did get a question privately, I’ll touch on just really briefly, which it’s been a few years since I’ve been at the institution at an institution myself, but I was involved in launching one of the earliest programs approved by the DOE back in 2014 I think, and was the product lead on that program for many years. And we did that in a number of ways as far as the engagement went. Being able to show that it’s going to vary by program, every model ends up being a little bit different, but the way we managed that was partially through, we had instructors and faculty and we had a coaching, so people had two different types of support mechanisms that we had specific markers with proactive engagement and certain milestones when people would hit. They also had to be able to demonstrate they had to reach certain milestones by certain points to be able to be financial aid eligible and we had an operations team that leveraged, we happened to use Brightspace as well in that model for those programs and you were able to set up through that and through a backend CRM system, which we used out of Salesforce actually, we were able to set up what those milestones were, how to make sure that people were hitting those milestones to remain in compliance for financial aid purposes.

So it’s a little bit different by institution and exactly the way you would set up and operationalize those types of things. But the model we went with was direct assessment with faculty and coach support, proactive outreach and a backend system that was really helping to track milestones and making sure that was evident to the students.

Natalia Mejia:

And I’ll say lazy too that we do. Talk a little bit about that in cing you because it’s such an important question that always comes up, but thinking about what Lacy just said, there are different ways of applying that any institution doing. CBE always has to make sure that they have clear documentation of instructor qualifications so that they’re meeting the accreditations or requirements. We also want to say that the course includes meaningful interactions for academic engagement and training the faculty on how to meet those requirements within the courses and having a consistent implementation. So like what Lacey just mentioned, we understand at this institution how we’re planning to address these requirements and we are monitoring that and ensuring that in every program or every course those requirements are being met, but there are different ways to do them and I think we’ll, happy to chat with anybody who has those questions a little bit more offline. That’s not to detract the whole presentation.

Lacey McCann:

There’s a lot of flexibility and a lot of models that work for C, b, E and C. Ben has definitely worked with them all in one way or another, and so that’s something that we we’re really able to work through. But yeah, even competent you will provide guidance on what you need to consider when you’re developing the model that’s going to be right for you. Any other questions for us or I will share if you want to learn more about Competent You? The program is live. We launched with our first public cohort in January. We have monthly start dates and we also have built our system to be very flexible to meet the needs of the organizations that we serve. So while we have a standard Competent You program, we are also able, if you are a group that, let’s say you work with an association or something and you want to be able to get a number of people educated, we with faculty associations and things like that, we have the flexibility to be able to build custom content with custom examples, have individual cohorts, all things that we can have conversations about leveraging our system and are competent you experience and c Ben’s expertise.

So I want to throw that out there because we also are an organization that really meets people where they are and so therefore we focus very strongly on having the flexibility to do that. We have a standard program with competent you, but there’s lots of different ways that we can help and even have just conversations about what you’re doing and what you might want to be thinking about.

Josh Beutler:

Fantastic. Lacey Natalia, thank you so much for joining. I can tell you this and having worked with the organization for years now and even seen it grow exponentially over the past few years, there are very few times when I start talking to people about competency-based education and those who are early on in their understanding and as they realize that the focus is on learning and not time, there’s always a head nod. There’s always like, yes, that’s the way learning should be because as I demonstrate and as I grow and I show mastery, there’s a hunger for more and empower those learners to continue to move and to move forward without the constraint of saying, well sit tight, it’s going to be a few months until you can move forward. It just does not make sense in the minds of almost any person out there. I’ll put a plugin, I’ve gone or I’ve gone to CCB Exchange for years.

I’ve seen it grow over years. I think last year there are over 900 people there. It sold out over a month early. It’s in November and I’d appreciate anybody who wants to go and look and be there as part of this process. CB Exchange C Ben isn’t just a great group of people doing innovative things. You’re leading a movement and that’s why GoReact is so apt to be close and work with you around authentic assessments and to be able to do this work together and highly collaboratively. So I’d encourage anybody listening and watching and seeing this later to do just that around CV exchange and join c Bend as well as an organization. Thanks so much ladies.

Lacey McCann:

Thank you Josh. Take care.

Josh Beutler:

You’re welcome everyone. Please join us. 15 minutes and 15 minutes for the closing keynote with Carl Hooker. You also have their last minute to go and see and visit the expo. Our folks here from SI will be there, so go over there and take a minute to chat with them, follow on discussions and anything you’d like to go deeper on. I know that everyone’s willing to go as deep as we can with the time we have and also set up follow-up meetings after. We also encourage you to take a short survey about reaction. Let us know what you liked, what you didn’t like. The link is in the chat and we’ll also send an email after the closing keynote just so that you get a sense to chime in. There’s no sense in being a feedback and authentic assessment based company without wanting and needing your feedback. We want every single thing you can think of, good, bad, constructive, anything we can do, we want to do better as well. Thank you for participating. We loved being here with you, spending these times, this time with you for the last two days. Please keep tabs on us and we’ll keep tabs on you. We’re excited to see you next year at Reaction as well and have a great and wonderful day. Thanks everybody. Take care.