I’m sharing this article on Laconia High School that was originally published in the Center for Secondary School ReformWinter 2014 newsletter. Competency-based schools can learn a lot from schools that have used performance-based assessment as their entry point. This article caught my attention because of the strong integration of youth development — young people developing a strong sense of themselves within a context of their communities as well as an understanding of their own motivation. I realized that this type of performance-based assessment can be a valuable tool in developing lifelong learning competencies (i.e. habits, college readiness skills or 21st century skills).
This article didn’t specifically raise the issue of racial or gender identity and how the interplay of motivation, behavior and choice might vary when students encounter institutional racism or sexism. I imagine if these performance-based assessments were implemented in Manchester instead of Laconia, the issue of how opportunity might vary based on race, gender and income would arise quickly in the discussion. Perhaps it did in Laconia as well?
Laconia High School’s Performance Based Assessments
Laconia High top 10 scholars.
Laconia High School is implementing Performance Based Assessments (PBAs) that tie content learning directly to students’ college and career aspirations. This is done using a vertical design that consistently integrates students’ voices and choices into the curriculum delivery each year throughout each student’s four-year educational career. In this way, we are working to ensure students graduate from our educational community with the skills needed to move toward their chosen goals.
Laconia High School has been part of the CCSR i3 Network for four years. Our original direction involved the development and implementation of Extended Learning Opportunities. The philosophy behind ELOs seemed to work well for those students who had the discipline to stick with the work they designed and the structured due dates that came with it. In the last two years, we have worked to integrate that philosophy into our overall four-year program so that students developed the desire to “own” their education. This has resulted in greater engagement for our students. Students have an increased awareness of the relevance of what they are learning, they are more aware of how their education can be connected to the future they want to have, and they are regularly asked to assess how their current performance is moving them toward or away from the goals they have set.
This is the second of a two-part series on Making Community Connections Charter School. Click here for Part 1.
In our traditional system, students progress in age-based cohorts, with most students progressing regardless of what they know and some being retained to repeat a year. Competency education expects students to get the support they need so that they are proficient, offering flexibility as needed, such as allowing students to continue to focus on gaps or areas where they are not yet proficient (i.e. competency recovery) in the summer or the coming school year. The challenge for the school is to keep students on track AND provide flexibility to ensure they become proficient, which means rapid response when students struggle and more intensive interventions as needed.
Making Community Connections Charter School (MC2) has a different understanding of what it means to be on track. It’s not just an arrow, angling up at 45 degrees. It’s the J curve, which predicts that as students become more mature, with the habits to be successful learners, they will take off and learn on a much steeper trajectory. Under this theory of learning, how does MC2 make sure students are on track and progressing? (more…)
This is the first of a two-part series about Making Community Connections Charter School. Click here for Part 2.
“As a learner, I grew in the way a fire would if you sprayed gasoline on it.” – From a student’s graduation portfolio
That’s what Making Community Connections Charter School (MC2) is all about –creating dynamic learners. At MC2, serving grades 7-12 in Manchester, New Hampshire, it feels like they wiped the slate clean of all the traditional ideas of what makes a school and started to design the school from scratch. It’s deeply student-centered in its design and operations. Its theory of change is built upon a deep understanding and appreciation of adolescent development, motivation, and learning sciences. MC2 is a model that will work for any student. At its center, it is designed around the kids who are educationally challenged (about 35% of MC2 students are classified as having special education needs), have already had a tough time in life by age 14, who have felt betrayed by the adults in their lives, and are drawing from their own reservoirs of stubborn hope that things can get better.
This case study on MC2 is broken into two parts. The first is on the design principles and the theory of action driving the school. The second is on how students progress and the implications for teachers. (more…)
Amanda is a typical high school student who loves spending time with her friends, participating in a variety of clubs and activities, and doing well in school. Since a very young age, she has wanted to follow in her mother’s footsteps and become an emergency room nurse. My school is preparing her for that demanding career with a competency-based model that has been designed to help her master a series of academic competencies, academic behaviors, and college and career-ready skills. Our competency-based model engages Amanda in her learning in ways that traditional high school models never could.
Five years ago, the administrative team in my school district and I began suggesting that our school make the move to a competency-based grading and reporting system. We knew that was going to be a monumental shift for some of our elementary and secondary teachers, but that it wouldn’t be such a bold move for others. The career and technical education (CTE) teachers and administrators who work at our regional CTE center, for example, applauded our efforts to move the school district to the model that they had always used to define their work. (more…)
I was watching a cooking competition on the Food Network the other day. The contestants were asked to create the ultimate grilled cheese sandwich for a panel of judges to sample. The judges then assessed the sandwiches on a variety of characteristics including overall taste, texture, presentation, and what they called a “wow factor” that included the use of unique ingredients.
This competition really got me thinking. Brady and Cameron, my 8- and 6-year-old sons, and I make grilled cheese sandwiches all the time. Through trial and error, we have learned what works and what doesn’t. Some of our discoveries have included what kinds of cheeses melt best, how much butter to use to get a crispy crust, what kinds of breads produce the best flavors, and how hot to make our pan to get the right sandwich. We’ve made plenty of mediocre sandwiches along the way – overcooked or undercooked, not enough cheese, not enough butter, soggy, or just too dry. Still, even the mediocre sandwiches satisfied our hunger at that moment. (more…)
Launched nearly 35 years ago, Our Piece of the Pie® (OPP®) is dedicated to helping Connecticut youth become economically independent adults. All of OPP’s strategies and services are structured to lead at-risk or disadvantaged youth, ages 14-24, toward the goals of achieving a college degree or vocational credentials and obtaining rewarding employment. This posting will focus on OPP’s journey in building its signature competency-based high school model.
OPP’s Competency-Based High Schools at a Glance
Founded in 2009, Opportunity High School in Hartford is a unique partnership between Hartford Public Schools and OPP serving over 100 over-aged and under-credited students
Founded in 2012, Learning Academy of Bloomfield is a co-operated high school between the Bloomfield Public Schools and OPP. During 2012-2013 the school served over 20 students with all seniors receiving diplomas
In August 2013, OPP began its work with Norwalk Public Schools under an agreement with the state to turn around Briggs HS in Norwalk, a “failing” school serving up to 100 high-risk students
With the June 5, 2013 vote of approval by the CT State Board of Education, OPP will open Path Academy, its first charter school, in Windham in August 2014 serving a maximum of 200 high school students who are off-track; in doing so, OPP becomes a charter management organization (CMO)
Eight Core Philosophies
The Path Academy model is the prototype for all of OPP’s Competency-Based High Schools. OPP builds the model around eight core philosophies that guide the innovative school model: (more…)
Susie Orsborn principal at West Albany High School
I just had the opportunity to listen to Susie Orsborn, principal at West Albany High School in Oregon, describe the school’s journey toward proficiency-based education at the Business Education Compact’s training, Implementing Proficiency at the Secondary Level. Below are of my big take-aways from her story:
With Voluntary Comes Variation: Like much of the efforts in Oregon, participation in proficiency-based education starts with volunteers. At West Albany, a handful of teachers volunteered, approximately one in each department, to use proficiency-based approaches in their classroom. She explained that a veteran social studies teacher said that it was “the first time he actually knew what students know, or didn’t know.” The voluntary, teacher-led approach to transforming the education system from the classroom also means that there is a lot of variation. Instructional, assessment and grading practices vary across and within departments. (more…)
The authors of Making Mastery Work open a fascinating door into the dynamics of competency education in Chapter 5: How Students Experience Competency Education. In talking with students and teachers across the ten schools with a high degree of diversity – rural/urban; district/charter; 4 year high school/alternative high school serving over-age, undercredited students – a number of important issues emerge.
Traveling a Longer Road: The driving force behind competency education in the K-12 system is equity. We know we need to find a better way than the time-based, A-F system that reproduces inequity. However, the way we think about equity in the traditional system doesn’t really make sense in a competency education system. Making Mastery Work starts to unpack equity in discussing how students in the same classroom may have different ways to show evidence of their learning based on their learning progression. “Equity comes in the fact that both students are stretching themselves as they work towards the same learning target.” What’s interesting in many of the conversations about personalized learning is that students understand the variation in their work if, and only if, the competencies and assessments are perceived as fairly implemented.
Trust: In a post-visit to Maine blog, I wrote about the power of the “growth mindset.” I think that it is this shared belief that we can all learn and that we are all supporting each other in learning that brings to life the trust and sense of all being in it together that is described in Making Mastery Work: MSAD15 students talk about working with their teachers to make competency education work, expressing appreciation for teachers who are open to their suggestions and invite them to make decisions. Four middle school students explained that “We unpack the standards” and then determine the best way to group themselves for a particular activity or recommend particular structures to organize learning more effectively. Teachers emphasized how they trust their students “to help us figure out what works best for them.” “My students usually come up with some great ideas,” said one, “so I trust them.” (more…)
Last week there was a great piece Why Students Who Underperform Drop Out on the PBS Newshour. Ray Suarez interviewed Stephanie Krauss, Shearwater Education Foundation, Victor Rios, Professor, UC Santa Barbara and Adam Steltzner, NASA Curiosity Mission. It was an interesting group with Krauss and Rios being former dropouts and Steltzner almost not graduating. The conversation was primarily on how to re-engage students who have gone “into the wilderness”. In the midst of this conversation Krauss raised the issue of seat-time and competency education. Watch the show or you can check out Krauss’s discussion on seat-time below.
“I’m not going to tell you. I know what a lexile means, but I’m not going to tell you mine.” And in the next breath: “I blew the test. I tested at third grade. I’m good at reading. I’m actually supposed to be in 10th grade. But I blew it and I tested at third grade.”
This was my first conversation with a student at Schools for the Future in Detroit (SFF is a Next Generation Learning Challenges winner). It was in response to a question about the different tests that the students had been taking during the first two weeks of schools. The students did know what a lexile was and what their individual lexile was. They understood that the set of assessments they had just finished were being used to set their educational path. As we were talking, some students were beaming as they were going to move to Core 2. Others were frustrated that they would be assigned to Core 1 but were very determined to do better. This tension is part of being transparent. It’s a step in engaging students that have been lost in our education system. No more lying to them that they are doing okay because they got a C and passed on to the next class. This is a competency-based environment. (more…)