Tag: high school

Columbia High School: How a Comprehensive High School Becomes Mastery-Based

August 8, 2018 by

This is the sixth post in a series on Mastery Education in Idaho. Links to the other articles in the series can be found below.

Columbia High School in the Nampa School District is the only comprehensive high school moving to personalized learning among the Idaho mastery-based learning pilots. Walking through the hallways at Columbia, you’d think you were in a totally traditional high school. And in fact, somewhere around 50 percent of the ninth grade is being taught in the traditional way…and 50 percent have chosen another option. Eighth graders at Columbia’s feeder middle schools had three choices: enroll in the Summit Learning program, which offers mastery-based personalized learning; enroll in the mastery-based STEM Academy; or continue to receive education in the traditional model. (more…)

Increasing Credits Earned at Initial Point High School

July 30, 2018 by

Lora Seabaugh

This is the fourth post in a series on Mastery Education in Idaho. Links to the other articles in the series can be found below.

Kuna School District in Idaho established Initial Point High School eight years ago because it believes that every student has the “potential to be successful socially and academically if they choose the correct environment and apply themselves.” Initial Point, founded by Lora Seabaugh, is designed with attention to building strong relationships and supporting students in their social and emotional development. Seabaugh explained that the potential of a mastery orientation was sparked when Kuna’s superintendent, Wendy Johnson, asked, “What makes Initial Point alternative?” This launched a period of reflection and engaging parents and students. They realized that the traditional model of covering the curriculum was exposing students to knowledge and skills, but wasn’t designed to actually make sure they were learning. They started asking themselves how they could help students get “back on track” to graduation in terms of both credits and skills. (more…)

RISE (Revolutionary Individualized Student Experience)

June 20, 2018 by

This is the third in a three-part series on Da Vinci Schools in California. Start the series here.

Da Vinci won a $10 million XQ ‘Super School’ grant to create RISE, a competency-based school for homeless students, foster youth, and other diverse learners in connection with a national competition to reimagine high school. It’s designed around four themes: care, connect, challenge, and create. (more…)

Rethinking the High School Credential

May 25, 2018 by

This post originally appeared at Getting Smart on May 4, 2018.

Most American youth don’t get what they need from high school. There are lots of reasons–some economic, some cultural, some educational. Two root problems are how we’ve defined the finish line (graduation requirements) and how we communicate success (transcript). (more…)

AASA Explores Competency-Based Education Grading

March 6, 2018 by

The focus of the February AASA Administrator is on what they refer to on the cover as “performance-based grading” with articles on secondary school grading, standards-based grading and college admissions, and an overview of Lindsay Unified’s change process (a short piece for those who don’t have time to read the book Beyond Reform). Each article is worth reading, and the piece on standards-based grading and college admissions will certainly be helpful for engaging parents who are worried. See article at CompetencyWorks on Grades, College Admissions, and Competency-Based Education 

However, I’m very troubled by trying to package the changes to personalized, competency-based systems under changes in grading. It’s simply not a good idea to try to shrink a system-wide change down into a change in grading. As I’ve argued before, we need to make the changes to grading after the “why” has been clarified, the communities have been engaged, and the infrastructure is put into place to support the grading changes. (See part 1 on the different grading strategies and part 2 on what needs to be in place for standards-based grading.) Just moving from A-F to 1-4 is only going to get you into trouble.

What are the principles guiding your grading system? It makes sense to me that districts establish guiding principles and then build the grading system around them. In the article by Matt Townsley from Solon High School in Iowa, the three principles guiding their grading system are: (more…)

Catch Up on Kettle Moraine’s Approach to Personalized Learning

February 24, 2018 by

The series on Kettle Moraine School District’s is over, but certainly the innovation and learning at Kettle Moraine aren’t. Let’s touch base with them in a year or two to find out what they are learning from rolling out personalized learning to other schools.

In the meantime, here is a place for you to find all twelve blogs and make it easier to share with colleagues. (more…)

Reflections on Learning Without Boundaries at Kettle Moraine

January 30, 2018 by

Superintendent Patricia DeKlotz

Kettle Moraine Superintendent Patricia DeKlotz had to repeat herself to get me understand, “There is no recipe.” Again, “There is no recipe or one way of doing personalized learning.” Yet I was sure there must be more similarities between the different personalized schools we had visited than I was able to point to. Eventually, as I went through my notes, I eventually did come to the conclusion that there really wasn’t one model. What Kettle Moraine personalized schools share is a very strong set of core beliefs, a highly similar culture, and a few very clear structures.

I’m still in the process of understanding the core structures at Kettle Moraine (there really is only so much you can learn in a one-day site visit). I’ve been able to identify a few described below: (more…)

A Big District Strategy for Implementing Competency-Based Education

January 17, 2018 by

Commitment counts. It seems to make a difference when school boards and district/school leadership make a commitment to the vision of a more equitable education system where all students are successfully prepared for their next step (i.e., advancing based on mastery) before they begin the process of piloting or implementation.

However, that’s not always going to be possible especially for larger districts. It is much more difficult to engage the broader community and build the consensus needed for the commitment in larger communities. There are just too many people to bring together into one room or around one table. Furthermore, we don’t believe that competency-based education can be effectively implemented as a top-down, memo-driven approach. It requires building trust and engaging in dialogue for everyone to clarify values, understand how the traditional system reproduces inequity and low achievement, and understand the implications of research in the day to day operations of schools. (more…)

Reaching Out into the Community at High School of Health Sciences

January 8, 2018 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the seventh in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Image from the HS² website

Although the personalized high schools in Kettle Moraine share a number of common features in their culture, structure, and pedagogy, each has a different design and flavor. The nationally recognized High School of Health Sciences (HS²) builds upon strong medical partners Aurora-Summit, ProHealth, and the Medical College of Wisconsin to create rich field experiences, real-world public health problems for students to investigate as well as a variety of career development opportunities. Employees from the medical partners also often act as adjunct teachers bringing their expertise into the seminars. (Check out videos about HS² here.)

The beliefs that are shaping HS²’s model and pedagogy are based on the following:

  •      learning is contextual,
  •      students will be empowered to be architects of their own learning,
  •      students will make connections between learning and their future endeavors,
  •      student accomplishments are a result of both successes and failures,
  •      learning is social, diverse, and collaborative,
  •      authentic experiences help students understand their role in a global society, and
  •      teachers guide, facilitate, inspire, and coach.

The learning design for HS² includes:

  •      Micro-school serving 176 students with 7 full time faculty
  •      Immersive, seminar-based learning
  •      Interdisciplinary
  •      Place-based learning (referred to as outreach)
  •      Personalized individual learning plans

The mission of HS² is: The High School of Health Sciences cultivates authentic and personalized learning in a health care and research context. We inspire curiosity in a wide range of fields, study, and service by engaging problem-solvers in an interdisciplinary spectrum of opportunity. Students will master a course of study that equips them for success in health care, research, and related fields. Even with its small size and limited number of staff, HS² offers a variety of courses in sciences, health sciences, and the other academic domains.  (more…)

Chasing Competencies at KM Perform

January 2, 2018 by

This article is part of a series on personalized, proficiency-based education in Wisconsin and the sixth in a ten-part series on Kettle Moraine. Please read the first post on Kettle Moraine before continuing to read this post, as it will prepare you to fully take advantage of the ideas and resources shared in this series.

Image from the KM Perform website

When Kevin Erickson, now the Director of the KM School of Arts and Performance (or KM Perform for short), and his colleagues started the school six years ago, they wanted to start an arts school. They weren’t thinking about competency-based education. In fact, they hadn’t even heard about it. “We wanted to have interdisciplinary seminars, so we started thinking about organizing them around learning targets or completion targets. These are now what we call competencies,” explained Erickson. He also said, “We started thinking about learning targets as standards and have ended up thinking about them as how we engage students.”

KM Perform, now serving 160 students, is one of three thematic charter schools, each with a different school design, housed on the Kettle Moraine High School campus. KM Perform is organized around the arts with four options for focus areas: art, music, creative writing, and theatre.

The school is organized around the “Big 5” pillars:

  •      Interdisciplinary
  •      Career exploration
  •      Building leadership
  •      Academic excellence
  •      Portfolio

Erickson mentioned that most of the academic domains have embraced these five teaching and learning principles. However, math continues to challenge everyone regarding how to integrate the Big 5 into math seminars and how to integrate math into other seminars.

KM Perform uses a continuum of learning targets to organize learning, not courses. Students participate in three different types of learning experiences that provide opportunity for learning new content, application, and performance.

  • Seminars: Each interdisciplinary seminar runs 4-6 weeks and is used for core academics and the arts. Many seminars end with a performance that is open to the public.
  • Studio Day: Once a week, students have time to work on individual projects and meet with staff, as needed.
  • Workshops: These are short 1-2 week learning experiences on very specific artistic or academic skills. Community members or guest artists are often engaged to work closely with students.

Each of the seminars has a number of learning targets. The accrual of learning targets is how credit is awarded. If students have completed 5 of 11 targets, they have earned a half credit. Complete all 11, and you have a full credit. The demonstration of competencies and and credits is how pace is measured. Erickson emphasized, “No one talks about grades at KM Perform. It’s just about red, yellow, green to indicate progress. Competencies have become the currency.” A student explained, “We focus on what we have learned. Each of us moves on when we complete a competency. On any given day, one student might be finishing a course (a set number of competencies or learning targets) and another student might be starting a new one.” Erickson chuckled when he said, “We’ve created a culture of chasing competencies.” Erickson has created the My Learning Collaborative (myLC) information system to monitor progress in completing learning targets in seminars and credit tracking. Final grades are entered into Infinite Campus. (more…)

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