Registration is now open for the 2019 iNACOL Symposium! Register Now

Tag: high school

When the Math Doesn’t Work

October 16, 2012 by

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.

(more…)

No One Graduates Before They Are Ready

October 12, 2012 by

“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…)

Class Rank in a Competency-Based High School

October 2, 2012 by

My school, Sanborn Regional High School in Kingston, NH, made the shift to a competency-based grading and reporting   system about three years ago. For those of you who have recently made the switch, as well as those of you who are planning one in the near future, I can tell you that once you go down the “competency road” it creates a chain reaction of other proposed changes – some you would anticipate, some you would not.For us, we weren’t too far down the path before the question came up of what we should do about class rank. Like most traditional high schools, we have always used a weighted grade point average (G.P.A.) to compute our class rank. We also have always engaged in traditions such as holding a banquet for students who were ranked in the top ten percent of the graduating class and naming a Valedictorian, Salutatorian, and a Class Essayist to the students who were ranked 1, 2, and 3 respectively in their graduating class. With the shift to a competency-based system, we hoped to remove the tradition of class rank. We found that this would prove harder to do than we originally thought.

(more…)

Alberta Breaking Down the Boundaries

September 20, 2012 by

Some of our friends across our northern border are experimenting with seat-time flexibility as well. Jonathan Oglesby from iNACOL just sent an article about Mother Margaret Mary Catholic High School’s experimentation with flexible time. It’s an interesting pilot as it works around the margins of seat-time providing students with weekly opportunities to design their own schedules.

It’s part of Alberta’s High School Flexibility Project aimed at increasing high school completion. They did a nice piece of work in their planning phase where they started to name and describe the different techniques related to credit flexibility. This is just the beginning list of the infinite design choices we have in front of us. Looking at this list, it’s probably time for us to make an easy to use tool to help us think strategically about these design choices as they are bound to grow as the boundaries of the traditional school system loosen up. (Please add others in the comments section so we can get a good list going in order to save time having to start from scratch every time).

Courses and Credits

  • Self-Directed Learning Modules: Portions of, or entire courses, that are made available to students to work through at their own pace.
  • Condensed Classes/Compacting Curriculum: Providing less than 25 hours per credit for classes. Such a practice requires a review of the traditional delivery of courses in order to “compact” the program outcomes into less time.
  • Expanded Classes: Providing more than 25 hours per credit for classes.
  • Credit Recovery: Making allowances for students who have not successfully completed a course to continue their coursework beyond the time scheduled. (more…)

Vergennes, Vermont Kicks Off Competency Education

September 19, 2012 by

Beth Miller, Director of Research and Evaluation at Nellie Mae Education Foundation just let me know that  Vergennes Union High School is in the news. VUHS is one of the Profiency-based Pathways grantees (a report will be released next month).

WCAX.COM Local Vermont News, Weather and Sports-

In the article, Kristine Kirkaldy of VUNHS said, “It’s about learning how to learn. The better you are at it, the better you are able to acquire the skills such as critical thinking, reasoning, problem-solving.”

Even though it’s not in the news article, I think it’s worth mentioning VUHS’ mission. It’s a powerful one, and for all the districts and schools re-thinking their mission and purpose, I thought it was worth sharing.

Personalizing State Policy with Extended Graduation Rate

June 27, 2012 by

One of the key elements of personalization in education is providing flexibility for students who need more time.

Yet, only 12 states have embraced the extended-year graduation rates initiative that provides incentives for districts and schools to serve those students who need more time to graduate. I am wondering what impact this is going to have on districts wanting to apply for RTT—will (more…)

Freshman Learning Community – A Successful Model That Puts Competency-Based Grading into Action

June 1, 2012 by

The transition to ninth grade is challenging for many students. For Sanborn Regional High School students, their transition struggles pointed to several issues in the district. In 2008, the district convened a summit to consider research on the needs of these students and to review the best practices in teaming. The ninth grade teachers decided to focus on a Professional Learning Community model framed by teachers from English, Social Studies, Wellness, and Science.  Over the next three years, the team worked to develop team norms, goals, common grading practices for class work and homework, grading policies, integrated units, performance-based assessments, and communication to parents.  Their work spurred a movement in the Sanborn Regional School District to become a competency-based grading and reporting school district, which the district became officially for the 2010-2011 school year.

In the fall of 2011 under the direction of Assistant Principal Ann Hadwen, the team that had come to be known as the Freshman Learning Community (FLC) took their next big step in development. Working within the master schedule, the FLC created a school-within-a-school model (more…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera