Tag: pace/progress/advance upon mastery

Advice From Highland Tech Students

November 25, 2014 by

HTCThis is the second post on Highland Tech Charter School. Click here for Part 1.

During my visit to Highland Tech Charter School, which features a personalized, project-based, mastery-based design, I asked students how they might advise other students who were enrolling in HTC or a similar school. Here’s what they had to say:

On Learning, Growth and Progress

  • When you take the placement tests, take them seriously. You don’t have to get stuck doing things you’ve already learned. You may even be able to be placed at a level above your grade.
  • We are not held behind. We are able to get done what we want to do. Sometimes things are really hard so it takes longer. But other things are easier.
  • This type of schools makes you have a better sense of what you are learning. It’s important to know when you are learning the basics and when you are applying your learning.
  • When you get behind, don’t worry. It’s easier to catch up. You just have to demonstrate that you really know something. (more…)

Lingering Questions #1: Pacing and Supports

July 17, 2013 by

This was originally published on the College & Career Readiness & Success blog.

On June 24th, the American Youth Policy Forum and the College and Career Readiness and Success Center at tlingeringhe American Institutes for Research co-hosted a webinar on “State Implications for Competency-based Education Systems.” Presenters included Kate Nielson, Policy Analyst, National Governors Association; Diane Smith, Director, Teaching and Learning Initiative, Oregon Business Education Compact; Sandra Dop, Consultant for 21st Century Skills, Iowa Department of Education; Carissa Miller, Deputy Executive Director, Council of Chief State School Officers (CCSSO). Following the webinar, we collected a series of lingering questions from participants on a range of topics. Their responses to the first of three important questions are below:

In a competency-based system, students have the ability to complete work at their own pace. How have states thought about how to support students who need more time to demonstrate competency? Alternatively, what do states do when students finish early? How can states think about adjusting resources and funding to allow for such a shift?

Jennifer Davis, Director, Innovation Lab Network, CCSSO (responding in place of Carissa Miller) – For students who need more time, most states and districts implementing CBE have outlined mechanisms for knowing when students are struggling and providing them with a variety of supports.  Schools in Maine, for example, keep track of students’ pace against “teacher pace.” When students fall behind teacher pace, additional resources and supports are given.  In Lindsay Unified School District in CA, falling behind pace triggers the co-creation of an individualized learning plan (ILP) outlining the steps and supports the child will pursue to accelerate.  Other states, like Kentucky, mandate an ILP for all students, which helps students, parents, and teachers monitor the child’s progress.  Most states and districts implementing CBE are developing rich banks of digital resources for students to access on-demand.  This, coupled with human guidance through mentors or advisors, provides students with multiple and/or targeted methods for reaching mastery. (more…)

Did I Mention That It’s Hard?

September 3, 2012 by

If you are considering having your district or school move towards competency education, then find an hour to dive into the recently released The Long Conversation or, “It’s hard, but worth it. Did I mention that it’s hard?”

This case study on Kennebec Intra-District Schools, better known as RSU 2, commissioned by the Maine Department of Education, really is a must-read for anyone starting to think about implementation.  It’s chock full of lessons and insights that can help you leap over the hurdles you are bound to encounter.

Setting a Vision:  The process used by RSU 2 under the leadership of Don Sivisiki, now at the Maine Department of Education and its vision for student centered learning can be helpful to think about how to shape a process to engage school board, educators and community members. (more…)

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