A Vision Statement
Educating students to achieve postsecondary readiness through high-quality educational experiences that acknowledge and foster the development of individual goals, learning styles, and abilities. A well-defined set of skills and understandings, in addition to the cultivation and assessment of learning habits, allow students the flexibility to grow academically through traditional instruction, collaborative projects, online learning, experiential learning, blended instruction, dual enrollment, and work-based learning opportunities. Literacy, mathematical content, scientific inquiry, global citizenship, physical education, artistic expression and transferable skills are the core structure of our educational practice.
If we want students to be ready for post-secondary life, we need to be specific about what we want them to be able to know and do. = Proficiencies
If we understand that learning can happen from a variety of sources and experiences, we need to honor this and measure them against the proficiencies we value through alternative assessment procedures.
In order for students to be able to learn effectively in a variety of environments, we need to help them develop personalized plans and the habits of learning that will allow them to be successful.
If credit is no longer awarded by credit hour, does this mean students can progress at their own rate through course work?
What do we do if they already know it?
What do we do if they did not learn it?
In the traditional classroom, the "blended practice" can allow for flexibility in rates of progress. In simplest terms, a student could reach proficiency, while another can do projects that exceed proficiency (Honors level work.) A typical class can remain somewhat synchronous if multiple levels of proficiency can be offered. With the addition of FLEXIBLE TIME, like a "flex block," students that wish to go beyond proficiency are able to do so, and others that need more time can get it. Flex block time allows for the maintenance of a synchronous classroom by providing extra time for the students that need it.
I have begun to create learning scales with specific proficiencies for each unit.
Proficiency is achieved when they can meet the "I can understand this" level. This is "A" work.
A+ occurs when they "can use this." This method has allowed me to apply a traditional grading scheme to a proficiency model. See Digital DJ unit 8 as an example of my first attempt at building a learning scale for this purpose.