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<h2 class="hd hd-2 unit-title">Activity: Unit 2 Response Journal Reflection</h2>
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<p>Now that you’ve met our featured schools—Montpelier High School, Crosstown High, and Noble High School—and seen what competency-based education looks like in their classrooms, we invite you to reflect about them.</p>
<p>After reviewing your response journal notes, conversations in the discussion forums, and the description of the schools below<span style="font-size: 1em;">, <strong>choose one</strong> of the questions below to respond to. Feel free to add any additional thoughts! </span></p>
<ol>
<li>Choose a part of one school's implementation that seemed especially compelling to you. What was it and why was it compelling? </li>
<li>When you consider these schools’ experiences, are there things you notice, perhaps characteristics of the school or staff, that seem to be helpful for experimenting with CBE and/or educational innovation in general? </li>
<li>What CBE-related challenges did you learn about that seem most relevant to you and your context?</li>
</ol>
<p>Please<strong> share your thoughts</strong> with your trusted colleagues. </p>
<h3>Our Featured Schools</h3>
<p><strong>Montpelier High School</strong> is a public school with approximately 350 students in a small town in Vermont. They made significant changes to their schedule (8 marking periods) and grading system when they implemented proficiency-based learning.</p>
<p><strong>Crosstown High</strong> is a new, urban charter school in Tennessee that opened with approximately 150 ninth grade students. It has a strong focus on project-based learning, in addition to being competency-based. Some classes are team taught to facilitate interdisciplinary learning. </p>
<p><strong>Noble High School</strong> is a public school with approximately 1,000 students in rural Maine. They have heterogeneous class groupings, where students of all abilities take classes together. When they adopted proficiency-based learning, they decided to continue using letter grades, but to rethink other aspects of assessment, like retakes. </p>
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