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<h2 class="hd hd-2 unit-title">Montpelier High School: System Snapshot</h2>
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<p>All our schools have complex systems. For our featured schools, we've highlighted and shared select aspects of their systems related to CBE. </p>
<p>The shift to proficiency-based learning changed Montpelier's systems, culture, and teaching practices. Their school year is divided into eight marking periods and this has prompted teachers to be particularly intentional around formative and summative assessment (1:50). The “Solon” flex block supports students, as does the opportunity for retakes (3:50). Former Principal Mike McRaith underscores the ongoing challenge of achieving equity. For a more in-depth look at Montpelier’s proficiency-based system, see some sample school materials <a href="https://docs.google.com/document/d/1gRjKZkRZNUrVDDkkcIlMzr-JJsg103SMQm4maJClYLE/edit" target="_blank">here</a>.</p>
<p>As you watch this and the following videos, we encourage you to jot down notes in your response journal<strong>.</strong> Here are some potential areas to consider:</p>
<ul>
<li>Teacher Tom Sabo says, “We started considering proficiency-based learning and thought about the basic tenets, asking the questions, what is it that students will learn? How are we gonna know that they've learned it?” Is there space at your school to thoughtfully discuss teaching and learning practices? Does it allow space for you to re-assess your current practices? How so?</li>
<li>Several educators at Montpelier discuss the challenge of supporting students who are not meeting academic targets. What kinds of systems do you have in place at your school to deal with students that are falling behind academically? Do you feel they are effective?</li>
</ul>
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<h3 class="hd hd-2">Montpelier High School: System Snapshot</h3>
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<h2 class="hd hd-2 unit-title">Crosstown High: System Snapshot</h2>
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<p><span style="color: #000000;">Everything about Crosstown is new, from the use of the building to the students and teachers to the report cards. In this video,</span> we hear about what that newness feels like in terms of adopting CBE. Crosstown teachers talk about developing competencies (1:48) <span style="font-size: 1em;">and their assessment strategy, notably the report card (3:30). One major challenge is helping parents and students to navigate the new grading system (3:56</span>)<span style="font-size: 1em;">. For a more in-depth look at Crosstown’s competency-based system, see sample school materials <a href="https://prod-edxapp.edx-cdn.org/assets/courseware/v1/5cd54d774e85dc7b2791a4a372a0d0ec/asset-v1:MITx+0.502x+1T2019+type@asset+block/Crosstown_High_Competencies___Practitioner_Guide_2018-19.pdf" target="_blank">here</a>.</span></p>
<p>As you watch this and the following video, we encourage you to jot down notes in your response journal. Here are some potential areas to consider:</p>
<ul>
<li>Former Principal Chandra Sledge Mathias says that CBE is a "huge paradigm shift for everyone.” Has your school or organization recently taken on a<span style="color: #000000;"> major new project or undertaken a major organizational change? How did</span> your school prepare for the shift? How did teachers, parents and students respond?</li>
</ul>
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<h3 class="hd hd-2">Crosstown High: System Snapshot</h3>
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<h2 class="hd hd-2 unit-title">Noble High School: System Snapshot</h2>
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<p>Noble supports its economically diverse population of students in many different ways. When Noble transitioned to a proficiency-based system, the decision was made to maintain traditional letter grades (A, B, C, etc.) when reporting grades to families (1:49), rather than using a numeric scale that is sometimes used by schools implementing CBE. The transition to CBE also involved creating policies around retakes (3:50)<span style="font-size: 1em;">, considering how best to report students' performance regarding work habits (4:23), and the use of a flex block, Knight Time (7:43). You'll learn more about Knight Time in Unit 3. For a more in-depth look at Noble’s system, see sample school materials <a href="https://docs.google.com/document/d/1WW8UEN7HJ14FM_kLwo1OtJc3xvaqHay8EDZeym5p6PY/edit" target="_blank">here</a>.</span></p>
<p>As you watch this video, we encourage you to jot down notes in your response journal. Here are some potential areas to consider:</p>
<ul>
<li><span style="color: #ff0000;"><span style="color: #000000;">Director of School Counseling</span> </span>Nancy Simard and others talk about how shifting to CBE has made it easier for teachers, parents, and students to communicate more precisely about student performance. What systems do you have in place at your school or organization to communicate about performance? How easy or difficult is it to communicate progress?</li>
<li>Assistant Principal Alison Kearney shares: “I think I most value the fact that when kids don't get something, it's not that...we'll just keep going. There's this culture around the idea that we expect that you can do this...And when you can't right away it doesn't mean that you never will.” Some might describe this perspective as <span style="color: #ff0000;"><a href="http://www.tauckfamilyfoundation.org/outcomes/child-outcomes/mastery-orientation" target="_blank">a mastery-oriented mindset</a></span>. Many educators cite this mindset shift as a key component of implementing CBE. Is this perspective something discussed at your school or organization? How does this manifest in terms of policies and norms? </li>
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<h2 class="hd hd-2 unit-title">More on Concerns and Challenges</h2>
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<p>Through talking with teachers and administrators, we’ve noticed several issues that are mentioned again and again. Competency-based education is hard, takes time and planning, and can sometimes feel overwhelming. Educators and administrators point out how much professional development and planning time is needed for teachers, who are typically not familiar with CBE, and how much thoughtful communication is needed for parents and other stakeholders, who may be wary of such a big change. Justin reminds us about these issues and shares other concerns from his perspective. </p>
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