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We do have a rubric for the senior reflection essay and the presentation they give, yes.  I would say it's related to state learning standards, but there's not a total through line there.

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We do have a rubric for the senior reflection essay and the presentation they give, yes.  I would say it's related to state learning standards, but there's not a total through line there.

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Students need to incorporate self reflection on their learning toward ELA and math standards in their culminating projects and learning plans.  Also, some have idenified specific learning standards they know they need to work on strengthening.  However they have not been scored in or required to show proficiency at a proscribed level in multiple standards as a part of their projects. 

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Students need to incorporate self reflection on their learning toward ELA and math standards in their culminating projects and learning plans.  Also, some have idenified specific learning standards they know they need to work on strengthening.  However they have not been scored in or required to show proficiency at a proscribed level in multiple standards as a part of their projects. 

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Would a teacher with a First People's language certification be sufficient/equivalent/replacement for an ELA certificated teacher?

Does the pathway have to be English or can it demonstrate all the same skills but in an alternative language?

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We have a culminating project as a graduation requirement that, yes, is board policy (called "Senior Exhibition").  It is very similar to what the way-back Senior Project grad requirement was.  We also have a Community Projects requirement (most often taken in Jr year) that is a CTE class.

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We have a culminating project as a graduation requirement that, yes, is board policy (called "Senior Exhibition").  It is very similar to what the way-back Senior Project grad requirement was.  We also have a Community Projects requirement (most often taken in Jr year) that is a CTE class.

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Gibson Ek has a nice guide for their capstone project. There have been a few changes since this was published, but it provides an example of a project guide, approval process, and templates.

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We use the IBPLC framework for evaluating students' growth through their project work. These are rubrics developed by Big Picture Australia, but I'm working on a crosswalk document that will tie the Communication and Quantitative Reasoning competencies to WA State standards. -Chelsea Freeman, Tonasket.

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We use the IBPLC framework for evaluating students' growth through their project work. These are rubrics developed by Big Picture Australia, but I'm working on a crosswalk document that will tie the Communication and Quantitative Reasoning competencies to WA State standards. -Chelsea Freeman, Tonasket.

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Highline also has a concern that the 9 pathways include dramatically different levels of staff work and student robustness.  Passing the ASVAB vs a mastery pathway have extremely different levels of requirements--and yet we're going to say that they equally check the pathway box.

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Highline also has a concern that the 9 pathways include dramatically different levels of staff work and student robustness.  Passing the ASVAB vs a mastery pathway have extremely different levels of requirements--and yet we're going to say that they equally check the pathway box.

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All students in our building must present their high school and beyond plan. We are hoping to integrate this into the performance based grad pathway.

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Template for policy, proposals, and rubrics would be a huge support for districts

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Is the expectation or vision that this would carry more/same/less weight/work load as credit for mastery based learning?

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Our students write out their project ideas as goals on their student learning plans, then develop the steps to complete the project and meet their goals with the help of their advisor

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Our students write out their project ideas as goals on their student learning plans, then develop the steps to complete the project and meet their goals with the help of their advisor

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We have a mastery based board policy. We are working on a policy for performance based learning and graduation.

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Case by case in different subject areas

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Yes.  Students propose a project with subject, research, materials/supply, presentation idea, audience and learning standards addressed by the work of the project. The project also will be presented at an Exhibition Night for the community.

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Yes.  Students propose a project with subject, research, materials/supply, presentation idea, audience and learning standards addressed by the work of the project. The project also will be presented at an Exhibition Night for the community.

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what would we need to do in order to make our current culminating project graduation requirement, work as a performance pathway? When could this option be in place for our students? (this year?)

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what would we need to do in order to make our current culminating project graduation requirement, work as a performance pathway? When could this option be in place for our students? (this year?)

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I'm still thinking about the ELA and Math proficiency and curious how that proficiency may be determined differently in a performance/project based way from proficiency as demonstrated on SBA.    Also, which standards?  Priority standards?  All ELA and Math standards?  That would be very challenging to get incorporated into a project. 

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I'm still thinking about the ELA and Math proficiency and curious how that proficiency may be determined differently in a performance/project based way from proficiency as demonstrated on SBA.    Also, which standards?  Priority standards?  All ELA and Math standards?  That would be very challenging to get incorporated into a project. 

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Students submit proposal to teacher for review/approval

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We have a board policy that approves and our Big Picture Program's competency-based assessment and transcripts, but no district policy that regulates the projects students complete at our school or the high school.

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Highline is concerned that for students who use this pathway but are NOT affiliated with a course, there's no funding that comes from this but there is a substantial amount of work that must happen.   

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Highline is concerned that for students who use this pathway but are NOT affiliated with a course, there's no funding that comes from this but there is a substantial amount of work that must happen.   

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we have a rubric; not sure if it's based on state standards

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we have a rubric; not sure if it's based on state standards

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Do students need to attempt the SBA before accessing this pathway option or could a student enter as a 9th grader and meet the performance based pathway without ever taking the SBA?

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Highline does have policy around credit for mastery or competency (2 different policies); considering amending the mastery one to allow this pathway, although potentially just as a pilot for 23-24.

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Highline does have policy around credit for mastery or competency (2 different policies); considering amending the mastery one to allow this pathway, although potentially just as a pilot for 23-24.

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GATES High School has been working towards Mastery Based Learning and is beginning to explore this.  Our PLC leads have been working on procedures, proposals, evaluations, etc.  We would love if this pathway could align with MBL/PBL practices. (Crissy Kirklin, counselor)

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GATES High School has been working towards Mastery Based Learning and is beginning to explore this.  Our PLC leads have been working on procedures, proposals, evaluations, etc.  We would love if this pathway could align with MBL/PBL practices. (Crissy Kirklin, counselor)

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we have a graduation requirement of culminating projects that are done by all seniors. These are run through our senior english teachers and projects cover students' learning over their high school career - culminating projects are graded using a rubric by a panel of teachers/community members

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we have a graduation requirement of culminating projects that are done by all seniors. These are run through our senior english teachers and projects cover students' learning over their high school career - culminating projects are graded using a rubric by a panel of teachers/community members

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We do have a rubric that evaluates student presentations.    We also incorporate a rubric for when the students complete their college and career research paper that is completed in their jr. year.   

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We do have a rubric that evaluates student presentations.    We also incorporate a rubric for when the students complete their college and career research paper that is completed in their jr. year.   

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Students are evaluated through evidence of learning connected to competencies. These competencies embed state learning standards with simplified language.

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Students submit a proposal to their teacher.  

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Students submit a proposal to their teacher.  

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Students submit a proposal and meet with the teacher to develop a framework for the project.

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Students submit a proposal and meet with the teacher to develop a framework for the project.

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We have guidelines but not an official policy.

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We have guidelines but not an official policy.