https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7 en-us 2023-04-30 21:44:45 UTC 2026-02-24 23:10:36 UTC hello@padlet.com 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573141360 2023-04-30 21:53:51 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573141360 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573141620 2023-04-30 21:54:42 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573141620 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573149379 2023-04-30 22:18:41 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573149379 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573152725 There are 19 competency skills assessed in this learning experience. I use a project path way to build toward the final project. I have evidence of learners integrating multiple skills at great DOK because they work on the same skills throughout their high school career, leveling up at the advance through portfolios. Learners in this project ranged from portfolio 1 to portfolio 4 so while some were demonstrating skill at a level 7-8, others were aiming for level 10-11 based on the continua. 

Additionally, NextGen Essential global competencies of Creating Quality Projects and Presentation were developed- these can be used in all content areas and in all post-secondary settings. 

The project itself was learner-facing. each learner determined the category of influence most authentic to them and used that to find a research topic. Learners were also able to decide their presentation audience and presentation style. Some presented in first person, assuming the personality of their research subject, others presented digitally, and still others presented using a trifold or poster. ]]> 2023-04-30 22:29:00 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573152725 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573153734 2023-04-30 22:32:34 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573153734 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573158104 Throughout the project I collected several small and large bits of formative data. For example, I collected exit tickets about different types if historical sources and used that to see who clearly understood and who needed more time to understand the concept. I also used the pre-assessment to identify learners that had strong analysis skills and was able to tailor instruction for those that hadn't built those skills yet. I was able to use this to group students within my room during class time but also to do pull-outs during the week for learners that needed more instruction, help with revisions, and one-on-one time. I wonder how this might be a stronger instructional practice if our school schedule was more flexible and I could schedule those groups as much or as little as I'd like. ]]> 2023-04-30 22:45:56 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573158104 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573161744 Student tasks are submitted in Slate, out school's LMS. Slate was created by Building21 so that work can be submitted, assessed, and saved for learners. The project, the tasks, feedback, and ratings are all in Slate so learners, other teachers, admin, and families can see where a learner is at any given time. Slate also has a Competency dashboard for learners and families to view that shows exactly which competencies and skills a learner has demonstrated, which still need to be shown, what the ratings are, and which portfolio a learner is in. 



]]> 2023-04-30 22:56:12 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573161744 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573164125 The skills in my unit progress from portfolio 1 to portfolio 4, building on themselves as they go. At our school a learner in any portfolio can be in any class (except math) because the projects are designed so that each learner can create work at their portfolio level. 

There is not a teacher at another level, we all teach all levels and are free to rate work from any content area (although we generally stay in our content lane) All teachers have the expectation that they offer opportunities to learners to learn the global skills like Habits of Success and NextGen Essentials. 

Finally, this particular learning progress is taught only by myself, with this combination of skills. At Meridian Academy all teachers design their own experiences/projects and let learners tailor them to meet their competency needs. ]]> 2023-04-30 23:03:00 UTC https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573164125 25vrfsfgcz https://padlet.com/25vrfsfgcz/uujrqsx4j92rbin7/wish/2573171226 The "Go Deeper" resource that I found most helpful was from Sandra Moumoutjis of Building21 https://aurora-institute.org/cw_post/using-competency-performance-levels-as-predictors-of-college-persistence-in-competency-based-schools/

She talks about how the skills within the continua build on themselves and that a level 10 indicates college and career readiness. Essentially, those skills, at that level are our Portrait of a Graduate. Learners will have content and global skill competency when they are finished with high school. 

If we claim that level 10 is college and career ready then there are some shifts that we need to make bother vertically and horizontally in our school. Horizontally, all teachers need to ensure that they are using the continua to rate student work and that the projects designed are aligned to the continua. Giving learners high ratings for work that is not aligned takes away the transparency of the CBE model and is not equitable. Calibration of tasks and co-designing experiences could help here. Vertically, admin needs to make sure that teachers are doing this work and providing training so it is done well. 

Within my locus of control I am going to meet with my instructional coach to double check that my learning experiences are fully aligned. Also, I would like to collaborate with other teachers in other content areas to look for areas where we can use the same theme across disciplines. Finally, I am going to take to my administrator and the leadership team about developing interdisciplinary experiences for learners that are more real world and hands on for the next school year. Then, I am going to survey students to see what they would like to explore in the real world to help guide my teaching and project design for next year.


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