The Role of Learning Progressions in Competency-Based Pathways
This report focuses on defining learning progressions and learning progressions research, with a particular focus on how state and district leaders can begin to support transitions into competency-based practice. After a 2015 series of conversations with experts in the learning sciences, Achieve convened a set of state leaders, researchers, and practitioners in May 2015 to… Read More ›
Introducing the Fuse Architect Schools – Narragansett High School
Narragansett High School, led by Principal Daniel Warner, is a high performing school located in Narragansett, RI. Principal Warner believes that personalized learning is a key element of growth for Narragansett and that meeting students “where they are” is very important to all teachers. Narragansett Demographics # of students % of Free and Reduced Lunch… Read More ›
Introducing the Fuse Architect Schools: 360 High School
A Providence Public School, 360 High School (360) opened its doors in 2015 with 80 students entering 9th grade. It is one of two schools in Providence that have been chosen to participate in the Fuse Architect project (Central High School being the other, which was featured in another blog post). This new high… Read More ›
Virtual Viewpoints Podcast: Pegah Rahmanian, Youth in Action
This episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student-centered learning. In this episode, we’re talking with Pegah Rahmanian, the Executive Director of Youth in Action.… Read More ›
Introducing the Fuse Architect Schools – Central High School
Central High School (Central) is the second school from the Providence Public School District selected for the Fuse Architect program. Central High School is actively working to become a more student-centered and student-directed school. Central’s Fuse Architect design team believes that “anytime, anywhere learning” is an important part of building an educational model that… Read More ›
Introducing the Fuse Architect Schools – Barrington High School
The only high school within the district of Barrington Public Schools, the school population information for the 2016-17 school year is shared in the table below. # of students % of Free and Reduced Lunch % of English as a Second Language % of Special Education Services 1000 6% 1% 11% Barrington High School… Read More ›
Virtual Viewpoints Podcast: Emily Zilly and Students, Rogers High School
This episode is the fifth in our series documenting the Fuse Architect Project, a collaboration between the Nellie Mae Education Foundation, the Highlander Institute, and several other Rhode Island-based stakeholders endeavoring to design and pilot systems that promote student centered learning. In this episode, we’re excited to talk with Emily Zilly, science teacher at Rodgers… Read More ›
State Approaches to Competency-Based Education to Support College and Career Readiness for All Students
This brief provides an overview of competency-based education (CBE). Free from the restraints of a one-size-fits-all approach, CBE provides strategies to set college and career readiness expectations for all students while creating personalized education opportunities. Using many state policy examples, this brief looks at specific ways states are using CBE to support college and career readiness… Read More ›
Teacher Entrepreneurship Week
August 24-27, 2015; 6:00 – 8:45 PM ET Four evenings of interviews, live on Google Hangouts on Air / YouTube. Steve Hargadon guides us through the world of teachers as agents of creation and change. Broadcast for free. Sign up here. An unbelievable lineup. Including: Adam Bellow | Alice Keeler | Angela Maiers | Anne Mirtschin |… Read More ›
Educator Competencies for Personalized, Learner-centered Teaching
Gone is the default image of a teacher—an adult lecturing to students seated neatly in rows, assigning the same textbook pages to everyone, and administering the same quiz on the same day to the entire class, with the expectation of a “normal distribution” of achievement along a bell curve. Instead, teachers in personalized, learner-centered settings… Read More ›
Competency-Based Learning: Definitions, Policies, and Factors Related to Implementation
This report reviews state legislation and education policies related to competency-based learning and graduation requirements in the seven northeast states in the REL Northeast and Islands Region. The study addresses three research questions: How is competency-based learning defined in state and district policies in the REL Northeast & Islands Region? How is competency defined by the… Read More ›
Students at the Center Research Series
Students at the Center began with a series of nine research papers, developed in partnership between Jobs for the Future and the Nellie Mae Education Foundation, drawing attention to the importance of engaging each student in acquiring the skills, knowledge and expertise needed for success in college and a career. In fall 2013, Students at… Read More ›