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A Promising Approach to
Support All Students Toward and
Beyond College and Career Readiness
CC BY-NC Achieve 2015. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0
International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/
or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
More states, school districts and schools are exploring how competency-based
pathways can help far more students reach and exceed the knowledge and skills
they need to graduate from high school prepared to succeed in college and the workplace. How do competency-based pathways help students do so? Here are the stories
of three students whose academic progress has been shaped by the opportunities,
flexibility and transparency of competency-based learning environments.
Gabriela
Gabriela's first
day and her first
learning assessment
Gabrielas first day of school was in a duallanguage 1st grade class. There were two
teachers, who assessed the students
knowledge of colors, numbers and letters in
both English and Spanish as they sang some
songs.
Miss Rivera showed Gabriela the Target
Tracker, a chart on the wall where students
place stickers to show their learning progress.
She was happy to place her first sticker,
showing she knew the letters A through D in
both languages.
Soon, Gabriela learned to use a computer for
C o m p e t e n c y - B a s e d P a t h w ay s
C o m p e t e n c y - B a s e d P at h way s
Carla
Starting 7th grade at Hall Middle School, Carla
was right at teacher pace in English Level
14 and was assessed at a more advanced Level
15 in math. Her father was a math teacher and
he had sparked her interest in the subject at an
early age. But she was slipping behind in social studies because she needed more time to
complete the reading assignments.
Carla was encouraged to use her Flex Hour after lunch
each day to catch up on reading her social studies
assignments, and soon she was having no trouble
keeping to teacher pace in both social studies and
English.
In math class, where she was sometimes bored at
first, her teacher, Mr. Ford, helped Carla start working
After nine weeks, Carla was ahead of the rest of her class and
Mr. Ford asked if she would like to move up to the 8th grade
math class, telling her shed be behind at first but should catch
up quickly. But Carla didnt want to leave her good friend
Molly, who was also in Mr. Fords 7th grade class.
So Mr. Ford suggested that she continue to work independently
and strive for deeper levels of knowledge through special
projects. Carla chose to create scale drawings with 3-dimensional
shapes, first of her own home, then of a complex dream house.
C o m p e t e n c y - B a s e d P a t h w ay s
For her 8th grade Capstone Project, Carla integrated her skills in scale drawings with social
studies. Working with an architect in the community, Carla researched architectural changes
and historical forces in the 1900s and produced a multi-media project showing how the
downtowns building structures had evolved. It earned her a 4 in both math and social studies.
Entering Hall High School, Carla immediately
jumped ahead one year in math while maintaining
her grade levels in other subjects. By her senior
year, she had outpaced the AP math offerings at
her school, so she was encouraged to take a college
algebra course offered at a nearby community
college. She graduated from high school with 6
C o m p e t e n c y - B a s e d P at h way s
Justin
When Justin entered East High School, his
assessment showed a wide range of ups and
downs in his academic skills and his biggest
gap was in math, where, at Level 13, he was
about two years behind teacher pace for the 9th
grade.
This confirmed what his parents already knew:
he had become discouraged when he hit linear
equations in 7th grade and decided he just
couldnt do math. He was a little weak in English
too. Justin described himself as someone who
For English, Justins teacher emphasized working in groups, where students read and
discuss each others writing assignments
and revise them before turning them in.
This helped Justin strengthen his writing
skills, and by the second semester he had
caught up to the class.
But math was a different story. After nine
weeks, the students were regrouped to
help focus better on individual needs, but
Justin still hadnt made much progress.
He had trouble understanding math
concepts.
C o m p e t e n c y - B a s e d P a t h w ay s
projects, as Mr. Patrick explained how they were actually using math skills learned in the
classroom to accomplish these tasks.
Things started clicking for Justin as he broke
through his earlier fixed mindset. By 12th
grade he had made significant progress
in math, but he was still slightly behind
in meeting the required math standards.
East High allowed him to participate in the
graduation ceremony but defer receiving
his diploma until he had met all the required
standards through work over the summer.
Justin received his diploma in August and
enrolled in an engineering and electronics
technology degree program at a community
and technical college.
C o m p e t e n c y - B a s e d P at h way s
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