Student choice in level of mastery and how to demonstrate mastery

Lindsay High School uses a performance-based approach, allowing students to demonstrate mastery at their own pace.

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Photo of Dalton McCurdy
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Thanks for sharing this. It's a really interesting model! One follow-up question, as students work toward achieving proficiency, does the role of the teacher shift at all? I'm wondering what type of support/coaching goes into supporting students through this process or is it all self-driven choice?
Also, how specific are the rubrics used to assess proficiency. You mentioned a 1-4 scale, would you be willing to share out an example of one? I would love to see what these look like.

Photo of John Faig
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I imagine the role of the teacher becomes more like a coach and curriculum designer. The teacher will know students well to help them formulate a worthy project from a basic description. Moreover, the teacher could suggest real-world problems that tend to be interdisciplinary in nature. The principal said it well when he said, "it is not about us providing tools or assignments. It is more about them telling us this is what I need from you."

Photo of Stephen Pham
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I would agree with John -- the teacher would release responsibility and the "heavy lifting" to the students, giving guidelines on how to demonstrate mastery but ensuring students own the process. I would guess that there's a balance of student choice and teacher coaching to figure out the best form of demonstrating advanced knowledge.

I don't have access to a rubric, unfortunately, but you can see more here (https://www.competencyworks.org/uncategorized/lindsay-unified-design-elements/) on how Lindsay approaches the 4-point scale. Hope this helps!