student performance

The Persistence Movement: Are We Teaching Perfection as The Ultimate Goal?

Think of the perfect student. Early to school, always respectful, never an issue, and top scores in every class. If you are fortunate to know students like this, they are diamonds in the rough. Despite appearances, these students are far from perfect. Perhaps they are neurotic before each test, they have little to no social life, or they cry if they lose a point. If perfection is truly unattainable, why do we teach it as the goal? (more…)

The Brownsburg Way, Part Two: Supporting Teachers to Succeed

Guest post by Amber Schroering and Jim Snapp

In our post last week, we introduced you to The Brownsburg Way, the approach our district—the Brownsburg Community School Corporation (BCSC) in Central Indiana—uses to deliver consistent and high academic results year after year. We discussed how our narrow teaching and learning focus contributes to our achievement. Of course, curriculum and instructional programing aren’t the only factors. Without our stellar educators, none of our success would be possible. So how do we support our teachers so that they do their very best? (more…)

The Brownsburg Way, Part One: A Narrow Teaching and Learning Focus

Guest post by Amber Schroering and Jim Snapp

The Brownsburg Community School Corporation (BCSC) in Central Indiana has a long history of academic excellence. For many years, BCSC has topped the state rankings for academic excellence in all of the areas of the Indiana Statewide Testing for Educational Progress (ISTEP). Dozens of schools and school corporations visit our district each year to learn how “The Brownsburg Way” results in exemplary student achievement. They always ask what we do to get consistently high results.

One of the reasons we are successful is  (more…)

Shifting Toward Proficiency-Based Grading—Two Key Strategies

Guest post by Alan Tenreiro

Like many schools, Cumberland High School in Rhode Island has been wrestling for years with the standards-era question: How do we shift our grading system to reflect genuine mastery and not just compliance? This question, reflected most recently in NASSP’s position statement on competency-based education, prompted us to design a proficiency-based grading system based on student performance levels, which is then translated into a numerical grade. The performance-level rubric promotes consistent scoring across all teachers in all disciplines, relying on moderate, strong, and distinguished command of the standard. And, perhaps most important, students also receive feedback on how they can improve their performance.

(more…)