Fenway High School developed the 4 C’s from the categories that surfaced in their College, Career, and Life Readiness Competencies. The competencies outline what students should learn, the description and rationale for those competencies, and which classes they can be mastered across grade levels.
Fenway High School developed their Vision of a Graduate based on an internally designed framework known as RAMP UP skills. This vision of a graduate helps students make growth across their four main competencies, known as the 4 C’s: critical thinking and problem solving, content mastery, communicating effectively, civic engagement, and critical consciousness – for students to identify how to emanate and achieve Fenway’s vision of a graduate.
The Mastery-Based Learning Collaborative (MBLC) evaluation report offers insights and strategies for anyone working to shift K-12 schools, districts, and states toward more student-centered, equitable, and culturally responsive approaches.
The MBLC is a demonstration project taking place in 47 schools across Washington to help decision makers understand what quality mastery-based (or competency-based) learning looks like, how long it takes to implement, and what resources are necessary. The schools receive funding, coaching, and professional learning as part of a statewide network.
In its first three years, the initiative has led to deeper Mastery-Based Learning (MBL) implementation and has shown positive impacts on early outcomes such as school climate, cultural responsiveness, and student engagement. Almost all school leaders said they would recommend the MBLC to other school leaders.
The Aurora Institute is conducting a six-year evaluation of the MBLC to identify policies, practices, and system changes that can support successful mastery-based and culturally responsive learning. The report shares findings from the first three years of the first cohort of MBLC schools, based on extensive surveys and interviews of educators, school leaders, students, state leaders, and professional learning providers.
The report references the following four surveys:
This problem of practice offers school leaders three strategies to close the “digital use divide,” ensuring each student has the ability and opportunity to actively and powerfully use technology as a core component of their learning.
This strategy supports users of the EdTech Systems Guide: Equity Equity-Driven Selection, Implementation, and Evaluation in reflecting on opportunities to promote racial equity within their edtech systems and practices.
Use this activity to reflect on opportunities to center racial equity in edtech systems improvement efforts.
This comparison tool was created by the Massachusetts Department of Elementary and Secondary Education and can be used to highlight disparities in outcomes among student groups across a variety of indicators.
Use this activity to uncover root causes for edtech systems challenges.
This strategy supports users of the EdTech Systems Guide: Equity Equity-Driven Selection, Implementation, and Evaluation users in reflecting on and strengthening their school or system’s edtech practices around student data privacy.
CoSN’s Student Data Privacy Toolkit provides guidance for creating and improving your student data privacy program while building confidence and trust across your community. This part of the toolkit covers building a culture of transparency and trust.
