Reading Reflec tion 2 - BPHS

Funny, I never thought I would take such a wonky interest in “Assessment” but, seeing as though I almost became a 3^rd grade drop out because I was systematically abused by draconian testing, it makes sense the way we assess our students is of the utmost importance. BPHS and 2ndto0 both value the student portfolio because it reflects a body of work and cumulative knowledge. This authentic assessment gauges both “depth of understanding, good use of the habits of mind and the capacity to present” competence and mastery.” (BPHS, 223) Similarly, 2ndto0 rallies for a “comprehensive accountability system . . .based on student performance that is relevant to a student’s future.” (33, 2ndto0) To graduate a student needs to produce a portfolio which reflects a whole continuum of knowledge, not just one summative test. This type of assessment is professional in nature, like a curriculum, and prepares the students for the future.

Both programs felt strongly about integrating curriculums. They see both of them as concept driven not fact based. By integrating units the students get to explore a body of knowledge in depth and not superficially. Each program sees built-in relevancy in an integrated unit. The ITU also tends to be project based so many different types of learners get to exercise their expertise and apply their knowledge in a meaningful way.

The third way BPHS and 2ndto0 mirror each others’ ethos is that both systems recognize that small learning communities are paramount to success. The relationship between a teacher and student should be a hybrid of coach/mentor/support. With class size reduction, longer days or block schedule a class becomes more of a community and this ensures student success more than anything. BPHS points out that this is why parents with money have traditionally sent their kids to elite schools. One of the first reasons they always site are “small classes.”!

Carmel Mt. HS is very traditional in many respects. The day is not flexible. The bell rings. Kids jump up. Classes start. And it goes like this for 6 periods. The pace has grown more frenetic since they implemented the trimester. Now there’s even less time to foster a relationship with your teacher. And summer school? That’s been cut. Class size? Ballooned up to 40 (next year). I think this school does provide support for the ELLs. I’ve seen some sheltered classes and they receive full content. MCHS integrates the high needs community quite authentically as well. As for ITUs and portfolios, what I see are a smattering of teachers who take it upon themselves to get together to plan a unit (My English mentor and a History teacher team up when convenient.) I met one teacher who has her kids do a “life book” a scrap book, if you will., not a professional portfolio. What I got out of 2ndto0 was a general call to slow down. I see anything but. I see very devoted teachers who act on their own sense of what best practice means, not some top down mandated treatise.

I think, in BPHS and in many school districts, class size is always the first ideal to go. Let’s face it. There are lots of peeps in the world and scant money. A fact beyond my realm of comprehension: BPHS was “publicly attacked” because their class size reduction would “water down sports and arts programs”. It seems that many people in the BPHS community weren’t so concerned with a meaningful learning community. They were more interested in a competitive high school. Our country still values competition and the arenas that breed it—football, homecoming queens, class presidents, cliques. BPHS was mocked for wanting to create an atmosphere of inclusion. Sadly enough some of BPHS's funding waned once the community noticed it wasn’t “filing its trophy cases”.