NG2: Personalized Inclusive Education Pathways
- Locations: Manchester, NH; Kingston and Newton, NH; Pittsfield, NH; Rochester, NH; Ashland, NH.
- Settings: Urban, Suburban, Rural, Rural Distant
- School Types: District
- Targeted Grades: PreK-8
- Number of Participating Students: More than 1,000
- Number of Participating Teachers: 51-200
- Curriculum Areas: Intra- and/or Interpersonal Skills and Dispositions
- New Hampshire Department of Education
- D.J. Bakie Elementary School, Sanborn Regional School District
- Memorial Elementary School, Sanborn Regional School District
- Parker Varney Elementary School, City of Manchester School District
- Ashland Elementary School, Ashland School District
- Pittsfield Elementary School, Pittsfield School District
- Maple Street Magnet School, Rochester School Department
- New Hampshire Institutes for Higher Education Network (IHE)
- National School Wide Integrated Framework of Transformation (SWIFT) Center
- National Center for the Improvement of Educational Assessment
- Epiphany Learning
The Project: NG2: Personalized Inclusive Education Pathways looks to take New Hampshire to the next level of personalized learning as it tackles long-standing educational barriers to personalized learning… that of "Grades." In this context, the team has recognized that two forms of grades exist in their schools that act as impediments:
- Grades as student assessments that often reflect very poorly on their true understandings and skills.
- Grades as methods for grouping students (by age) that often poorly align to their true needs as learners.
In this project, seven elementary schools in New Hampshire are piloting methods for combining competency-based learning and performance assessments in multi-age learning settings. The purpose is to develop a new model of personalization that allows a more flexible and effective educational pathway through the development and use of PreK–Grade 8 learning progressions. The result is deeper, more authentic learning opportunities leading to greater student success.
The Hypothesis: If learning progressions are developed in PreK–Grade 8 multi-age environments, applying project-based learning pedagogies with authentic quality performance assessments, than children and adults thrive, as evidenced by their confidence and competency. Therefore we posit that a focus on NG2 will result in personalized educational pathways that (1) increase academic and social outcomes for children, (2) increase educator effectiveness, and (3) increase access and equity to college and career pathways.
The Learning: The goal of NG2 is to engage local New Hampshire school leaders in a thinktank model of innovation to “make visible” how competency based assessments spanning PreK–Grade 8 learning progressions, applied in multi-age environments, will promote deeper learning resulting in increased academic and social outcomes for children and youth. Parallel to this process, the project team aspires to engage with national peers and partners to deepen their understandings of how they can accomplish their goal through a truly personalized adult learning model.