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Griggs Road teachers describe multi-year competency-based learning pilot, ask for continued support
Summary
A Griggs Road team updated the board on a multi-year competency-based learning and grading pilot that includes student data notebooks, personalized pathways and retake policies; teachers said the model improves student ownership and recommended parent education and consistent implementation.
A teacher team from Griggs Road Elementary presented an update on a multi-year competency-based learning and grading pilot during Tuesday's Clover School District work session, describing tools and practices intended to increase student ownership of learning.
Presenters identified themselves at the start of the segment: Amy Snyder (fifth grade ELA/social studies), Nicole Thompson (principal), Samantha McCarter (fifth grade ELA/social studies), Joy Dillon (innovation coach), Elizabeth Love (third grade ELA/social studies), Abby Cameron (third/fourth grade math and science) and Randy Sullivan (fourth grade math and science). They described a seven-year progression toward mastery-based instruction at the school and outlined classroom practices currently in use.
Why it matters: The pilot affects how student progress is assessed and reported to parents across K'5, and could influence district reporting practices if expanded.
What teachers said they are using and why - Personalized pathways and retakes: Teachers said students take pretests, work through tailored instructional "pathways," and may take posttests or retakes after targeted practice. Presenters framed retakes as earned opportunities for students who show effort and improvement. - Data notebooks: Each student keeps a data binder that stores formative assessments, pre/post tests, rubrics and charts. Teachers said notebooks are intended to travel with students year-to-year to create a longitudinal learner profile; notebooks also go home frequently so parents see progress in real time. - Student-led conferences and parent engagement: Presenters said student-led conferences and parent "student for a day" events have helped families understand the approach. They plan parent education nights and other outreach to ensure parents understand competency-based reporting. - Teacher collaboration and professional development: Staff described monthly and extended planning time, vertical alignment work (especially grades 3'5), a planned book study (Tom Schimmer's Grading From the Inside Out), and visits to other schools as part of implementation supports.
Presenters thanked the board "for giving us the opportunity to pilot this program," and invited board members to visit classrooms to see the practices in action.
Ending: Teachers asked for continued support for implementation time, parent outreach and consistency across grades as the pilot expands.
