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Ritenour High adopts 'Level Up' competency model; staff report gains for students with IEPs
Summary
Ritenour High School presented its new 'Level Up' competency-based model that replaces a traditional finals week with multiple mastery opportunities; district pilots and the Written Rebound program were credited with improved outcomes for students with IEPs and higher first-semester course completion in many subjects.
Ritenour High School officials presented the board with a detailed description of a shift from traditional finals to a competency-based "Level Up" week and related interventions aimed at improving mastery and graduation rates.
Administrators said Level Up is designed to give students ongoing feedback, multiple chances to demonstrate proficiency and targeted instruction tied to proficiency scales instead of a single high-stakes final. The model includes reopening assignments, retake opportunities aligned to proficiency scales, and targeted small-group instruction during dedicated intervention time. School leaders said the approach aligns with the district’s school-improvement plan and competency-based education (CBE) goals.
The high school also described its Written Rebound/Written Resource program aimed at credit-recovery and targeted intervention for students with individualized education programs (IEPs). School staff reported the program has been in place three years and said graduation rates for students with IEPs rose from 58% to 81% since the program began. During a recent Level Up/Gain-the-Grade pilot, staff said they met a target of 80% course completion in 11 of 14 courses and recorded a roughly 20% improvement in readiness for course credit at semester’s end.
Administrators described additional next steps: a competency-based summer credit-recovery model that allows students to focus on specific proficiency scales rather than retaking full courses, recruiting staff for summer and after-school opportunities, and schedule changes next year to add fixed "win" periods to support targeted interventions during the regular day. Staff said small-group, resource-room structures have also created daily check-in points and a sense of community for students who otherwise fall behind.
Board members and attendees praised the strategy as reducing stress for students and increasing individualized supports; several members asked about staffing and summer implementation and were told the district is recruiting and planning for summer offerings.
