Binghamton High unveils performance‑based learning pilot, seeks state flexibility

Binghamton High School on May 5 told the Binghamton City School District board it is piloting a performance‑based learning and assessment program that would let students demonstrate course mastery through extended projects and rubrics rather than relying solely on a single Regents examination.

Principal Kevin Richmond and Jessica (identified as the dean of students and referred to as “Miss Z” in the meeting) said the work is part of a state‑funded grant and that the district has applied for regulatory flexibility under New York State’s assessment rules (Part 100) so projects can be considered when determining diploma eligibility. “Our vision with the performance based learning and assessment networks pilot … is using project based learning as our instructional model within a system of performance based learning assessment,” Jessica said.

The presenters said the pilot uses multiple measures, including unit‑long projects with embedded rubrics and reflection cycles, to document student mastery of New York State standards. Jessica said the state will review submitted rubrics and either accept or reject them as models other districts can use. “When we get that, our students will be able to show these unit‑long measures that teachers have been putting in place … that are going to show the mastery of all these standards,” she said.

Board members asked how many teachers and students are participating and how projects affect diploma requirements. The presenters said roughly 28 teachers across the high school have been trained; projects run during regular class time and are integrated with learning targets. Jessica described project timelines that range from three to six weeks and said many projects include multiple mini‑assessments and a culminating rubric. “Some of them like our science project is a 25 hour science project,” she said.

On accountability, district leaders said students will still sit for Regents exams because the state currently expects students to participate in those assessments; the pilot creates a parallel pathway for demonstrating competency, not a replacement. The district built its application on the expectation that, if students pass the classroom project and meet rubric standards, those results may be used to support diploma decisions in cases where a student did not pass a Regents exam. The presenters acknowledged uncertainty about how the state will treat participation rates and other accountability metrics.

Parents and board members raised questions about communication and parental sign‑offs. The presenters said letters went home to families of students involved in projects and that students in targeted support classes sign participation contracts that emphasize attendance and engagement. The district said it plans to expand teacher professional development over the summer and extend project work into middle schools if the pilot continues.

The board did not take a formal vote on the pilot during the meeting. Next steps identified by district staff include state review of submitted rubrics, continued local professional development and monitoring of the pilot’s effects on student engagement and graduation outcomes.

Ending: District officials said they will report back to the board as the state responds to the regulatory‑flexibility application and as additional classes join the pilot.