District expands PLAn pilot: project-based learning and alternative assessments move into STEAM

At the May 7 meeting, district leaders updated the board on local participation in New York’s PLAn pilot (project-based learning and assessment aligned to the Portrait of a Graduate). The pilot started in humanities and ELA/social-studies classes and this year expanded into STEAM courses, including biology, where teachers implemented performance-based assessments anchored to real-world phenomena.

Administration said teams across global studies, economics/government, humanities and biology designed project-based learning assessments that combine multiple modalities (presentations, models, rubrics, portfolios) and stressed making the work accessible to ICT, ENL and self-contained students. Presenters noted the pilot’s objective is to create alternative ways for students to demonstrate learning as New York State contemplates decoupling regional exams from graduation requirements.

District leaders said next steps will include expanding project-based learning and assessment (PBLA) across more courses — algebra, global history and U.S. history — continuing summer curriculum work, and developing vertical articulation so mastery builds over time. Presenters emphasized balancing PBLA with other assessment types so students experience a variety of evaluation methods before moving into college or careers.

Board members asked about timeline and implementation; administration said the state timeline remains in place for some components and that broader decoupling decisions are linked to state-level policy work expected over the next few years.