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Performance-Based Learning and Assessment Networks (PLAN) Program

Performance-Based Learning and Assessment Networks (PLAN) Program

PLAN Pilot Case Studies

Developed by PLAN's research partners at the University at Albany, SUNY, and Russell Sage College, these case studies report on the experiences of district and school leaders, teachers, and staff at the PLAN Pilot Schools as they engaged in the initial implementation phase of the PLAN Pilot.ÌýÌý

For information on the research design and data collection methods, see the PLAN Qualitative Methods and Procedures Report.Ìý

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Focus Area A: Career and Technical Education & Work-Based Learning

Johnson CityÌýSenior High SchoolÌý

"Johnson City school leaders emphasized a proactive stance toward change, highlighting a culture of collaboration and experimentation. They aim to be at the forefront of educational transformation, preparing both staff and students for new graduation measures and instructionalÌýstrategies."Ìý(p.Ìý7).Ìý

Saugerties Senior High SchoolÌý

"The leadership team at Saugerties cultivated a culture of trust and experimentation where teachers and students alike were encouraged to try PBLA even if they might stumble along the way. With a strong foundation and expertise among members of the core leadership team, Saugerties educators were confident that the shift to PBLA would gradually take hold in their district." (p.Ìý7).Ìý

Stanley G. Falk SchoolÌý

"At Falk School, educators strive to make the learning experiences for their students authentic, engaging, and relevant. Their primary goal...is to ensure that their students are prepared for their lives after high school.... As many educators explained, the implementation of PBLA offered a unique way to further these goals... and hoped that their participation in PLAN Pilot would allow the voices of their students to meaningfully contribute to discussions about education in É«ÖÐÉ«" (p. 7).Ìý

Focus Area B: Inquiry-Based Approaches with Learner Profiles

Pathways in Technology Early College High School (P-TECH)Ìý

at Oneida-Herkimer-Madison (OHM) Board of Cooperative Educational Services (BOCES)Ìý

"OHM BOCES P-TECH is already making significant adaptations to implement PBLA, focused on equity in grading, integrating PBLA across content areas, and expanding authentic learning experiences. Through innovative projects, the use of technology, and strong community partnerships, the program is creating a dynamic and supportive PBLA learning environment" (p. 9).Ìý

Wellsville Secondary SchoolÌý

"Overall, educators and staff at Wellsville...were excited for the shift towards instructional practices which they felt would be more engaging and useful for their students. Educators at Wellsville also felt that PBLA was conducive to approaches that they haveÌýsought to include in their teaching practices prior to becoming part of the Pilot program... [and] that PBLA would complement their efforts to make learning relevant to students’ interests and lives outside of school." (p.Ìý7).Ìý

Focus Area C: Project-Based Learning & Performance-Based Assessment Tasks

Port Chester Senior High SchoolÌý

"Port Chester educators emphasize the need for more time, visibility into successful models, and peer collaboration. Importantly, teachers want to see PBLA in action.... Together, the data collected from Port Chester educators reveal a clear path forward for advancing PBLA implementation: Bridge the theory-practice gap.... Clarify PBLA’s scope.... Design projects with real-world relevance... [and] Support teachers with time, money, visibility, and collaboration opportunities." (p. 7).Ìý

Read more about these schools inÌýÉ«ÖÐÉ«'s Meet the PLAN Pilot Schools portfolio.