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Envision Learning Partners started working with Bryan Adams High School (Dallas, Texas) four years ago to help them transition their entire High School of 2,000 students to a Performance Assessment System. MaryAnn Suhl (Bryan Adams Vice Principal and the lead on this transition) shares her experiences on the project in this blog post:
How are you advancing your Performance Assessment System?
Since we began implementing our Performance Assessment System, we have continued to evolve it into something that works for our campus. Our Performance Assessment system is so beneficial and powerful for our students. When we host defenses, students want to stand in front of their peers, administrators, family members and the community so that they have an opportunity to share their story. It is something so transformative for our students, but also has had a major impact on our teachers because they can now see what students learned in their classes. In some cases, it has caused our teachers to rethink what and how they are teaching based on student defenses and performance assessments.
What have you learnt during this process?
Robot match for engineering students that was a performance assessment in their class
We have learned that this process takes time and that you have to keep it simple. It is important to create as much buy-in and support from all levels of staff so that it doesn’t become an initiative that “they are making them do” instead of what is best for students and their learning. Finally, don’t give up. You will hit snags and run into some roadblocks but the payoff in student learning and engagement makes the struggle so worthwhile.
What is the impact you are seeing on students and their work?
The direct impact is that students are being provided with greater opportunities to discuss the work they are doing in their classes and how it will impact and relate to what they want to do once they graduate high school. Now that we are four years into this process, it has become the thing that is done and students are now excited to participate in defending their learning and are excited to have a greater sense of purpose in what they are learning.
What is the impact you are seeing on teachers and their practice?
There has also been an unintended consequence of moving to performance assessments and defenses and having all of our faculty serve on defense panels to evaluate students on their ability to articulate their learning: Teachers at our campus now have a greater sense of ownership in the process and can now witness students struggle to describe their learning. In other words, it has caused deep reflections in our faculty on what and how they are teaching because it brought to light a realization that “hey, that is a really cool project and students loved getting to make it, but now I can see that they didn’t actually learn from it what the teacher intended – that is so powerful.” This awareness for students and teachers has brought a more critical and analytical lens to the assessments that our teachers are designing for students. The direct impact has been higher levels of rigor for so many of our classrooms and projects. Students can now engage in meaningful and relatable work – they can better articulate how it will help them in their futures.
Performance Task in Health Class
What is the impact of this work on you as a practitioner?
It has really forced me to rethink teaching and learning at the secondary level to consider the question of how are we really preparing our students for life after high school. As a teacher you spend days, weeks, and sometimes months on an assessment that you are so passionate about and think that it is well-structured and designed intricately so that your students are able to master all of the topics you’ve developed. It’s incredibly rewarding to watch students stand in front of their peers (defending their learning) and say things that are so profound, making deep connections to the lessons and to their own personal lives. Students describe how learning these skills, they feel that they are now better equipped to function in society – there is nothing like it. This experience makes me want performance assessments to be standard practice in all classrooms across the country. I have witnessed the true power of engaged learning that takes place when students have to demonstrate what they know, what they can do, and finally, reflect on how their learning has shaped themselves and their future. I am excited to take this learning and experience to more schools in our district to help other educators begin to see the power of performance assessments.
Teacher-leaders working together on creative solutions to develop performance assessments
Is there one story you can share that illustrates how this work is benefitting your school and your students?
This past year, I was sitting in a senior defense and a young lady stated that she had been accepted to nursing school and her performance assessments she discussed were mostly related to her career in the medical field. What was so profound is that this young lady was able to articulate the learning she participated in her classes, particularly in her science classes. She had a strong understanding of the ways in which learning that information in her classes was going to be very beneficial as she was embarking upon nursing school. She also was very candid about how she thought during her freshman year that defenses and performance assessments were silly and just extra projects. She didn’t think they were connected at all to leadership or preparing her for her future. Now she does.
Insights, partner highlights, guest perspectives, and resources to support your work
A newly published case study from the Center for Innovation in Education (C!E), featuring Envision Learning Partners in Appendix C, highlights Allen County, Kentucky’s multi-year effort to redesign assessment and accountability through Inclusive Design. The report, Better Together, shows how the district co-created their graduation competencies called “Profile of A Patriot” and embedded project-based learning and performance assessments to place students’ passions and real-world skills at the center of learning.
Envision Learning Partners has been proud to support Allen County in this work, and we’re excited to share C!E’s new case study. We’ve partnered closely with C!E through the Assessment for Learning Project, working together to advance learner-centered assessment practices nationally.
A reflection on how the Linked Learning Conference renewed momentum for Envision’s college and career pathways, inspiring stronger partnerships and the return of Envision Academy’s job fair.
By Michael Viera, Envision Education’s College and Career Pathways Manager
Several years ago the city of Oakland came together to support college and career programming for high schoolers, by advancing and deepening career pathways in alignment with the Linked Learning Alliance standards and methodology. The Linked Learning Alliance hosts an annual conference where educators share best practices and takeaways from school sites around the state. Oakland schools always show out in big numbers at the conference, but this year it took place in downtown Oakland, so the presence was even greater.
I had been to the conference previously, but this time was different. Being my 3rd year at Envision in this role, I felt like I finally understood what it was all about. I had colleagues from Envision Learning Partners in attendance and collaborating with me. I got to connect with colleagues from other Oakland schools. I knew what to look for and who to listen to in order to improve our programming at Envision Academy and across the Envision network.
The conference was motivating, to say the least. It is a breath of fresh air being in rooms of educators who are excited and realistic about their work in schools, and who understand the skills students need to have success in their futures.
I came back from the conference and immediately organized Envision Academy’s first job fair since COVID. We had twelve community partners visit our campus to share information with students on internship opportunities, after school and summer programs, and community resources. Students seemed excited about these experiences that they can be a part of outside of their regular curriculum.
At the end of the event, two students stayed back and pulled me aside. I thought something bad had happened. Instead, one of them simply said, “Mr. Viera, we just wanted to thank you for putting together this event. It’s really inspiring to see all these opportunities we didn’t know about until now.”
After a couple of weeks of back and forth emails and phone calls with partners, planning meetings with administration, and quite literally running around setting up tables and chairs on the day of the event, those students made it all worth it. When students are able to take their learning outside of school walls and make connections with their community, they feel seen and they thrive.
Hear from Michael and ELP Assessment Design Partner, Josette Neal-De-Stanton on their takeaways from the Linked Learning Conference.
A reflection on how the Linked Learning Conference reinvigorated Envision’s college and career pathways work, leading to strengthened community partnerships and meaningful opportunities for students. Michael Viera shares how renewed insights and collaboration resulted in Envision Academy’s first post-COVID job fair—and the student impact that made it all worth it.
Envision Education is excited to share the culmination of its two-year research project, Pursuing Equity for Black & Latine Students with Learning Differences, which
documents and illustrates the systems, practices, cultures, and supports that are associated with the well being and success of Black and Latine students with learning differences – students with disabilities and multilingual students with disabilities.
In 2023, Envision Learning Partners (ELP) and Social Policy Research Associates (SPR) embarked on a research study to identify and learn from schools that demonstrated positive outcomes for Black and Latine students with learning differences (including students with disabilities and multilingual learners). After a review of data from secondary schools across the country, the study team identified two schools for a more in-depth study, which was conducted during the 2023–2024 school year.
The results of the research are shared through case studies of the two schools that were the focus of the research: 1) Crosstown High: Building a Culture of Inclusion; 2) Capital City: An Inclusive School Community Committed to Whole-Child Learning and Well Being; and 3) An Executive Summary/Synthesis of Findings.
In addition, we have authored four practice briefs based on the findings of the research that provide practical steps that schools can take to create more inclusive environments that support the success of Black and Latine students with learning differences.
This research was made possible through the generous support of New Profit, a venture philanthropic organization, and the Oak Foundation.
Envision Education is excited to share the culmination of its two-year research project, Pursuing Equity for Black & Latine Students with Learning Differences, which documents and illustrates the systems, practices, cultures, and supports that are associated with the well being and success of Black and Latine students with learning differences – students with disabilities and multilingual students with disabilities.
Explore our diverse events. Enhance your expertise, connect with thought leaders, and broaden your horizons.
A newly published case study from the Center for Innovation in Education (C!E), featuring Envision Learning Partners in Appendix C, highlights Allen County, Kentucky’s multi-year effort to redesign assessment and accountability through Inclusive Design. The report, Better Together, shows how the district co-created their graduation competencies called “Profile of A Patriot” and embedded project-based learning and performance assessments to place students’ passions and real-world skills at the center of learning.
Envision Learning Partners has been proud to support Allen County in this work, and we’re excited to share C!E’s new case study. We’ve partnered closely with C!E through the Assessment for Learning Project, working together to advance learner-centered assessment practices nationally.
By Michael Viera, Envision Education’s College and Career Pathways Manager
Several years ago the city of Oakland came together to support college and career programming for high schoolers, by advancing and deepening career pathways in alignment with the Linked Learning Alliance standards and methodology. The Linked Learning Alliance hosts an annual conference where educators share best practices and takeaways from school sites around the state. Oakland schools always show out in big numbers at the conference, but this year it took place in downtown Oakland, so the presence was even greater.
I had been to the conference previously, but this time was different. Being my 3rd year at Envision in this role, I felt like I finally understood what it was all about. I had colleagues from Envision Learning Partners in attendance and collaborating with me. I got to connect with colleagues from other Oakland schools. I knew what to look for and who to listen to in order to improve our programming at Envision Academy and across the Envision network.
The conference was motivating, to say the least. It is a breath of fresh air being in rooms of educators who are excited and realistic about their work in schools, and who understand the skills students need to have success in their futures.
I came back from the conference and immediately organized Envision Academy’s first job fair since COVID. We had twelve community partners visit our campus to share information with students on internship opportunities, after school and summer programs, and community resources. Students seemed excited about these experiences that they can be a part of outside of their regular curriculum.
At the end of the event, two students stayed back and pulled me aside. I thought something bad had happened. Instead, one of them simply said, “Mr. Viera, we just wanted to thank you for putting together this event. It’s really inspiring to see all these opportunities we didn’t know about until now.”
After a couple of weeks of back and forth emails and phone calls with partners, planning meetings with administration, and quite literally running around setting up tables and chairs on the day of the event, those students made it all worth it. When students are able to take their learning outside of school walls and make connections with their community, they feel seen and they thrive.
Hear from Michael and ELP Assessment Design Partner, Josette Neal-De-Stanton on their takeaways from the Linked Learning Conference.
Envision Education is excited to share the culmination of its two-year research project, Pursuing Equity for Black & Latine Students with Learning Differences, which
documents and illustrates the systems, practices, cultures, and supports that are associated with the well being and success of Black and Latine students with learning differences – students with disabilities and multilingual students with disabilities.
In 2023, Envision Learning Partners (ELP) and Social Policy Research Associates (SPR) embarked on a research study to identify and learn from schools that demonstrated positive outcomes for Black and Latine students with learning differences (including students with disabilities and multilingual learners). After a review of data from secondary schools across the country, the study team identified two schools for a more in-depth study, which was conducted during the 2023–2024 school year.
The results of the research are shared through case studies of the two schools that were the focus of the research: 1) Crosstown High: Building a Culture of Inclusion; 2) Capital City: An Inclusive School Community Committed to Whole-Child Learning and Well Being; and 3) An Executive Summary/Synthesis of Findings.
In addition, we have authored four practice briefs based on the findings of the research that provide practical steps that schools can take to create more inclusive environments that support the success of Black and Latine students with learning differences.
This research was made possible through the generous support of New Profit, a venture philanthropic organization, and the Oak Foundation.
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