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The Envision Learning Partners are entering our second year of partnership with the East Palo Alto Academy High School. They have been collaborating with Deeper Learning Coach, Morgan Vien, to develop their graduate profile and, due to distance learning, were forced to pivot and reimagine how to do their defenses of learning. Read more here from EPAA principal, Amika M. Guillaume, on what they’ve learned in this process and the impact on their teachers, students, and even Amika, herself.
How are cohort participants redesigning and/or advancing their systems to provide rigorous and equitable capstone experiences for their students? Is there one story you can share that illustrates how this work is benefitting schools, students or teachers?
We had an awesome experience working with Morgan Vien to carefully consider our language and priorities it represented. This was accomplished through a walkthrough and deep analysis by a design team composed of teaching colleagues and administration. After a deep dive and some tough choices, we were able to create one of many drafts, representing our EPAA Graduate Profile. It was reassuring to see that the overall design was something that clearly defined what we believed as a school and desired for our students and community. The entire process was inspiring how it helped galvanize our team and drive our approach to curriculum and instruction. We are all excited about the impact this will have on teaching, learning and authentic assessment.
During Distance Learning we were forced to pivot and re imagine how to do a portfolio defense of learning, for our first time, and from afar. To do so we identified a group of rising seniors to beta test our graduate profile. During one of our many Zoom classes one of the students said the most important and profound statements that defined this entire experience. “Our other exhibitions were about researching and learning something new. It was interesting and we learned, but it wasn’t as hard or important. This time we are talking about our learning and our thinking. This is much harder and better.”
What have you learned during this process?
Perhaps the most important part of this work is around using a graduate profile to drive instruction that is about deep and rigorous learning. As a school we have been very driven by our school vision (All students will graduate college-ready, empowered with the knowledge, skills and passion to positively impact their own lives, their community and the global society.), be it in student essays, reflections, decisions about course offerings, and the partnerships we pursue. We are also driven by our Bulldog Way: love, attitude, mindset, grit & power, but nonetheless we didn’t have something driving the kind of instruction, learning and assessment we knew we needed for our students’ long term success. We are extremely proud of and motivated to move forward with the portfolio defense of learning, based on our graduate profile
What is the impact you are seeing on leaders, teachers, and/or students?
It was so important to do this work as a design team that later engaged the rest of the staff in digging deep to develop our graduate profile. We are confident that once we begin to design our lessons with this profile in mind, we will be even more aligned and confident in our ability to push our students in a rigorous way. In our work with students we saw them thinking differently and more carefully about their learning. It was inspiring to see students pushing not only their own thinking, but also that of their classmates through the facilitated work in beta testing the defense of learning.
What has been the impact of this work ON YOU? Is there one story you can share that illustrates this?
I don’t know where to begin, but I know Morgan can also speak to this.
We are in the middle of a global pandemic, but that didn’t stop us. We engaged in deep learning from afar, thanks to Zoom and dedicated teachers, students and Envision Learning coach extraordinaire, Morgan Vien. We had students going deep in their reflections, their learning and their collaboration. There was the day that Deisy ran in late from her workplace, you could see her removing her “Mr. PIckle” apron and getting situated in front of her camera. This, after she submitted her slides (yes SLIDES) using her PHONE because the internet was so terrible from her home. Slides, which by the way, became our exemplar for its use of storytelling, visuals, succinct descriptions and overall impact. The two before her who presented their learning reflection on the theme of “growth mindset” did a solid job, but it was this student, who is working DURING A PANDEMIC, rushing to join us in the meeting ASAP, about 30 minutes late, who leaves us speechless with her prowess, determination and getting it DONE despite all obstacles. We had goosebumps.
AMIKA M. GUILLAUME
EPAA PRINCIPAL
Insights, partner highlights, guest perspectives, and resources to support your work
Roanoke County Public Schools has been partnering with Envision Learning Partners for the past four years to develop and implement a comprehensive performance assessment system aligned with their Opportunity Ready Graduate Profile. This collaboration has fundamentally transformed how students demonstrate essential skills needed for future success in an increasingly complex world.
The journey began a decade ago when Roanoke County developed their C-Change Framework, which meticulously detailed the conditions needed for deeper learning to thrive within school communities. This framework addressed multiple dimensions, including school and classroom climate, professional growth, support services, and learning culture. It also emphasized finding balance between preparing students for standardized testing and developing the critical skills needed to navigate a rapidly changing world.
Working with diverse stakeholders, they articulated the Opportunity Ready Graduate Profile, which defines the skills and attributes necessary for students to successfully navigate evolving life and career pathways and seize opportunities that come their way. Despite this solid foundation, the district initially struggled to quantify these skills in ways that were both meaningful and conducive to growth.
This challenge led Roanoke County to form a strategic partnership with Envision Learning Partners. Over the past four years, they’ve evolved from conceptualizing what their assessment system could be to implementing a robust program across all 26 schools in the district. This systematic approach to performance assessment now forms a cornerstone of their educational philosophy.
At the heart of this work is the Opportunity Ready Portfolio Presentation, where students demonstrate mastery of three critical skills: Communication, Collaboration, and Critical Thinking. Using a structured process guided by clear rubrics and expectations, students select artifacts from their in-school and out-of-school learning experiences as evidence of their skill development.
Each student presentation is guided by the driving question: “How have I demonstrated and grown in my Opportunity Ready Skills as a Communicator, Collaborator, and Critical Thinker this school year, and how will I apply these Opportunity Ready skills to what’s next for me, including my future career?”
Trained panel members, including at least one member from the school’s design team, evaluate these presentations using standardized rubrics that assess specific performance outcomes for each skill area. The panels follow a structured protocol for scoring student work, ensuring consistency and fairness while providing constructive feedback.
“We learned that you don’t know what your students are capable of until you ask and give them a chance to respond,” shares one district leader. “We have been blown away by what our students are able to demonstrate through our performance assessment system.”
The impact of this work extends throughout the educational community:
For students, the process has revealed the power of reflection. Many students express surprise at how much they’ve grown until they take time to reflect on their learning journey. This metacognitive awareness strengthens their sense of personal growth and achievement.
Teachers, while initially cautious about the workload involved in preparing for conferences and defenses, become enthusiastic advocates after witnessing students’ presentations. As one administrator noted, “To a person, they are invigorated and excited to begin planning for the next year once they see it in action.”
For administrators and district leaders, the presentations have rekindled passion for educational transformation. “The impact the presentations have on the panel, parents, and staff has reignited our drive for this work,” reports a district representative.
The most compelling evidence comes from individual student experiences. One particularly moving example involved a student who had struggled significantly during middle school. During their senior defense, the student articulated their growth journey with such clarity and reflection that “there was not a dry eye in the room.” This transformative moment exemplifies how the process helps students recognize and celebrate their own development while preparing them for future challenges.
Through this ongoing partnership with Envision Learning Partners, Roanoke County Public Schools continues to refine and expand their performance assessment system. The district’s commitment to developing the whole student—not just academic knowledge but essential life skills—positions their graduates to thrive in whatever paths they choose after high school, whether in higher education, careers, or military service.
By creating authentic opportunities for students to demonstrate mastery of critical skills, reflect on their growth, and connect their learning to future aspirations, Roanoke County Public Schools is preparing students not just for tests, but for life beyond graduation in a rapidly changing world.
Roanoke County Public Schools has been partnering with Envision Learning Partners for the past four years to develop and implement a comprehensive performance assessment system aligned with their Opportunity Ready Graduate Profile. This collaboration has fundamentally transformed how students demonstrate essential skills needed for future success in an increasingly complex world.
In this special Guest Blog Video Interview, hear from Alcine Mumby and Laureen Adams, interviewed by Niloy Gangopadhyay and Courtney Katen.
This interview was sparked by Alcine’s recent travel to the Ghana ASCD Educators’ Summit 2024 earlier this year.
Learn about Alcine and Laureen’s history- all starting in Oakland at Envision Academy, what Laureen took away and still carries with her as leader of the Tutu Institute in Ghana, why she believes so deeply in performance assessment, and what’s up next for her work continuing to support educators and systems.
In this special Guest Blog Video Interview, hear from Alcine Mumby and Laureen Adams, interviewed by Niloy Gangopadhyay and Courtney Katen.
Bullitt County Public Schools is a public school district in Shepherdsville, KY that serves students from pre-K through 12th grade. The district is committed to providing a world-class education that prepares students for success beyond high school.
Envision Learning Partners has worked with Bullitt County Public Schools since 2018, partnering on their Graduate Profile development and performance assessment system. Bullitt County’s Superintendent, Dr. Jesse Bacon, and Assistant Superintendent, Dr. Adrienne Usher, are also both alumni of ELP’s Deeper Learning Leadership Forum.
In this Partner Profile, we hear from Assistant Superintendent, Adrienne Usher.
How are you advancing your Performance Assessment System? Is there one story you can share that illustrates how this work is benefitting your school, students or teachers?
Advancing the Performance Assessment System in Bullitt County Public Schools involves the creation of Graduate Profile Performance outcomes for students in Grades K-2, 3-5, and 9-12. A notable story comes from a graduate of the district who, after completing postsecondary education, entered the workforce. This individual reflected on a high school assessment experience involving a presentation to a city council to solve a community problem, which proved invaluable when preparing for an engineering position interview. College courses, according to this graduate, did not fully address aspects of the interview process, including content, dispositions, and competencies. This example highlights the effectiveness of the performance assessment system in preparing students not only for specific occupations but also for broader workforce preparation.
What have you learnt during this process?
The process of transforming assessment has revealed the need to rethink its purpose and identify who truly owns it—students. While teachers play a critical role in this process, it is students who take ownership of their learning. Empowering students to demonstrate their learning fosters motivation and a deeper understanding of its larger purpose.
What is the impact you are seeing on students and their work?
The implementation of performance assessments and student ownership of learning is having a significant positive impact on students and their work. Students are more motivated as they recognize the relevance of their learning beyond the classroom. This approach is also fostering necessary dispositions and competencies, aligned to our Graduate Profile, preparing students for future challenges in higher education, the workforce, and beyond. By developing the skills to articulate their knowledge and connect it to meaningful purposes, students are not only achieving academic success but also growing into lifelong learners equipped for a dynamic and evolving world.
What is the impact you are seeing on teachers and their practice?
The gradual shift embedding performance assessments is creating meaningful changes in teachers and their practice. Teachers are rethinking the purpose of assessment on a continuum of traditional, transitional, and transformational methods that emphasize student ownership of learning combining academics and our Graduate Profile competencies. Teachers are becoming facilitators of learning, guiding students to take responsibility for their growth and encouraging reflection and self-assessment. This approach is also enhancing teachers’ instructional practices, as they integrate more student-centered strategies and focus on developing dispositions and competencies alongside content knowledge. The process is reinvigorating teachers’ sense of purpose and enthusiasm for a new school experience.
What is the impact of this work ON YOU as a practitioner?
The impact of this work I have experienced, as a practitioner, is related to understanding a larger purpose for school and its connection to the community and society. School can be viewed as a place to gain knowledge and get a high school diploma and it ends there. However, connecting school and assessment that impacts students in more comprehensive ways is about life preparation. In reality, the school experience, which includes teaching, learning, and assessment, is a reflection of what the greater community (students, parents, community members, industry partners, etc.) values. If communities want graduates to be more prepared and successful in the workforce and as citizens, collaboration that provides opportunities for learning and assessment which connects academics to real world problem solving is a future-focused necessity.
Learn more about the great work being done in Bullitt County in this EdWeek article.
Bullitt County Public Schools is a public school district in Shepherdsville, KY that serves students from pre-K through 12th grade. The district is committed to providing a world-class education that prepares students for success beyond high school.
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Roanoke County Public Schools has been partnering with Envision Learning Partners for the past four years to develop and implement a comprehensive performance assessment system aligned with their Opportunity Ready Graduate Profile. This collaboration has fundamentally transformed how students demonstrate essential skills needed for future success in an increasingly complex world.
The journey began a decade ago when Roanoke County developed their C-Change Framework, which meticulously detailed the conditions needed for deeper learning to thrive within school communities. This framework addressed multiple dimensions, including school and classroom climate, professional growth, support services, and learning culture. It also emphasized finding balance between preparing students for standardized testing and developing the critical skills needed to navigate a rapidly changing world.
Working with diverse stakeholders, they articulated the Opportunity Ready Graduate Profile, which defines the skills and attributes necessary for students to successfully navigate evolving life and career pathways and seize opportunities that come their way. Despite this solid foundation, the district initially struggled to quantify these skills in ways that were both meaningful and conducive to growth.
This challenge led Roanoke County to form a strategic partnership with Envision Learning Partners. Over the past four years, they’ve evolved from conceptualizing what their assessment system could be to implementing a robust program across all 26 schools in the district. This systematic approach to performance assessment now forms a cornerstone of their educational philosophy.
At the heart of this work is the Opportunity Ready Portfolio Presentation, where students demonstrate mastery of three critical skills: Communication, Collaboration, and Critical Thinking. Using a structured process guided by clear rubrics and expectations, students select artifacts from their in-school and out-of-school learning experiences as evidence of their skill development.
Each student presentation is guided by the driving question: “How have I demonstrated and grown in my Opportunity Ready Skills as a Communicator, Collaborator, and Critical Thinker this school year, and how will I apply these Opportunity Ready skills to what’s next for me, including my future career?”
Trained panel members, including at least one member from the school’s design team, evaluate these presentations using standardized rubrics that assess specific performance outcomes for each skill area. The panels follow a structured protocol for scoring student work, ensuring consistency and fairness while providing constructive feedback.
“We learned that you don’t know what your students are capable of until you ask and give them a chance to respond,” shares one district leader. “We have been blown away by what our students are able to demonstrate through our performance assessment system.”
The impact of this work extends throughout the educational community:
For students, the process has revealed the power of reflection. Many students express surprise at how much they’ve grown until they take time to reflect on their learning journey. This metacognitive awareness strengthens their sense of personal growth and achievement.
Teachers, while initially cautious about the workload involved in preparing for conferences and defenses, become enthusiastic advocates after witnessing students’ presentations. As one administrator noted, “To a person, they are invigorated and excited to begin planning for the next year once they see it in action.”
For administrators and district leaders, the presentations have rekindled passion for educational transformation. “The impact the presentations have on the panel, parents, and staff has reignited our drive for this work,” reports a district representative.
The most compelling evidence comes from individual student experiences. One particularly moving example involved a student who had struggled significantly during middle school. During their senior defense, the student articulated their growth journey with such clarity and reflection that “there was not a dry eye in the room.” This transformative moment exemplifies how the process helps students recognize and celebrate their own development while preparing them for future challenges.
Through this ongoing partnership with Envision Learning Partners, Roanoke County Public Schools continues to refine and expand their performance assessment system. The district’s commitment to developing the whole student—not just academic knowledge but essential life skills—positions their graduates to thrive in whatever paths they choose after high school, whether in higher education, careers, or military service.
By creating authentic opportunities for students to demonstrate mastery of critical skills, reflect on their growth, and connect their learning to future aspirations, Roanoke County Public Schools is preparing students not just for tests, but for life beyond graduation in a rapidly changing world.
In this special Guest Blog Video Interview, hear from Alcine Mumby and Laureen Adams, interviewed by Niloy Gangopadhyay and Courtney Katen.
This interview was sparked by Alcine’s recent travel to the Ghana ASCD Educators’ Summit 2024 earlier this year.
Learn about Alcine and Laureen’s history- all starting in Oakland at Envision Academy, what Laureen took away and still carries with her as leader of the Tutu Institute in Ghana, why she believes so deeply in performance assessment, and what’s up next for her work continuing to support educators and systems.
Bullitt County Public Schools is a public school district in Shepherdsville, KY that serves students from pre-K through 12th grade. The district is committed to providing a world-class education that prepares students for success beyond high school.
Envision Learning Partners has worked with Bullitt County Public Schools since 2018, partnering on their Graduate Profile development and performance assessment system. Bullitt County’s Superintendent, Dr. Jesse Bacon, and Assistant Superintendent, Dr. Adrienne Usher, are also both alumni of ELP’s Deeper Learning Leadership Forum.
In this Partner Profile, we hear from Assistant Superintendent, Adrienne Usher.
How are you advancing your Performance Assessment System? Is there one story you can share that illustrates how this work is benefitting your school, students or teachers?
Advancing the Performance Assessment System in Bullitt County Public Schools involves the creation of Graduate Profile Performance outcomes for students in Grades K-2, 3-5, and 9-12. A notable story comes from a graduate of the district who, after completing postsecondary education, entered the workforce. This individual reflected on a high school assessment experience involving a presentation to a city council to solve a community problem, which proved invaluable when preparing for an engineering position interview. College courses, according to this graduate, did not fully address aspects of the interview process, including content, dispositions, and competencies. This example highlights the effectiveness of the performance assessment system in preparing students not only for specific occupations but also for broader workforce preparation.
What have you learnt during this process?
The process of transforming assessment has revealed the need to rethink its purpose and identify who truly owns it—students. While teachers play a critical role in this process, it is students who take ownership of their learning. Empowering students to demonstrate their learning fosters motivation and a deeper understanding of its larger purpose.
What is the impact you are seeing on students and their work?
The implementation of performance assessments and student ownership of learning is having a significant positive impact on students and their work. Students are more motivated as they recognize the relevance of their learning beyond the classroom. This approach is also fostering necessary dispositions and competencies, aligned to our Graduate Profile, preparing students for future challenges in higher education, the workforce, and beyond. By developing the skills to articulate their knowledge and connect it to meaningful purposes, students are not only achieving academic success but also growing into lifelong learners equipped for a dynamic and evolving world.
What is the impact you are seeing on teachers and their practice?
The gradual shift embedding performance assessments is creating meaningful changes in teachers and their practice. Teachers are rethinking the purpose of assessment on a continuum of traditional, transitional, and transformational methods that emphasize student ownership of learning combining academics and our Graduate Profile competencies. Teachers are becoming facilitators of learning, guiding students to take responsibility for their growth and encouraging reflection and self-assessment. This approach is also enhancing teachers’ instructional practices, as they integrate more student-centered strategies and focus on developing dispositions and competencies alongside content knowledge. The process is reinvigorating teachers’ sense of purpose and enthusiasm for a new school experience.
What is the impact of this work ON YOU as a practitioner?
The impact of this work I have experienced, as a practitioner, is related to understanding a larger purpose for school and its connection to the community and society. School can be viewed as a place to gain knowledge and get a high school diploma and it ends there. However, connecting school and assessment that impacts students in more comprehensive ways is about life preparation. In reality, the school experience, which includes teaching, learning, and assessment, is a reflection of what the greater community (students, parents, community members, industry partners, etc.) values. If communities want graduates to be more prepared and successful in the workforce and as citizens, collaboration that provides opportunities for learning and assessment which connects academics to real world problem solving is a future-focused necessity.
Learn more about the great work being done in Bullitt County in this EdWeek article.
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