Rhode Island’s Authentic Assessment and Personalization Initiative

In 1996, Big Picture Learning opened the doors of its first school in Providence, RI. It graduated its first class in 2000 with a 96% graduation rate. Ninety-eight percent of the graduates were admitted to postsecondary institutions. They received $500,000 in scholarship funds to help fund their college educations. Twelve years later, Big Picture has graduated several thousand students, has garnered a 92% graduation rate, and enjoys an international presence.

 
Put simply, the Big Picture design works for students, improving their educational experiences, and markedly affecting their future success rate as professionals. The Rhode Island State Department of Education, having supported Big Picture Learning from its start in 1995, has paid close attention to the Big Picture Learning design and the accomplishments of its schools and students.

 

In September 2008, the Rhode Island Board of Regents amended its regulations for elementary and secondary education, citing the necessity of personalized learning environments, individual learning plans, portfolio work, and exhibition-based assessments to improve rigor of schools and increase skill mastery of students statewide (click here for complete regulation document).

 

We are proud to note that the adoption of these changes has been significantly affected by the practices and language of the Big Picture Learning design and its success within the state of Rhode Island:

• “Proficiency must be demonstrated through multiple sources of evidence gathered over time through a combination of at least two of the following performance-based assessments: graduation portfolios, exhibitions, comprehensive course assessments, or some combination thereof.” (See Authentic Assessment Distinguisher)
• “Each student, beginning no later than entry into sixth grade, shall have an individual learning plan (ILP). The ILP shall emanate from the student’s academic, career and personal/social goals. The ILP shall document the student’s interests, needs, supports, course selections, and opportunities (internships, apprenticeships, work-related) to form a structured program of study that culminates in proficiency for graduation.” (See Learning through Interest/Internship and Personalization Distinguishers)
• “All middle level schools and high schools shall implement strategies for creating more personalized learning environments, including the provision of a structure by which every student is assigned a responsible adult, in addition to a school counselor, who is knowledgeable about that student’s academic, career, and social/personal goals…They shall include approaches such as student advisories, schools within schools, academies…” (See Advisory Structure Distinguisher)