Final final Anne Mastery Experience Manual (2)

MASTERY EXPERIENCE

MANUAL

West
Hartford
Public
Schools

OPcUtoBbLeICr 2020SCHOOLS

West
Hartford
Public
Schools

PUBLIC SCHOOLS

Board of Education
Ms. Deb Polun - Chairperson
Dr. Lorna Thomas-Farquharson - Vice-Chair
Ms. Amanda Aronson - Secretary

Dr. Jason O. Chang
Dr. Ari Steinberg
Ms. Elizabeth Wilcox
Mr. Mark Zydanowicz

Administration
Mr. Tom Moore, Superintendent
Dr. Andrew Morrow, Assistant Superintendent for Administration
Mr. Paul W. Vicinus, Jr., Assistant Superintendent for Curriculum, Instruction and Assessment
Mr. Richard Ledwith, Executive Director of Human Resources
Dr. Roszena Haskins, Director Diversity Advancement
Dr. Gretchen Nelson, Director of Pupil Services
Ms. Anne McKernan, Director of Secondary Education

Mastery Experience Manual West
Hartford
Public
Schools

PUBLIC SCHOOLS

Benefits of the Mastery Experience

Engaging students through genuine and challenging learning experiences is a key goal of
the West Hartford Public Schools. When students investigate topics that are personally
meaningful, the experience has the potential to capture the child's mind, heart, and spirit
unlike activities directed by others. Several research studies indicate that student choice
enhances processing, creativity, retention of information, and can improve student work
habits such as self-initiated revision, editing, and better organization (Denton, 2005, Willis,
2006).

Through the Mastery Experience, students will delve into research, inquiry, problem solving,
and action to gain a deep understanding of the topic, apply what they have learned, and
share it with an authentic audience. Shifting ownership of learning to the students allows
them to direct their energy, time, and attention to engage in work they find worthwhile.
Personal ownership of learning also has the potential to influence plans for college,
career, and civic life.

Students in the class of 2023 and beyond will be required We must make the
choices that enable us
to earn one credit through personalized study. Although to fulfill the deepest
students can earn this credit in a variety of ways, the capacities of our
primary vehicle will be independent research projects real selves.
offered through qualifying courses. Another avenue to -Thomas Merton
earn the mastery credit will include students earning
a credential or badge that awards them recognition
for the completion of a skill set recognized in industry
or the broader community. Career related internships
and intensive workplace experiences that meet specific
requirements may also qualify for mastery credit.

The Mastery Experience credit is a meaningful step toward increasing student choice and
self-direction in the educational journey of West Hartford’s high school students. This manual
outlines the essential elements for students to earn this credit and the implementation plan
for both the 2019-2020 and 2020-2021 school years. Along the way, administrators, school
counselors, teachers, and advisors will support the student’s journey. The Mastery Credit
curriculum revision team will meet regularly to update this manual and refine West Hartford’s
approach to this exciting opportunity.

Page 3

Mastery Experience Curriculum
Writing Committee

Monique Albani-Ethier
James Antonucci
Michelle Boire
Anna Capobianco
Bill Condon
Jackie Corricelli
Rachael Martinelli
Anne McKernan
Karen Mortensen
Joel Ortiz
Allison Pomroy
Lynn Rasz
Tony Truss

Mastery Experience Manual West
Hartford
Public
Schools

PUBLIC SCHOOLS

Table of Contents

CT State Legislation .................................................................6
The WHPS Vision of the Graduate............................................7
Pathways to Mastery..............................................................10
Process to Complete ME in a Qualifying Course ....................12
Mastery Experience Qualifying Courses.................................16
Process to Complete ME through Badging or Credentialing ....17

Assessment and Reporting ...................................................18
Appendices.............................................................................19

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Connecticut State Legislation

The Mastery Diploma Credit

During the 2017 session, the Connecticut General Assembly passed Public
Act 17-20, “An Act Concerning Revisions to the High School Graduation
Requirements”. This act amended Section 10-221a of the general statutes
and substituted the following language effective July 1, 2017.

“Commencing with the classes graduating in 2023, and for each graduating
class thereafter, no local or regional board of education shall permit any
student to graduate from high school or grant a diploma to any student
who has not satisfactorily completed a minimum of twenty-five
credits, including not fewer than: (1) Nine credits in the humanities,
including civics and the arts; (2) nine credits in science, technology,
engineering and mathematics; (3) one credit in physical education and
wellness; (4 one credit in health and safety education, as described in
section 10-16b; (5) one credit in world languages, subject to the
provisions of subsection (g) of this section and (6) one credit mastery
based diploma assessment.”

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WHPS Vision of the Graduate

Attitudes and Dispositions: A Detailed Description

The Vision of the Graduate is aligned to the CASEL framework for social and emotional learning.

● Acts in a fair and ● Acknowledges self ● Poses meaningful ● Sets goals and works
equitable manner as a worthy person questions about the to achieve them
in all circumstances with strengths and world and its people
areas of growth and seeks to learn ● Maintains focus on
● Is truthful in words more attaining goals in the
and actions ● Cares for mind, face of challenges.
body, and spirit ● Asks questions and
● Takes seeks answers ● Creates a plan, and
responsibility for ● Values the manages effort
words and actions differences in race, ● Reads, investigates, and uses time and
ethnicity, religion, connects with others, resources properly.
● Considers the gender and sexual tinkers, inquires,
needs of others in orientation of others. explores and ● Seeks advice and
decision-making; proposes solutions to counsel appropriately
weighs the impact ● Recognizes that problems related to while completing work
of taking action on diversity of opinions areas of interest independently
others is healthy
● Understands the ● Takes intellectual
SEL Framework: ● Promotes the value and power of risks; demonstrates
Self-Awareness acceptance of all learning tenacity; sees failure
members of the as opportunity
community
SEL Framework: SEL Framework: SEL Framework:
Social-Awareness Decision-Making Self-Management

Page 8

Mastery Experience Manual West
Hartford
WHPS Vision of the Graduate Public
Schools
Skills: A Detailed Description
PUBLIC SCHOOLS

● Identifies personal ● Articulates ● Develops ● Identifies and
perspective and thoughts through substantive articulate a
the perspective of writing, speaking, questions to meaningful
others or visual guide inquiry problem
representation
● Develops ● Analyzes and ● Identifies
strategies to work ● Listens closely synthesize opportunities
with a partner or to accurately existing for innovative
small group to represent the knowledge in an approaches to
complete a task ideas of others area of inquiry problems

● Utilizes the ● Uses a wide ● Applies research ● Proposes potential
contributions of range of tools to and reasoning solutions to
others to approach reach a variety of skills to existing problems
a task in a different audiences investigate an using knowledge
way area of interest and creativity

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PUBLIC SCHOOLS

Pathways to the Mastery Experience

Pathway 1: Qualifying Course, Badge, or Credential
The primary avenue for students to earn the Mastery Experience credit is by completing a
self-chosen, regulated, and directed learning experience in a qualifying course. Qualifying
courses are those courses, identified by the staff, which include opportunities for students to
engage in significant, challenging, and meaningful study of a topic related to the focus of the
course.

Examples: Jazz Band A student is interested in composing and performing jazz
music. The student writes an original piece based on
research of a jazz artist, a jazz era, a style, or other jazz
element. The student produces the piece, organizes an
ensemble and offers one or more performances.

PE Strategies A student is interested in serving people with disabilities.
With an interest in the Unified Sports program, the child
proposes to research sports that might be a good fit at
his/her high school, share findings with decision makers,
create and participate in a new unified sports team.

Emergency A student wants to pursuce a career as a first responder.
Medical To do so, the child enrolls in the EMR course, completes
Response the appropriate course work, studies for the EMR badge,
and successfully takes the EMR exam.

World Language A student with a desire to be a translator for a local agency or
Ceramics to to work in international diplomacy earns the Seal of
Biliteracy.

A student with a passion for art volunteers weekly at the
West Hartford Art League working with the staff to
schedule classes and records his/her contribution to
projects, interactions with the public and personal learning
journey as an artist.

Page 10 Pathways to the Mastery Experience

Manufacturing A student interested in being a construction manager earns West
and an OSHA Outreach credential by taking the online Hartford
certification program. Public
Mastery ExperiencWe oMoadnwuoarkl ing Schools

World A student with a desire to work in international diplomacy PUBLIC SCHOOLS
Language earns the CT Seal of Biliteracy.

Pathways to the Mastery Experience

Pathway 2: Mastery Experience SeCmreindaeSr netmiainlinarg and Internship

Senior students who have not completed a mastery experience credit will enroll in the Mastery
Experience Seminar, a semester course, focused on building a students skills to identify, manage
Pathwanadyc3o:mMplaestteelroyngE-xtperemriepnrocjeecStesmfoicnuasred on areas of student interest. This course will be
offered during the first semester of the senior year to ensure completion of the Mastery
ExSpeenrioiernscteudcerendtsitwanhdo ohpavpeorntoutncitoiemspfolertreedfianemmaestnetrpyreioxpr etoriegnracdeucarteidoint.will enroll in the Mastery
Experience Seminar, a semester course, focused on building a students skills to identify, manage
and complete long-term projects focused on areas of student interest. This course will be
offered during the first semester of the senior year to ensure completion of the Mastery
Experience credit and opportunities for refinement prior to graduation.

Evidence of Mastery
Student Work

Regardless of the pathway a student chooses, the ME credit has four elements
which students must complete and submit:

1. Proposal to EarPn athtehMwasateyrsy EtxopetriheneceMCraedsitt ery Experience
2. Project/Evidence of Completion of Badge or Credential

3. Process and Reflection Journal Seminar

Process 4. Vision of the Graduate Self-Assessment
Pathway 3: Mastery Experience Seminar

Senior students who have not completed a mastery experience credit will enroll in the Mastery
Experience Seminar, a semester course, focused on building a students skills to identify, manage
and complete long-term projects focused on areas of student interest. This course will be
offered during the first semester of the senior year to ensure completion of the Mastery
Experience credit and opportunities for refinement prior to graduation.

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Process

Pathway 1: ME Credit: Qualifying Course, Badge, or Credential

Teacher establishes parameters for Student submits a "Proposal
ME learning project, credential, or to Earn the ME Credit"

badge in a course

Teachers, in collaborative groups, Once approved, students begin
review proposals, asks for the process of personal study,

revisions or approves "Proposal journals experiences, seeks
to Earn the ME Credit". Students appropriate support from adults
including teachers, mentors, or
resubmit proposals with
revisions if needed. other students or adults.

Students submit projects or Teachers, in collaborative groups,
evidence of earning a badge/ reviews student submissions,
credential, process journal, and determines if student achieved
Vision of the Graduate Self- Mastery based on the Vision of
Assessment to the teacher of
the Graduate rubric and submits
the Mastery Experience grade in PowerSchool
Qualifying Course

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Roles and Responsibilities of the Mastery Experience

Students

Pathway 1: ME Credit: Qualifying Course, Badge, or Credential

Students choose an area of focus

Students choose to engage in a topic, experience, or problem of personal interest that
allows them to apply the big ideas of a course and demonstrate the skills attitudes, and
dispositions of the WHPS Vision of the Graduate.
Students submit the form "A Proposal to Earn the Mastery Experience Credit"

Within the parameters set by the teacher of a qualifying course, a student submits the
form entitled "A Proposal to Earn the Mastery Experience Credit" (Proposal) found in
Appendix A. The proposal outlines:

 the student's area of interest
 what the student hopes to learn about the topic
 a time line that identifies major milestones toward completion of the credit
 the challenges the child anticipates may occur on the journey
 a description of their final project
 support the student may need to complete the ME credit such as mentors,

resources, and or skills.
Students engage in Independent Work
Once the proposal is approved by the teacher of a qualifying course, the student will:
• begin independent work
• consult with the classroom teacher when needed
• seek adult support beyond the classroom teacher and "Community" as needed
• focus on the four attitudes and dispositions outlined in the Vision of the Graduate
• maintain a process journal
• complete the work outlined in the proposal
• submit the final product, reflection journal and self-assessment to the classroom

teacher on or before the due date identified by the teacher.

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Roles and Responsibilities of the Mastery Experience

Teachers

Establish Parameters
• Inform students of the opportunity to complete the ME credit in this qualifying class
• Provide a ideas or models for students to spark ideas
• Establish a suggested time line for completion

Review Proposals
• In collaborative teams, teachers review, provide feedback, and approve or return
students' "Proposal to Earn the Mastery Experience Credit"

Provide Feedback and Assess
• Provide appropriate support when students seeks support
• In collaborative teams, teachers assess student work: the process journal, the student
project/evidence of earning a badge or credential, the Vision of the Graduate Self-
Assessment. To assess the student’s overall work teacher teams provide feedback
through the Vision of the Graduate Rubric
• At the end of the course, the teacher will submit the student’s grade in PowerSchool
under the category of Mastery Experience

School Counselors

Communicate
• Freshman counselors devote two freshman seminar lessons to review the Mastery
Experience requirements
• Counselors communicate the requirements to students, parents, and other stakeholders
in all appropriate forums

Monitor Course Selection
• During group and individual course planning meetings, all counselors will remind
students of the requirements of the Mastery Experience credit and each student’s
plan to earn this credit. The counselor provides advice and counsel on completion of
the Mastery Experience.

Support
• Counserlors will support and encourage students to complete their Mastery Experience
through the pathway that best meets their needs.

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Guide and Support Community Teachers

• Community teachers will have a list of students in their group who have submitted
a proposal for completion; teachers will check in with students engaged in their
project to encourage students, discuss challenges and provide support

Provide Information

• Each year the Community teachers will provide two lessons focused on self-
management and responsible decision-making and connect SEL skills to completion
of the Mastery Experience credit.

Department Supervisors

Establish Parameters
• In consultation with the staff, establish which courses will be designated as qualifying
courses to complete the Mastery Experience
• In consultation with the staff, identify and share general parameters and best practice
for Mastery Experience credit completion

• Work with the Department Supervisor team, the Director of Secondary Education, and
the Assistant Superintendent for Curriculum and Instruction to establish similar
approaches across the district and to review the Mastery Experience manual and
update it appropriately

• Support teachers to implement a Mastery Experience opportunity that is rich and
meaningful for the student. Support may be in the form of holding group discussion
with teachers, helping teachers to identify worthy projects and find efficient ways to
implement various aspects of the program.

Building Based Administrators

Communicate
• Communicate graduation requirements to parents and students and provide a
detailed explanation of the ME credit, how students earn credit and the steps in
the process
• Communication should occur at specific times during the year including, but
limited to 8th grade orientation, Curriculum Nights, parent information nights
for each grade level
• Ensure all print and digital handbooks, programs of study and other relevant
information is updated and accurately reflects the spirit of the ME credit and the
steps in the process

Monitor and improve

• Actively seek feedback from students, teachers and parents regarding the
program and contribute to engaging in a continuous improvement cycle.

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West Mastery Experience Manual
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Public Qualifying Mastery Experience Courses
Schools
Qualifying Mastery Experience Courses
PUBLIC SCHOOLS

Department Courses

Career and ● Regional & International Cuisine ● EMS Health Careers
Technical ● Careers in Foods ● Manufacturing & Woodworking II
Education ● International Business ● Graphics Design II
● Automotive Tech II ● Game & Web Design
● Entrepreneurship - Intro to ● Advanced Finance & Investments
Business

Cross Curricular/ ● Career Exploration
Pupil Services

English ● Voices of Inspiration &Rebellion ● Writing: Description and Narrative
● 21st Century Studies/Adv.
Literature ● Writing: Argument and Persuasion
● Multi-Cultural Perspectives in
● Journalism Literature
● Creative Writing
● Women’s Literature

Math ● Cryptography and Cybersecurity ● Exploring Computer Science

Music and ● Concert Band/Jazz Band/ Wind ● I Giovani Solisti
Performing Arts Ensemble ● Concert Orchestra
PE and Health ● Acting II
● Chorale Cantare/Solo Choir/ ● Stagecraft
Choraliers/Voices of the World ● Public Speaking
● Specialized Performance Study
● Guitar II and III ● Leadership in PE
● PE Strategies

Science ● Anatomy and Physiology ● Science Research and Applications
Social Studies ● Environmental Science ● Oceanography and Marine Science
Visual Arts ● Human Rights ● Sociology
AP Courses ● Warfare ● Introduction to Psychology
● Genocide
● Ceramics I & II ● 3D Studio Art
● Drawing I & II ● Design in Everyday Life: Personal
● Painting I & II
● AP Seminar Perspective
.

Courses listed above have built-in opportunities for completion of the mastery experience project.
Students in any course can request to complete an independent mastery experience project with
teacher approval.

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Mastery Experience Manual West
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Process Public
Schools
Pathway 2: Mastery Experience Seminar
PUBLIC SCHOOLS

During course planning in the Mastery Experience Seminar
junior year, any student who teachers introduce the process to
students as the key component
has not earned or is not
working toward earning the ME of the class which focuses on
self-awareness, self-management
credit, will enroll in the
Mastery Experience Seminar and decision-making.

Student submits a "Proposal to Upon approval of the "Proposal
Earn the ME Credit" to Earn the ME credit", students
begin work on an independent

learning project under the
guidance of the Mastery
Experience Seminar teacher

Students maintain a process and The Mastery Experience Seminar
reflection journal while teacher reviews work,

completing their ME project. determines if student achieved
Upon completion, students Mastery based on the Vision of
submit the reflection journal, the Graduate rubric and submits
project, and Vision of the
Graduate self-assessment grade in PowerSchool

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Essential Elements of the Mastery Experience

Pathway 2: Mastery Experience Seminar

Student:
• Student enrolls in the Mastery Experience Seminar
• Student chooses a Mastery Experience project of personal interest
• Student completes all course requirements including submission of the three
elements of the project: reflective journal, final product, self-assessment rubric

Teacher:
• Guide students to complete the Mastery Experience credit while supporting
students as they practice skills of: project management, time management, research,
organization, and self-reflection.

Assessment and Reporting

Students submit In teams, teachers Teachers of the ME Credit for the ME
the ME project, review projects, Seminar and teachers will show on the
process journal, process journals and in Qualifying courses student's report
and VoG self- VoG self-assessments , will report a grade for card and on the
complete the VoG the project and a grade student's transcript
assessment rubric and return to for the course at the
students. end of the semester/

year.

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Mastery Experience Manual West
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Appendix Public
Schools
Contents
PUBLIC SCHOOLS
A. Proposal to Earn the Mastery Experience Credit
B. Process and Reflection Journal
C. Vision of the Graduate -Student Self-Assessment
D. Vision of the Graduate-Rubric (Teacher Use Only)
E. Mastery Experience-Key Terms

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Assessment and Reporting Public
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Appendix Page 21

Contents

1. Vision of the Graduate Reflective Journal

2. Scoring Rubrics for Vision of the Graduate

● Collaboration
● Inquiry and Critical Thinking
● Problem Solving
● Effective Communication

3. Key Terms

West Mastery Experience Manual
Hartford
Public
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PAUppBeLnIdCixSBCHOOLS

Mastery Experience Reflective Journal

Vision of the Graduate: Attitudes and Dispositions
Reflective Writing Is: Reflective Writing Is Not:

● A personal record of your learning ● A research paper or argument essay
experience
● A chronological account of the steps
● A way to explore your thinking, and you took to complete your process
feelings
● A summary of the notes you took to
● A way to better understand yourself complete your Mastery Experience
as a learner

● A way to make meaning out of what
you study

● A way to think about key skills and
dispositions identified as important
for success in adult endeavors

Steps to Consider:

● Start journaling your experience from the beginning of the process; include what led
you to choose this topic, process for study, what you anticipate to be easy or to be
challenging, and what the final product will be.

● Journal regularly throughout the course of the experience outlining the steps you
take, the challenges you face, the ways you addressed problems, the resources you
needed, or any other important information.

● Document how your thoughts and feelings have changed due to this experience. This
can be in reference to the content of the topic or you as a learner.

● Be honest with yourself.

● Use the first person-this reflection is about you.

● Journal weekly even if you did not complete a lot of work on your ME project; you
may document that you were thinking about interviewing another source,
completing another step in the process, checking in with an advisor, but were unable
to do so because of a conflict.

Page 22 ● Read the detailed description of the Vision of the Graduate: Attitudes and
Dispositions and comment on you as a learner in relation to these four areas:
o Integrity and Honor
o Respect for Self and Others
o Curiosity and Love of Learning
o Perseverance and Self Direction

Mastery Experience Manual West
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WHPS Vision of the Graduate-Self Assessment Public
Schools

PUApBpLeInCdiSxCHCOOLS

Attitude or Elements of Mastery Reflect on your experience through this
disposition process and describe your strengths as well

as your areas of growth for each area

• Acts in a fair and equitable manner in all
circumstances

• Is truthful in words and actions
• Takes responsibility for words & actions
• Considers the needs of others in

decision-making; weighs the impact of
taking action on others

• Acknowledges self as a worthy person
with strengths and areas of growth

• Cares for mind, body, and spirit
• Values the differences in race,

ethnicity, religion, gender and sexual
orientation of others
• Recognizes that diversity of opinions is
healthy

• Poses meaningful questions about the
world and its people and seeks to learn
more

• Asks questions & seeks answers
• Reads, investigates, connects with

others, tinkers, inquires, explores and
proposes solutions
• Understands the value and power of
learning

• Sets goals and works to achieve them
• Maintains focus in the face of challenges.
• Creates a plan and manages effort

including the proper use of time and
resources.
• Seeks advice and counsel appropriately
while completing work independently
• Takes intellectual risks; demonstrates
tenacity in the face of challenge; sees
failure as opportunity

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West Mastery Experience Manual
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Public WHPS Vision of the Graduate-Self Assessment
Schools

PAUppBeLnIdCixSCCHOOLS

Skill Elements of Mastery Reflect on your experience through this
process and describe your strengths as well

as your areas of growth for each area

• Identify my perspective and the
perspective of others

• Develop strategies to work with a
partner or small group to complete a
task

• Utilize the contributions of others to
approach a task in a different way

• Articulates thoughts through writing,
speaking, or visual representation

• Listens closely to accurately represent
the ideas of others

• Uses a wide range of tools to reach a
variety of audiences

• Develops substantive questions to guide
inquiry

• Analyzes and synthesize existing
knowledge in an area of inquiry

• Applies research and reasoning skills to
investigate an area of interest

• Identifies and articulate a meaningful
problem

• Identifies opportunities for innovative
approaches to problems

• Proposes potential solutions to existing
problems using knowledge and creativity

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Mastery Experience Manual

MASTERY EXPERIENCE GENERAL SCORING GUIDELINES

• To be awarded credit, the student demonstrates a majority (50% or more) of the characteristics in each category.
• Scorers should indicate the reason if a student did not achieve mastery in the category in the notes section.
• Scorers have the option to identify aspects of the student work that was excellent quality



Attitude or Scoring Criteria Notes
Disposition

• Acts in a fair and equitable manner in all circumstances Student did not earn credit because…

• Is truthful in words and actions
• Takes responsibility for words and actions

• Considers the needs of others in decision-making; weighs the Student showed a high level of mastery in...
impact of taking action on others



• Acknowledges self as a worthy person with strengths and areas Student did not earn credit because…
of growth

• Cares for mind, body, and spirit
• Values the differences in race, ethnicity, religion, gender and

sexual orientation of others
• Recognizes the diversity of opinion is healthy Student showed a high level of mastery in...
• Promotes the acceptance of all members of the community



• Poses meaningful questions about the world and its people and Student did not earn credit because…

seeks to learn more

• Asks questions and seeks answers
• Reads, investigates, connects with others, tinkers, inquires,

explores and proposes solutions Student showed a high level of mastery in...

• Sets goals and works to achieve them Student did not earn credit because…

• Maintains focus on attaining goals in the face of challenge
• Creates a plan and manages effort including the proper use of

time and resources

• Seeks advice and counsel appropriately while completing work Student showed a high level of mastery in...

independently
• Takes intellectual risks; demonstrates tenacity in the face of

challenge; sees failure as an opportunity.

Page 25 West
Hartford
Public
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PUApBpLeInCdiSxCHDOOLS

Page 26 West
Hartford
MASTERY EXPERIENCE GENERAL SCORING GUIDELINES (continued) Public
Schools
• To be awarded credit, the student demonstrates a majority (50% or more) of the characteristics in each category.
• Scorers should indicate the reason if a student did not achieve mastery in the category in the notes section. PAUpBpeLnICdixSCDHOOLS

• ScSokrilel rs have the option to identify aSscpoercintsg o Cfr titheer isat udent work that was excellent quality Decision Rules and Notes

• Identify my perspective and the perspective of others Student did not earn credit because…
• Develop strategies to wSocrko rwinitgh Car pitaerrtinae r or small group Notes
Attitude or
Disposition to complete a task

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• dIsif fterurethnftu wl iany w. ords and actions

• Takes responsibility for words and actions
• Considers the needs of others in decision-making; weighs the
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representation
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•• aVuadluieensc tehse differences in race, ethnicity, religion, gender and

••
•
sexual orientation of others
Student showed a high level of mastery in...
•••• ADPRnereoavcmeloylgzooneptieszs se as stnu htdbeh s seaty acdncnitvethepivertessai intqzyceu eose foes otfx ipiaosilntnl ismnio gteno mk igsnb uoheiwedrasel elo tidhnf gyqt ehu eiinr cy oa mn maruenai ty Student did not earn credit because…
of inquiry

•• APpopselise sm reeasneianrgcfhu la qnude rsetiaosnosn ainbog ustk tilhlse two oinrlvde asntidg aittse p aeno ple and Student did not earn credit because…
asreeeak so ft oin letearens mt ore Student showed a high level of mastery in...

• Asks questions and seeks answers
• Reads, investigates, connects with others, tinkers, inquires,

explores and proposes solutions Student showed a high level of mastery in...
• Identifies and articulates a substantive problem Student did not earn credit because…

•• pPIkMtCSdnrirermeoooaetnpbsiewant olt gieatlefseoanmiseedia dnsasl gs ss repo p oeaf olpolasnavtopcndnieunuod nwasgrr tncct ooieurdanresn lk m aaisstt toaititevolnausi aitat nyfgicioo enhrnsgi e si eng vftonefooao trelvhstxa e iiintnmsi tcvt ilehnu egda ifppnaprgcor etob hoaleefc mhpchresoas upl lteseoinrn guges e Sotfu denStt ushdoewnte ddi da hniogth e laervne lc oref dmita bsetecrayu isne.….. Mastery Experience Manual
•••

• Seeks advice and counsel appropriately while completing work Student showed a high level of mastery in...
independently

• Takes intellectual risks; demonstrates tenacity in the face of

 Mastery Credit Awchaardlleendg e; sees failure as an opportunity.
 Mastery Credit Not Awarded


2

Mastery Experience Manual West
Hartford
Mastery Experience Key Terms Public
Schools

PAUpBpLenICdixSCEHOOLS

Advisory Teacher The staff member that leads an advisory group and will
check in with students on progress toward completion of
ME

“A Proposal to Complete A student submits this document to the teacher of a
the Mastery Experience” qualifying course to identify that the student intends to
receive a mastery credit for personalized work in that
course.

ME Abbreviation for Mastery Experience

ME Coordinator Designated faculty member located in the Career Center
who serves to oversee external Mastery Experiences
including credentialing/badging and internships/intensive
work experiences.

Personalized Study A student directed learning experience that is intended
Qualifying Courses to address the distinct learning needs, interests,
aspirations, or cultural backgrounds of individual
students.
Designated course work that includes personalized
learning experiences that students can use to complete
the Mastery Experience

Reflective Journal A learning journal that documents the student’s
experience during the Mastery Experience with a focus
on the Vision of the Graduate: Attitudes and Dispositions.

Vision of the Graduate Outcomes that WHPS intends students will demonstrate
by the completion of their PK-12 journey. The Vision of
the Graduate has two sections:

● Attitudes and Dispositions
● Cross-Disciplinary Skills

Page 27

West
Hartford
Public
Schools

50 South Main Street, West Hartford, Connecticut
www.whps.org