CBE at the High School Level

Kingswood Regional High School is in a multi-year process of transitioning to a competency-based model to be in line with NH state law and best practice.

Scroll down to see our transition timeline, what colleges and universities say about competency-based transcripts, the grade scale, and other information.  

2021-2024:  

• Development or refinement of course competencies for all subject areas

• Training in competency-based education

• Selection and alignment of essential state or national standards to course competencies

• "Unpacking" essential standards to determine what students need to know, understand, and do to show proficiency

• Selection of competency-based grading platform (Infinite Campus)

• Reassessment Committee researched and developed building-wide Reassessment Guidelines

• Summer 2024:  Training of teacher leaders in Quality Assessment

2024-2025:

• Started assessment validations in core subject areas

• Finalize Reassessment Guidelines draft (fall 2024) with Semester 2 pilot

• Review of/feedback on CBE grade scale (staff)

• March 2025:  Report Card/Transcript hybrid scale survey for students and families

• Spring 2025:  Family Info Sessions on CBE, grade scale, reassessment

  • • Save the Dates:  April 22 and May 20, 2025 at 5:30 pm at the KRHS Lecture Hall

• April - November 2025:  Development of GPA ranking, weighted courses, Honor Roll grade requirements, etc.

• June/Summer 2025:  Review Reassessment Pilot and make adjustments based on feedback and data

2025-2026:

• Teachers will use traditional grading while becoming familiar with new grading platform

• Development of aligned (and validated) assessments and proficiency scales/rubrics

• Ongoing Family Info Sessions and updates through ParentSquare / CIA website

2026-2027:

• Roll-out of competency-based grading and reporting at KRHS and LRTC

Great Schools Partnership and the New England Secondary School Consortium collected statements from 75 private and public institutions of higher education across New England (including Harvard, Dartmouth, MIT, Tufts, and Bowdoin) in support of competency-based education. These institutions unequivocally state that students from competency-based systems are not disadvantaged in the admissions process: 75 New England Institutions of Higher Education State that Proficiency-Based Diplomas Do Not Disadvantage Applicants. Furthermore, the New England Board of Higher Education published this article in support: How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts: Insights for Students and Schools.

Reassessment is a best practice in both traditional and competency-based learning models.  

Grades are not about what students earn; they are about what students learn. In most of our adult lives, we exist in environments where preparation and practice work is essential, and where reassessment is allowed with appropriate constraints. If adults are allowed to reassess, why would we not allow children and adolescents who are still learning how to be adults to reassess?  It is our desire that students show grit to meet competencies by reflecting on initial attempts, learning from feedback, and submitting better work as part of essential life skills. 

In January 2024, KRHS created a Reassessment Committee to look at the research on reassessment, as well as existing practices around the Lakes Region.  Using this information and feedback from KRHS and LRTC staff, they developed Reassessment Guidelines that were piloted by some teachers during the spring 2025 semester.

Some teachers participated in a pilot of these guidelines/policy during the spring 2025 semester.  Based on data collected by piloting staff as well as student and family feedback to make adjustments before rolling out a building-wide policy for the 25-26 school year.