Contract Based Learning

Catalyst’s unique contract-based method of learning earned strong commendations from the NCA/CASI accreditation team.  Using this approach, our students build each class from scratch based on personal interests and learning styles.  NCA/CASI review team leader, Dr. Richard Nutting, stated that this program was so unique and impressive that he took the unprecedented step of recommending that Catalyst’s contract based method of learning be placed on the NCA/CASI Website as a Peer-to-Peer Resource for their 27,000 schools to consider as a best practice.   Here’s how it works:

At the Beginning of a 5-Week Course

1. The student meets with the academic coordinator to determine which requirements will be targeted during the upcoming academic block.
2. A blank contract is selected to reflect the number of days the course will meet and how the student will be assessed throughout the block.
3. The teacher and student identify which specific course best aligns with the student’s interests and strengths to fulfill a graduation requirement.
4. Together the student and teacher design the student’s assignments using the following tools:
   • Measure of Academic Progress (MAP) assessment data
   • The student’s Customized Academic Plan (CAP), which identifies personal strengths, interests, areas for growth, and recommended instructional strategies
   • Colorado Academic Standards
   • 16 Habits of Mind matrices
5. The amount of homework is determined by the number of credits attempted and the number of class days within the 5-week block.

Each Day of Class

1. The student and teacher select and discuss the skills and content required to successfully complete each assignment.
2. The student and teacher select and use specific rubrics, associated with specific assignments, both before and after the product completion.
3. The teacher and student discuss what they can do as a team for the student to earn the best possible grade for the class.
4. The student identifies and implements one of the 16 Habits of Mind while working on the daily assignment.
5. The teacher assesses the specific assignment and overall progress, and then determines a grade.
6. The student and teacher review the cumulative assessment points as a percentage of the entire class and discuss long-term strategies for earning the highest possible outcome for the class.

At the End of the Course

1. The student often shares what has been learned with the school community during a Presentation of Learning (POL) Day. A rubric is used to assess the quantitative value of the POL.
2. The student and teacher ecach evaluate the qualitative value of the student’s overall course.
3. The final grade is calculated numerically and translated into a traditional letter grade.
4. The student’s body of work for the course becomes part of the academic record and is stored, available for possible inclusion in a portfolio of best works at a later date.

Recording the Course on a Transcript

1. The work is recorded with a traditional course title.
2. A traditional letter grade and specific number of credits are assigned.
3. The course is recorded on a traditional transcript.

FROM our PRINCIPAL  The traditional model of American education dates back to the 19th Century, when schools based on rote and linear thinking were suitable for the general population, and we became enamored with the assembly line efficiency of the industrial revolution. The brains of youth today are wired for multi-tasking, problem solving and decision making. We’ve built a school that fits the teen brain and is flexible to honor uniqueness.