The curriculum and instructional approach at Kreiva Academy is flexible, rigorous, experiential, data-driven, and competency-based. We purposely provide a comprehensive education that welcomes students with strengths or challenges in all content areas as well as extra-curricular areas. We choose to place our emphasis on the student experience instead of specific content areas.
Kreiva’s curriculum is competency-based. This means that students get credit when they can demonstrate mastery of a topic. Classes are taught in short (5-8 week) interdisciplinary modules. Each module combines learning targets from several different areas of inquiry. When a student has mastered the required set of learning targets in a subject area, they receive a competency credit towards graduation.
Learning Targets are the backbone of the curriculum. Learning Targets are “I can...” statements, derived from the New Hampshire College and Career Ready standards, written in a way that teachers, students, and parents can clearly understand and communicate about the targets in common language. Kreiva’s Learning Targets also take into account elements of character development, civic awareness, and career readiness that have emerged as essential to 21s t -Century success. All Learning Targets are judged by an associated rubric that provides detailed parameters for how mastery will be determined.
A required Competency at Kreiva will consist of approximately eight Learning Targets in a specific content area. We ask for depth, strength, and applicability of knowledge as opposed to breadth; therefore students must attain one-hundred percent mastery of the rubric items in order to progress. Additional (elective and/or advanced) Learning Targets and Competencies will be offered in both middle and high school for students who complete all of the required material, encouraging all of our students to continue their work to achieve higher competency designations, and correspondingly more expertise.
Kreiva’s competency-based grading will reflect a student’s demonstrable level of mastery of a standard at a given point in time, not their average performance on a collection of assignments over an extended period. Progress will be achieved, measured, and evidenced through activities and product creation, but students will differ in the number of learning and assessment elements needed to achieve mastery. In this way, one student could theoretically demonstrate mastery with only one comprehensive assignment, while another could demonstrate it with many smaller incremental assignments, showing a build-up of skills and knowledge over time. Both of these approaches are valid and will likely be common occurrences at Kreiva.
Learning Targets by Subject Area
The purpose of these documents is to create a set of sub-competencies (Learning Targets) for Kreiva Academy. These Learning Targets will serve as a clear link between the state-adopted standards and the competencies (credits) earned by students. In addition, they clarify learning so that students can more readily understand the purpose of—and track their progress towards—their understanding of topics. This also allows teachers to hone in on the important aspects of what they are teaching, setting a transparent standard for the minimum acceptable level of understanding. Because all classes at Kreiva Academy are interdisciplinary, this project sets the foundation for targets from all core subjects to be mixed and matched based on topics relevant to students. These topics will drive our modules (5-8 week classes), which make up the rigorous, engaging curriculum.