{"id":16229,"date":"2022-11-17T17:00:14","date_gmt":"2022-11-17T22:00:14","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&#038;p=16229"},"modified":"2023-03-03T08:39:52","modified_gmt":"2023-03-03T13:39:52","slug":"cbe-starter-pack-4-progress-based-on-mastery","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-4-progress-based-on-mastery\/","title":{"rendered":"CBE Starter Pack 4: Progress Based on Mastery"},"content":{"rendered":"<p><i><span style=\"font-weight: 400\">When educators begin to explore competency-based education (CBE), the <\/span><\/i><a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400\">CompetencyWorks Initiative<\/span><\/i><\/a><i><span style=\"font-weight: 400\"> is a key place to start, but it can be overwhelming to take it all in. This post is the fourth of a series of \u201c<\/span><\/i><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-1-students-are-empowered-daily\/\"><i><span style=\"font-weight: 400\">CBE Starter Packs<\/span><\/i><\/a><i><span style=\"font-weight: 400\">&#8221; focused on each of the seven elements of the Aurora Institute\u2019s <\/span><\/i><a href=\"https:\/\/aurora-institute.org\/our-work\/competencyworks\/competency-based-education\/\" target=\"_blank\" rel=\"noopener\"><i><span style=\"font-weight: 400\">2019 CBE Definition<\/span><\/i><\/a><i><span style=\"font-weight: 400\">. A note on language: we use the different terms used in the field (e.g., competency, mastery, proficiency) interchangeably.<\/span><\/i><\/p>\n<p><span style=\"font-weight: 400\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-15830\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CBE-Definition_Twitter-4-300x150.png\" alt=\"CBE definition element 4: Progress based on Mastery\" width=\"780\" height=\"390\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CBE-Definition_Twitter-4-300x150.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/CBE-Definition_Twitter-4-768x384.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/CBE-Definition_Twitter-4.png 900w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\" \/>At the heart of competency-based systems, decisions about student learning and advancement are made based on their demonstrated mastery \u2013 rather than their age or a standardized time frame. The first three elements of the CBE definition create the transparency, evidence, and learning skills and mindsets to enable student advancement based on mastery.\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-1-students-are-empowered-daily\/\"><span style=\"font-weight: 400\">CBE Principle 1: Student Agency<\/span><\/a><span style=\"font-weight: 400\"> supports students in developing the agency, including executive functioning and metacognitive skills, that help them grown in their ownership of their learning.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\"><span style=\"font-weight: 400\">CBE Principle 2: Meaningful Assessment<\/span><\/a><span style=\"font-weight: 400\"> creates meaningful assessment opportunities that both support the learning process (assessment for learning) and generate evidence of learning. This allows both students and teachers to know where students are at to inform what they will learn next.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-3-timely-differentiated-support\/\"><span style=\"font-weight: 400\">CBE Principle 3: Timely, Differentiated Support<\/span><\/a><span style=\"font-weight: 400\"> guides learners in determining how they will learn and helps to ensure that every learner has the support they need to be making progress in their learning journey<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-15837 \" style=\"font-size: 16.714794158935547px\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-144x300.png\" alt=\"CBE Definition with element 4 highlighted\" width=\"298\" height=\"620\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-144x300.png 144w, https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-492x1024.png 492w, https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-768x1600.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-737x1536.png 737w, https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7-983x2048.png 983w, https:\/\/aurora-institute.org\/wp-content\/uploads\/4-7.png 1200w\" sizes=\"auto, (max-width: 298px) 100vw, 298px\" \/><\/p>\n<p><span style=\"font-weight: 400\">Summative assessment, rather than occurring only at the end of a unit of learning and being fixed based on pacing guidelines for covering grade-level standards, is a flexible process that occurs when the teacher and student are reasonably confident the student is proficient. This might mean that summative assessments are organized based on when students are ready or that summative decisions are based on a body of evidence of learning in a portfolio. Students may advance more quickly in some academic domains, while taking more time in those that are more challenging.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">In CBE systems, teachers strive to be transparent and consistent when assessing students\u2019 proficiency. Doing so interrupts inequities of the traditional system that allow students to progress without fully mastering content and skills. To build consistency, educators score student work together and collaborate to develop rubrics with student work samples that illustrate what proficiency looks like. This reduces variability across teachers in expectations and judgments of proficiency. Shared high expectations are central to ensuring equity in a system where student progress is based on demonstrating mastery.\u00a0<\/span><\/p>\n<h1><span style=\"font-weight: 400\">What does progress based on mastery look like?\u00a0<\/span><\/h1>\n<p><span style=\"font-weight: 400\">These examples illustrate how real schools base student progress on their demonstrated mastery in practice, in ways that fit their own local communities. Implementing CBE is not one-size-fits all for students or for schools.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Example: Red Bank Elementary School<\/span><\/h2>\n<p><span style=\"font-weight: 400\">At Red Bank Elementary School (RBE) in the Lexington School District One in South Carolina, work to transform to a personalized, competency-based model began with optional summer retreats where staff learned together to understand what is wrong with the traditional system. Over 10 years later, all students at RBE are learning in an environment that develops the skills they need to be the drivers of their own learning. In <\/span><a href=\"https:\/\/www.lexington1.net\/cms\/lib\/SC50000473\/Centricity\/Domain\/1488\/\/fact_sheets\/RBES_FactSheet.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">their own words<\/span><\/a><span style=\"font-weight: 400\">, RBE students <img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-16234 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Red-Bank-Elementary-School-Logo-300x300.jpeg\" alt=\"Red Bank Elementary School logo with red cardinal\" width=\"300\" height=\"300\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Red-Bank-Elementary-School-Logo-300x300.jpeg 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Red-Bank-Elementary-School-Logo-150x150.jpeg 150w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Red-Bank-Elementary-School-Logo.jpeg 726w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>\u201cknow what standards must be learned and they are expected to show proficiency in learning those standards. Students progress at different rates and in different ways. They have choices about how they practice and demonstrate their acquisition of skills. Each student is challenged at his or her academic level.\u201d <\/span><\/p>\n<p><span style=\"font-weight: 400\">RBE staff focus on pedagogy and transparency \u2014 around students&#8217; learning targets, their progress, and the different ways they can learn. They aim to teach students starting where they are in their own development, rather than focus on teaching a grade-based curriculum. RBE staff utilize technology and online learning tools to provide more options for learning, but keep their focus on meeting every student\u2019s learning needs.<\/span><\/p>\n<p><b>Learn more:<\/b><span style=\"font-weight: 400\"> The <\/span><i><span style=\"font-weight: 400\">Competency<\/span><\/i><span style=\"font-weight: 400\">Works blog series on Red Bank Elementary includes five posts, <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/red-bank-elementary-five-big-takeaways\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Five big takeaways<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/red-bank-elementary-school-teaching-students-not-standards\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Teaching students instead of standards<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/red-bank-elementary-school-starting-with-the-pedagogy\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Teacher perspectives<\/span><\/a><span style=\"font-weight: 400\">, <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/red-bank-elementary-what-students-have-to-say-about-personalized-learning\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Student perspectives<\/span><\/a><span style=\"font-weight: 400\">, and <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/red-bank-elementary-the-parent-perspective\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Parent perspectives<\/span><\/a><span style=\"font-weight: 400\">. RBE practitioners have also written for CompetencyWorks, such as this post <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/two-teachers-perspectives-on-cbe\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Two Teachers&#8217; Perspectives on CBE<\/span><\/a><span style=\"font-weight: 400\">. Here is an <\/span><a href=\"https:\/\/www.scasa.org\/Files\/2018%20Spring%20PA%20Final%20Proof.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">interview with two RBE administrators<\/span><\/a><span style=\"font-weight: 400\"> (p. 12-16).\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Alta Vista Innovation High School\u00a0<\/span><\/h2>\n<p><span style=\"font-weight: 400\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-16233\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-300x38.png\" alt=\"Innovation high logo\" width=\"521\" height=\"66\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-300x38.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-1024x131.png 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-768x99.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-1536x197.png 1536w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Alta-Vista-Innovation-High-Logo-2048x263.png 2048w\" sizes=\"auto, (max-width: 521px) 100vw, 521px\" \/><\/span><\/p>\n<p><span style=\"font-weight: 400\">At <\/span><a href=\"http:\/\/innovationaltavista.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Alta Vista Innovation High School<\/span><\/a><span style=\"font-weight: 400\"> in Inglewood, CA, all curriculum is mastery-based and all students have personalized learning plans. Alta Vista serves many students who started in traditional high school settings but didn\u2019t thrive there for various reasons. The school is part of the <\/span><a href=\"https:\/\/learn4life.org\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Learn4Life network<\/span><\/a><span style=\"font-weight: 400\"> of charter schools with 100 learning centers serving more than 49,000 students.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Every student has a \u201csupervising teacher\u201d who serves as their mentor and guide while also providing some academic support in their areas of certification. Most students take two subjects at a time, or three if they\u2019re highly motivated. They work at their own pace through written and online materials, often in two-hour, small-group meetings with teachers and students, as well as with one-to-one support from teachers and tutors. Scheduling and pacing are flexible. Students come to school at least twice per week for four hours per day, but they can come as much beyond that as they want, so long as they\u2019re being productive \u2014 which can mean not only making academic progress, but also meeting with a social worker or just coming in to eat lunch and connect with the school community.\u00a0<\/span><\/p>\n<p><b>Learn more:<\/b><span style=\"font-weight: 400\"> The <\/span><i><span style=\"font-weight: 400\">Competency<\/span><\/i><span style=\"font-weight: 400\">Works blog has two posts about Alta Vista, <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/ensuring-responsiveness-to-student-needs-at-learn4life-schools\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Ensuring Responsiveness to Student Needs at Learn4Life Schools<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/educating-the-whole-child-and-young-adult-at-alta-vista-innovation-high-school\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Educating the Whole Child (and Young Adult) at Alta Vista Innovation High School<\/span><\/a><span style=\"font-weight: 400\">. See also the <\/span><a href=\"https:\/\/learn4life.org\/student-stories\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">student stories<\/span><\/a><span style=\"font-weight: 400\"> across the Learn4Life network and <\/span><a href=\"https:\/\/www.youtube.com\/watch?v=LMqGndZJsHs&amp;t=276s\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">this video<\/span><\/a><span style=\"font-weight: 400\"> about Learn4Life in California.\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">What to Look for in the Student Experience<\/span><\/h2>\n<figure id=\"attachment_16230\" aria-describedby=\"caption-attachment-16230\" style=\"width: 390px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-16230\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112-300x200.jpg\" alt=\"First-grade boy helps girl classmate with assignment\" width=\"390\" height=\"260\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112-300x200.jpg 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112-1024x683.jpg 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112-768x512.jpg 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112-1536x1024.jpg 1536w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_CAPCITY_112.jpg 2048w\" sizes=\"auto, (max-width: 390px) 100vw, 390px\" \/><figcaption id=\"caption-attachment-16230\" class=\"wp-caption-text\">Photo by Allison Shelley\/The Verbatim Agency for EDUimages<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">Can you see these student experience \u201clook fors\u201d in the examples above?<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">Students know where they are in terms of performance levels on a learner continua and are able to work on learning objectives below or above grade level.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students have access to just-in-time assessments and have multiple opportunities to demonstrate proficiency.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">With transparency in the learning cycle and grading, students get feedback on their progress and growth with consistency and reliability. Students see examples of proficiency work in classrooms or in other resources, such as in a learning management system (LMS).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students learn the building blocks of learning and habits of work, as well as motivational strategies that encourage them to put forward their best effort in pursuit of mastery.<\/span><\/li>\n<\/ul>\n<h1><span style=\"font-weight: 400\">What school policies and practices support progress based on mastery? <img loading=\"lazy\" decoding=\"async\" class=\"wp-image-16235 alignright\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221-300x200.jpg\" alt=\"\" width=\"402\" height=\"268\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221-300x200.jpg 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221-1024x683.jpg 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221-768x512.jpg 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221-1536x1024.jpg 1536w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Aurora-CB-Quest_Photo-by-Molly-Haley_221.jpg 2048w\" sizes=\"auto, (max-width: 402px) 100vw, 402px\" \/><\/span><\/h1>\n<ul>\n<li><span style=\"font-weight: 400\">Teachers engage in <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/creating-a-common-language-of-learning-rubrics-and-calibration\/\"><span style=\"font-weight: 400\">calibration<\/span><\/a><span style=\"font-weight: 400\"> (also called moderation or joint scoring) of student work to ensure inter-rater reliability.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Teachers collaborate to strengthen teacher-generated performance assessments with task validation protocols.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Districts and schools have mechanisms in place for quality assurance to ensure that variation is not creating a situation of lower expectations for some students or students advancing without the opportunity to fully master learning goals.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Professional learning communities support clear expectations for teachers to address gaps in skills, so that students are not advancing with accumulated gaps in knowledge and skills. Leaders of instruction have up-to-date information about student progress, and regular conversations with their teachers (as a group and individually) about optimizing progress.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">School instructional models, schedules, and spaces meet students where they are using multiple instructional strategies, selected depending on where students are in their learning, the presence and size of their skills gap, the needs of other students in the class, and the knowledge and skills of the teacher.\u00a0<\/span><\/li>\n<\/ul>\n<h1><span style=\"font-weight: 400\">Learn More<\/span><\/h1>\n<h2><span style=\"font-weight: 400\">Dig into the research and background information<\/span><\/h2>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/resource\/meeting-students-where-they-are-2\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Meetings Students Where They Are<\/span><\/a><span style=\"font-weight: 400\"> provides an in-depth exploration of the relational, pedagogical, and structural dimensions of meeting students where they are in K-12 CBE systems. These practices are the pedagogical foundation for enabling student progress based on mastery.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/resource\/whats-possible-personalized-learning-overview-personalized-learning-schools-families-communities\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">What\u2019s Possible with Personalized Learning? An Overview of Personalized Learning for Schools, Families &amp; Communities<\/span><\/a><span style=\"font-weight: 400\"> is an Aurora report that provides examples of teachers personalizing learning in their schools and districts \u2013 including students moving on when they are ready.\u00a0<\/span><\/li>\n<\/ul>\n<h2><span style=\"font-weight: 400\">Explore Examples and Resources<\/span><\/h2>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">A sampling of <\/span><i><span style=\"font-weight: 400\">Competency<\/span><\/i><span style=\"font-weight: 400\">Works blog posts about basing student progress on mastery include: <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/flexible-pacing-running-the-same-race\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Flexible Pacing: Running The Same Race<\/span><\/a><span style=\"font-weight: 400\"> (elementary); <\/span><a href=\"https:\/\/www.competencyworks.org\/case-study\/waukesha-stem-academy-rethinking-space-time-and-reporting-part-3\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Waukesha STEM Academy (WSA): Rethinking Space, Time, and Reporting<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/waukesha-stem-academys-journey-from-abc-to-the-learner-continuum-part-4\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">WSA\u2019s Journey from ABC to the Learner Continuum<\/span><\/a><span style=\"font-weight: 400\"> (middle grades); and <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/rethinking-the-master-schedule-in-competency-based-schools\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Rethinking the Master Schedule<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/aurora-institute.org\/cw_post\/transparently-tracking-and-communicating-progress-and-growth-in-competency-based-schools\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Transparently Tracking and Communicating Progress and Growth in Competency-Based Schools<\/span><\/a><span style=\"font-weight: 400\"> from a series about Building 21 (high school).\u00a0\u00a0<\/span><\/li>\n<\/ul>\n<figure id=\"attachment_16241\" aria-describedby=\"caption-attachment-16241\" style=\"width: 780px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-16241\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-2.05.40-PM-300x202.png\" alt=\"Example \u201cMy Progress\u201d tab in a Building 21 student Personalized Learning Plan (PLP) shows progress towards graduation and in competency portfolios.\" width=\"780\" height=\"525\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-2.05.40-PM-300x202.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-2.05.40-PM-1024x689.png 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-2.05.40-PM-768x516.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-2.05.40-PM.png 1270w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\" \/><figcaption id=\"caption-attachment-16241\" class=\"wp-caption-text\">Example \u201cMy Progress\u201d tab in a Building 21 student Personalized Learning Plan (PLP)<\/figcaption><\/figure>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Create the systems and structures for students to progress based on mastery by rethinking schedules and the use of time. <\/span><a href=\"https:\/\/www.marzanoresources.com\/books-videos\/scheduling-for-personalized-competency-based-education.html\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Scheduling for Personalized Competency-Based Education<\/span><\/a><span style=\"font-weight: 400\"> is a book by Doug Finn and Michelle Finn, who also presented a <\/span><a href=\"https:\/\/aurora-institute.org\/symposium2023\/scheduling-for-personalized-competency-based-education\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">breakout session<\/span><\/a><span style=\"font-weight: 400\"> on the topic at #Aurora20. Diana Lebeaux\u2019s post, <\/span><a href=\"https:\/\/www.cce.org\/thought-leadership\/blog\/post\/personalized-learning-pathways-infographic\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Flexible School Schedules<\/span><\/a><span style=\"font-weight: 400\">, includes an<\/span><a href=\"https:\/\/www.cce.org\/uploads\/files\/Personalized-Learning-Pathways-Infographic.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\"> infographic illustrating daily schedules along a continuum of flexibility<\/span><\/a><span style=\"font-weight: 400\">.<\/span><\/li>\n<\/ul>\n<figure id=\"attachment_16239\" aria-describedby=\"caption-attachment-16239\" style=\"width: 780px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-16239\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-300x79.png\" alt=\"Excerpt from the infographic of a continuum of schedule flexibility ranging from more centralized control to more distributed control over time.\" width=\"780\" height=\"205\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-300x79.png 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-1024x269.png 1024w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-768x202.png 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-1536x403.png 1536w, https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2022-11-17-at-12.58.56-PM-2048x538.png 2048w\" sizes=\"auto, (max-width: 780px) 100vw, 780px\" \/><figcaption id=\"caption-attachment-16239\" class=\"wp-caption-text\">Excerpt from the infographic of a continuum of schedule flexibility<\/figcaption><\/figure>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.edweek.org\/leadership\/opinion-graduation-must-depend-on-learning-not-time\/2021\/10?utm_source=nl&amp;utm_medium=eml&amp;utm_campaign=eu&amp;M=64175533&amp;U=3760&amp;UUID=68c36bbe5273cca33d89115aca4ed77e\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Graduation Must Depend on Learning, Not Time: The overdue case for competency-based education<\/span><\/a><span style=\"font-weight: 400\"> is an EdWeek Opinion piece, written by six large district superintendents, about designing around mastery rather than time.<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/www.youtube.com\/watch?v=-MTRxRO5SRA\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Let\u2019s Teach for Mastery\u2014Not Test Scores<\/span><\/a><span style=\"font-weight: 400\"> is a TED Talk by Sal Khan where he makes the case for a new approach to learning based on mastery.<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">The <\/span><a href=\"https:\/\/cloudfront-s3.solutiontree.com\/pdfs\/Reproducibles_UTCBC\/competencybasedlearningschooldesignrubricprinciple4.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">CBE Design Principle 4 Rubric<\/span><\/a><span style=\"font-weight: 400\"> is a resource from the book, <\/span><a href=\"https:\/\/www.solutiontree.com\/free-resources\/plcatwork\/utcbc\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Unpacking the Competency-Based Classroom<\/span><\/a><span style=\"font-weight: 400\">, in which Vander Els and Stack offer a roadmap for transforming schools in pursuit of greater equity through competency-based learning. It has indicators for Policy Language, Monitoring of Pace and Progress, and Evidence of Mastery.<\/span><\/li>\n<\/ul>\n<h2><span style=\"font-weight: 400\">Supporting Design and Equity Principles<\/span><\/h2>\n<p><span style=\"font-weight: 400\">The information above is synthesized from key Aurora and CompetencyWorks publications, in particular, <\/span><a href=\"https:\/\/aurora-institute.org\/resource\/designing-equity-leveraging-competency-based-education-ensure-students-succeed\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed<\/span><\/a><span style=\"font-weight: 400\"> and <\/span><a href=\"https:\/\/aurora-institute.org\/resource\/quality-principles-for-competency-based-education\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Quality Principles for Competency-Based Education<\/span><\/a><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Key Principles for Progress Based on Mastery:\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CompetencyWorks-DesigningForEquity.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Equity Principle (p. 21)<\/span><\/a><span style=\"font-weight: 400\">: Establish Transparency About Learning, Progress and Pace<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/CompetencyWorks-DesigningForEquity.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Equity Principle (p. 35)<\/span><\/a><span style=\"font-weight: 400\">: Ensure Consistency of Expectations and Shared Understanding of Proficiency<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Quality-Principles-Book.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Quality Principle #16 (p. 99)<\/span><\/a><span style=\"font-weight: 400\">: Advance Upon Demonstrated Mastery<\/span><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Quality-Principles-Book.pdf\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400\">Quality Principle #11 (p. 77)<\/span><\/a><span style=\"font-weight: 400\">: Establish Mechanisms to Ensure Consistency and Reliability<\/span><\/li>\n<\/ul>\n<h1><span style=\"font-weight: 400\">Let&#8217;s Go<\/span><\/h1>\n<p><span style=\"font-weight: 400\">Reflecting on your own or with your team, school, district, and\/or community is a great way to identify current assets to build on in designing systems and practice for students to progress based on mastery.<br \/>\n<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400\">What systems, practices and routines are in place so that students understand their own learning path and how to advance?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Does assessment promote a positive experience for students, including timely and accurate feedback that supports their learning?<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\">To what degree is there consistency and fairness in determining proficiency with high expectations held for all students? Are calibration processes to score and analyze work in place so that teachers have a shared understanding of proficiency for academic skills, social emotional skills, and habits of success for each level?\u00a0<\/span><\/li>\n<\/ul>\n<figure id=\"attachment_15738\" aria-describedby=\"caption-attachment-15738\" style=\"width: 342px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-15738 \" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_SUTTON_033-1024x683-1-300x200.jpg\" alt=\"History Teachers Planning\" width=\"342\" height=\"228\" srcset=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_SUTTON_033-1024x683-1-300x200.jpg 300w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_SUTTON_033-1024x683-1-768x512.jpg 768w, https:\/\/aurora-institute.org\/wp-content\/uploads\/AMERICANED_SUTTON_033-1024x683-1.jpg 1024w\" sizes=\"auto, (max-width: 342px) 100vw, 342px\" \/><figcaption id=\"caption-attachment-15738\" class=\"wp-caption-text\">Photo credit: Allison Shelley for EDUImages<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">Once you have an idea of strengths to build on or areas in need of new ideas, what will you do next? Consider the short term (think: trying one new thing) and the longer term (think: strategic planning and systems change). Hopefully the resources above give you models, tools, and ideas to adapt to your context or inspire new approaches that work for your community.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Good luck and if you are looking for additional resources, try browsing past posts on the <\/span><a href=\"https:\/\/aurora-institute.org\/blogs\/competencyworks-blog\/\"><span style=\"font-weight: 400\">CompetencyWorks Blog<\/span><\/a><span style=\"font-weight: 400\"> with its many stories of lessons learned by innovators and early adopters from across the field of K-12 competency-based education.\u00a0\u00a0\u00a0<\/span><\/p>\n<h2><span style=\"font-weight: 400\">Read the Other Posts in the Starter Pack Series<\/span><\/h2>\n<ul>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-1-students-are-empowered-daily\/\"><span style=\"font-weight: 400\">CBE Starter Pack 1: Students are Empowered Daily<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-2-meaningful-assessment\/\"><span style=\"font-weight: 400\">CBE Starter Pack 2: Meaningful Assessment<\/span><\/a><\/li>\n<li style=\"font-weight: 400\"><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-3-timely-differentiated-support\/\"><span style=\"font-weight: 400\">CBE Starter Pack 3: Timely, Differentiated Support<\/span><i><\/i><\/a><\/li>\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-5-learn-actively-with-varied-pathways-and-pacing\/\"><span style=\"font-weight: 400\">CBE Starter Pack 5: Learn Actively With Varied Pathways and Pacing <\/span><\/a><\/li>\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-6-equity-strategies-drive-culture-structures-and-pedagogy\/\"><span style=\"font-weight: 400\">CBE Starter Pack 6: Equity Strategies Drive Culture, Structures, and Pedagogy <\/span><\/a><\/li>\n<li><a href=\"https:\/\/aurora-institute.org\/cw_post\/cbe-starter-pack-7-establish-rigorous-common-expectations-with-meaningful-competencies\/\"><span style=\"font-weight: 400\">CBE Starter Pack 7: Establish Rigorous, Common Expectations with Meaningful Competencies<\/span><\/a><\/li>\n<\/ul>\n<p><i><span style=\"font-weight: 400\">Stay tuned for future posts!\u00a0<\/span><\/i><\/p>\n<p><b>Laurie Gagnon<\/b><span style=\"font-weight: 400\"> is the Aurora Institute\u2019s <\/span><i><span style=\"font-weight: 400\">Competency<\/span><\/i><span style=\"font-weight: 400\">Works Program Director.<\/span><\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[],"issue":[396,368,442],"location":[],"class_list":["post-16229","cw_post","type-cw_post","status-publish","hentry","issue-how-to-get-started","issue-issues-in-practice","issue-base-learning-on-mastery-not-seat-time"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.2 - 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