MCLA’s Four Elements of Proficiency-based Education
- A learner-centered culture that enables and supports clear student learning targets, evidence collection, and intentional instruction.
- Transparent learning targets with an appropriate level of rigor.
- Evidence of rigorous learning collected and fairly evaluated.
- Instruction intentionally designed to support learners to reach targets.
What we’re learning . . .
Curriculum must be guaranteed and viable. It is guaranteed when everyone “puts a stake in ground” about what students will know and be able to do. It is viable when those learning expectations can be reasonably accomplished. Reasonable accomplishment means creating learning progressions so students know what they need to know and be able to do as they work toward more general indicators.
Rigor in the curriculum must be at the level intended by the standard. Rigor is defined with a taxonomy in use by the whole district, and clearly articulated and agreed upon.
Students can’t self-assess or set meaningful learning goals for their next steps if they don’t know and understand the learning targets/goals. There is no “one right way” to share learning targets/goals with students. Use what works for your learners. Provide learning targets/goals in the clearest breakdown possible (unpack the target into learner friendly language).
Explore Key Concepts . . .
- The Role of Learning Progressions in Competency-Based Pathways (pdf)
- Four Steps to Create a Learning Progression (pdf)
- A South Portland Reading Example (pdf)