Mastery-based Education Design Key Terms & Definitions February 2014

1. Mastery-based Education DesignKey Terms & DefinitionsFebruary 2014 DRAFT MATERIALS Office of New School Models Ι School District of Philadelphia

2. What is “Competency-Based Education”? The following guidelines were developed in 2010 at a conference convened by the International Association for K-12 Online Learning (iNACOL) and the Council of Chief State School Officers (CCSSO) to develop a common understanding of the principles of CBE: • Students advance upon mastery. • Competenciesinclude explicit, measurable, transferable learning objectives that empower students. • Assessmentis meaningful and a positive learning experience for students. • Students receive timely, differentiated support based on their individual learning needs. • Learning outcomes emphasize competencies that include application and creation of knowledge, along with the developmentof important skills and mindsets.

3. Example 1: Example 2: Example 3: A skill or understanding of a specific subject or performance area. Specific set of cognitive and / or non-cognitive skills that are universal and content-agnostic. A set of related skills, knowledge, concepts, and mindsets that involve the application or creation of knowledge and that encompass both subject-specific and cross-disciplinary constructs. Tasha is “professional or approaching professional” in her ability to consider multiple approaches (one of five key skills in the “inquiry process” domain). Brock can reason quantitatively and use units to solve real-world problems. Jennifer can fluently add and subtract within 5. What are several different approaches to defining “competency” in the field? • Exemplars: • Summit Public Schools • EPIC • Cognitive Skills Rubric • Assessment Model • CCR domains • Curriculum Snapshot Exemplars: Asia Society Center for Collaborative Ed Stanford: SCALE Envision Schools Highland Tech • Exemplars: • Adams 50 School District • Mapping Document for Learning Targets • Writing rubric • Capacity Matrices Office of New School Models Ι School District of Philadelphia

4. Proposed definitions Competency A set of related skills, knowledge, conceptual understandings, and mindsets that involve the application or creation of knowledge and that encompass subject-specific as well as cross-disciplinary constructs. COMPETENCY Skills Knowledge Conceptual Understandings Mindsets “competency set” • IMPORTANT NOTES: • Competencies can be grouped into large strands (“Algebra I”) or big ideas (“21st Century Skills”). • While a competency does include discrete skills and knowledge within its “set,” we believe that if it does not require a rubric to assess, it is NOT a competency.

5. Each competency is written as a statement that describes how the“competency set” is used for a specific purpose. Math Example (CCSS): ELA Example (CCSS): Use probability to evaluate outcomes of decisions. Analyze and critique texts and support claims and reasoning with sufficient evidence for intended purpose and audience. Initiates opportunities to participate and cooperate with diverse groups Weigh possible outcomes of a decision by assigning probabilities to payoff values and finding expected values Constructs clear, well-developed argument that demonstrates engaged reading and original critical thinking Analyze and interpret data to determine similarities and differences in findings. Reason abstractly and quantitatively. Employs personal strengths and skills to resolve conflicts to achieve consensus Use probabilities to make fair decisions Develops relevant, significant claims that support the argument Model with mathematics. Analyze decisions & strategies by applying probability concepts Assumes leadership roles in groups and encourages the same in others, sharing responsibility and embracing high standards Addresses key questions, counter-claims, or alternative interpretations to sharpen the argument when appropriate Science Example (NGSS): Interdisciplinary Skill: Use periodic table to predict the relative properties of elements. Use collaboration skills to complete a task effectively with individuals or groups. Use variables to represent quantities in a real-world problem, and construct simple equations to solve problems.

6. Competency Map The competency map encompasses the body of work required to develop the “backbone” of a competency-based educational model. What are the key components of a competency map? Each competency and its “set” will be listed within a taxonomy structure. Competencies will include both content-specific and interdisciplinary constructs. All individual skills, knowledge, conceptual understandings, and mindsets within a competency set will be “tagged” with its validated source (CCSS, NGSS, PACC, etc). Dependencies will be organized to convey the appropriate sequence. All competencies and their respective “sets” will be mapped to traditional courses, not only to ensure compliance in Carnegie unit-based policy environments, but also to help facilitate migration to competency-based models. Performance descriptors at each grade level (along a continuum of mastery) will be listed for each competency to convey the required increase in performance expected over time, and to facilitate annual grade reporting.

7. Proposed definitions Proficiency A rating that meets the required level of performance on an assessment that serves as evidence toward advancement. Planning & Carrying out Scientific Investigations (Context: Performance Task) Context: Examination % OR

8. Proposed definitions Mastery A performance level that implies proficiency has been demonstrated multiple times and in multiple ways or contexts. MASTERY MASTERY MASTERY MASTERY MASTERY MASTERY emerging developing proficient advanced

9. Proposed definitions Rubric A scoring guide that describes levels of performance along a continuum.

10. [Tuning Protocol]