Mastery-Based Learning:

1. Mastery-Based Learning: An Introduction for Families

2. What is Mastery-Based Learning (MBL)?

3. Why shift to Mastery-Based Learning? Technology + Global Advancements + Demand for Higher Skill Set = Require Different Models of Innovative Teaching and Learning

4. MBL: The Promise of Equity • All children will: • Have multiple opportunities to demonstrate their understanding of content and skills; • Master Connecticut Core Standards and state content standards; and • Achieve college and career readiness.

5. How will my child’s learning experience change? Your child will: • Choose from a variety of assessment options such as writing an essay, creating an I-Movie, crafting a PowerPoint Presentation or completing laboratory research; • Have clear direction reaching mastery, not a traditional grade; • Be able to move ahead upon demonstrated mastery of specific skills or through evidence of mastering content; and • Progress based on what they know and are able to do rather than how much time he/she has spent in the classroom.

6. Flexible Learning Pathways • Learning happens • In any or all grade levels, content areas and courses; • In a traditional classroom or at school in an extended-day program; • In a computer lab; and • In the community through an experiential learning • opportunity.

7. Ownership of Learning • MBL uses students’ interests to engage them in learning and demonstrates relevance to their lives; • Students can use a variety of the available technology and resources to learn content and demonstrate what they have learned; • Students have voice in their learning through student-teacher conferences and student-led parent conferences.

8. Assessment and Grading Options • Students are given opportunities to practice skills without penalty; • Tests and quizzes are not averaged together to produce a final grade, but instead, student progress is measured against the standards; • Homework, citizenship, and participation are reported separately from knowledge and skills to give a clear picture of progression towards mastery of standards; and • Report cards may look different and can reflect a combination of traditional and new forms of measurement.

9. “ I Can” StatementsStudent-Friendly Language: 7th Grade English & Language Arts Standard - CC.7.R.I.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

10. Student Pacing • All students will be expected to master grade-level standards; • MBL acknowledges that all students learn at different rates. Students who reach mastery can move on to other learning tasks while students who need more time will be given the individualized support needed for mastery; and • The school day may be adjusted or extended to adapt to the needs of teaching and learning.

11. Student Experiences Meet Carla and Justin and see how their educational journeys with MBL compare to the traditional environment.

12. Justin – • Justin is a senior in high school; and • Justin came from another school district behind in English Language Arts and with a two-year deficit in Mathematics.

13. In a Traditional Environment Justin’s – • English Language Arts class emphasizes weekly quizzes based on homework; • Feedback is provided in the form of written comments without an opportunity to revise; • Mathematics teacher delivers content from the textbook and assigns corresponding worksheets as graded homework; • Failing grades would prevent him from graduating with his peers. He would have to repeat the entire mathematics course in summer school.

14. In a MBL Environment Justin’s – • English Language Arts class emphasizes group work, peer evaluation and feedback; • Feedback is provided on all writing assignments before turning them in for evaluation allowing for revision; • Mathematics teacher guides Justin in designing a skatepark to assist him in making the relevent connection between mathematics and an authentic design challenge; and • Failing grades would prevent him from graduating. His diploma would not be awarded until he met a few additional mathematics standards through summer work but he would walk with his class.

15. Carla – • Carla is a 7th grade middle school student; • Carla was assessed at a more advanced level in Mathematics; and • Carla was slipping behind in Reading and Social Studies as she needed more time to complete reading assignments.

16. In a Traditional Environment Carla would– • Have to stay after school or be pulled out of the classroom for extra help in reading and social studies; • Become bored and disengaged in her Mathematics class as she previously mastered the concepts; and • Wait until high school to take advanced courses in mathematics.

17. In a MBL Environment • Use the after-lunch flex-hour each day to receive support with reading and social studies; • Move to eighth grade mathematics at the end of the semester; and • Attend the high school to take AP Mathematics offerings as well as a college Mathematics course. She could graduate with six college mathematics credits. Carla would –

18. Traditional vs. Mastery

19. Closing Activity • Thinking about Justin and Carla’s educational experiences, turn to your neighbors and discuss the following questions: • What resonated with you regarding Justin and Carla’s educational experiences? • What do you feel are the strengths of Mastery-Based Learning? • What questions do you have regarding Mastery-Based Learning?

20. Thank You for Your Time Additional information on Mastery-Based Learning is available on the Connecticut State Department of Education website at: http://www.sde.ct.gov/sde/lib/sde/pdf/mbl/mastery_based_learning_faqs.pdf