Where we started
In 2013, we began to design our school model and we came up with these design principles. We knew we wanted to personalize pathways through high school for students but the traditional course-based and time-based approach wouldn’t work. We wanted students to be able to earn “credit” anywhere, anytime. We knew that the field of competency-based education was beginning to replace time-based structures. We adopted the following five-part definition from the Aurora Institute:
Students advance upon demonstrated mastery.
Competencies include explicit, measurable, transferable learning objectives that empower students.
Assessment is 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 development of important skills and dispositions.
Our revised definition
In the model we were designing, we wanted students to be able to learn outside of the walls of the school building. We wanted them to work on authentic projects with industry partners and to learn independently outside of traditional structures like courses. To account for this in the definition, we added a sixth part:
Mastery of competencies is tracked and validated outside of traditional time-based courses and credits. Mastery credits are earned when students complete their competency requirements (e.g. body of work, portfolio system, evidence pieces, etc.).
In other words, students can demonstrate mastery and progress at different paces through a variety of experiences. A school could offer a mix of traditional and non-traditional courses but the completion of a course does not necessarily mean a student receives credit. In this example, courses are the vehicle to offer students opportunities to demonstrate mastery. To learn more about how we implemented this in our model, check out this recorded webinar.
Another concept that we felt necessary to define further was mastery. The seventh part to our revised definition is:
Mastery is on a continuum of readiness which requires students to demonstrate proficiency of a competency multiple times in multiple ways.
We think of mastery not as a defined level that all students must reach; for us, mastery sits on a continuum of readiness. Each level of mastery transparently defines what a student needs to do to get to the next level, eventually reaching college and career readiness. Only upon readiness does a student advance to the next level. To learn more about how we implemented this concept of mastery, click here.
Workshop: Intro to CBE
Description This workshop is great for folks new to CBE but it’s also valuable for experienced CBE practitioners that want to learn more about our approach. A common question we get from beginners is, “but what does it look like?” One of the ways to begin to answer this question is to [...]
Intro to CBE Webinar Series
Description In March 2019, Building 21 coaches Sandra Moumoutjis and Thomas Gaffey hosted a webinar series for the Illinois State Board of Education CBE pilot sites. This webinar series covers some of the foundational work in the field and Building 21's implementation of CBE. We have included both the video recording and the [...]
Difference Between Competencies and Standards
Description Sydney Schaef of reDesign, is a co-designer of the original Learning What Matters Competency Framework and in 2016, she authored this article that eloquently explains the difference between a competency and a standard. Author: Sydney Schaef from reDesign
Learning What Matters Facilitation Resources
Description This website contains resources used by Building 21 to facilitate workshops and teacher on-boarding activities. Authors: Thomas Gaffey and Sandra Moumoutjis
The CBE Experience
Description The CBE Experience was created as a self-paced guide for students to become exposed to competency-based education. There are five missions culminating with a student-led PLP conference. Author: Sandra Moumoutjis and Jim Novak
The Building Blocks of a Competency-Based Model
Description There are more schools, resources, and experts in the field of CBE than ever before. As veteran CBE designers, we invite you to consider how transitioning to CBE is about more than just changing your grading system. It is about laying the groundwork for changes necessary to make school more equitable for [...]
What is your “why”?
Description When getting started in this work it is incredibly important to understand what problem you are trying to solve. Why do you think transitioning to a model that is competency-based will solve the problem? Doing this work first will help you identify what you value most so tough decisions can be made [...]
Definition and Design Principles of CBE
Description In 2011, 100 educators from around the country came together for a convening and one of the artifacts was a working definition. It is this definition that became the inspiration for the Learning What Matters Competency Framework. Students advance upon demonstrated mastery. Competencies include explicit, measurable, transferable learning objectives [...]