Instructional Playbook

Critical Actions for Educators Assessing for Proficiency

Competency-based grading entails empowering students to actively shape their learning experiences and methods of demonstrating knowledge. Assessment is designed to be constructive, offering timely feedback that aids in students' ongoing development, while tailored support ensures individualized needs are met. Progression is determined by mastery of skills and concepts, fostering a flexible learning environment where equity, transparency, and rigor are foundational principles (Levine & Patrick, 2019). The 4 proficiency levels used in Mastery Connect & Derivita (Proficient, Progressing, Developing, Emerging), help teachers determine how individual students are performing within each standard. Teachers can then determine and implement appropriate strategies such as reteaching, feedback, and scaffolding.

Follow all steps of the assessment cycle Track classroom and benchmark assessment data using Mastery Connect Access all other forms of data on Data Dashboard

4 - Proficient

3 - Progressing 2 - Developing

1 - Emerging

Student has met the learning objective BY effectively applying knowledge and skills in expected scenarios or tasks aligned to established criteria.

Student has not yet met the learning objective HOWEVER is progressing in their understanding of core concepts by displaying partial mastery of the learning objective with room for growth. 3 - On track at this time Student is on track to master this standard by the end of the year.

Student has not yet met the learning objective HOWEVER has entered the initial stage of learning where the student starts to develop basic concepts and skills.

Student has not met the learning objective HOWEVER an effort was put forth to demonstrate learning.

Secondary Elementary

* - Early Mastery

2 - Progressing 1 - Insufficient progress

Student has already mastered this standard and is receiving support to extend learning.

Student is making progress toward meeting the standard at this time; sometimes demonstrating skills needed to meet standards, at times showing a lack of understanding or ability to apply the concept or skills.

Student is showing risk of not mastering the standard by the end of the year and is receiving intervention support.

Levine, E., & Patrick, S. (2019, November). What Is Competency-Based Education? An Updated Definition. Retrieved from [https://aurora-institute.org/resource/what-is-competency-based-education-an-updated-definition/]