Implementing a Competency Based

Learning System

Ensuring Success For Each Student

GOALS of this Meeting

Understand the impact of a competency based learning

system

Share cross-curricular graduation standards and performance

indicators

Share content area graduation standards and performance

indicators

Share district plan for obtaining feedback and vetting

competencies

PROFICENCY
is a students ability to transfer learning in
and/or across content areas.

MASTERY
is a students ability to transfer learning in
and/or across content areas.

COMPETENCY
is a students ability to transfer learning in
and/or across content areas.

COMPETENCY-BASED
PRINCIPLES
1. Learning expectations (including graduation
standards and performance indicators) are clearly
communicated.
2. Student achievement is evaluated against common
learning standards consistently applied, regardless
of pathway.

COMPETENCY-BASED
PRINCIPLES
3. All forms of assessment are standards-based and
criterion-referenced - success is defined in relation
to the standard, not to other students.

4. Formative assessments measure learning progress

during the instructional process and results inform
adjustments to teaching, approaches, and support.

COMPETENCY -BASED
PRINCIPLES
5. Summative assessments evaluate learning
achievement - results record a students level of
proficiency at a specific point in time.
6. Progress and achievement are monitored and
reported separately from work habits, character
traits, and behaviors such as attendance and class
participation, which are also monitored and
reported separately.

COMPETENCY -BASED
PRINCIPLES
7. Grades communicate learning progress and
achievement to students and families, and facilitate
and improve the learning process.
8. Students are given multiple opportunities to
improve their work when they fail to meet
expected standards.

COMPETENCY -BASED
PRINCIPLES
9.

Learning can be demonstrated in multiple ways

(differentiated assessments, personalized-learning
options, or alternative learning pathways).

10. Students are given opportunities to make

important decisions about their learning, which
includes contributing to the design of learning
experiences and learning pathways.

Competency-Based Learning Simplified

The Henry County Learning Model

Graduation
Competencies

Performance Indicator

Learning Objective

Graduation Standard/Competency

Learning Objectives

SPECIFIC

BROAD

Performance Indicator

Graduation Competencies
Performance Indicators
Summative Assessment

Learning Objectives
Formative Assessment

Cross-Curricular Graduation Standards

Henry County graduates, as self-directed life-long learners, will
demonstrate social responsibility and citizenship by respectfully
and effectively:
Communication
Communicating written, spoken, and artistic language to convey meaning
and understanding to a variety of audiences
Collaboration
Collaborating with diverse teams to accomplish a common goal
Creativity
Demonstrating originality and innovation
Critical Thinking
Using reasoning skills and multiple information sources to solve problems
and make decisions

A Graduation Standard/
Competency Is
A standard that focuses instruction on the most
foundational, enduring, and leveraged concepts and
skills within a content area

Foundational Lens:
To what extent is this statement at the heart
of understanding the content area and to
what extent does it align with national & state
standards?

Endurance Lens:
To what extent does this statement provide
students with knowledge & skills that will
be of value beyond a particular point in
time (ie - test, unit)?

Leverage Lens:
Will this provide knowledge and skills that
will be of use in multiple disciplines?

A Performance Indicator
Describes or defines what students need to
know and be able to do to demonstrate
mastery of a graduation standard

ONCE COMPETENCIES AND

PERFORMANCE INDICATORS
ARE DEVELOPED,

HOW WILL ALL TEACHERS BE

INVOLVED IN A COMPETENCYBASED SYSTEM?

LEARNING OBJECTIVES ARE:

Clustered in units
Determined by teachers individually or in teams
A series of progressive steps and digestible
chunks
Measures competency toward one or more of the
performance indicators
Shared with students and connected to the
standards
Assessed using formative assessments, allowing
teacher to regroup students & differentiate
instruction as needed