How might we support learners in...

Beginning at a level appropriate to their prior knowledge and learning needs

Example Strategies

Use all available data to determine where a learner falls on the appropriate learning progression

Partner with learners to identify the most suitable learning format for their current academic level (e.g., class, groupings, activities, software)

Design learning experiences that explicitly connect new content to prior knowledge and skills

Articulate short- and long-term learning expectations that are appropriate for learners’ current academic levels

How might we support learners in...

Progressing at a pace that fits needs

Example Strategies

Allow learners to move through content at varied rates regardless of their starting level

Clarify expectations about the pace of progress and what happens when learners take a longer or shorter time than their peers

Use formative assessment data to help determine appropriate pacing and instructional support

Adjust learning goals and plans based on demonstrated progress

How might we support learners in...

Demonstrating competency when ready

Example Strategies

Ensure that learners are clear with what they will need to know and do to demonstrate competency

Offer learners opportunities to gauge and discuss their readiness for demonstrating competency

Provide learners with access to multiple assessment options

Allow learners flexible, ongoing and repeated opportunities to demonstrate competency

How might we support learners in...

Demonstrating evidence of learning in multiple ways

Example Strategies

Work with learners to create multiple methods for demonstrating competency with learning standards

Partner with learners to select the content, product or process they will use to demonstrate proficiency, as well as devise the methods that will be used to show evidence of their learning

How might we support learners in...

Receiving recognition based on demonstrated competency (not seat time)

Example Strategies

Identify what competencies need to be met to obtain credit, advance and/or receive other recognitions for learning

Ensure that learners are clear about these expectations and requirements

Create an organized and accessible system for tracking evidence of learning (e.g., performance, assessment, credits and competency progression)

Determine classroom/school policies for learning recognition and progression that take into account varying speeds of learner competency

Help learners identify next steps in their learning plan once a competency has been met