Receiving recognition based on demonstrated competency (not seat time)

Identify which competencies need to be met to obtain credit, advance and/or receive other recognitions for learning
Example: A team of teachers establishes a competency map across levels that enables assessments to be taken regardless of perceived “grade level.”

Ensure that learners are clear about expectations and requirements for recognition
Example: The team of teachers adjusts their report card to be proficiency based and hold regular mini-conferences with learners to check their understanding of their progress.

Create an organized and accessible system for tracking evidence of learning (e.g., performance, assessment, credits and competency progression)
Example: A school team adopts a digital portfolio platform that is accessible by parents, learners and teachers and provides transparent issuing of recognition for work.

Change classroom policies for learning recognition and progression that take into account varying speeds of learner competency
Example: A teacher removes the weekly summative assessment on the same standard for all learners, and she implements a new system with flexibility – but with set expectations – around when learners demonstrate competency.

Provide learners with copies of standards/objectives to keep in their digital data binder. Learners can record when each standard/objective is taught, learned, mastered, etc.
Example: A teacher models for and supports science learners to design and develop their digital data binder over time.