In a personalized, competency-based learning system, the following principles influence the daily actions of the educational community:
The Utah's Personalized, Competency-Based Learning (PCBL) Framework seeks to create a bridge from the Utah State Board of Education’s Board Strategic Plan and the Utah Portrait of a Graduate Competencies to the work of educators and students in Utah’s classrooms as they work to achieve the learning outcomes as described in Utah’s Core Standards and the P-20 Competencies.
To achieve this, the PCBL framework leverages six essential components necessary to create a personalized, competency based learning approach. The six essential components are:
When these elements or used in concert with one another they set the learning conditions to support schools and districts in achieving the ideals of PCBL.
Furthermore, the PCBL Framework provides clear indicators and promising practices for educators and students needed to create learning conditions that cultivate student learning by being transparent about learning expectations which in turn allows students to know their learning targets and what they need to do demonstrate mastery.
Personalized Learning Teacher Toolkit
Quality Principles for Competency-Based Education
The Core Four of Personalized Learning: The Elements You Need to Succeed
What Is Competency-Based Education? An Updated Definition
Meeting Students Where They Are
Utah’s Multi-Tiered System of Supports (UMTSS)
Utah State Board of Education
Building Coherent Grading and Reporting Systems in Competency-Based Education, Part 1
Building Coherent Grading and Reporting Systems in Competency-Based Education, Part 2
Building Coherent High School Grading and Reporting Systems in Competency-Based Education, Part 3
Will We Make the Future of Learning Equitable?
The Journey Toward Mastery Learning: The Steps and Stages to Mastery Credits and the Mastery Transcript
Mastery Transcript Consortium (MTC)
Choosing and Using Social and Emotional Learning (SEL) Competency Assessments: What Schools and Districts Need to Know
Collaborative for Academic, Social, and Emotional Learning (ACSEL)
Maximizing Student Agency Implementing and Measuring Student-Centered Learning Practices
American Institutes for Research (AIR)
Part 1: What Do You Mean When You Say “Student Agency”?
Pathways, Pacing, and Agency Are Intertwined