Element description

Proficiency-based progress and supporting standards represent what learners are asked to master. Standards provide clear targets for learning and help to drive intermediate learning targets and expected outcomes. This component articulates what learners will learn, how deep or broad the learning will be, and how it will be demonstrated and measured. Learner progress toward the standards is based on growing mastery, not seat time.

Importantly, learning progress does not have to follow a single path: where practical, students are given choices regarding the sequence of learning, specific standards-aligned content and skills to learn, methods and resources to employ, and even how to document and assess learning. Regardless of the approach learners take, standards are challenging and compelling, and meeting them will prepare students both for future learning and for later success in academic, professional, and personal life.