As directed by SSB 5249 (Chapter 144, Laws of 2021), the Mastery-based Learning (MBL) Work Group has developed a Washington State Profile of a Graduate describing the cross disciplinary skills a student should have developed by the time they graduate high school. Washington State's Profile of a Graduate represents a shift in the focus of their…

Practical aspects of curriculum development, especially that involving multiple authors, often are overlooked, but they are critical to moving a curriculum from concept to finished product. The Ohio 4-H Camping Design Team developed a competency-model-based curriculum for training the state's 4-H teen camp counselors. The team incorporated action…

Large-scale performance assessment programs are a longstanding reform tool. However, standard setting can be a challenge for assessment programs that use primarily non-standardized assessments. The purpose of this paper is to extend this field of research by explaining the standard setting methodology applied to one more recent instantiation of a…

The Mastery-based Learning (MBL) Work Group has examined opportunities to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education, and reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The Work Group members believe…

Schools are experiencing unprecedented disruption, forcing educators to think differently about how they engage with their students and forcing changes to longstanding systems that have been established to deliver education. This presents an opportunity to not only discover ways to address education during the coronavirus pandemic, but also to…

Maine Department of Education (DOE) has long been committed to social-emotional learning and with the COVID-19 pandemic, it became even more of a priority, especially for marginalized groups. With the increased focus on supporting students' social and emotional health, the commissioner requested R1CC support for the Maine DOE Social-Emotional…

The state of Virginia approach to the development and implementation of competency-based instruction in industrial arts programs is outlined. Development of various activities is described: position paper, curriculum research project, and industrial arts catalogs research project. Figures illustrate the details of each area. (CT)

Educators from Fullerton Union High School District, Newport-Mesa Unified School District, Capistrano Unified School District, and Huntington Beach Union High School District describe their efforts toward developing competency-based curriculum to meet state mandates. (SJL)

The author outlines an approach to competency-based education and lists factors vital to its statewide implementation. He covers advantages of statewide implementation and components of such a system, including commitment of state leaders, laws and policies, a supportive university system, and staff development. (CH)

Implementation of competency-based education in Virginia career exploration and preparation programs has served as the basis for establishment of a paradigm for statewide implementation. Competency-based education in Virginia is defined as educational programs with required knowledges, skills, and attitudes based on role-relevant competencies and…

This report explains how students with significant disabilities who submit portfolios for the Massachusetts Comprehensive Assessment System (MCAS) Alternate Assessments are evaluated to meet state requirements for a "competency determination" needed to receive a regular high school diploma. The reasoning behind the Massachusetts approach and the…

Five major components of the Florida Vocational Instructional Materials Development System are (1) state division of vocational education, (2) instructional materials assessment survey, (3) Florida educators' information service, (4) decentralized instructional materials development, and (5) local educational agencies. Ten priority courses have…

The major objective of the three-year project reported here was to develop a long-range planning and management system for a comprehensive health occupations education program for the State of Indiana. The body of the report is a summary outline of the project's three components, each of which corresponded to one of the three objectives: (1) to…

This directory provides brief, current information about 50 goal-based education programs of many types, sizes, and scopes throughout the United States. These programs make use of such concepts as minimum competency testing, mastery learning techniques, and continuous progress curricula, among many others. The directory is organized into five…

As part of a statewide, structured diffusion plan, inservice training sessions were held for teachers and administrators from many local schools to encourage use of V-TECS (Vocational-Technical Education Consortium of States) competency-based curriculum materials in local schools. Use of other recommended vocational education resources was also…