Chicago Public Schools
Competency Based Education
Framework
Domains
Components
| Integrated Learning Targets & Instructional Practices Clear, Measurable Learning Targets Transparency of Learning Interdisciplinary & Learner Centered Instructional Strategies Integrated Partnerships | | Feedback, Reflection, & Practice Data Informed Intervention & Acceleration Adaptive Pacing |
| Equitable Assessment & Demonstration of Proficiency Aligned & Transparent Assessment Equitable Demonstration of Proficiency Multiple Assessment Methods | | Engaging Learners through the Adaptive Competencies Agency Adaptability & Flexibility Collaboration�Leadership |
Competency architecture is clearly defined (daily learning objectives, performance indicators, and long-term learning objectives)
The connection between each layer of the competency architecture (daily learning objectives, performance indicators, and long-term learning targets) is clearly specified and provides an easy-to-understand pathway that illustrates what the learner must know and be able to do in order to progress in and become proficient on a learning target
Scoring criteria is developed for every long-term learning objective and short term learning target within the competency architecture
Learning objectives are relevant, current and accurately depict the skills & dispositions needed for post-secondary life
Across disciplines, instructional activities support learner understanding of learning objectives and how they can make progress towards demonstrating proficiency
Learners engage in learning experiences that allow them to make explicit connections across learning objectives both within and across disciplines
Learners engage in a variety of learning experiences based on their strengths, needs, and interests for the development of proficiency on both academic and adaptive competencies
Learners engage with culturally relevant content and materials
Learners have opportunities to create and implement solutions to issues impacting their communities
Partnerships are cultivated to provide real life learning, training, assessment, internship and employment opportunities both within and external of the school day
External partners are chosen based on their alignment to school wide competencies and/or graduation requirements
Learners have the opportunity to demonstrate proficiency of learning objectives towards gained through experiences with external partners - both in and out of school time
Indicators for
Integrated Learning Targets & Instructional Practices
Clear, Measurable Learning Targets
Interdisciplinary & Multi-Modal Instructional Strategies
Integrated Partnerships
Learners can articulate the connection between each layer of the competency architecture (daily learning objectives and experiences, performance indicators, and long-term learning objectives)
Learners’ can articulate their current performance level on a learning objective and what they must be able to do to advance to a different performance level OR the next learning objective
Learners can articulate what they should know and what they should be able to do upon completion of the course and/or graduation
Transparency of Student Learning
Educators provide feedback that is timely, specific, and actionable on practice attempts of learning objectives
Educators enable learners to give, interpret, and use feedback to set and monitor goals
Learner reflects upon their data and feedback to determine actionable next steps
Learner tracks their own progress towards proficiency through formal and informal assessments
Learners are provided multiple, ongoing opportunities that allow them to practice skills leading to proficiency of learning objectives
Learner and educator use data to co-create a pathway of learning activities that leads to proficiency of performance indicators and/or long term learning targets that will be assessed summatively
Pathway is fluid and adjusted throughout the year based on the learner’s individual progress
Learners move through learning activities at their own pace, both within and in extension of a unit of study or sequence of skills
Learners are able to return to previous learning targets to revise work to demonstrate growth and higher levels of proficiency on learning targets
Learner moves on to new or more complex material, both within and extending to succeeding courses, as soon as they have sufficient evidence of proficiency
Indicators for
Proficiency Based Progression
Feedback, Reflection, & Practice
Adaptive Pacing
Educator rigorously utilizes data to inform instruction for both intervention and acceleration
Pre-assessments are used to establish baseline data about learners’ strengths and needs
Educator uses data from formative and summative assessments to tailor instruction in order to meet learners’ individual needs by adjusting the level of support and intervention.
Educator uses data from formative and summative assessments to tailor instruction in order to meet learner’s individual need by adjusting the level of challenge to provide extension and deeper learning
Unit and/or lesson plan includes flexible instructional groupings that vary based on objectives, learner needs, learner input, and monitoring of learner’s academic progress
Data Informed Intervention & Acceleration
The assessment strategy clearly articulates how the set of assessments supports the learning journey for learners, matches the cognitive level of the competencies or graduation standards being demonstrated and determines proficiency at the appropriate level
All assessments are aligned to learning objectives and are designed to measure the level of performance of the learning objective
Adaptive competencies, habits of work, and behavior are assessed separately from academic knowledge and skills
Learners can identify the alignment between an assessment and learning objective(s)
Learners may demonstrate proficiency in multiple ways
Assessments are culturally and socially relevant
Assessment requires higher-order thinking skills, transfer of knowledge, and application in alignment with the indicators being assessed
Learners can articulate the process for demonstrating proficiency gained in out of school time or other courses
Indicators for
Equitable Assessment & Demonstration of Proficiency
Aligned & Transparent Assessment
Multiple Assessment Methods
Rubrics or success criteria have been developed for every learning target and clearly define the level of performance and are communicated to stakeholders on an ongoing basis
Formative assessments are used as a tool for providing feedback and enabling reflection and refinement in a timely, specific, and actionable manner
Summative assessments are used to measure the level of learner proficiency on a learning target or targets
Assessments are offered and re-offered to learners flexibly when they are ready to demonstrate proficiency
Learners can articulate how they know when they are ready to demonstrate proficiency and the process for doing so
Grades communicate a learner’s proficiency level, they are an evaluation of the evidence presented by the learner to demonstrate proficiency
Equitable Demonstration of Proficiency
Learners take ownership of and responsibility for their own learning through the use of goal setting strategies
Learners create organized plans to achieve their goals
Learners are aware of the pace at which they learn best and engage in self-reflection on a regular basis
Learners take initiative and advocate for themselves
Learners persevere through challenges and can identify barriers to success.
Learners seek input from others, and demonstrate flexibility to adjust their plan based on data collected and other feedback
Learners reflect on and analyze their own work for continual progress
Learner flexibly adapts to transitions, changes, and differences in the environment
Learners maintain a state of curiosity as it relates to learning and demonstrate resilience throughout the learning process
Learners advocate for themselves and others
Learners communicate effectively with adults and peers
Learners manage deadlines, navigate obstacles and seek out the resources necessary to overcome these obstacles
Learners feel encouraged to pursue their passions and follow a path that positively impacts them and their community.
Indicators for
Engaging Students through Adaptive Competencies
Agency
Collaboration
Learners persevere through challenges and can identify barriers to success.
Learners seek input from others, and demonstrate flexibility to adjust their plan based on data collected and other feedback
Learners maintain a state of curiosity as it relates to learning and demonstrate resilience throughout the learning process
Learners reflect on and analyze their own work for continual progress
Adaptability & Flexibility
Leadership
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