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If you're looking for an introduction or for deeper resources for Proficiency-Based Learning, start here. This site contains links to documents and resources shared by my co-presenters and me at the Proficiency-Based Graduation Requirements session at the Rowland Foundation High School Transformation Conference.

Making Mastery Work: A Close-Up View of Competency Education highlights the work of ten schools participating in the Proficiency-Based Pathways Project (PBP). 

"Re-Engineering Information Technology: Design Considerations for Competency Education by Liz Glowa, February 2013 Re-Engineering Information Technology: Design Considerations for Competency Education analyzes and examines components and elements of effective competency-based information systems. Based on interviews and research, the ideas in Re-Engineering Information Technology build upon the lessons learned in analyzing information systems developed by competency education innovators, best practices of systemic approaches to information management, and emerging opportunities. The paper is designed for readers to find those issues that are of most interest to them in their role and be used to catalyze strategies, support new competency-based instructional models, and inform decision making for continuous improvement. You can find more resources on the Competency-Based Pathways Wiki."

This brief information packet from the New England Secondary Schools Consortium (NESSC) does a great job of concisely laying out the history and philosophy underlying a desire to move to a Proficiency-Based Diploma.

Good video to show kids about how a demonstration-based environment is different from a traditional environment.

"The authors highlight the dynamics in which "Teacher leadership provided considerable momentum in the institutionalization of competency education practices.""

"We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. Replacing that model is a new system in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows." Hat tip to Jason Finley:  ttps://groups.diigo.com/group/vermont-education/content/user/jdfinley