Mastery is the consistently successful application of a set of knowledge (facts), skills (processes), and behaviors (actions) to complex problems and novel situations.

Students demonstrate Proficiency through a preponderance of evidence of application of the required competencies in and/or across a content area.

Competencies are the knowledge, skills, and/or behaviors students must become proficient in in order to progress toward mastery in a specific content or performance area. MC2 has two types of competencies: Habits and Essential Knowledge. These share three traits of Power Standards:
  1. Endurance the competency has value for life
  2. Leverage the competency has value for many diverse areas
  3. Readiness the competency prepares student for the next level

Met/Not Yet

Essential Knowledge Competency Organization
What are the competencies that each student must master to earn their diploma? Ideally, competencies are organized conceptually, and written as power standards [1]. Power standards have supporting objectives, that outline the basic understanding of the major ideas within the discipline.

Disciplines /Branches of Disciplines [2]
  • Organized around conceptual themes, big categories
  • Evidenced in a portfolio
  • Documented in a portfolio assessment

Competency /Power Standard
  • Written for endurance [3], leverage [4] and readiness [5]
  • Performed in an authentic learning application [6]
  • Documented in a competency assessment with a competency-specific rubric
  • Bloom’s Level: application, analysis, evaluation and creation

  • Support students' ability to demonstrate proficiency in competencies/power standards
  • Documented through targeted (formative and summative) assessments
  • Bloom’s Level: knowledge, comprehension and application

1. Ainsworth, Larry, Power Standards: Identifying the Standards that Matter the Most. Lead and Learn Press, 2003
2. Mathematics, Science and History vs. Civics, Biology and Geometry
3. Of value beyond a single test date
4. Of value in multiple disciplines
5. Necessary for success in next level of instruction
6. Authentic assessment requires a) construction of knowledge through b) the use of disciplined inquiry that c) has some value or meaning beyond success in school (Newmann, Secada, and Wehlage, 1995)