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This page provides information about the state’s Mastery-based Learning Collaborative (MBLC) project. For background on Washington mastery-based learning work, visit the MBL page.

GRANT OPPORTUNITY: MASTERY-BASED LEARNING COLLABORATIVE (MBLC) COHORT 2 
Interested in applying to become a new MBLC member school? Watch the info session that was held September 13. NOTE: Watching the recording of the September 13 session is a required step* in applying for MBLC Cohort 2 membership.

Please review the Information Packet and the Q&A (Q&A last updated on Oct. 2) for more information about the application process. The application questions are at the end of the Information Packet. 

Timeline for Cohort 2 Application Process

*To be eligible for preferential (first tier) consideration of participation in the MBL Collaborative, schools need to participate in all required components (webinar, notice of intent, interview, and application) as indicated below. As a second tier, if space becomes available, a school who misses the required components may still be considered.

What is the Mastery-based Learning Collaborative (MBLC)?

The Washington State Mastery-based Learning Collaborative (MBLC) will identify best practices for implementing culturally responsive-sustaining Mastery-based Learning (MBL), identify sample tools for educators using a MBL approach, and offer professional learning to in-service educators, including teachers, principals, and counselors. The project’s overarching goal is to inform future policy by helping decision makers better understand what quality MBL looks like, how long it takes to implement, and what resources are necessary. 

At the local level, this project is helping participating schools not only respond to the current pandemic but also jump start a longer-term shift to MBL to transform education into a more relevant and equitable learning experience for each and every student.

Outside of the normal grant application period, schools are welcome to inquire about joining the Mastery-Based Learning Collaborative as a school eligible for full participation in professional learning events, individualized coaching at the school level, and potential school grant funding. Depending on the availability of funding and SBE’s assessment of a school’s readiness to participate at the time of the school’s inquiry, SBE will determine whether an inquiring school may join. If SBE determines that the school is not eligible for funding, the school is welcome to join the Friends of MBLC interest group, which includes access to professional learning webinars and online materials but does not include school grant funding.

Friends of Mastery Collaborative are not members but have a 100 percent opt-in connection to the MBLC community. Joining Friends of MBLC is a low-stakes way to stay connected and have access to MBLC offerings. This may be a good fit for schools that want to explore MBL and culturally responsive-sustaining education (CRSE) shifts informally or exploratorily. Friends of MBLC stay connected with the MBLC community by receiving the MBLC newsletter about once a month. This newsletter will provide notices of space available to join some PL opportunities such as visits to schools and online sessions.Friends of MBLC do not attend Quarterly Meetings (gatherings of practitioners in member schools) and will receive no grant funding from the MBLC Program. 

We welcome you to join our interest group!

Timeline for Cohort 1 grantee schools:

• Spring 2022: Planning period
• 2022-2023: First professional learning year
• 2023-2024: MBL implementation begins at the building level

Founding Cohort of Grantee Schools

Definitions

• Culturally Responsive-Sustaining Education (CRSE): Culturally responsive-sustaining education is grounded in a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability) are recognized and regarded as assets for teaching and learning. CRSE explores the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners.
• Mastery-based Learning: The state defined mastery-based learning (MBL) in 2019 E2SHB 1599 (Sec. 301):
  • Students advance upon demonstrated mastery of content;
  • Competencies include explicit, measurable, transferable learning objectives that empower students;
  • Assessments are meaningful and a positive learning experience for students;
  • Students receive rapid, differentiated support based on their individual learning needs; and
  • Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
• Culturally Responsive-Sustaining (CRS) Mastery-based Learning (MBL): CRS MBL means MBL implemented in a CRS way.

Resources

• MBLC Community Blog
• MBLC Evaluation Report (Year 2) - Aurora Institute
• Download the one-pager on mastery-based learning (Este folleto está disponible en español.)
• See the May 2022 letter from the Council of Presidents - mastery transcript statement
• Read the latest news release about this project
• Review the School Information Packet (Cohort 1) we provided to schools in advance of the grant application process