District Strategic Planning » MUSD Learning Model

MUSD Learning Model

This defined learning model describes what teaching and learning should look like to ensure students can grow in the Learner Profile outcomes. It also provides a catalyst to align our district systems, processes, and structures, thereby moving us closer to our vision.


Learning is based on each learner’s unique strengths, skills, interests, and needs.

Classroom Look Fors:
  • Students have opportunities to flexible pathways of learning, intervention, and acceleration.
  • Teacher-led instruction is tailored for individuals or groups of students.
  • Students have the opportunity to demonstrate proficiency in different ways.
  • Student groups are formed using recent formative data.
  • Students are provided targeted instructional resources based on their mastery.
  • Students can explain their thinking process.
  • Student voices are included.
  • Students set and track personal goals.


Learning is meaningful, relevant, and grounded in real-world challenges and applications.

Classroom Look Fors:
  • Learning opportunities represent interdisciplinary thinking, creativity, and are tied to well defined, relevant outcomes.
  • Student curiosity and interests are considered in the learning design.
  • Students learn collaboratively, supporting each other and offering feedback.
  • Student learning is not limited to the classroom.
  • Final outcomes/products are shared with relevant stakeholders and/or audiences.

Competency-Based Assessment

Learning is driven by evidence-based instruction, assessment, and feedback cycles based on progress toward desired knowledge, skills, and dispositions.

Classroom Look Fors:
  • Levels of proficiency and mastery for each competency are clearly defined (rubrics, exemplars, and
  • Students can determine their progress toward mastery.
  • Feedback is frequent, specific, actionable, and strengths-based, and comes from multiple sources.
  • Competencies support and inform learning.
  • Students are working on different content, based on proficiency (the whole class is not doing the same thing).
  • Students create portfolios to track their growth over time.
  • There is demonstrable objective evidence to determine growth, proficiency, and mastery over time.
  • Final outcomes/products are shared with relevant stakeholders and/or audiences.

Equitable & Inclusive

Learning communities are collaborative and culturally relevant, where every learner feels they belong and can tap into their full academic and social potential, contributing to the collective success of their community.

Classroom Look Fors:
  • Students understand their differences and leverage each other’s strengths when collaborating.
  • Students demonstrate a growth mindset; they don’t express shame or negative emotion when talking about their journey to mastery.
  • Students are developing skills to be college, career, and life ready.
  • Teacher disposition conveys that they are willing to meet all learners where they are.
  • Classroom visuals, curriculum, & resources reflect the cultural backgrounds represented by students.
  • Teacher invites and validates all perspectives and demonstrates sensitivity to understand the community values.