Prior learning assessment (PLA) supports student persistence, shortens time-to-degree, and boosts degree completion, particularly for post-traditional (adult or non-traditional) students and underserved populations. This proceeding examines an innovative approach to PLA using block credit. Administered within the award-winning Department of Occupational, Workforce, and Leadership Studies at Texas State University, the current PLA competency model integrates components from an original model, Bloom's revised taxonomy, and the U.S. Department of Labor's Occupational Information Network (O*NET Online) measures. We discuss PLA innovation, including course and students, competency model and portfolio evaluation, best practices for stakeholders, and implications for research and practice. [For the complete proceedings, see ED597786.]