Student/Family Input (Are the opinions, strengths, and challenges that students and families face taken into account in CBE work?) + School Leader/Teacher Input (Are the opinions, strengths, and challenges that school leaders and teachers face taken into account in CBE work?) + District/School Board Input (Are the opinions, strengths, and challenges that district employees and school board members face taken into account in CBE work?) + Community/Business Input (Are the opinions, strengths, and challenges that community and business leaders face taken into account in CBE work?) = Shared purpose and vision established across the community
Timeline, differentiated support for students (Are teachers able to deliver timely, differentiated support for students?) + Modular content aligned to learning objectives (Is offline and online content organized to align with learning objectives? )+ Collaborative learning experiences for students (Are students learning to work collaboratively?) + Students as self-directed learners (Are students learning the skills necessary to become self-directed learners?) = Targeted support and resources available for all students; learning occurs independently & collaboratively
Defined learning objective (Are there clear learning objectives that outline what students should know and be able to do in courses?) + Defined rubrics for demonstrating understanding (Are there common criteria by which student proficiency will be assessed in courses?) + assessment experiences focused on knowledge transfer (Are assessments designed to focus on knowledge transfer?) + flexible assessment schedule (Does the availability of assessments allow for retakes or progression through courses at different paces?) = Flexible assessment of clear learning targets is focused on transferable knowledge
Hardware, software, & network investments (Are hardware, software, or network investments appropriate to support CBE?) + District policies for grading, credits, & advancement (Are district policies for grading, credits, and advancement updated to account for a CBE approach?) + Data systems to track progress (Are data systems updated to account for a CBE approach?) + State waivers, higher education connections (Are there state or higher education policies that need to be taken into account as part of a transition to a CBE approach?) = Advancement through system is based on mastery, not seat time
Professional learning plans mirroring CBE principles (Do professional learning plans for teachers, leaders, and other staff align with CBE principles?) + Coaching for CBE teaching, curriculum, & assessment (Is coaching for CBE teaching, curriculum design, and assessment available for staff?) + Staffing models to support CBE (Are school and district staffing models appropriate for supporting a CBE approach?) + Schedules & calendars designed for CBE (Are bell schedules and year-long calendars appropriately designed for a CBE approach?) = Professional learning, roles, and schedules are designed to support CBE and based on CBE principles
Contact:
(650) 440-7860
Twitter: @edelements
www.edelements.com