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.creadiweb.com