This excerpt is from the eighth post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.
Many of the schools we work with initially come to us looking for help in tracking and communicating how students are performing in their competency-based models. The ability to track, monitor, and communicate student progress and growth transparently in a competency-based model remains one of the biggest challenges when transitioning to CBE. It is essential to the success of CBE to find the right systems and tools to support this new grammar of schooling. Many systems that schools use for tracking and reporting are designed and built for the traditional time-based, grade-based, course-based structures.
Keep reading here on Aurora’s website to learn more about our approach to scheduling.
