The Iowa CBE Collaborative April 15, 2014 #IACompED Internet Security Key: egW24nAP IOWA Department of Education

The Iowa CBE CollaborativeApril 15, 2014

#IACompED

Internet Security Key: egW24nAP

IOWA Department of Education

More ChildrenIowa CBE Collaborative


Housekeeping: Coffee/WaterVending

RR Lunch Sign in Internet Security Key egW24nAP Conference Registration Agenda and Materials for Today:

www.docs.google.com

www.IACompEd.com Evaluation from March

http://www.docs.google.com/

http://www.iacomped.com/


Leadership Teams

DistrictsIHEsAEAs

Work

Teams

Collaborative Processes

Iowa districts and schools

implement CBE according to

the State Guidelines

Collaborative Outcomes

Students who are prepared

with the knowledge, skills, and

dispositions necessary for

post secondary success

State Outcomes

A framework for transitioning to a

personalized, competency-based system, which will

guide statewide implementation

Demonstration sites successfully

implementing the framework and demonstrating

improved college and career ready

outcomes

\

Iowa CBE Collaborative


Today’s Outcomes

• Iowa guidelines and definitions• Graduate

Expectations • Competencies

• Universal Constructs

• Scoring guides

• Learning progressions

Collaborative members will:

Articulate the relationships between and among the components of Iowa's CBE system:


Today’s Outcomes

Collaborative members will:

• Experience two processes for writing competencies

• Consider/suggest district or work team session for the June conference• Reconnect with work teams to plan what to do

before May 14

More Children

Learning from Others:

Howard-Winn—Takeaways from NH


More ChildrenLearning from Others:

HW to NH


• Empower students to direct their own learning and take responsibility

Deb Day, High School Language Arts


HW to NH


• Make our community an authentic partner in this endeavor

Tim Felderman, Secondary Principal


HW to NH


• Utilize non-traditional learning environments and

opportunities

Jill McConnell, High School Spec Education


HW to NH


• Collaboration is essential to create a change in culture

Libby Schwade, High School Spanish


HW to NH


• Develop a vision, plan, and timeline with celebrations along the way

Justin Denner, High School Mathematics


District Self-assessment Reports

Google Doc in Team Folder

Report out on what most interests you, where you made the most progress, what your next step is, and/or what you might need from others.

A System of Relationships continued

Kim [email protected]

Standards CompetenciesCluster standards that are complementary, interdependent in addressing a “complex application”• Identify key verbs – Indicate valid student performance in which content

and skills are used• Look for recurring nouns– Signal key concepts, principles, themes, and issues

• Identify and analyze key adjectives and adverbs– Lead to valid scoring criteria and rubrics for successful

performance• Identify long-term “transfer goals” – Point to complex performance ability

Critical Thinking (Universal Construct)

Critical Thinking is the ability to access and analyze key information to problem-solve and make informed decisions. It incorporates reflective and visionary processes. Critical thinking processes use higher order thinking and sound reasoning to guide behaviors and actions.

21st century critical thinking reflects:• thoughtful questioning that challenges assumptions, promotes higher order thinking, leads to new insights, and validates perceptions• metacognition that supports reflective practice• processes that analyze, select, use, and evaluate various approaches to develop solutions• analysis and synthesis of multiple sources and points of information• intentional use of disciplinary frameworks to analyze complex issues and information

Verbs



Nouns



Adjectives and Adverbs



Verbs

• Access• Analyze √√• Problem-solve• Make• Incorporate• Use √√• Guide• Challenge• Promote

• Lead• Validate• Support• Select• Evaluate• Develop

Nouns• Ability• Information• Decisions• Processes √√• Thinking √√• Reasoning• Behaviors• Action• Questioning• Assumptions• Insights• Perceptions• Metacognition

• Practice• Approaches• Solutions• Analysis• Synthesis• Sources• Points• Information √√• Frameworks• Issues

Adjectives and Adverbs

• Key• Informed• Reflective √• Visionary• Critical• Thinking• Higher order √• Sound• Thoughtful

• New• Various• Multiple• Intentional• Disciplinary• Complex

Make informed decisions, develop solutions, and take action based on accessing, analyzing, and synthesizing key information.

Create solutions to complex problems through independent investigation.

Science - Grade 12

Formulates and refines questions about a significant global science issue and develops a specific, focused hypothesis or research thesis.

http://asiasociety.org/files/gps/science-12-rubric.pdf

http://asiasociety.org/files/gps/science-12-rubric.pdf

QEP – Science and Technology

Seeks answers or solutions to scientific or technological problems.

Seeks answers or solutions to scientific or technological problems.

High Quality Competency Statements

• Performance Outcome• Enduring Understandings• Cluster of related knowledge, skills, and

dispositions• Academic Rigor• Learner-Centric

District Teams

• Pick one of TWO universal constructs:– Complex Communication– Creativity

• Write a Graduate Goal in the form of a competency statement

BREAKWhen you return, select a

discipline area or an interdisciplinary team.

At that table . . .separate according to the universal construct your

district chose.IOWA Department of Education

Discipline Teams• Find others with same Graduate Goal (Complex

Communication OR Creativity)• Discuss how that Graduate Goal is developed

within your discipline• Identify a cluster of standards that contribute

to a complex application incorporating your identified Graduate Goal

• Write a competency statement for your discipline

LUNCHAfter lunch, sit in district teams.


Assessment

• The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment

• Evidence can take many forms, but regardless of the form, it needs to be considered in terms of how well it satisfies needs for practicality, fairness, validity and whether it provides feedback to assist the next step in the developmental pathway for an individual

Geoff N. Masters, ACER, 2013

Learning Progression

• Developmental stages of conceptual understanding

• Progress map


Leadership Teams

DistrictsIHEsAEAs

Work

Teams

Collaborative Processes

Iowa districts and schools

implement CBE according to

the State Guidelines

Collaborative Outcomes

Students who are prepared

with the knowledge, skills, and

dispositions necessary for

post secondary success

State Outcomes

A framework for transitioning to a

personalized, competency-based system, which will

guide statewide implementation

Demonstration sites successfully

implementing the framework and demonstrating

improved college and career ready

outcomes

\

Iowa CBE Collaborative

June 23-24

1. Please register soon. (Don’t share the code.)2. Two-day session: Kim,

RISC3. Our sessions:• District Teams• Work Teams


Work Team Time:

1. Session for Conference 2. 10 Minutes in May3. Timeline—Summer Work4. Evaluations, Name Tags.


Work Team Time:



BREAKAfter the break, go to your work

team.


1. Personalized Lrning Table 22. College, Career Room 63. Prof Learning Balcony Left4. Tchr/Ldr Prep Balcony Right5. Monitor/Rec/Rpt Room 76. Stkholder Engage Reg Table

7. Leadership Table 78. Inst/Lrn Environ Table 59. Tran to Post Sec Round ←10. Struc/Policy Round →11. Getting Started Table 912. Literature Rev Table 10

You will end the day in your work team.Please leave your evaluation on the table.

Work Team Time:




http://tinyurl.com/IowaCompEdGuidelines www.CompetencyWorks.org

www.IACompEd.com

#IACompEd

[email protected]

http://tinyurl.com/IowaCompEdGuidelines

mailto:[email protected]





Documents

The Iowa CBE Collaborative April 15, 2014 #IACompED Internet Security Key: egW24nAP IOWA Department of Education