Two Roads Diverged . . .

Jason EllingsonCollins-Maxwell CSDAugust 7, 2014

Purpose

Promising practices / philosophies

Celebrate our successes

Learn from our mistakes

Challenge our thinking

Join in the journey

Start With Why

We are a district that is relationship-driven.

We know every student – well.

We form strong relationships with colleagues and parents and community.

So . . . If we know better, can we do better?

Why = Better system to know the learner, grow the learner

Starting Out

CBE Forum, December 2011

Applied for waiver in spring 2012 SIAC meetings Board meeting Application process

Legislature approves competency pathways in spring 2012

SIAC/Board meetings

What we learned: Parents LOVED concept – kids engaged, focused

on their interests, self-pacing

Parents struggled with process – eligibility, scholarships, transportation, lunch, scheduling

Staff felt the same way – but also had to implement it and explain it

Structures to Support

KASAB for stakeholders (students, staff, admin) Knowledge Attitude Skills Aspirations Behaviors

Theory of Change/Action Continuously revising

Mistakes

Thought we were communicating well

Thought we were going slow

Thought we had people convinced

Result – STAFF RESISTANCE

Current Reality / Desired State

Took a deep breath in 2012-2013

Look at current instructional strategies

Examines philosophies and practices that helped or hindered learning in our district system

Answered every question

Shared there was no ulterior motive

Reviewed the DE’s CBE Pathways principles

CBE Pathway Principles

Students Advance Upon Proficiency

Competencies Include Explicit, Measurable, and Transferable Learning Objectives that Empower Students

Assessment Is Meaningful and a Positive Learning Experience for Students

Students Receive Rapid, Differentiated Support Based on Their Individual Learning Needs

Learning Outcomes Emphasize Competencies that Include Application and Creation of Knowledge along with Development of Important Skills and Dispositions

Professional Development

Authentic Intellectual Work (AIW) Teacher task Student work sample Instruction

Instructional Changes Standards-based grading, CGI, and other

innovations

Technology integration - fall 2012 Increased technology at elementary 6-12 1:1 iPad initiative

Iowa CBE Collaborative

10 districts to pilot CBE structures and practices

Working on writing competencies, assessing competencies and changing instructional practices (Curr/Inst/Assess)

Participants – 2nd grade, 3rd grade, 4th grade, 6-12 vocal, K-12 TAG, elementary principal, secondary principal, superintendent

Currently

Making connections to current work

Look at our ten district student learning goals – transform the goals into competencies

Looking at changes in learning facilitation, leadership, and policy/governance

Piloted C4K/MTSS last year – seeing connections

Internal Supports

Professional Library

GoogleSite for information form CBE Collaborative

Collaborative members sharing new learning with colleagues

Updates to the SIAC and board

External Supports

Iowa ASCD Website of resources CBE Conference in 2013, 2014

CompetencyWorks (www.competencyworks.org)

ASCD – Whole Child Initiative

Iowa Department of Education

Books to Read

Off the Clock by Bramante and Colby

Inevitable by Schwahn and McGarvey

Delivering on the Promise – by DeLorenzo, et al

Next Steps (Inside)

Special education How will this work? Are there legal implications?

At-Risk Will CBE practices increase engagement?

System Does this change funding, graduation,

eligibility, and scholarships? Implement the work of the Collaborative

Next Steps (Outside)

Add information section to district website

Continue discussions at SIAC, open houses and other community meeting

Add information to monthly newsletter

Contact Information

Jason Ellingson jellingson@collins-maxwell.k12.ia.us 515-387-1115, ext. 1100 @jasonellingson