Personalizing on the Prairie
Jason Ellingson, Collins-Maxwell CSDiNACOL SymposiumNovember 6, 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
515-387-1115, ext. 1100
@jasonellingson