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

2. More Children Iowa CBE Collaborative IOWA Department of Education Housekeeping:  Coffee/Water  Vending  RR  Lunch  Sign in  Internet Security Key egW24nAP  Conference Registration  Agenda and Materials for Today:  www.docs.google.com www.docs.google.com  www.IACompEd.com www.IACompEd.com  Evaluation from March

3. IOWA Department of Education Leadership Teams Districts IHEs AEAs 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

4. IOWA Department of Education 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:

5. IOWA Department of Education 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

6. More Children Learning from Others: Howard-Winn—Takeaways from NH IOWA Department of Education

7. More Children Learning from Others: HW to NH IOWA Department of Education Empower students to direct their own learning and take responsibility Deb Day, High School Language Arts

8. More Children Learning from Others: HW to NH IOWA Department of Education Make our community an authentic partner in this endeavor Tim Felderman, Secondary Principal

9. More Children Learning from Others: HW to NH IOWA Department of Education Utilize non-traditional learning environments and opportunities Jill McConnell, High School Spec Education

10. More Children Learning from Others: HW to NH IOWA Department of Education Collaboration is essential to create a change in culture Libby Schwade, High School Spanish

11. More Children Learning from Others: HW to NH IOWA Department of Education Develop a vision, plan, and timeline with celebrations along the way Justin Denner, High School Mathematics

12. IOWA Department of Education 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.

13. A System of Relationships continued Kim Carter kcarter@QEDfoundation.org

15. Standards  Competencies Cluster 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

16. 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.

17. 21 st 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

18. Verbs 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.

19. 21 st 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

20. Nouns 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.

21. 21 st 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

22. Adjectives and Adverbs 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.

23. 21 st 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

24. Verbs Access Analyze √√ Problem-solve Make Incorporate Use √√ Guide Challenge Promote Lead Validate Support Select Evaluate Develop

25. Nouns Ability Information Decisions Processes √√ Thinking √√ Reasoning Behaviors Action Questioning Assumptions Insights Perceptions Metacognition Practice Approaches Solutions Analysis Synthesis Sources Points Information √√ Frameworks Issues

26. Adjectives and Adverbs Key Informed Reflective √ Visionary Critical Thinking Higher order √ Sound Thoughtful New Various Multiple Intentional Disciplinary Complex

27. Make informed decisions, develop solutions, and take action based on accessing, analyzing, and synthesizing key information. Create solutions to complex problems through independent investigation.

28. 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

29. QEP – Science and Technology Seeks answers or solutions to scientific or technological problems.

31. High Quality Competency Statements Performance Outcome Enduring Understandings Cluster of related knowledge, skills, and dispositions Academic Rigor Learner-Centric

32. District Teams Pick one of TWO universal constructs: – Complex Communication – Creativity Write a Graduate Goal in the form of a competency statement

33. BREAK When 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

34. 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

35. LUNCH After lunch, sit in district teams. IOWA Department of Education

36. 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

37. Learning Progression Developmental stages of conceptual understanding Progress map

39. IOWA Department of Education Leadership Teams Districts IHEs AEAs 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

40. June 23-24 1.Please register soon. (Don’t share the code.) 1.Two-day session: Kim, RISC 2.Our sessions: District Teams Work Teams IOWA Department of Education

41. Work Team Time: 1.Session for Conference 2.10 Minutes in May 3.Timeline—Summer Work 4.Evaluations, Name Tags. IOWA Department of Education

42. Work Team Time: 1.Session for Conference 2.10 Minutes in May 3.Timeline—Summer Work 4.Evaluations, Name Tags. IOWA Department of Education

43. BREAK After the break, go to your work team. IOWA Department of Education 1. Personalized Lrning Table 2 2. College, Career Room 6 3. Prof Learning Balcony Left 4. Tchr/Ldr Prep Balcony Right 5. Monitor/Rec/Rpt Room 7 6. Stkholder Engage Reg Table 7. Leadership Table 7 8. Inst/Lrn Environ Table 5 9. Tran to Post Sec Round ← 10. Struc/Policy Round → 11. Getting Started Table 9 12. Literature Rev Table 10 You will end the day in your work team. Please leave your evaluation on the table.

44. Work Team Time: 1.Session for Conference 2.10 Minutes in May 3.Timeline—Summer Work 4.Evaluations, Name Tags. IOWA Department of Education

45. http://tinyurl.com/IowaCompEdGuidelines www.CompetencyWorks.org www.IACompEd.com #IACompEd Sandra.Dop@iowa.gov