1. November 6, 2014

2. This PowerPoint, the links to our processing resources, and other resources that may be mentioned today can be found at http://www.sai- iowa.org/executive-leaders- meeting.cfmhttp://www.sai- iowa.org/executive-leaders- meeting.cfm RESOURCES

3. Patti Schroeder IASB Education Finance Director November, 2014

4.  Taskforce o Defined how equity(inequity) measured o Identified areas within formula that are inequitable, district to district o Issued Report – Task Force Report on Iowa School Districts – State School Foundation Program, November 2013 o Shared Report with stakeholders

5. OrganizationName Area Education AgenciesDavid King, retired Iowa Association of School BoardsGalen Howsare Patti Schroeder Department of EducationLeland Tack, retired Iowa Association of School Business Officials Jim Scharff Jan Miller-Hook Iowa State Education AssociationBrad Hudson Jon Studer School Administrators of IowaDan Smith Urban Education NetworkLarry Sigel

6. DepartmentName Department of EducationJeff Berger Department of ManagementLisa Oakley Legislative Services AgencyShawn Snyder

7. AREAMEASURETARGET Student fairness Cost per student Amount of funding per student is the same regardless of location Student need fairness Cost per student Additional needed funding per student for specific student groups is the same regardless of location Taxpayer fairness Tax resources per student Amount of funding per taxpayer is the same regardless of location

8. Area With Equity Concern Lowest Per Student Highest Per Student Percent Difference District Cost Per Pupil$6,121$6,2962.9% Teacher Salary Supplement$447.17$860.7292.5% Professional Development Supplement $33.69$108.44221.9% Early Intervention Supplement$37.48$109.10191.1% Instructional Support Levy (ISL)  % of full funding 54.0%93.4% Transportation Costs  per student enrolled $39.55$1,103.94 Sparsely Populated Districts  students per square mile0.8490.6

9. Go to IASB website, then to Finance: http://www.ia-sb.org/Finance.aspx Then scroll down to: School Foundation Formula Task Force Report

10.  Began “Solutions Committee” ◦ Address Adequacy as well as Equity ◦ Draft broad, systemic change recommendations ◦ Present recommendations to stakeholders and Legislative Interim Committee on School Finance Formula

11. OrganizationName Area Education AgenciesKurt Subra, Heartland AEA Iowa Association of School Business Officials Jan Miller-Hook, Johnston Schools Lora Appenzeller-Miller, Waukee Schools Iowa Association of School Boards Galen Howsare Patti Schroeder Iowa State Education Association Brad Hudson Melissa Peterson School Administrators of IowaTim Hood, Keokuk Schools Urban Education NetworkSteve Graham, Cedar Rapids Schools Retired, Department of Education Leland Tack

12.  Legislative requirement for periodic review  Resources generated through the formula are not keeping pace with the nation  Basic formula is considered equitable (<5% variance), however:  other parts of formula show equity varies greatly among districts  needs review  Formula does not address need for more equity of educational opportunity

13.  Avoid repeating situation where other states surpassed Iowa on student achievement  Other states already involved in School Finance reform efforts: Kansas Pennsylvania Massachusetts Tennessee North Dakota Texas Oregon

14.  Advocate for a set of changes that will improve adequacy and equity of funding through the formula  Submit a plan to the Iowa Legislative Interim Review Committee on the School Finance Formula that achieves greater adequacy and equity in school funding.

15. 1. Iowa’s children deserve and should receive the best K-12 education in the nation as demonstrated by the state’s commitment to ensuring that adequate and equitable resources are allocated to K-12 education regardless of where children live in Iowa.

16. 2. Education funding must always be our state’s #1 priority. Iowa’s ranking should at least be at the national average.

17.  3. Funding should always be a mix of property taxes & state aid.  4. Should include enhanced funding that is locally determined but limited.  5. New state categorical funding should be incorporated into the formula within 3 years.  6. The formula should be easy to understand.

18.  All school districts should gain needed resources.  No school district should lose any resources.

19.  1. Need a long term financial commitment to bring Iowa’s educational funding up to and surpassing the national average. Restoration of $15million annual, and $7.5 million “permanent reduction in AEA funding.

20. Source: LSA Iowa Factbooks  From FY 2008 – 2014 Iowa’s spending per student has decreased 11.7%, in real dollars, adjusted for inflation. (Center on Budget and Policy Priorities, May 20, 2014) NATIONAL AVERAGE SPENDING PER PUPIL IOWA SPENDING PER PUPIL IOWA’S RANK IN THE NATION 2009$10,259$8,72641 2010$10,506$9,47234 2011$10,826$9,85631 2012$10,976$9,46237 2013$11,068$9,41137

21.  2. Pull transportation costs from the formula and finance these costs separately. ◦ Recognize the district unique student density and distance factors. ◦ Fund with mixture of state aid & property taxes. AEA costs to deliver services to students should be studied, inequities among AEA districts resolved.

22. FY 2013 Net Operating Cost of Transportation Per Pupil (TCP) Median$ 378 Maximum$ 1,164 Minimum$ 31 Range$ 1,133 % of Difference3,654.8%

23. FY 2013 DCPP Including Transportation Costs DCPP Without Transportation Costs Median$6,004$5,657 Maximum$6,176 $6,010 Minimum$6,001 $4,837 Range$ 175 $1,173 % of Difference2.9%24.3%

24.  3. Create new school finance formula o Remove transportation costs, fund separately o Combine funding streams o Provide sufficient funding to minimize difference between DCPP among districts o Consider changes to uniform levy rate and foundation level and impact on the mix of state aid and property taxes.

25. Combine Funding Streams to Create New Formula FY 2013 Funding (State and Local) Current DCPP$2,852,500,203 Teacher Salary Supplement$245,235,223 Professional Development$27,793,513 Early Intervention$30,219,886 Instructional Support Levy$189,896,936 Dropout Prevention Levy$96,692,370 At Risk$13,883,102 English Language Learners$30,063,862 Community Colleges, ICN, Regional Academies $14,744,100

26.  3. Create a new school finance formula o Simplification o Local flexibility maintained o Continue district accountability for programs previously funded with categorical funding

27.  4a. Provide substantial, dedicated, and long term additional resources beyond the basic school finance for LSES students. o Local discretion as to services to be provided, ex: o Before/after school programming o Remediation services o Longer school days o Additional school days o Public health clinics o Associated transportation needs

28. Source: Iowa Department of Education – Condition of Education, 2014

29. Percent of Iowa Students Proficient FY 2014 Fourth Grade Eight Grade Eleventh Grade Reading -LSES -All 63.1 84.5 60.6 83.6 63.9 86.2 Math -LSES -All 67.6 87.9 59.9 85.0 70.9 89.5 Source: Iowa Department of Education, 2014 State Report Card for No Child Left Behind

30.  4b. Determine what constitutes a necessarily small school district based on: o Population density o Enrollment o Square mileage Given this determination, outline necessary educational programming and needed resources

31.  4c. Create an Enrichment funding mechanism that can be approved and controlled locally and used for innovative local educational programming.

32.  4d. Establish and fund an independent school finance policy institute to support high quality research to inform policy makers. o School finance policy o Funding formulas o Public, educational and tax policies o Demographic/economic trends o Finance and program accountability

33.  Present Committee Report to Legislative Interim Review Committee  Continue to educate and inform key legislative leaders and other advocacy groups  Continue to educate and inform other stakeholder groups

34. QUESTIONS? FEEDBACK? Thank you! Patti Schroeder pschroeder@ia-sb.org

35. To inform the work of SAI’s Legislative Committee by  surfacing the issues that are of most concern to our Executive Leaders, and  raising questions regarding these issues. PURPOSE OF THIS SEGMENT

36. Generate what will become a list of prioritized issues accompanied by questions specific to those issues. OUTCOMES

37.  As a table team, identify a recorder, a facilitator, a reporter, and a time monitor.  Individually, jot down the legislative issues most significant to you.  Prioritize each issue according to a 1-3 scale, with 1 being critically important and 3 being less so.  Table groups share issues, beginning with #1’s.  As a team reach consensus around your top 3 issues. Note questions you have.  Recorder post at http://padlet.com/dschon/SAIExecLeaders http://padlet.com/dschon/SAIExecLeaders SMALL GROUP DISCUSSION (30 MINUTES)

38. http://padlet.com/dschon/SAIExecLe aders LARGE GROUP

39. November 7, 2014

40. 3-2-1 3 things I have learned 2 questions I still have 1 need my district has in order to implement CBE successfully

41. The Iowa Journey toward CBE Sandra Dop, PhD Director, Iowa CBE Collaborative School Administrators of Iowa November 7, 2014 #IACompEd www.IAComped.com IOWA Department of Education

42. More Children Student Essay #IACompEd www.IAComped.com IOWA Department of Education The impact CBE has had on me is life-changing. It has taught me to be open-minded and to realize that there is more than one way to approach things and sometimes the new way is the better way. I am more engrossed in what I am learning and the positive feedback from students in CBE classrooms is astounding. Elizabeth Strums, Muscatine

43. More Children The Iowa Journey toward CBE #IACompEd www.IAComped.com IOWA Department of Education Your questions: 3X5 cards

44. More Children The Iowa Journey toward CBE #IACompEd www.IAComped.com IOWA Department of Education 2010 State Board Priority 2011 State Guidelines on CBEState Guidelines on CBE o Principles o Definitions o Examples 2011 Governor’s Blueprint on Education 2011 CBE Forum

45. More Children 2012 Legislation #IACompEd www.IAComped.com IOWA Department of Education Added proficiency on competencies associated with a credit to the ways students can earn credit in Iowa high schools. Allowed for teaching more than one course at a time. Required a task force to investigate: o Credit Based on Competency Rather than on Carnegie Unit o Assessment and Accountability o Learning Plans and Templates o Professional Development o Using Technology to Enhance This Work

46. More Children IOWA Department of Education

47. More Children 2013 Legislation #IACompEd www.IAComped.com IOWA Department of Education Requested a strategic plan for statewide implementation and provided funding for o Writing Competencies o Developing Assessments o Investigation Recording/Reporting Systems o Professional Development o Grants for the Iowa CBE Collaborative

48. #IACompEd www.IAComped.com IOWA Department of Education Collaborative Districts Cedar Rapids Collins-Maxwell East Union Howard-Winn Marshalltown Mason City Muscatine Nevada Spirit Lake Van Meter

49. More Children 2014 Legislation #IACompEd www.IAComped.com IOWA Department of Education Removed the requirement that credit earned before ninth grade be only in math, science, ELA, or social studies

50. #IACompEd www.IAComped.com Defining Terms IOWA Department of Education Competency: A competency is an enduring understanding that requires the transfer of knowledge, skills, and dispositions to complex situations in and/or across content areas and/or beyond the classroom. Proficiency: Demonstrated skill or knowledge required to advance to and be successful in higher levels of learning in that content area or using that content.

51. #IACompEd www.IAComped.com Defining Terms IOWA Department of Education Personalized Learning: Learning is tailored to each student’s strengths, needs and interests in order to provide flexibility and supports to ensure all students reach proficiency of the highest standards/competencies possible. Personalized learning enables student voice and choice in what, how, when, and where they learn. Example: Kettle Moraine, WisconsinKettle Moraine, Wisconsin

52. #IACompEd www.IAComped.com Table Talk IOWA Department of Education If we talked to fourth graders in your district, would we be likely to hear these same connections with learning? If it is, then discuss what things your district has done to get there? If it isn’t, discuss what you believe would have to change for those connections to develop.

53. #IACompEd www.IAComped.com IOWA Department of Education Principles of CBE A. Students Advance upon Proficiency B. Competencies Include Explicit, Measurable, and Transferable Learning Objectives that Empower Students C. Assessment Is Meaningful and a Positive Learning Experience for Students D. Students Receive Rapid, Differentiated Support Based on Their Individual Learning Needs E.Learning Outcomes Emphasize Competencies that Include Application and Creation of Knowledge along with Development of Important Skills and Dispositions *Adapted from International Association for K-12 Online Learning (iNACOL)

54. #IACompEd www.IAComped.com IOWA Department of Education Characteristics of CBE Systems I.District has strong internal and external stakeholder involvement and shared vision II.District nurtures a culture of continual improvement III.District policies support a competency-based learning environment IV.Competencies and scoring guides align with the Iowa Core and other content standards to describe what students need to know and be able to do. V.Assessments are a meaningful and positive learning experience for students.

55. #IACompEd www.IAComped.com IOWA Department of Education Characteristics of CBE Systems VI. Learning environment is student-centered and personalized VII. Shared leadership VIII. Credit/advancement is based upon demonstration of proficiency IX. District provides technical support for teachers, students, and parents X. District provides smooth transitions to post- secondary experiences

56. #IACompEd www.IAComped.com 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 implementationframework Demonstration sites successfully implementing the framework and demonstrating improved college and career ready outcomes \ Iowa CBE Collaborative

57. Iowa Framework for Implementation of Competency-based Education College and Career Ready Graduates through Competency-based Pathways  State Guidelines for CBE  College and Career Ready  Definition and Indicators  Universal Constructs  Literature Review and Research Base Getting Started  Common readings  District self- assessment  Conversation starters Com Engage Professiona l Learning  Teacher/Leader Prep  Professional Development Transitions to Post Secondary Leadership at All Levels Personalized Learning Competencies  Competencies  Scoring Guides  Learning Progression .... Performance Assessments ...  Presentations of Learning Policy  State (Chapter 12)  Local Monitor, Record, and Report Learning Schedules and Structures Instruct/Lrn Environment  Internships  Strategies  Any time, any where

58. More Children The Two BIG Questions #IACompEd www.IAComped.com IOWA Department of Education What happens when they transitions to Post-secondary? o Higher Ed Team o all three regents o 2 community colleges: Hawkeye, Kirkwood o 3 other colleges: Drake, Dordt, Simpson o Their Charge o Transitions to post-secondary o Teacher/Leader Prep o Transforming their own teaching What about sports and activities? o Eligibility: Iowa Athletic Association o Scholarships: NCAA

59. What Does CBE Look Like? IOWA Department of Education John Hunter: 4 th Graders Solve World Peace World Peace and Other 4th-Grade Achievements by John Hunter

60. IOWA Department of Education Why? Think of a child or children you care about deeply. What did you see in that video that you want for those kids?

61. Competencies: A System of Relationships ♦ Enduring Understandings ♦ Standards ♦ ♦ Universal Constructs ♦ Competencies ♦ ♦ Learning Progressions ♦ Scoring Guides/Rubrics ♦ #IACompEd www.IAComped.com IOWA Department of Education

62. More Children Examples of Competencies #IACompEd www.IAComped.com IOWA Department of Education  Quebec Education Program Quebec Education Program  Asia Society's Global Competency Goals, presented as "Performance Outcomes" and "I Can Statements" Asia Society's  New Hampshire Math and English Language Arts Competencies New Hampshire

63. More Children Standards  Competencies #IACompEd www.IAComped.com IOWA Department of Education Cluster standards that are complementary, interdependent in addressing a “complex application” 1. Identify key verbs Indicate valid student performance in which content and skills are used 2. Look for recurring nouns Signal key concepts, principles, themes, and issues 3. Identify and analyze key adjectives and adverbs Lead to valid scoring criteria and rubrics for successful performance 4. Identify long-term “transfer goals” Point to complex performance ability

64. More Children Graduate Goals  Competencies #IACompEd www.IAComped.com IOWA Department of Education What do you want your graduates to walk like, talk like, sound like... think like when they cross your stage? What do you want them to know and be able to do? Take off your discipline hat and think globally... What are the most important tools they need to be successful in a global, 21 st century environment?

65. More Children Critical Thinking #IACompEd www.IAComped.com IOWA Department of Education 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.

66. More Children Critical Thinking #IACompEd www.IAComped.com IOWA Department of Education 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

67. More Children #IACompEd www.IAComped.com IOWA Department of Education Critical Thinking Verbs Access Analyze (3) Problem-solve Make Incorporate Use (3) Guide Challenge Promote Lead Validate Support Select Evaluate Develop Nouns Ability Information Decisions Processes (3) Thinking (3) Reasoning Behaviors Action Questioning Assumptions Insights Perceptions Metacognition Practice Approaches Solutions Analysis Synthesis Sources Points Information (3) Frameworks Issues Adjectives and Adverbs Key Informed Reflective (2) Visionary Critical Thinking Sound Higher order (2) Thoughtful New Various Multiple Intentional Disciplinary Complex

68. More Children Critical Thinking #IACompEd www.IAComped.com IOWA Department of Education Make informed decisions, develop solutions, and take action based on accessing, analyzing, and synthesizing key information. What How Why Create solutions to complex problems through student- directed investigation to improve internal and/or external conditions. (DRAFT) High Quality Competency Statements ● Relevant to Content Area ● Enduring Concepts ● Cognitive Demand ● Universal Constructs ● Learner-centric

69. More Children IOWA Department of Education Critical Thinking: Create solutions to complex problems through student-directed investigations to improve internal and/or external conditions. Complex Communication: Exchange complex information and ideas through the evaluation of multiple platforms to effectively meet the needs of diverse individuals and groups. Creativity: Generate ideas by reconfiguring current thinking or seemingly unrelated ideas for an aesthetic or practical purpose. Collaboration: Negotiate in a respectful team process by contributing personal capacity to share ownership of outcomes that are larger than the individual. Flexibility and Adaptability: Adjusts to novel information or situations with intellectual agility to be successful when facing challenges. Productivity and Accountability: Exhibit responsibility through persistence and self-direction to create quality results that add value in an every-changing environment.

70. More Children Table Discussion #IACompEd www.IAComped.com IOWA Department of Education What will be different for the future of your students if they leave your school really equipped with these skills? What would be different for your teachers if they knew they were really able to affect these outcomes for students?

71. More Children District Decisions #IACompEd www.IAComped.com IOWA Department of Education ● Will we just adopt the state models when they are available? ● Do we start with standards or graduate goals? ● Do we clump by grade or subject area? ● Will we write subject area overarching competencies? ● Will we do any cross curricular competencies? ● If we set graduate goals, will we have a capstone project? What other ways might we know they have been met?

72. More Children #IACompEd www.IAComped.com IOWA Department of Education Learning Progressions Developmental stages of conceptual understanding Progress map

73. More Children Policy Issues #IACompEd www.IAComped.com IOWA Department of Education o Legislative: Code changes require legislative action  Eliminate the Carnegie unit as the only way to earn credit toward graduation  Teach more than one course at a time in the same room  Credit earned before 9 th grade o State Department: Chapter 12 (administrative rule)  Rules Committee and State Board can change this (Mostly centered around the definition of unit) o Local District: Local School Board  Definition of Unit  Graduation Requirement o Current Need: continued funding for DE and added funding for AEA support

74. #IACompEd www.IAComped.com IOWA Department of Education Resources www.IACompEd.com www.CompetencyWorks.org Sandra.Dop@iowa.gov

75. More Children Stretch Break And Questions on 3X5 Cards #IACompEd www.IAComped.com IOWA Department of Education

76. More Children CBE Panel #IACompEd www.IAComped.com IOWA Department of Education Trace Pickering, Associate Superintendent, Cedar Rapids Deron Durflinger, Superintendent, Van Meter Shane Williams, Student Engagement, Mississippi Bend Chanda Hassett, CPDL Teacher Leader, Muscatine

77. To inform the planning of the Executive Leaders Steering Committee as it relates to CBE by  surfacing current levels of understanding related to CBE,  identifying questions and concerns, and  specifying needs to be met if CBE is to be implemented successfully. PURPOSE OF THIS SEGMENT

78.  As a table team, identify a recorder, a facilitator, a reporter, and a time monitor.  Facilitator initiate sharing of 3-2-1  Recorder document team’s conversation by completing template on GoogleSheet: http://bit.ly/ExecLeadersCBE http://bit.ly/ExecLeadersCBE  Reporter will share large group SMALL GROUP DISCUSSION (45 MINUTES)

79. Reporters share synthesis of table team’s work. LARGE GROUP DISCUSSION