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Two Roads Diverged . . .

Two Roads Diverged. Jason Ellingson Collins-Maxwell CSD August 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.

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Two Roads Diverged . . .

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  1. Two Roads Diverged . . . Jason Ellingson Collins-Maxwell CSD August 7, 2014

  2. Purpose • Promising practices / philosophies • Celebrate our successes • Learn from our mistakes • Challenge our thinking • Join in the journey

  3. 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

  4. 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

  5. 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

  6. Structures to Support • KASAB for stakeholders (students, staff, admin) • Knowledge • Attitude • Skills • Aspirations • Behaviors • Theory of Change/Action • Continuously revising

  7. Mistakes • Thought we were communicating well • Thought we were going slow • Thought we had people convinced • Result – STAFF RESISTANCE

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. Internal Supports • Professional Library • GoogleSite for information form CBE Collaborative • Collaborative members sharing new learning with colleagues • Updates to the SIAC and board

  14. External Supports • Iowa ASCD • Website of resources • CBE Conference in 2013, 2014 • CompetencyWorks (www.competencyworks.org) • ASCD – Whole Child Initiative • Iowa Department of Education

  15. Books to Read • Off the Clock by Bramante and Colby • Inevitable by Schwahn and McGarvey • Delivering on the Promise – by DeLorenzo, et al

  16. 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

  17. Next Steps (Outside) • Add information section to district website • Continue discussions at SIAC, open houses and other community meeting • Add information to monthly newsletter

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

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