November 6, 2014. This PowerPoint, the links to our processing resources, and other resources that...

November 6, 2014

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.cfm

RESOURCES

http://www.sai-iowa.org/executive-leaders-meeting.cfm

http://www.sai-iowa.org/executive-leaders-meeting.cfm

Every Child in Iowa Deserves Equal Access to Educational Opportunities

Patti SchroederIASB Education Finance Director

November, 2014

ChronologyTaskforce oDefined how equity(inequity) measured

oIdentified areas within formula that are inequitable, district to district

oIssued Report – Task Force Report on Iowa School Districts – State School Foundation Program, November 2013

oShared Report with stakeholders

Organization Name

Area Education Agencies David King, retired

Iowa Association of School Boards Galen HowsarePatti Schroeder

Department of Education Leland Tack, retired

Iowa Association of School Business Officials

Jim ScharffJan Miller-Hook

Iowa State Education Association Brad HudsonJon Studer

School Administrators of Iowa Dan Smith

Urban Education Network Larry Sigel

Task Force Members

Department Name

Department of Education Jeff Berger

Department of Management Lisa Oakley

Legislative Services Agency Shawn Snyder

Task Force MembersState Agency Participants

AREA MEASURE TARGET

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

How is Equity (Inequity) Measured?

Area With Equity Concern

Lowest Per

Student

Highest Per

Student

PercentDifferenc

eDistrict Cost Per Pupil $6,121 $6,296 2.9%

Teacher Salary Supplement $447.17 $860.72 92.5%

Professional Development Supplement

$33.69 $108.44 221.9%

Early Intervention Supplement $37.48 $109.10 191.1%

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 mile

0.8 490.6

EQUITY CONCERNS ADDRESSED IN TASK FORCE REPORT

Go to IASB website, then to Finance:

http://www.ia-sb.org/Finance.aspx

Then scroll down to: School Foundation Formula Task Force Report

Where to Find the Task Force Report?

http://www.ia-sb.org/Finance.aspx

http://www.ia-sb.org/Finance.aspx?id=15034

http://www.ia-sb.org/Finance.aspx?id=15034

Chronology – Part 2Began “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

Organization Name

Area Education Agencies Kurt Subra, Heartland AEA

Iowa Association of School Business Officials

Jan Miller-Hook, Johnston SchoolsLora Appenzeller-Miller, Waukee Schools

Iowa Association of School Boards

Galen HowsarePatti Schroeder

Iowa State Education Association

Brad HudsonMelissa Peterson

School Administrators of Iowa

Tim Hood, Keokuk Schools

Urban Education Network Steve Graham, Cedar Rapids Schools

Retired, Department of Education

Leland Tack

Solutions Committee Members

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

Why a Report Now?

Avoid repeating situation where other states surpassed Iowa on student achievement

Other states already involved in School Finance reform efforts:

Why a Report Now?

• Kansas • Pennsylvania

• Massachusetts

• Tennessee

• North Dakota • Texas

• Oregon

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.

Purpose of Committee

Committee Beliefs

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.

Committee Beliefs

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

Committee Beliefs

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.

Committee Beliefs

All school districts should gain needed resources.

No school district should lose any resources.

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.

Systemic RecommendationsAdequacy of Funding

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)

Adequacy of School Funding

NATIONAL AVERAGE SPENDING PER PUPIL

IOWA SPENDING PER PUPIL

IOWA’SRANK IN THE NATION

2009 $10,259 $8,726 412010 $10,506 $9,472 342011 $10,826 $9,856 312012 $10,976 $9,462 37 2013 $11,068 $9,411 37

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.

Costs of transporting students to/from school

FY 2013

Net Operating Cost of Transportation Per Pupil (TCP)

Median $ 378Maximum $ 1,164Minimum $ 31Range $ 1,133% of Difference 3,654.8%


FY 2013

DCPP Including

Transportation Costs

DCPP Without

Transportation Costs

Median $6,004 $5,657Maximum $6,176 $6,010Minimum $6,001 $4,837Range $ 175 $1,173

% of Difference 2.9% 24.3%


3. Create new school finance formulaoRemove transportation costs, fund

separatelyoCombine funding streamsoProvide sufficient funding to minimize

difference between DCPP among districtsoConsider changes to uniform levy rate and

foundation level and impact on the mix of state aid and property taxes.

New School Finance Formula

Combine Funding Streams to Create New Formula

FY 2013 Funding (State and Local)

Current DCPP $2,852,500,203

Teacher Salary Supplement $245,235,223Professional Development $27,793,513Early Intervention $30,219,886Instructional Support Levy $189,896,936Dropout Prevention Levy $96,692,370At Risk $13,883,102English Language Learners $30,063,862Community Colleges, ICN, Regional Academies $14,744,100

3. Create a new school finance formula

oSimplificationoLocal flexibility maintainedoContinue district accountability for programs previously funded with categorical funding

New School Finance Formula

4a. Provide substantial, dedicated, and long term additional resources beyond the basic school finance for LSES students.

oLocal discretion as to services to be provided, ex:

oBefore/after school programmingoRemediation servicesoLonger school daysoAdditional school daysoPublic health clinicsoAssociated transportation needs

Low socio-economic status students


2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Reduced

Free

Free/Reduced

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


Percent of Iowa Students Proficient FY 2014 Fourth

GradeEight Grade

Eleventh Grade

Reading -LSES-All

63.184.5

60.683.6

63.986.2

Math-LSES-All

67.687.9

59.985.0

70.989.5

Source: Iowa Department of Education, 2014 State Report Card for No Child Left Behind

4b. Determine what constitutes a necessarily small school district based on:o Population densityo Enrollmento Square mileage

Given this determination, outline necessary educational programming and needed resources

Necessarily small school district

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

Enrichment Funding

4d. Establish and fund an independent school finance policy institute to support high quality research to inform policy makers.

oSchool finance policyoFunding formulasoPublic, educational and tax policiesoDemographic/economic trendsoFinance and program accountability

School Finance Policy Center

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

Next Steps

QUESTIONS?FEEDBACK?

Thank you!

Patti [email protected]

mailto:[email protected]

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

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

OUTCOMES

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

SMALL GROUP DISCUSSION (30 MINUTES)

http://padlet.com/dschon/SAIExecLeaders


LARGE GROUP



November 7, 2014

3-2-1

3 things I have learned

2 questions I still have

1 need my district has in

order to implement CBE

successfully

The Iowa Journey toward CBESandra Dop, PhD

Director, Iowa CBE Collaborative

School Administrators of IowaNovember 7, 2014

#IACompEd www.IAComped.com IOWA Department of Education

More ChildrenStudent Essay


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

More ChildrenThe Iowa Journey toward CBE


Your questions: 3X5 cards

More ChildrenThe Iowa Journey toward CBE


• 2010 State Board Priority • 2011 State Guidelines on CBE

o Principleso Definitionso Examples

• 2011 Governor’s Blueprint on Education• 2011 CBE Forum

https://www.educateiowa.gov/pk-12/standards-curriculum/competency-based-pathways

More Children2012 Legislation


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 Unito Assessment and Accountabilityo Learning Plans and Templateso Professional Developmento Using Technology to Enhance This Work

More Children

IOWA Department of Education



Requested a strategic plan for statewide implementation and provided funding for

o Writing Competencieso Developing Assessmentso Investigation Recording/Reporting Systemso Professional Developmento Grants for the Iowa CBE Collaborative


Collaborative Districts

Cedar Rapids Collins-Maxwell East Union Howard-Winn Marshalltown

Mason CityMuscatineNevadaSpirit LakeVan Meter



Removed the requirement that credit earned before ninth grade be only in math, science, ELA, or social studies

#IACompEd www.IAComped.com

Defining Terms


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.


Defining Terms


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, Wisconsin

http://www.kmsd.edu/aboutus.cfm?subpage=1528804


Table Talk


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.


Principles of CBEA. 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)


Characteristics of CBE SystemsI. District has strong internal and external stakeholder

involvement and shared visionII. District nurtures a culture of continual improvementIII. District policies support a competency-based

learning environmentIV. 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.


Characteristics of CBE Systems

VI. Learning environment is student-centered and personalized

VII. Shared leadershipVIII. 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


Leadership Teams

DistrictsIHEsAEAs

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

https://docs.google.com/document/d/19YveOhyM4gOmBZZI9wOmAn9g9EJOWBXJXHotrlv-r8M/edit

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

Professional 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

https://docs.google.com/document/d/1Op-jN8mKN1n-VAVSBieGVIwBPNdqzacKvaeaDkZgoOU/edit



More ChildrenThe Two BIG Questions


• What happens when they transitions to Post-secondary?o Higher Ed Team

o all three regentso 2 community colleges: Hawkeye, Kirkwood o 3 other colleges: Drake, Dordt, Simpson

o Their Chargeo Transitions to post-secondaryo Teacher/Leader Prepo Transforming their own teaching

• What about sports and activities?o Eligibility: Iowa Athletic Associationo Scholarships: NCAA

What Does CBE Look Like?


John Hunter: 4th Graders Solve World Peace

World Peace and Other 4th-Grade Achievements by John Hunter

http://www.ted.com/talks/john_hunter_on_the_world_peace_game



http://www.goodreads.com/book/show/15814491-world-peace-and-other-4th-grade-achievements

http://www.goodreads.com/author/show/119650.John_Hunter

http://www.ted.com/talks/john_hunter_on_the_world_peace_game.html


Why?

• Think of a child or children you care about deeply.

• What did you see in that video that you want for those kids?

http://www.ted.com/talks/john_hunter_on_the_world_peace_game.html

Competencies: A System of Relationships ♦ Enduring Understandings ♦ Standards ♦♦ Universal Constructs ♦ Competencies ♦

♦ Learning Progressions ♦ Scoring Guides/Rubrics ♦


More ChildrenExamples of Competencies


Quebec Education Program Asia Society's Global Competency Goals,

presented as "Performance Outcomes" and "I Can Statements"

New Hampshire Math and English Language Arts Competencies

http://www1.mels.gouv.qc.ca/sections/programmeFormation/index_en.asp

http://www1.mels.gouv.qc.ca/sections/programmeFormation/index_en.asp

http://sites.asiasociety.org/pglonline/teach/performance-outcomes-3/

http://www.education.nh.gov/competencies/

More ChildrenStandards Competencies


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 used2. Look for recurring nouns

• Signal key concepts, principles, themes, and issues3. 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

More ChildrenGraduate Goals Competencies


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, 21st century environment?

More ChildrenCritical Thinking


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.



21st 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

More Children


Critical ThinkingVerbs

AccessAnalyze (3)Problem-solveMakeIncorporateUse (3)GuideChallengePromoteLeadValidateSupportSelectEvaluateDevelop

Nouns

AbilityInformationDecisionsProcesses (3)Thinking (3)ReasoningBehaviorsActionQuestioningAssumptionsInsightsPerceptionsMetacognition

PracticeApproachesSolutionsAnalysisSynthesisSourcesPointsInformation (3)FrameworksIssues

Adjectives and AdverbsKeyInformedReflective (2)VisionaryCriticalThinkingSoundHigher order (2)

ThoughtfulNewVariousMultipleIntentionalDisciplinaryComplex



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

More Children


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.

More ChildrenTable Discussion


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?

More ChildrenDistrict Decisions


● 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?

More Children


Learning Progressions• Developmental stages of conceptual understanding

• Progress map

More ChildrenPolicy Issues


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 9th 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


Resources• www.IACompEd.com• www.CompetencyWorks.org • [email protected]

http://www.iacomped.com/

http://www.competencyworks.org/

mailto:[email protected]

More Children

Stretch BreakAnd Questions on 3X5 Cards


More Children CBE Panel


Trace Pickering, Associate Superintendent, Cedar Rapids

Deron Durflinger, Superintendent, Van Meter

Shane Williams, Student Engagement, Mississippi Bend

Chanda Hassett, CPDL Teacher Leader, Muscatine

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, andspecifying needs to be met if CBE is to be implemented successfully.

PURPOSE OF THIS SEGMENT

As a table team, identify a recorder, a facilitator, a reporter, and a time monitor.

Facilitator initiate sharing of 3-2-1Recorder document team’s conversation by completing template on GoogleSheet: http://bit.ly/ExecLeadersCBE

Reporter will share large group

SMALL GROUP DISCUSSION (45 MINUTES)

http://bit.ly/ExecLeadersCBE

Reporters share synthesis of table team’s work.

LARGE GROUP DISCUSSION

November 6, 2014. This PowerPoint, the links to our processing resources, and other resources that...

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