Embedded Files
Every state determines the nature of its competency-based educational system or pathways through personalized collaborative processes with local, state, and national partners. Iowa developed the Iowa Department of Education Guidelines for PK-12 Competency-Based Education through its Task Force on Competency-based Education and through the work of the Iowa CBE Collaborative districts. These Guidelines provide the framework from which local systems can build competency-based pathways with and for learners.
The Principles and Characteristics below are described in more detail in the Iowa Department of Education Guidelines for PK-12 Competency-Based Education.
What do students in a CBE system experience?
What do students in a CBE system experience?
I am fully supported in developing academic knowledge and skills, the ability to apply what I have learned to solve real-world problems, and the capacities I need to become an independent and lifelong learner.
I feel safe and am willing to put forward my best effort to take on challenging knowledge and skills because I have a deep sense of belonging; feel that my culture, the culture of my community and my voice is valued; and see on a daily basis that everyone in the school is committed to my learning.
I have the opportunity and support to learn the skills that allow me to take responsibility for my learning and exercise independence.
I have access to and full comprehension of learning targets and expectations of what proficiency means.
I have the opportunity to learn anytime, anywhere, with flexibility to take more time when I need it to fully master or go deeper and to pursue ways of learning and demonstrating my learning that are relevant to my interest and future.
I am able to own my education by learning in ways that are effective for me with the support that allows me to be successful.
I receive timely feedback, instruction, and support based on where I am on my learning progression and my social-emotional development to make necessary progress on my personalized pathway to graduation.
My learning is measured by progress on learning targets rather than level of participation, effort, or time in the classroom.
Grades or scoring provide feedback to help me know what I need to do to improve my learning process and reach my learning goals.
I can advance to the next level or go deeper into topics that interest me as soon as I submit evidence of learning that demonstrates my proficiency.
To access a Google doc of resources for designing personalized, student-centered ecosystems, please click here or land on the subpage in the navigation bar.
To access a Google doc of resources for designing personalized, student-centered ecosystems, please click here or land on the subpage in the navigation bar.
Iowa CBE Principles and 2019 Summer Convening Strands
Iowa CBE Principles and 2019 Summer Convening Strands
Principle 1: Students advance upon demonstrated proficiency.
Principle 2: Students’ demonstration of competencies requires transfer of knowledge across content areas and/or beyond the classroom.
Principle 3: Students engage in assessment as a meaningful and positive learning experience.
Principle 4: Students receive rapid, personalized support based on individual learning needs.
Principle 5: Students’ learning is validated regardless of when, where or how they acquire and/or demonstrate the learning.
See the Iowa Department of Education Guidelines for PK-12 Competency-Based Education for more details.
Iowa CBE Characteristics
Iowa CBE Characteristics
The district has strong internal and external stakeholder commitment to and involvement in district-wide competency-based education.
The district nurtures a culture of continuous improvement.
The district adopts policies and procedures to support a competency-based system.
Competencies and scoring documents align with the Universal Constructs and the appropriate standards (Early Learning Standards, the Iowa Core standards, and other content standards not yet a part of the Iowa Core).
Assessments are a meaningful and positive learning experience for students.
The learning environment is student-centered and personalized.
Leadership is purposefully shared throughout the system.
Credit/advancement is based upon demonstration of proficiency.
The district provides technical and structural supports for teachers, students, and parents/guardians.
The district provides smooth transitions within and beyond the PreK-12 experience.
See the Iowa Department of Education Guidelines for PK-12 Competency-Based Education or the 10 Characteristics for Continuous Improvement for more details.
The Institute for Professional Learning, a division of CESA 1 in Wisconsin, developed a honeycomb framework to illuminate the components of a learner-centered ecosystem.
According to their website: "The Institute has developed a change strategy to guide schools and districts as they implement personalized learning. Based on our honeycomb model, this strategy focuses on change in three areas and in three phases: learning and teaching; relationships and roles; and structures and policies."
Click on the honeycomb to learn more.
Google Sites
Report abuse