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Infrastructure: IGNITE Pathways ~ Woodbine, Iowa

Vision Statement: Empower future ready leaders.
Mission Statement: Transform educational experiences through business collaboration and involved learning.
Education Model: Students can earn core credits (English, Math, Science, and Social Studies) through CTE experiences.

2021-22 - Served 60 students in 11-12th grades
2022-23 - Will serve 120+ students in 9-12th grades
2023-24 - Will serve students in 7-12th grades

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Scope of Design

Infrastructure

Design team
Vision, goals, collective commitments, strategies
Professional learning structures and supports

Communication & Coordination

Rational
Policies, procedures, processes
Feedback loops

Learning Design

Learner competencies and standards
Learner pathways and supports

Data-Based Decision-Making

Assessment of, as, and for learning
Grading, credit, and progress
Evaluation and data collection

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Scope of Design

Elbow partners:

Review categories, potential artifacts that are created during implementation, and guiding questions for Year 1
Identify areas that are already underway in your context and note what you might like to learn more about

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Infrastructure & Learning and Design

CTE programs of study - business/industry needs
Core competencies (11th/12th grade)
Integrated Universal Constructs
Established overarching competencies

Communicator, Critical Thinker, Collaborator, Creator

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What is CBE?

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CBE Design and Implementation Timeline

Benchmark 1

Not Started

Benchmark 2

Making Progress

Benchmark 3

Getting Feedback

Benchmark 4

Plan Drafted

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Data-Based Decision-Making: Iowa Code

Within competency-based pathways, a unit of credit in grades 9-12 “requires the demonstration of proficiency of formal competencies associated with the course according to the State Guidelines for Competency-Based Education or its successor organization or it is an equated requirement as a part of an innovative program filed as prescribed in rule 281— 12.9(256)” (p. 59).

“K-8 is locally determined” (p. 59), so K-8 schools may also advance students based on proficiency rather than based on seat time.

(Iowa Department of Education (2015) Code, 281—IAC 12.5(14))

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Data-Based Decision-Making: CBE Principles

Collaborative schools used local design processes to determine which of the following CBE Principles were part of their plan for improving teaching and learning over the course of the Collaborative:

Students advance upon demonstrated proficiency. MASTERY LEARNING
Students’ demonstration of competencies requires transfer of knowledge across content areas and/or beyond the classroom. DEEPER LEARNING
Students engage in assessment as a meaningful and positive learning experience. (Schools embrace a strong emphasis on formative assessment as learning becomes focused on standards and competencies.) AUTHENTIC ASSESSMENT
Students receive rapid, personalized support based on individual learning needs. PERSONALIZED SUPPORTS
Students’ learning is validated regardless of when, where or how they acquire and/or demonstrate the learning. ANYTIME/ANYWHERE LEARNING

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Traditional System

Seat time

Hours of instruction

in the school day

CBE System

Proficiency with

course competencies and standards

Anytime/anywhere learning

Carnegie Unit

Competency Demonstration

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Communication and Coordination

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Pause and Reflect: What do you wonder and what might you add to the implementation planning document?

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IGNITE Pathway’s CBE/CTE Implementation

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Infrastructure

Establish your team
Determine vision and goals
Be strategic
Invest in Professional Learning

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Infrastructure: Professional Learning

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CTE Pathways
Aviation
Agriculture
Information Technology
Early Childhood Education
Construction and HVAC
Health Sciences
Social Media/Marketing
Welding and Automotive

Core Credits through CBE
English 9, 10, 11, and 12
Applied Mathematics
Unified Science
World History
Sociology
Economics
Government
American History

Programs of Study/Academic Courses

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Learning and Design

Personalized, authentic learning
Instructional strategies

Universal Design for Learning (UDL)
Specially Designed Instruction (SDI)

Self-directed learning modules + micro-teaching (Headrush)
Competencies with embedded essential standards
Universal Constructs:

Communication
Critical Thinking
Collaboration
Creativity

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Competencies as Drivers of Learning

CBE Journey ~ January 2020

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Canopy (Competency)

Ribs (Standards)

Handle (Transfer)

RI.11-12.1

W.11-12.3

Explore complex information and ideas while influencing thoughts and actions affecting outcomes to improve a system that will positively impact society.

What learners will do

How they will do it

Why it matters

High School English Competency

Learning can be used where and when it is necessary

W.11-12.8

W.11-12.2

Competency

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Example of English Competency and Universal Constructs

English 11: Explore complex information and ideas while influencing thoughts and actions affecting outcomes to improve a system that will positively impact society.
What the students will do…	How will students do this…	Why are these important…
W1: Craft a message based on an awareness of relevant knowledge of a topic. W.11-12.3 Creativity	H1: Create a visual element using relevant information from multiple sources. RI.11-12.1 W.11-12.8 Creativity - Productivity/Accountability	Y1: Develop or improve a new or existing system or process. Creativity - Critical Thinking
W2: Utilize iterative process of design and revision. Critical Thinking	H2: Select and integrate various communication processes/technologies. Critical Thinking	Y2: Compose an argument to a claim that examines and conveys complex ideas. W.11-12.2 Creativity - Critical Thinking
W3: Incorporate technology to manage and maximize impact of the exchanging of ideas. Communication - Creativity	H3: Utilize different communication modes using written and spoken or visual. W.11-12.3 SL.11-12.1 Communication	Y3: Present information to stakeholders that are interested in the topic. Communication - Collaboration
W4: Interact with people of different cultures and/or backgrounds. Collaboration	H4: Understand others’ perspectives and views affecting various outcomes. Communication - Critical Thinking	Y4: Negotiate ideas that generate mutually satisfactory solutions. SL.11-12.1 Communication - Collaboration Critical Thinking Flexibility/Adaptability

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CBE: Core Curriculum and Universal Constructs

Communicator Competency English: Exchange complex information by using visual, verbal, and written modes to contribute to a larger purpose.
Performance Descriptors
W1: Craft a message based on an awareness of relevant knowledge of a topic. W.11-12.3 Creativity
W2: Utilize iterative process of design and revision. Critical Thinking
W3: Incorporate technology to manage and maximize impact of the exchanging of ideas. Communication and Creativity
W4: Interact with people of different cultures and/or backgrounds. Collaboration

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What is CBE in Iowa?

1. Students advance upon demonstrated proficiency.

2. Students’ demonstration of competencies requires transfer of knowledge across content areas and/or beyond the classroom.

3. Students engage in assessment as a meaningful and positive learning experience.

4. Students receive rapid, personalized support based on their individual learning needs.

5. Students’ learning is validated regardless of when, where or how they acquire and/or demonstrate the learning.

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Learning and Design

Cross-Curricular Credits

Collaboration between core teachers and CTE instructors
Identify connections between CTE standards and core competencies
Goal - capture learning as CTE/cores connect in authentic experiences

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CTE: Human Services - Education and Training

Early Childhood CTE: 13.5 Demonstrate professional practices and standards related to working with children, youth and adults, including diverse populations.
Performance Tasks
Explore diversity of children and partnerships with families. Discuss plan/strategies to implement practice to accomplish diversity/family relations. Incorporate technology tools that support meeting diversity/family relations. Collaborate with teachers to understand students’ cultural needs and/or backgrounds/interests.

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Personalized Learning Plans - Blue

Communicator Competency English: Exchange complex information by using visual, verbal, and written modes to contribute to a larger purpose.	Early Childhood CTE: 13.5 Demonstrate professional practices and standards related to working with children, youth and adults, including diverse populations	Welding CTE: WLD7. Students understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems and materials resource planning	Animal Science CTE: AS.02.01.01.a. Explain the implications of animal welfare and animal rights for animal systems.
Performance Descriptors	Performance Tasks	Performance Tasks	Performance Tasks
W1: Craft a message based on an awareness of relevant knowledge of a topic. W.11-12.3 Creativity	Explore diversity of children and partnerships with families. Discuss plan/strategies to implement practice to accomplish diversity/family relations. Incorporate technology tools that support meeting diversity/family relations. Collaborate with teachers to understand students’ cultural needs and/or backgrounds/interests.	Explore how welding is an essential component to many industries. Discuss plan/strategies to inform a chosen industry on the impact welding makes in the profession. Incorporate technology as you prepare to share findings with industry partners. Collaborate with industry professionals to discuss the impact of welding in the field.	Explore current issues surrounding the treatment of farm animals. Discuss plan/strategies to craft the message about farm animals. Incorporate technology to enhance the message of animal treatment. Collaborate with industry partners to share findings and brainstorm ways to improve the treatment of farm animals.
W2: Utilize iterative process of design and revision. Critical Thinking
W3: Incorporate technology to manage and maximize impact of the exchanging of ideas. Communication and Creativity
W4: Interact with people of different cultures and/or backgrounds. Collaboration

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Personalized Learning Plans

Communicator Competency English: Exchange complex information by using visual, verbal, and written modes to contribute to a larger purpose.	Early Childhood CTE: 13.5 Demonstrate professional practices and standards related to working with children, youth and adults, including diverse populations	Welding CTE: WLD7. Students understand various automated welding systems, welding design for manufacturing, flexible manufacturing systems and materials resource planning	Animal Science CTE: AS.02.01.01.a. Explain the implications of animal welfare and animal rights for animal systems.
Performance Descriptors	Performance Tasks	Performance Tasks	Performance Tasks
W1: Craft a message based on an awareness of relevant knowledge of a topic. W.11-12.3 Creativity	Explore diversity of children and partnerships with families. Discuss plan/strategies to implement practice to accomplish diversity/family relations. Incorporate technology tools that support meeting diversity/family relations. Collaborate with teachers to understand students’ cultural needs and/or backgrounds/interests.	Explore how welding is an essential component to many industries. Discuss plan/strategies to inform a chosen industry on the impact welding makes in the profession. Incorporate technology as you prepare to share findings with industry partners. Collaborate with industry professionals to discuss the impact of welding in the field.	Explore current issues surrounding the treatment of farm animals. Discuss plan/strategies to craft the message about farm animals. Incorporate technology to enhance the message of animal treatment. Collaborate with industry partners to share findings and brainstorm ways to improve the treatment of farm animals.
W2: Utilize iterative process of design and revision. Critical Thinking
W3: Incorporate technology to manage and maximize impact of the exchanging of ideas. Communication and Creativity
W4: Interact with people of different cultures and/or backgrounds. Collaboration

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Personalized Learning Plans - Green

Creator Competency Science: Show relationships between systems and their components by developing, revising, and/or using a model to predict and influence future outcomes of similar networks.	HVAC/R CTE: CON6.2 Understand the processes and materials (e.g., structural, electrical, mechanical, finish) appropriate to the architectural design and residential construction.	PC Support (IT) CTE: IT 2.7.1 Understand the integration of a computer system within other devices and discuss how they work together	Aviation CTE: IND1. Students will examine how engineering and technology helps improve, manage and control natural and engineered environments.
Performance Descriptors	Performance Tasks	Performance Tasks	Performance Tasks
W1: Identify known systems and the purpose of each system. HS-ETS1-3 Critical Thinking	Possible systems: Geothermal, air conditioning, radiant heat, heat pump, refrigeration Choose one of the above systems and identify components in the system. Describe how the components work together to make the system function. Explain how the system improves a heating/cooling process in a residential home and how the system operates.	PC system Components: Input, output, power source, motherboard Describe how the components work together to make the system function. Explain how the system works together to create the standard PC user experience.	Possible systems: Engine, propeller, ignition systems, landing gear, and others Choose one of the above systems and identify components in the system. Describe how the components work together to make the system function. Explain how the system works to safely fly the aircraft.
W2: Describe one system and identify the components in the system. Communication - Critical Thinking
W3: Show relationships between system components. Creativity - Critical Thinking
W4: Explain the significance of the system and how it works. Communication - Critical Thinking

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Personalized Learning Plans

Creator Competency Science: Show relationships between systems and their components by developing, revising, and/or using a model to predict and influence future outcomes of similar networks.	HVAC/R CTE: CON6.2 Understand the processes and materials (e.g., structural, electrical, mechanical, finish) appropriate to the architectural design and residential construction.	PC Support (IT) CTE: IT 2.7.1 Understand the integration of a computer system within other devices and discuss how they work together	Aviation CTE: IND1. Students will examine how engineering and technology helps improve, manage and control natural and engineered environments.
Performance Descriptors	Performance Tasks	Performance Tasks	Performance Tasks
W1: Identify known systems and the purpose of each system. HS-ETS1-3 Critical Thinking	Possible systems: Geothermal, air conditioning, radiant heat, heat pump, refrigeration Choose one of the above systems and identify components in the system. Describe how the components work together to make the system function. Explain how the system improves a heating/cooling process in a residential home and how the system operates.	PC system Components: Input, output, power source, motherboard Describe how the components work together to make the system function. Explain how the system works together to create the standard PC user experience.	Possible systems: Engine, propeller, ignition systems, landing gear, and others Choose one of the above systems and identify components in the system. Describe how the components work together to make the system function. Explain how the system works to safely fly the aircraft.
W2: Describe one system and identify the components in the system. Communication - Critical Thinking
W3: Show relationships between system components. Creativity - Critical Thinking
W4: Explain the significance of the system and how it works. Communication - Critical Thinking

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Learning and Design

Overarching competencies

Communicator - Exchange complex information and ideas through justifiable modes to effectively meet the needs of diverse individuals/groups.
Critical Thinker - Create solutions to complex problems through inquiry and investigations to influence internal and/or external conditions.
Collaborator - Negotiate in a respectful team process by contributing personal capacity to share ownership of outcomes that are larger than the individual.
Creator - Generate ideas by reconfiguring current thinking or by connecting seemingly unrelated ideas for an aesthetic or practical purpose.

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Example Competencies

Course	Communicator	Critical Thinker	Collaborator	Creator
English 9	Exchange complex information by using visual, verbal, and written modes to contribute to a larger purpose.	Examine solutions to a problem by comparing and contrasting possible outcomes to determine the impact on society.	Produce a response to a current issue by analyzing perspectives of others to interpret how outcomes are larger than an individual.	Analyze the interconnectedness of multiple viewpoints across media by participating as a critical consumer to show that systems thinking improves decision-making.
English 10	Maximize the exchange of ideas by utilizing interdependency and networking to refine knowledge and delivery with feedback loops.	Anticipate the intended and unintended consequences of actions (or inactions) by mapping cause/effect relationships to trace potentially unforeseen short- and long-term impacts.	Make a case that challenging assumptions/perceptions lead to change by using evidence from selected time periods, cultures, or worldviews to show how people are influenced to cultivate wisdom or take action.	Formulate a course of action with a sequence of steps by generating a vision and facilitating thoughtful planning to produce a cohesive effort toward a goal.

Communicator - Exchange complex information and ideas through justifiable modes to effectively meet the needs of diverse individuals/groups.

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How do we measure progress?

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Data-Based Decision Making (2021-22)

Focus on which data impact vision and mission
Use data to tell a story
IGNITE Pathways data collection

Academics
Attendance
Behavior

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Data-Based Decision Making (2022-23)

Academics, attendance, behavior - PowerSchool
Track and monitor student progress towards competencies - Headrush Learning
Competency progressions and progress monitoring
Defense of learning

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Scope of Design

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Questions and Next Steps

Survey for fall workshop(s)

What’s still circling in your mind?

What has helped square your thinking?

What three things will you take away?

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