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Exit Survey
 
 
Thank you for submitting your resource to the CBE Framework! The Iowa Department of Education employs a formative quality review process, whereby we will review the resource you are submitting against criteria included in the Resource Review Rubric. Our intention is to support action research and to encouarge evidence-based practices. Some resources will meet the criteria at high levels and will be accepted for inclusion in the Framework immediately. Most will be returned to the submitters with comments for how to strengthen the resource and/or its accompanying documentation. We expect that most submissions will need additional evidence of impact and are prepared to support submitters in the process of collecting and reporting evidence.

If you have any questions or require assistance in completing this form, please contact Mandi Bozarth, West Wind Education Policy Inc., at [email protected] or (405) 714-3060.
 
 
 
Resource Title
   
 
 
 
Submitting District or Organization:
   
 
 
 
Point of Contact Name
   
Email Address
   
Phone Number
   
 
 
 
How was the resource used to support the transition to a CBE system and sustain its implementation and continuous growth in a district? Please note that this statement will accompany the resource when it is posted on the Framewrok.
   
 
 
 
State the purpose for using the resource in your district (e.g., "The resource can be used to ______________.")
   
State the intended outcome(s0 of using the resource in your district.
   
 
 
ALIGNMENT WITH THE CHARACTERISTICS OF CBE



Which of the Characteristics and Indicators of CBE are you supporting with this resource (select as many as appply)?
The district has strong internal and external stakeholder commitment to and involvement in district-wide competency-based education.
 
A shared CBE vision developed with broad-based stakeholder participation.
 
Long- and short-range strategic plans for CBE are developed with broad-based stakeholder participation.
 
School board has adopted a clear definition of CBE.
 
School board has adopted a definition of proficiency consistent with State CBE Guidelines and postsecondary ed requirements.
 
School board has adopted expectations for how proficiency is demonstrated and assessed.
 
The district has materials/vehicles to communicate CBE to all stakeholders.
 
Community members grant permission and provide support for CBE as evidenced by ability to articulate the reason for the change.
 
Community members grant permission and provide support for CBE as evidenced by ability to articulate how the school is facilitating the transition.
 
Community members grant permission and provide support for CBE as evidenced by ability to articulate their role in a CBE system.
 
Community members share responsibility for student learning.
 
Businesses, organizations, industry, etc. partner with the school to create learning environments and opportunities for student.
 
Internal and external stakeholders are appropriately involved in decision making.
 
Internal and external stakeholders are regularly provided vehicles for input and feedback such as, but not limited to, surveys, questionnaires, and meetings.
 
The union contract allows for flexible scheduling and staffing.

 
 
 
The district nurtures a culture of continuous improvement.
 
Continuous collaborative inquiry for developing staff competencies related to content, instructions, and assessment in a CBE system.
 
Ongoing study of content, practice, and student effects in relation to student progress toward proficiency.
 
Constant use of data to guide decisions.
 
Structures for shared decision making related to learning goals, how it will be learned and assessed, and determination of proficiency.
 
Clearly shared goals and progress indicators related to student learning of the standards, competencies, and universal constructs.
 
Easy access to data and information to guide the work.
 
Community support for collaborative inquiry approaches for staff and student learning in a competency-based system.
 
Strong leadership provided at all levels of the system to guide and protect the transition to a competency-based system.

 
 
 
4. Competencies and scoring documents align with the Universal Constructs and the appropriate standards.
 
 
4.1 The district has developed or adopted competencies that guide student learning toward proficiency of the standards and Universal Constructs.
 
4.2 Competencies emphasize transfer of knowledge and skills in the standards and the Universal Constructs.
 
4.3 The definition of proficiency is consistent with the State Guidelines for PK-12 Competency-based Education. 4.4a Staff are prepared to facilitate learning in a competency-based environment. They have deep understanding of the standards and the Universal Constructs.
 
4.4b Staff are prepared to facilitate learning in a competency-based environment. They are able to select appropriate competencies and scoring documents from the models that demonstrate student learning of the standards and Universal Constructs.
 
4.4c Staff are prepared to facilitate learning in a competency-based environment. They have the knowledge and skills to consistently assess student learning performances and monitor progress until standards and competencies are met.
 
4.5 Competencies and scoring documents are reviewed on a regular basis and updated as necessary to ensure tight alignment to the standards and Universal Constructs.