Charting a Clear Course : Ownership of Information Technology Literacy Standards

1. Charting a Clear Course :Ownership of Information TechnologyLiteracy Standards

2. Steps to ITLS Alignment • 1999-2000 ITLS was matched to Content Standards at the 4th, 8th, and 12th grade level. • 1999 ITLS curriculum, K-5 was written. • 1999-2000 Determined that ITLS in grades 6-12 should be integrated into the content area curriculums. • 2002 Revised Curriculum Writing Process. • 2002 ITLS curriculum, K-5 revised.

3. Why assign ITLS? • DPI: By 2006 Districts must assess ITLS and report student progress. • Each student must have an opportunity to meet each standard. • Each student must be assessed on each standard. • Assigning ITLS to required courses will provide consistency across the District. • Does this mean that other courses will not address ITLS? No, all courses will address ITLS during the curriculum writing process.

4. ECASD Curriculum Writing Process

5. ECASD Curriculum Map Form A

6. The Process • Content area groups: Work through the standards and identify specific courses already incorporating ITLS. • Large group: Select the required courses that address each ITLS. • Large group: Select one required course to be responsible for each ITLS. • Large group: Double-check to see how many standards per content area have been selected (Is it reasonable?)

7. Resources • 2000 ECASD ITLS Alignment Matrix • 2000 DPI ITLS Matrix for English Language Arts, Mathematics, Science, Social Studies • 2002 Information Technology and Media Literacy Curriculum, K-5 • Modified ECASD Curriculum Map Form A • Course Curricula.

8. Understanding Requirements • An ITLS is taught in a specific unit in a specific class. • The unit is assessed • The student earns a "passing" grade on the assessment for the unit. • The student is deemed to have then passed the ITLS. • The unit is a part of a class made up of many units. • The student passes the class because they passed the assessments for each of the units. • The student would be then be deemed "proficient" at each of the ITLS identified in that specific class. • “We did discuss this and you are correct - your scenario is acceptable for the IID 8th Grade Literacy Requirement!” Stuart Ciske 5/20/2005

9. Common Assessment Workshop • http://www.ecasd.k12.wi.us/departments/ci/assessment/assess_index.html • Materials available online • Started as a result of having to verify students are meeting ITLS • Was a benefit to all areas

10. Learning Targets • What is a learning target? • How do I word a learning target? • Do I have to write a learning target for every standard? • How specific should we get? • What if there’s more than one learning target for each standard? • Is whatever is listed mandated for everyone who teaches the curriculum?

11. Assessment Types • What is an assessment type? • Can I list more than one assessment type? • Do I have to use the same type of assessment for every student? • Am I assessing the learning target or the standard? What’s the difference?

12. Assessment Types • SR = Selected ResponseMatching, multiple choice,true/false • PA = Performance AssessmentPerformance or authentic tasks • CR = Constructed ResponseShort answer, essay • O = ObservationInteractive and non-interactive

13. Middle School Study Group • A district study of the effectiveness of the middle school concept • A required 6th grade computer class was recommended and developed • Addressing a significant number of ITLS’s

14. Professional Development • Verify all standards are accounted for • Verify all standards are being assessed • Identify areas staff want/need PD in • Develop and schedule PD • By school, department and person