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Iowa Core. Alignment Session 2 November 2010. Sue Updegraff Keystone AEA. How are things going with the Iowa Core?. The PLAN PLCs Alignment. Definition Review. The extent to which and how content, instruction, and assessment work together to guide instruction and student learning.
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Iowa Core Alignment Session 2 November 2010 Sue Updegraff Keystone AEA
How are things going with the Iowa Core? • The PLAN • PLCs • Alignment
Definition Review The extent to which and how content, instruction, and assessment work together to guide instruction and student learning
In Session 1, we looked at the NEED for Alignment: • Mandate, July 1, 2012 • Outcome 4: Data on Degree of Alignment • Research • School Improvement • Relationship of the CORES • What Alignment Does for Districts and Students • All Skill Sets and All Teachers
How is your district progressing with a Framework using the Foundational Curriculum terms?
Where are we going? • Use of alignment data to develop a plan that matches the original purpose of alignment work • Examples from ICAT
Data Display Percent alignment between what is taught and the Essential Concepts/Skill Sets is displayed Different levels of analysis reveal different degrees of alignment ICC Network Meeting
Data Display The Essential Concepts/Skill Sets taught and not taught are indicated in a table with “Yes” and “No” Yellow highlights the “No” designations ICC Network Meeting
Data Display Percent alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed 0% means no Details taught for that Essential Concept/Skill Set 100% means all Details taught for that Essential Concept/Skill Set Everything in between means some but not all Details taught ICC Network Meeting
Data Display Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed Details taught designated by “x,” not taught highlighted yellow ICC Network Meeting
Data Display Courses can all be analyzed side by side by frequently taken course sequences Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed Details taught designated by “x,” not taught highlighted yellow ICC Network Meeting
Current uses for ICAT • Fulfill compliance requirements • Support school improvement efforts • Assist with professional growth of staff • Compliance with Outcome 4: Summative Self Reporting • Gaps and Overlaps in several directions • Curriculum revision cycle • Teacher self-reflection
Inappropriate uses for ICAT • Evaluation of teachers within the formal evaluation system • Evaluation of impact of professional development • Experimental examination of impact of alignment on student performance • Public reporting of alignment results • Making decisions about individual student opportunity to learn as part of the special education process
Foundational Alignment • Terms: • Quiz • Definition • Group Discussion
Curriculum terms get at the types of intended, enacted, assessed • Alignment terms address the characteristics of alignment • Directionality • Dimensions • Level of Analysis
The Process is similar to Continuous Improvement • Need to Align • Planned Alignment • Instruction/Assessment • Measured Alignment (Evaluation)
The Process • is not evaluative or judgmental • requires a collective effort
First Pass concentrates on • enacted to intended • horizontal alignment • topical/conceptual knowledge • fine-grained with coarse-grained results
Quality Alignment Work Indicators (QAWI) • use checklist • discuss evidence
ICAT • Updating district participants • Updating district courses January 1, 2011
Decisions to make in January • Pilot • All teachers, all areas plan • Enacted diary or other instrument or simple recall
Alignment is . . . • long-term • based on IPDM • focused on quality
Do your teachers and administrators have the necessary knowledge and skills for alignment? –see list
PLCs – Self-assessment Instrument
Professional Learning CommunitiesThe Impact of Peer Collaboration Joyce, Bruce & Showers, Beverly. (2002). Student Achievement through Staff Development (3rd ed.). Alexandria, VA: ASCE. (p.78)
