Iowa CoreAlignment Session 2
November 2010
Sue UpdegraffKeystone AEA
How are things going with the Iowa Core?
The PLAN
PLCs
Alignment
2
Definition Review
The extent to which and how content, instruction, and assessment work together to guide instruction and student learning
3
In Session 1, we looked at the NEED for Alignment:
1.Mandate, July 1, 2012
2.Outcome 4: Data on Degree of Alignment
3.Research
4.School Improvement
5.Relationship of the CORES
6.What Alignment Does for Districts and Students
7.All Skill Sets and All Teachers4
How is your district
progressing with a Framework using the
Foundational Curriculum terms?
5
Where are we going?- Use of alignment
data to develop a plan that matches the original purpose of alignment workExamples from ICAT 6
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 7
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 8
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 9
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 10
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 11
Demonstration of ICAT
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Current uses for ICAT1. Fulfill compliance requirements
2. Support school improvement efforts
3. Assist with professional growth of staff
4. Compliance with Outcome 4: Summative Self Reporting
5. Gaps and Overlaps in several directions
6. Curriculum revision cycle
7. Teacher self-reflection
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Inappropriate uses for ICAT1. Evaluation of teachers within the
formal evaluation system
2. Evaluation of impact of professional development
3. Experimental examination of impact of alignment on student performance
4. Public reporting of alignment results
5. Making decisions about individual student opportunity to learn as part of the special education process
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Foundational AlignmentTerms:
QuizDefinitionGroup Discussion
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Curriculum terms get at the types of intended, enacted, assessed
Alignment terms address the characteristics of alignment
DirectionalityDimensionsLevel of Analysis
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The Process is similar toContinuous ImprovementNeed to Align
Planned Alignment
Instruction/Assessment
Measured Alignment (Evaluation)
17
The Process
is not evaluative or judgmental
requires a collective effort
18
First Pass concentrates on
enacted to intended
horizontal alignment
topical/conceptual knowledge
fine-grained with coarse-grained results
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Quality Alignment Work Indicators (QAWI)
use checklist
discuss evidence
20
ICAT
Updating district participants
Updating district courses
January 1, 2011
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Decisions to make in January
1. Pilot
2. All teachers, all areas plan
3. Enacted diary or other instrument or simple recall
22
Alignment is . . .
long-term
based on IPDM
focused on quality
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Do your teachers and administrators have the necessary knowledge and skills for alignment?
–see list24
PLCs
– Self-assessment Instrument
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PLCs and IPDM
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Professional Learning CommunitiesThe Impact of Peer
CollaborationTraining Components and Attainment of Outcomes
in Terms of Percent of Participants
Types of Training Outcomes
Training Components
Knowledge
(thorough)
Skills(strong)
Transfer(executive
implementation)
Study of Theory
10 5 0
Demonstrations
30 20 0
Practice 60 60 5
Peer Collaboration
95 95 95
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Joyce, Bruce & Showers, Beverly. (2002). Student Achievement through Staff Development (3rd ed.). Alexandria, VA: ASCE. (p.78)
The Tuning Protocol
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Stages of PLCs
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2 Articles for PLCs
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