Iowa CoreAlignment Session 2

November 2010

Sue UpdegraffKeystone AEA

How are things going with the Iowa Core?

The PLAN

PLCs

Alignment

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Definition Review

The extent to which and how content, instruction, and assessment work together to guide instruction and student learning

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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?

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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)

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The Process

is not evaluative or judgmental

requires a collective effort

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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

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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

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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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