Transcript Iowa Core

Iowa Core
Alignment of Instructional
Content to the Iowa Core
Sue Updegraff
Keystone AEA
TARGET:
 Complete INITIAL alignment of local
content with CORE Essential
Concepts and Skills
 July 1, 2012, grades 9-12
 2013-14, grades K-8
(from p. 4 of Self-Study and Implementation Handbook)
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4 Alignment Sessions
1. Needs Assessment
2. Planning
3. Implementation
4. Evaluation
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Professional Learning
Communities
(PLCs)
or
Collaborative Learning
Communities
(CLCs)
are the structure to get the work done.
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Why study
Alignment?
Iowa Core, April 2008
Outcome 4 Alignment of
Content, Instruction,
Assessment
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Outcome 4
Use data to increase the
degree of alignment of
each and every student’s
enacted curriculum to Iowa
Core
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First Focus
Using summative selfreports to examine
alignment of the enacted
curriculum to the intended
Iowa Core
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Alignment will continue over a
number of years and include:
 Assessment
 Instructional Practices
 Instructional Resources
 Continuous Evaluation
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Research
As alignment between what
is taught and what is
assessed increases, so,
too, do student outcomes
for ALL students (Gamoran
and Cohen)
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School Improvement
 K-12 curriculum must be aligned and must match state
expectations. (Learning Points Associates, 2006)
 Explicit focused efforts should be made to ensure
alignment of written, taught, tested curricula. (Wallberg,
2007)
 Successful students have experienced curriculum
aligned with standards and assessments.
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School Improvement
 Lesson planning and session delivery are the two
places where nonalignment takes place. (Lezotte &
McKee, 2002)
 Successful school districts align curriculum and
instruction between grades. (Zavadsky, 2006)
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In district team, discuss potential
implications of this Outcome for:
 Practices of teachers
 Professional development
 District and school priorities
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UNIVERSAL CONSTRUCTS
Are these student learning goals?
 Complex Communication
 Creativity
 Productivity and Accountability
 Flexibility and Adaptability
 Collaboration
 Critical Thinking
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What is alignment?
Intended
Enacted
Assessed
content
instruction
assessment
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Two State mandates about
WHAT STUDENTS SHOULD LEARN
1. Iowa Core Content Standards
and Benchmarks – broad
2. Iowa Core (includes Common
Core) – more detail
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The Relationship
How the Cores Compare
Iowa Core Content Standards
and Benchmarks
Iowa Core Curriculum
Primary Focus
Broad, general statements to
assess student
accomplishments.
More in-depth. Details along
with Essential Concepts and
Skills. Sets higher learning
expectations for all students.
Origination Source
Iowa Testing Service
Collaborative Writing teams
assembled by the DE
Content Addressed
Literacy, Math, Science
Literacy, Math, Science, Social
Studies, 21st Century Skills
Grade Levels
3-12
K-12
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The Relationship
 High School Math Example
Common Core
Standard
Use the rules of
probability to compute
probabilities of
compound events in a
uniform probability
model.
Iowa Core Content
Standard: Students can
understand and apply a
variety of math concepts.
Benchmark: Students can
understand and apply
concepts in probability and
statistics.
Iowa Core
Understand and apply the
basic ideas of probability.
Essential Concept/Skill:
Understands and applies
basic ideas of probability.
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Alignment Definition
The extent to which and how
well all policy elements
(content, instruction,
assessment) work together to
guide instruction and student
learning.
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Alignment is an
ongoing process
The purpose is to determine the
extent to which content,
instruction, and assessment are
in agreement and facilitate
student learning
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Alignment provides:
 Clear message of goals/outcomes
 Consistency
 Data about progress
 Data for improvement
 Fair assessment practices
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Rationale for Alignment
1. Determine WHAT to teach, teach it,
assess it
2. If #1 is not done, we are unfair to
students
3. Alignment reduces confusion,
improves opportunity to learn,
improves outcomes for each and
every student
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Group Discussion
Where is your district on the following?
1.Status of local curriculum
2.Understanding and relationship of:
 intended
 enacted
 assessed
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Principles for Alignment Work
1. Once alignment is prioritized, process of developing
and implementing practices can begin
2. Focus on deep content knowledge
3. Ongoing training and support for alignment increases
quality of work
4. Gradually introducing successively more complex
alignment over time will increase skill development
5. Understanding of measurement and data collection for
alignment promotes continuous improvement
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What is the work?
 Alignment of enacted to intended
 Topical first; later by complexity
and emphasis
 Using alignment data for decisionmaking
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Foundational Curriculum Terms
Using the Foundational
Curriculum Terms, create a
framework on Post-It paper
(i.e., how the terms work
together or are logically
organized for your district)
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 Explain your framework to
others present
 In district group, discuss
similarities/differences
 Make any adjustments
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