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Welcome to I-CAT Training!

Welcome to I-CAT Training!. I. Iowa Core Outcome 4 …increase the degree of alignment of each and every student’s enacted curriculum … to the Iowa Core. A. E. Today's Outcomes. Ensure a common understanding of curriculum and alignment concepts and terms

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Welcome to I-CAT Training!

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  1. Welcome to I-CAT Training! I Iowa Core Outcome 4 …increase the degree of alignment of each and every student’s enacted curriculum … to the Iowa Core A E

  2. Today's Outcomes • Ensure a common understanding of curriculum and alignment concepts and terms • Deepen understanding of the alignment process • Learn how to use (and how to train others to use) the ICAT tool

  3. Success Criteria • At the end of today’s session, your team will be able to… • prepare the I-CAT for use in your district (administrative level). • train and support your teachers in using the I-CAT (teacher level). • generate reports from the I-CAT.

  4. Giving Credit * • The process to be used was strongly influenced by the following resources: • Surveys of Enacted Curriculum http://www.seconline.org • Webb Tools http://facstaff.wcer.wisc.edu/normw/ Brad Niebling, Heartland AEA 11

  5. A review of alignment concepts and terms

  6. Alignment Directionality Dimensions Level of Analysis Horizontal Fine-Grained Vertical Coarse-Grained Cognitive Complexity/ Demand Topical/Conceptual Knowledge Emphasis A review of alignment concepts and terms

  7. The 1st phase of alignment will focus on: • Intended Curriculum toEnacted Curriculum • Summative self- reports • Observation & dialogue • On-going conversations I E A

  8. The 1st phase of IC alignment will focus on: • Dimension: • Topical/Conceptual Knowledge • Directionality: • Horizontal Alignment • Level of Analysis: • Fine-grained results (with coarse-grained, as well)

  9. So… what’s the big deal about alignment? Why does it matter if instructional content (your enacted curriculum) aligns with your intended curriculum? (the Iowa Core’s Essential Concepts, Skills, and Standards) The Policy The Purpose & Potential (The research regarding best practice)

  10. The Policy: • The Iowa Core was signed into law… • Senate File 2216 was passed in April 2008 • Implementation plan requirements outlined by the Department of Education • Organized into 6 outcomes (Outcome 4: Alignment)

  11. 6 Outcomes (Iowa Core Implementation Plan) 1. Leadership 2. Community 3. Continuous Improvement 4. ALIGNMENT 5. Professional Development 6. Characteristics of Effective Instruction

  12. Policy • Outcome 4 • District/School leaders and other educators monitor and use data to increase the degree of alignment of each and every student’senacted curriculumand other relevant educational opportunities to the Iowa Core. (intended curriculum)

  13. Purpose & Potential If district/school leaders (administrators, teachers, and the school board) and other educators monitor and increase the degree of alignment between the intended, enacted, and assessed curriculum, then the quality of instruction will improve and student learning and performance will increase.

  14. What Works in Schools… Marzano (School level factors that contribute most to school effectiveness) Guaranteed & viable curriculum Challenging goals & effective feedback Parent & community involvement Safe & orderly environment Collegiality & professionalism

  15. What Works in Schools… Marzano Guaranteed & viable curriculum • Guaranteed: • Clearly articulated content… addressed in specific courses and at specific grade levels… regardless of the teacher a student is assigned to… for ALL students • Viable: • Adequate time for addressing the articulated content…

  16. The Research: “Opportunity to Learn” What do you think this phrase might mean?

  17. “Opportunity to Learn” Opportunity to learnrefers to equitable conditions or circumstances within the school or classroom that promote learning for all students. It includes the provision of curricula, learning materials, facilities, teachers, and instructional experiences that enable students to achieve high standards. This term also relates to the absence of barriers that prevent learning.

  18. The Research: Handbook on Education Policy Research: Schmidt, W.H., & Maier, A. (2009). Opportunity to Learn. In G. Sykes, B.L. Schneider, D.N. Plank (Eds.), Handbook on Education Policy Research (pages 551-552). New York, New York: Routledge. In this chapter… we focus on Opportunity to Learn (OTL) in the narrowest sense: students’ content exposure.

  19. The Research: Opportunity to Learn Individually… • Read the excerpt from the article • Look for the 4 general findings about U.S. curricula • Jot down ideas as you read Collectively… • Engage in conversation about… • What is the current status of YOUR district in regard to these 4 issues?

  20. Opportunity to Learn Handbook on Education Policy Research:

  21. The 1st phase of alignment will focus on: • Intended Curriculum toEnacted Curriculum So… how do we do it? I E A

  22. District Setup

  23. Teacher Setup

  24. Iowa Curriculum Alignment Tool I-CAT (Firefox is the preferred browser to use with I-CAT) https://peoplebox.aea11.k12.ia.us/4DCGI/ilg

  25. The mindset necessary for this work: • Not evaluative or judgmental • Requires bothindividualwork and collaborative work • Individual reflection and data entry • Collaborative conversations and data analysis

  26. https://sites.google.com/site/aea11alignment/learningcenter/videoshttps://sites.google.com/site/aea11alignment/learningcenter/videos

  27. So what can I-CAT tell you? (A summary of multi-level “hit rate” analysis)

  28. So what can I-CAT tell you? (Which ECS were taught, and which were NOT taught)

  29. Course-specific information: (Line-by-line summary of alignment between what is taught and the Details within each ECS set) (Details taught designated by “x”; not taught highlighted yellow)

  30. So what can I-CAT tell you? (Comparison of courses at the detail level- with summary)

  31. Consider these… Policy Purpose Potential

  32. Passion

  33. Possible Next-Steps for schools/districts, after teachers complete the ‘first pass’ with ICAT… • Determine a schedule for on-going alignment activities • Use the alignment data generated to… • Create a database of grade and course sequences that ensure an opportunity to learn the full Iowa Core for every student • Create & add, modify or eliminate content from instruction to ensure sufficient opportunity to learn for every student • Engage in professional development (or seek advice from content specialists) on course/instructional design

  34. We appreciate your participation today! Please take a moment to complete this end-of-session survey. THANK YOU! http://survey.aea267.k12.ia.us/survey/6758/29a5/

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