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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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Iowa core

Iowa Core

Alignment of Instructional Content to the Iowa Core

Sue Updegraff

Keystone AEA


Target
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)


4 alignment sessions
4 Alignment Sessions

  • Needs Assessment

  • Planning

  • Implementation

  • Evaluation


Professional learning communities plcs or collaborative learning communities clcs
Professional Learning Communities (PLCs)orCollaborative Learning Communities (CLCs)

are the structure to get the work done.


Why study alignment
Why study Alignment?

  • Iowa Core, April 2008

  • Outcome 4 Alignment of Content, Instruction, Assessment


Outcome 4
Outcome 4

  • Use data to increase the degree of alignment of each and every student’s enacted curriculum to Iowa Core


First focus
First Focus

  • Using summative self-reports to examine alignment of the enacted curriculum to the intended Iowa Core


Alignment will continue over a number of years and include
Alignment will continue over a number of years and include:

  • Assessment

  • Instructional Practices

  • Instructional Resources

  • Continuous Evaluation


Research
Research

  • As alignment between what is taught and what is assessed increases, so, too, do student outcomes for ALL students (Gamoran and Cohen)


School improvement
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.


School improvement1
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)


In district team discuss potential implications of this outcome for
In district team, discuss potential implications of this Outcome for:

  • Practices of teachers

  • Professional development

  • District and school priorities


Universal constructs are these student learning goals
UNIVERSAL CONSTRUCTS Outcome for:Are these student learning goals?

  • Complex Communication

  • Creativity

  • Productivity and Accountability

  • Flexibility and Adaptability

  • Collaboration

  • Critical Thinking


What is alignment
What is alignment? Outcome for:

  • Intended content

  • Enacted instruction

  • Assessed assessment


Two state mandates about what students should learn
Two State mandates about Outcome for:WHAT STUDENTS SHOULD LEARN

  • Iowa Core Content Standards and Benchmarks – broad

  • Iowa Core (includes Common Core) – more detail


The relationship
The Relationship Outcome for:

How the Cores Compare


The relationship1
The Relationship Outcome for:

  • High School Math Example


Alignment definition
Alignment Definition Outcome for:

The extent to which and how well all policy elements (content, instruction, assessment) work together to guide instruction and student learning.


Alignment is an ongoing process
Alignment is an Outcome for: ongoing process

The purpose is to determine the extent to which content, instruction, and assessment are in agreement and facilitate student learning


Alignment provides
Alignment provides: Outcome for:

  • Clear message of goals/outcomes

  • Consistency

  • Data about progress

  • Data for improvement

  • Fair assessment practices


Rationale for alignment
Rationale for Alignment Outcome for:

  • Determine WHAT to teach, teach it, assess it

  • If #1 is not done, we are unfair to students

  • Alignment reduces confusion, improves opportunity to learn, improves outcomes for each and every student


Group discussion
Group Discussion Outcome for:

Where is your district on the following?

  • Status of local curriculum

  • Understanding and relationship of:

  • intended

  • enacted

  • assessed


Principles for alignment work
Principles for Alignment Work Outcome for:

  • Once alignment is prioritized, process of developing and implementing practices can begin

  • Focus on deep content knowledge

  • Ongoing training and support for alignment increases quality of work

  • Gradually introducing successively more complex alignment over time will increase skill development

  • Understanding of measurement and data collection for alignment promotes continuous improvement


What is the work
What is the work? Outcome for:

  • Alignment of enacted to intended

  • Topical first; later by complexity and emphasis

  • Using alignment data for decision-making


Foundational curriculum terms
Foundational Curriculum Terms Outcome for:

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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