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Iowa Core

Iowa Core. Alignment Session 4 Using Alignment Data May 2011. Bruce Floyd Sarah Lehmann Marcia Kruse Sue Updegraff Keystone AEA. Where have we been this year?. Content Coverage (Tool) Opportunity to Learn (OTL) Curriculum Alignment – Enacted to Intended. Why? .

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Iowa Core

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  1. Iowa Core Alignment Session 4 Using Alignment Data May 2011 Bruce Floyd Sarah Lehmann Marcia Kruse Sue Updegraff Keystone AEA

  2. Where have we been this year? • Content Coverage (Tool) • Opportunity to Learn (OTL) • Curriculum Alignment – Enacted to Intended

  3. Why? • Equal Opportunity for All • Impact Student Achievement

  4. Future Once content is strengthened for all, then address cognitive demand.

  5. “If students are to be held accountable for their learning, then schools must be held accountable as well by demonstrating that they provide students with opportunities to learn to meet the standards that have been set.” --Baratz-Snowden

  6. How? • Process* • Tools • Teacher Collaboration (PLCs) • Student Learning*

  7. Research Reminder • International studies show implementing and monitoring an aligned curriculum to result in a measurable impact (31 percentile points) in student achievement. • Studies show that alignment cancels out more traditional predictors of student achievement, such as socioeconomic status, gender, race, teacher effect. www.districtadministration.com (July 2004)

  8. Responsibilities State: • State standards to state tests to state frameworks District: • Local curriculum to state documents/standards • Support delivery • Monitor implementation and results School/Building: • Opportunity for periodic reviews • Alignment of Instructional Strategies and Assessments to state standards • Relevant professional development www.districtadministration.com (July 2004)

  9. Who? Administrators: • What was learned?/Accountability • Support collaborative teams • Provide resources Teachers: • Collective inquiry • Shared understanding of essentials • Vertical articulation • Common assessments

  10. “The most comprehensive study of factors affecting schooling ever conducted concluded that the most powerful strategy for helping students learn at higher levels was ensuring that teachers work collaboratively in teams to establish the essential learnings all students must acquire, to gather evidence of student learning through an ongoing assessment process, and to use the evidence of student learning to discuss, evaluate, plan, and improve their instruction.” •Kappan Magazine, February 2011. •Hattie, John. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge, 2009.

  11. What is the Right Work for a PLC? • Guaranteed and viable curriculum • Common formative assessments • Analysis of student work • Continuous improvement • Systematic process for struggling learners –multi-tiered, coordinated, collective response to support student DuFour, Rick, “Work Together, But Only If You Want To,” Kappan Magazine, February 2011.

  12. Alignment Perspective Alignment Work is About. . . Alignment Work is Not About. . . • Kids • What • Reflection • Right alignment in the right places at the right times • Teamwork • Grown ups • How • Validation • “100%,” “perfect,” or “being done” • Isolation Brad Niebling

  13. IC Outcome 4 Self Study Actions • 4.a.1 Educators learn about alignment processes to implement the Iowa Core. • 4.b.1 Educators select the processes and tools that will be used locally (LEA). • 4.b.2 Educators learn to use the selected processes and tools. • 4.c.1 Educators implement the selected alignment processes and tools. • 4.c.2 Educators use alignment data to help make decisions regarding the alignment of the enacted to the intended curriculum.

  14. Tools for Examining Alignment Data https://sites.google.com/site/icatdataprocedures/home

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