Writing Assignments

1. Writing Assignments On the small sheet of paper write down the most fun or funniest summer memory. On the lined sheet of paper write your name and date. Answer the following questions: What student achievement(s) do you want to celebrate from last year? What support do you need most in order to be successful this year?

2. Revised Schedule Tuesday: 8:15 to 9:30 Welcome back (Media Center) 9:30 to 11:15 complete mandatory trainings 11:15 on Classroom time Wednesday: 8:15 to 11:15 TIA (Media Center) 11:15 on Classroom time Thursday: 8:30 to 10:00 East Area Breakfast (Media Center) 10:00 to 11:45 Writing/Reading (Media Center) 12:30 on… First Aid/TIA Team time Friday: Classroom time

3. Wednesday’s Agenda Apple award Mandatory Trainings? Read/Write TIA Budget Bond

4. Tuesday’s Agenda Review agenda for the week Meet and Greet Apple award Mandatory Trainings

5. 90-90-90 Research • Read the article by Reeves • In your group put on chart paper examples of what we are currently doing in each of these areas and examples of what we should consider doing differently. • A focus on academic achievement (Brainstorm ideas) • Clear curriculum choices (there are no choices Joe!) • Frequent assessment of student progress and multiple opportunities for improvement • An emphasis on nonfiction writing (written response in performance Assessments) • Collaborative scoring of student work (external scoring)

6. Two things: • TIA • Reading/Writing

7. We will answer these questions: • What is Total Instructional Alignment? • Why do we need to do it?

8. Circle Activity • Each group has three circles and a sheet of yellow paper. I= Instruction, C=Curriculum, and A=Assessment. • In your group use the circles to create a model that show the relationship of Curriculum, Instruction and Assessment. How do they align? • You have about 10 minutes. • Pick one person to present and explain your model.

9. Open “Circles” on Adobe • Filling the “I” with the “C” • What can crowd the “I” • Various Miss-alignments • Examples from Joe

10. Guiding Questions What is that we want our students to learn? How will we know they have learned and learned well? How will we respond to those students who have not learned? How will we challenge those who have learned?

11. What Is Total Instructional Alignment? It is making sure that what we are teaching, how we are teaching, and what we are assessing, are congruent.

12. Learning for All All = School Independent and School Dependent Students

13. What is Total Instructional Alignment? Alignment of the system, Alignment of standards, curriculum and assessments Alignment of instructional practices in the classroom It is not teaching to the test. Total Instructional Alignment means making sure that what we teach, how we teach it, and what we assess are congruent. • Why do we need to do it? Total Instructional Alignment is a prerequisite to school effectiveness. Students have a right to be taught the curricular standards on which they will be assessed. In addition, any other innovation that a school adopts to improve results on student assessments presumes that there is a tight alignment between the intended, taught, and tested curricula

14. Domains of Total Instructional Alignment Alignment of standards, instruction and assessment Alignment of practice in the school (planning, collaborating, calibrating, designing interventions, designing enrichments, teaching and assessing)

15. Unaligned Model Curriculum Instruction I C E Evaluation

16. Total Instructional Alignment I Instruction C Curriculum E Evaluation

17. Myths—Joe and Brian • Curriculum alignment and instructional alignment are synonymous. • Instructional alignment is encouraging teachers to teach to the test. • If we hold our breath this accountability thing will go away. • Innovations, in and of themselves, can improve student assessment results • Standards and expectations are synonymous. • Standards stifle creativity. • The new mission of schools – compulsory “learning for all” can be delivered in the old system of compulsory “attendance for all”. • Give them the standards and teachers will figure it all out. • A school or district can “do” Instructional Alignment during a summer workshop. • The textbook is my curriculum.

18. Drilling Deeper: TIA Tools and Processes

19. In order to successfully align instruction, teachers need tools processes time materials resources support

20. Effective Implementation of TIA: Tools and Processes

21. Essential Alignment Tools Standards-based/objective-based instruction Higher-order thinking Task analysis to determine essential knowledge and skills Effective ongoing assessment Quality instructional strategies

22. Standards-Based -Objective-Based Instruction

23. Joe Jordan– Teachers from Minnesota and Bull’s Eye

25. Task Analysis

26. Task Analysis Begin with the standard (refer to TIA document). Analyze the standard: “What should the student know and be able to do?” Identify all of the necessary tasks to master the standard (task analysis - TIA document). Clarify the learning objective - the outcome (not the teaching objective). Sequence the tasks in the order of simple to complex.

27. Higher-Order ThinkingKnowledge Comprehension Application Analysis Synthesis EvaluationBlooms’ Taxonomy)

28. Bloom’s Taxonomy

29. Primary Math: TA Activity The learner will tell time to the hour, half hour, and quarter hour.

30. Concrete Steps-What exactly? • Unpack the broad Oregon State Standards intoessential learning necessary for students to achievethe goal (Task Analysis). Identify all essential learning within the Standard. • State the learning tasks in terms of Behavioral objectives using learning verbs (Bloom’s Taxonomy) • Sequence tasks in order of simple to complex. • Identify key vocabulary. • Save in template.

31. Review of Template • Joe gives example • Teams review template • Q/A

32. Guiding Questions What do we want our students to know and be able to do? How will we know they have learned and learned well? How will we respond to those students who have not learned? How will we challenge those that have learned?

33. Effective Schools Are Data Driven and Results Oriented Definition In the effective school, student academic progress is measured frequently using a variety of assessment procedures. The results of the assessments are used to improve individual student performance and to improve the overall instructional program First generation Teachers monitor student progress Second generation Students monitor their own progress

34. The Role of Formative AssessmentLearn and Adjust Based on Data

35. Two Ways to View Assessment A tool to assist in the sort and select mission of the school. A tool that helps us gain invaluable information about student learning and allows us to make better instructional decisions.

36. Guiding Questions What do we want our students to know and be able to do? How will we know they have learned and learned well? How will we respond to those students who have not learned? How will we challenge those that have learned?

37. Designing and Exploring Interventions

38. Guiding Questions What do we want our students to know and be able to do? How will we know they have learned and learned well? How will we respond to those students who have not learned? How will we challenge those that have learned?

39. Designing and Exploring Enrichments

40. The Three Domains of Total Instructional Alignment • Alignment of the system • Alignment of standards, curriculum, and assessment • Alignment of instructional practice

41. Any innovation you bring into the classroom or school to improve outcomes on student assessment presumes that there is already alignment of the intended (curriculum), taught (instruction), and tested (evaluation) objectives. The innovation itself will not improve outcomes if alignment doesn’t exist.

42. What is Total Instructional Alignment? Alignment of the system, Alignment of standards, curriculum and assessments Alignment of instructional practices in the classroom Why do we need to do it? Total Instructional Alignment is a prerequisite to school effectiveness. Students have a right to be taught the curricular standards on which they will be assessed.