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Using the IMET for Curriculum Alignment

Learn how to use the Instructional Materials Evaluation Tool (IMET) to align curriculum materials to the Common Core State Standards. Understand the criteria for alignment and how to evaluate text complexity and text-dependent tasks.

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Using the IMET for Curriculum Alignment

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  1. Global Neutral 01001a Global Warm Neutral d3d1c8 Global Accent On Dark ffbf00 Global Accent on Light ff9800 Global Accent Alt 97c410 ELA - Coral ff5147 Math 009f93 Leadership 7872bf Using the IMET (Instructional Materials Evaluation Tool) Adapted from www.achievethecore.org Grades 6-12

  2. Today’s Session Goals and Purpose Participants will… Understand the function of the IMET Understand how the IMET can help align material to the CCSS Identify additional situations in which the IMET can be useful

  3. Using the IMETBackground • Common Core State Standards for ELA/Literacy • Publishers’ Criteria for the Common Core State Standards in ELA/Literacy • Supplement to Appendix A of the CCSS for ELA/ Literacy: New research on text complexity

  4. Using the IMETWhen to Use the IMET • Purchasing • Evaluating materials in use • Developing materials • Professional development

  5. Using the IMETAligning Material to the CCSS Moving forward… • A deeper dive into the complexity of the asks of the standards • A look at how the material sets kids up for success • Decisions made around ensuring that student need is well represented in the material selection process (special education, ELL experts included) • Focus on good instruction Before… • What feels right • The crosswalk • Individual call • Alignment sticker • Who writes the test

  6. Using the IMETBuilding a Review Team • Deep content knowledge • Willingness to be learners • Facilitate discussion • Reflect the diversity of stakeholders • Belief in the importance of the work

  7. Using the IMETIMET Vocabulary Non-Negotiable Alignment Criteria: the aspects of the curriculum that MUST be present to move on with the process of assessing alignment Alignment Criteria: the aspects of the curriculum that should be present for it to be aligned to the Common Core

  8. Using the IMETTwo Versions: K-2 and 3-12 (Focus on 3-12) Alignment Criteria Access for all Students Range and Quality of Texts Non-Negotiables (1) Text Complexity (2) Text Dependent & Text Specific Questions Speaking and Listening Language Writing to Sources and Research Foundational Skills Questions and Tasks(TDQ)

  9. Using the IMETIMET Layout

  10. Using the IMETFind the Shifts Color the shifts in the IMET Overview Document: • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading, writing and speaking grounded from evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction.

  11. Using the IMETNon-Negotiable 1: Text Complexity Texts are worthy of student time and attention; they have the appropriate level of complexity for the grade. Metric 1A:Evidence of quantitative analysis with at least one research-based measure for grade band placement. Metric 1B:Evidence of qualitative feature analysis indicating grade level placement.

  12. Analyzing Text ComplexityVerify that each text has been placed at a grade level based on a systematic qualitative analysis. PURPOSE STRUCTURE LANGUAGE FEATURES KNOWLEDGE DEMANDS GRAPHIC, AUDIO & VISUAL

  13. Using the IMETWhat About Just a Quantitative Feature Analysis?

  14. Using the IMETNon-Example: Qualitative Feature Analysis

  15. Using the IMETNon-Negotiable 2: Text Dependent Tasks and Text Specific Questions At least 80% of all questions in the submission are high quality text-dependent and text-specific questions. The overwhelming majority of these questions are text specific and draw student attention to the text. Metric 2A: 80% of questions and tasks are text-dependent or text-specific. Metric 2B: Questions reflect the analytical thinking required by the Standards at each grade level

  16. Using the IMETNon-Example: Text-Dependent Questions

  17. Using the IMETExample: Text-Dependent Questions, Oedipus • To whom is the Chorus speaking? How does this mode of address compare to the interactions Sophocles has structured thus far in the drama? Hint: Consider the stage directions prior to the Chorus’s speech. • How does the Chorus describe the gods? What is the cumulative effect of these words? • How does the effect you identified further develop your understanding of the relationship between humans and gods?

  18. Using the IMETWhat Makes a Text-Dependent Question or Task? • Can the student answer the question without prior or outside knowledge? • Does answering the question require that students have read the passage? • Is the question tied to a passage (not stand-alone)? • Does the question require students to cite or use evidence from the passage to determine the correct answer? • Does the question require students to follow the details of, make inferences from, and/or evaluate what is read?

  19. Using the IMETUsing the IMET for Pre-Purchased Materials • Evaluating materials in use • Gap analysis • Implications for instruction • Developing Materials • IMET provides a Google Earth type approach to creation • Alternative tools/formats for the IMET

  20. Using the IMETNext Steps • How could this apply to your work going forward? • What protocols or systems would need to be in place to implement this practice in your own grade level/school/district? • Who would you need to connect with to make this happen?

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