Transcript Iowa Core - Keystone Area Education Agency

Iowa Core
Alignment Session 2
November 2010
Sue Updegraff
Keystone AEA
How are things going
with the Iowa Core?
The PLAN
PLCs
Alignment
2
Definition Review
The extent to which and how
content, instruction, and
assessment work together to
guide instruction and student
learning
3
In Session 1, we looked at the
NEED for Alignment:
1. Mandate, July 1, 2012
2. Outcome 4: Data on Degree of Alignment
3. Research
4. School Improvement
5. Relationship of the CORES
6. What Alignment Does for Districts and Students
7. All Skill Sets and All Teachers
4
How is your district
progressing with a
Framework using the
Foundational
Curriculum terms?
5
Where are we going?
- Use of alignment data
to develop a plan that
matches the original
purpose of alignment
work
Examples from ICAT
6
Data Display
• Percent alignment between what is taught
and the Essential Concepts/Skill Sets is
displayed
• Different levels of analysis reveal different
degrees of alignment
ICC Network Meeting
7
Data Display
• The Essential Concepts/Skill Sets taught and not
taught are indicated in a table with “Yes” and “No”
• Yellow highlights the “No” designations
ICC Network Meeting
8
Data Display
• Percent alignment between what is taught and the Details within each Essential
Concepts/Skill Sets is displayed
• 0% means no Details taught for that Essential Concept/Skill Set
• 100% means all Details taught for that Essential Concept/Skill Set
• Everything in between means some but not all Details taught
ICC Network Meeting
9
Data Display
• Line-by-line summary of alignment between what is taught and the
Details within each Essential Concepts/Skill Sets is displayed
• Details taught designated by “x,” not taught highlighted yellow
ICC Network Meeting
10
Data Display
• Courses can all be analyzed side by side by frequently taken course
sequences
• Line-by-line summary of alignment between what is taught and the
Details within each Essential Concepts/Skill Sets is displayed
• Details taught designated by “x,” not taught highlighted yellow
ICC Network Meeting
11
Demonstration of ICAT
12
Current uses for ICAT
1.
Fulfill compliance requirements
2.
Support school improvement efforts
3.
Assist with professional growth of staff
4.
Compliance with Outcome 4: Summative Self
Reporting
5.
Gaps and Overlaps in several directions
6.
Curriculum revision cycle
7.
Teacher self-reflection
13
Inappropriate uses for ICAT
1.
Evaluation of teachers within the formal
evaluation system
2.
Evaluation of impact of professional
development
3.
Experimental examination of impact of
alignment on student performance
4.
Public reporting of alignment results
5.
Making decisions about individual student
opportunity to learn as part of the special
education process
14
Foundational Alignment
 Terms:
Quiz
Definition
Group Discussion
15
 Curriculum terms get at the types
of intended, enacted, assessed
 Alignment terms address the
characteristics of alignment
 Directionality
 Dimensions
 Level of Analysis
16
The Process is similar to
Continuous Improvement
 Need to Align
 Planned Alignment
 Instruction/Assessment
 Measured Alignment (Evaluation)
17
The Process
 is not evaluative or
judgmental
 requires a collective effort
18
First Pass concentrates on
 enacted to intended
 horizontal alignment
 topical/conceptual knowledge
 fine-grained with coarse-grained
results
19
Quality Alignment Work Indicators
(QAWI)
 use checklist
 discuss evidence
20
ICAT
 Updating district participants
 Updating district courses
January 1, 2011
21
Decisions to make in January
1. Pilot
2. All teachers, all areas plan
3. Enacted diary or other
instrument or simple recall
22
Alignment is . . .
long-term
based on IPDM
focused on quality
23
Do your teachers and
administrators have the
necessary knowledge and
skills for alignment?
–see list
24
PLCs
–Self-assessment
Instrument
25
PLCs and IPDM
26
Professional Learning Communities
The Impact of Peer Collaboration
Training Components and Attainment of Outcomes
in Terms of Percent of Participants
Types of Training Outcomes
Training
Components
Knowledge
(thorough)
Skills
(strong)
Transfer
(executive implementation)
Study of Theory
10
5
0
Demonstrations
30
20
0
Practice
60
60
5
Peer
Collaboration
95
95
95
Joyce, Bruce & Showers, Beverly. (2002). Student Achievement through Staff
Development (3rd ed.). Alexandria, VA: ASCE. (p.78)
27
The Tuning Protocol
28
Stages of PLCs
29
2 Articles for PLCs
30
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