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Iowa Core

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

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  1. Iowa Core Alignment of Instructional Content to the Iowa Core Sue Updegraff Keystone AEA

  2. 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)

  3. 4 Alignment Sessions • Needs Assessment • Planning • Implementation • Evaluation

  4. Professional Learning Communities (PLCs)orCollaborative Learning Communities (CLCs) are the structure to get the work done.

  5. Why study Alignment? • Iowa Core, April 2008 • Outcome 4 Alignment of Content, Instruction, Assessment

  6. Outcome 4 • Use data to increase the degree of alignment of each and every student’s enacted curriculum to Iowa Core

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

  8. Alignment will continue over a number of years and include: • Assessment • Instructional Practices • Instructional Resources • Continuous Evaluation

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

  10. 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.

  11. 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)

  12. In district team, discuss potential implications of this Outcome for: • Practices of teachers • Professional development • District and school priorities

  13. UNIVERSAL CONSTRUCTSAre these student learning goals? • Complex Communication • Creativity • Productivity and Accountability • Flexibility and Adaptability • Collaboration • Critical Thinking

  14. What is alignment? • Intended content • Enacted instruction • Assessed assessment

  15. Two State mandates about WHAT STUDENTS SHOULD LEARN • Iowa Core Content Standards and Benchmarks – broad • Iowa Core (includes Common Core) – more detail

  16. The Relationship How the Cores Compare

  17. The Relationship • High School Math Example

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

  19. Alignment is an ongoing process The purpose is to determine the extent to which content, instruction, and assessment are in agreement and facilitate student learning

  20. Alignment provides: • Clear message of goals/outcomes • Consistency • Data about progress • Data for improvement • Fair assessment practices

  21. Rationale for Alignment • 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

  22. Group Discussion Where is your district on the following? • Status of local curriculum • Understanding and relationship of: • intended • enacted • assessed

  23. Principles for Alignment Work • 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

  24. What is the work? • Alignment of enacted to intended • Topical first; later by complexity and emphasis • Using alignment data for decision-making

  25. Foundational Curriculum Terms 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)

  26. Explain your framework to others present • In district group, discuss similarities/differences • Make any adjustments

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