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Module 4 – February 2009

Module 4 Objectives •  Instruction & Assessment:

–  Review the definition of deep conceptual and procedural knowledge. –  Develop a common vision of what a rigorous and relevant curriculum

looks like in classroom practice. •  Content Alignment

–  Deepen knowledge of the essential concepts and skill sets of the Iowa Core Curriculum.

–  Begin to think about the implications of the essential concepts and skill sets on local curriculum.

•  Leadership –  Identify and describe outcomes, targets and actions that frame the

work of the implementation plan. –  Identify initial starting points to outcomes 6, 4, and 1. –  Prepare the local leadership team to communicate with other staff

and stakeholders on ways to communicate the purpose and key features of the implementation plan.

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Core Curriculum Implementation

•  Each district and accredited non-public school is required to have a written plan describing the actions that will be taken to address the six outcomes and related targets and actions.

•  Full implementation is accomplished when the school is able to provide evidence that an ongoing process is in place to ensure that each and every student is learning the Essential Concepts and Skill Sets of the Iowa Core Curriculum.

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Outcomes

Community: Support

Implementation

Professional Development Leadership:

System Capacity

Leadership - Community - Schools 1. Leadership: System Capacity 2. Community: Support Implementation 3. Schools: Continuous Improvement

Schools: Continuous

Improvement

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Outcomes

Content - Instruction – Assessment 4.  Alignment of Content, Instruction and Assessment 5.  Professional Development to improve Content, Instruction, and

Assessment 6.  Instruction: Effective Practices in Instruction/Assessment

Student Engagement

Community

Professional Development

Alignment Instruction

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Effective Instruction

IF content is challenging and relevant and teachers routinely deliver instruction that demonstrates the Characteristics of Effective Instruction,

THEN student learning and performance will increase.

Outcome 6

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Student Engagement & Learning

Rigor &

Relevance

Assessment for

Learning Student- Centered

Classroom

Teaching for

Understanding Teaching for Learner Differences

Student

Centered

Characteristics of Effective Instruction and Assessment

A Look Back at Instruction and Assessment…

Module 2: 1.  Deep Conceptual and Procedural Knowledge

–  Definition 2.  Teaching for Understanding

–  Definition –  David Perkins article –  Viewed instruction

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A Look Back at Instruction and Assessment…

Module 3: 1.  Balanced Assessment

–  Definition –  Examination of different types of assessments

2.  Assessment for Learning –  Definition –  Vignettes

Give One, Get One

•  Assignment –   Read the two page article, The Value of Formative Assessment

•  –  Choose a quote from the article that you feel is significant

•  –  Write the quote and the location in the article on an index card

•  –  Be ready to explain your choice

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Instruction & Assessment

Objectives •  To make a connection between Deep

Conceptual and Procedural Knowledge and Rigorous and Relevant Curriculum

•  To begin to develop a common vision of what a Rigorous and Relevant Curriculum looks like in classroom practice.

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Deep Conceptual and Procedural Knowledge 1.  Silently, review the definition of Deep Conceptual and

Procedural Knowledge and the Essential Concepts and Skills.

2.  Green Tables-Reflect individually on an essential concept that you possess Deep Conceptual Knowledge around and how you know you possess this knowledge as it relates to the definition. Consider how you developed deep conceptual knowledge around this concept.

3.  Yellow Tables- Reflect individually on a procedure or skill that you possess Deep Procedural Knowledge around and how you know you possess this knowledge as it relates to the definition. Consider how you developed this deep procedural knowledge.

The Big Question

What type of instruction do teachers need to provide so that each and every student develops Deep Conceptual and Procedural Knowledge around the Essential Concepts and Skills Sets identified in the Iowa Core Curriculum?

Rigorous and Relevant Curriculum The Connection…

What the evidence says… •  Edmonds •  Identified that high expectations, particularly for students of a low

socioeconomic status, was a cornerstone in effective schools.

•  Newmann •  In an examination of 500 lesson observations and in-depth

interviews with teachers, department chairs, and principals from sixteen demographically diverse high schools, researchers found that students were more likely to try, to concentrate, and be interested in academic study when they are challenged to think.

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Rigorous and Relevant Curriculum The Connection…

What the evidence says… •  Reynolds and Teddlie •  They found that the importance of high expectations was one of the

most consistent findings in all the literature, whether the research was done in America, Great Britain, or Holland.

•  Steinberg, Brown, and Dornbursch •  In one extensive study on teenagers, researchers found that

“students behaved better and performed better in schools where teachers were supportive but firm, and maintained high, well-defined standards for academic work” (Steinberg, Brown, and Dornbursch, 1996, p. 50).

Rigorous and Relevant Curriculum Current Reality

Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement

So how do teachers get students to become engaged in their learning at a high level of cognitive complexity?

The research points to providing them with a rigorous and relevant curriculum.

Rigorous and Relevant Curriculum

What it is…

What it is not…

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Introduce the Video

Learning on Purpose South Grand Prairie High School Grand Prairie, Texas (a suburb of Dallas/Fort Worth) 7:39 minutes

Introduction to the Video

Green Tables Consider the Following: 1.  What did the community, school, and teachers do to

engage students in a Rigorous and Relevant Curriculum? 2.  How did the students benefit as a result of their

participation in these experiences?

Yellow Tables Consider the Following: 1.  What actions could the community, school and teachers

take or incorporate into the current model to improve the level of rigor and relevance for all students?

2.  How will these recommendations improve the students’ experience and effect their learning?

Video Link

Grand Prairie High School http://www.edutopia.org/learning-purpose

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Processing the Video

1.  As a table, share your responses to the video. 2.  Discuss your observations and recommendations. 3.  Appoint a spokesperson to share out two key responses or

observations with the whole group.

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Effective Instruction

Targets   Implement the

Characteristics of Effective Instruction in classrooms

  Engaged Students

Actions: •  Select Characteristics of Effective

instruction as the initial focus of instructional improvement

•  Select the tools and routinely conduct instructional reviews

•  Incorporate a broad range of strategies and activities that provide each student access and success with the Core Curriculum

Outcome 6

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Alignment to the Iowa Core Curriculum

IF district leaders monitor and increase the degree of alignment among the intended, enacted, and assessed curriculum.

THEN the quality of instruction will improve and student learning will increase.

Outcome 4

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A look back

•  Module 2: Foundational Curriculum Terms

•  Module 3: Introduction to Content Alignment

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Objective

•  To deepen knowledge of the essential concepts and skill sets of the Iowa Core Curriculum.

•  To begin to think about the implications of these essential concepts and skills sets for local curriculum

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Reviewing the Essential Concepts and Skill Sets

1.  Spend 15 minutes silently reviewing the essential concepts and skill sets of the 21st Century Skills.

2.  Identify five key points you take away from your review.

3.  Turn to a partner and share you five points. Your partner shares his/hers.

4.  You and your partner combine with another twosome. Try to come to consensus on the five key points

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Reviewing the Essential Concepts and Skill Sets

•  Select Social Studies, Literacy, Mathematics, or Science. Complete the review on the area you’ve selected.

•  Find another twosome who have also reviewed your content area. Come to consensus on the five key points.

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Reviewing the Essential Concepts and Skill Sets

Discuss •  What connections between or

among content areas can you find? Describe at least three.

•  How might these essential concepts and skill sets impact the local curriculum of a school or school district?

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Alignment

Targets   Acquire expertise

in alignment   Prepare and

implement alignment processes

  Conduct alignment beyond curriculum

Actions •  Learn the alignment processes

•  Select those that will be used locally

•  Conduct the alignment process

•  Address each and every students enacted curriculum

•  Address the alignment of instruction to assessment

Outcome 4

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Leadership: System Capacity

IF leadership actions are focused and committed to providing the expertise, guidance, and resources needed to build capacity and support teaching and learning,

THEN the implementation of the Iowa Core Curriculum will result in increased student learning and performance.

Outcome 1

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Leaders

•  Teachers •  Administrators •  School Board

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Leadership: System Capacity

Target   Implementation of

leadership behaviors to sustain the Iowa Core Curriculum.

Actions •  Establish a leadership team •  Clearly communicate a vision of ICC •  Manage the change process •  Demonstrate a deep understanding of the

Core •  Establish a collaborative process •  Deploy needed resources •  Establish ways to sustain the

implementation •  Model best practice of adult learning •  Develop the Implementation Plan •  Engage in discussion with local school

board

Outcome 1

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Outcome 1 Self Study: Leadership Outcome 1

WARNING All slides related to the Self-Study are in

DRAFT form and should be used for practice purposes ONLY

Objectives

•  Understand Iowa Core Curriculum outcomes and their importance

•  Understand purpose of the District Self Study

•  Understand roll out schedule for District Self Study

•  Completion of the Iowa Core Curriculum District Self Study

•  Feedback form

Iowa Core Curriculum Outcomes

•  Outcome 1 – Leadership: School leaders build and sustain system capacity to implement the Iowa Core Curriculum.

•  Outcome 2 – Community: Community members and other supporting agencies work together to support the implementation of the Iowa Core Curriculum.

•  Outcome 3 –Schools: A continuous improvement process to improve teaching and learning is used at the district and school level.

Content-Instruction-Assessment •  Outcome 4 – Content Alignment: District leaders and other

educators monitor and use data to increase the degree of alignment of each and every student’s enacted curriculum and other relevant educational opportunities to the Iowa Core Curriculum.

•  Outcome 5 – Professional Development: Educators engage in professional development focused on implementing Characteristics of Effective Instruction and demonstrate understanding of Essential Concepts and Skill Sets.

•  Outcome 6 – Instruction and Assessment: Educators implement effective instructional practices to ensure high levels of learning for each and every student.

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Purpose of the Self Study

•  Baseline data collection on each of the 6 Iowa Core Curriculum outcomes

•  Progress monitoring of implementation

•  Prioritization of need for action planning

•  State evaluation of Iowa Core Curriculum roll out and implementation

Roll Out of Self Assessment

•  Rolled out in phases –  Outcome 1, 2 (Leadership,

Community): Module 5 –  Outcome 3, 5 (Schools,

Professional Development): Module 6

–  Outcomes 4 and 6: TBA

Advance Organizer: Facilitation Of Iowa Core Curriculum Self Study

1.  Identify: Members of the leadership team who will complete the self study

2.  Present: Overview of the self study 3.  Review: Individually review the content of the

Outcome Guidance and Scoring Rubric 4.  Discuss: Questions and answers 5.  Rate: Individually rate the Scoring Rubric 6.  Vote: Consensus rating/Completion of

Consensus Rating form 7.  Prioritize: Identify 2-3 priorities for action

planning 8.  Record: Consensus vote, priorities and

informal next steps/activities on Consensus Rating form

9.  Evaluate: Complete evaluation of self study process and products

10.  Submit: One consensus rating form and one feedback form per district

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Step 1- Identify: Self Study Respondents

•  Representative group •  Persons on your Iowa Core

Curriculum district leadership team

•  Persons with knowledge of your districts structures, policies and procedures

Step 2 - Present: Scoring Rubric Represents the desired final result

Represents actions to get to final outcomes

Description of Action

Levels of Practice Possible Sources of Documentation

Step 3 - Review: Self Study Reading Step 4 – Discuss: Q and A

•  Each member receives copy of Outcome Guidance and Scoring Rubric

•  Two representations of the same information, more/less detail

•  Each member reads documents without making ratings

•  Group question and answer

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Step 5 - Rate: Individual Rating

•  10 minute task •  Each member rates each

action on Scoring Rubric

Step 6 - Vote: Consensus Rating

Fist to 4 process – Round 1 •  Starting with Action 1, Fist of 4 Vote •  Identify the number that is most frequent -

“Modal Number” •  One “Modal Number” voter explain –

amendments from other “Modal Number” voters

•  Round robin, “Non-Modal Number” voters explain

Step 6 - Vote: Consensus Rating Fist to 4 process – Round 2

•  Facilitator calls another “fist of 4” vote •  All persons vote again on this action. •  “Modal Number” on this vote becomes group’s

answer for this item on the consensus rating •  Record this answer on the Consensus Rating

form. •  If consensus not reached, further discussion

and further votes till “Modal Number” emerges •  Continue voting process through actions 2

through 10

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Step 7 - Prioritize: Identify Top Areas For Action Planning •  Have a conversation

among your team •  Identify top 2 or 3 areas

that would be priorities for initial action planning within this outcome

•  Identify initial ideas about possible actions steps for each priority

Step 8 - Record: Record ratings, priorities and initial ideas

Step 9 - Evaluate: Completion of Feedback Form

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Step 10 – Submit: Forms to AEA

•  Send a copy of your completed Consensus Rating form and Feedback form to:

•  Katy Evenson, Northwest AEA

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Implementation: Top 10 1.  Teachers make the difference 2.  It is about the success of all students 3.  The expectation is that all students learn at high levels 4.  It is about the alignment of teaching, assessment, content

AND the desired depth of understanding at the classroom level

5.  Evidence of success comes from assessments 6.  Implementation of the Core is a continuous process 7.  Teacher leadership and involvement is critical 8.  Implementation should honor and extend prior work in

curriculum and instruction 9.  The community should be a part with the school focused

on 21st Century skills 10.  The AEA Network is there to help

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Timeframe

2008-2009 2009-2013 2014-2015 & Beyond

Leadership Capacity Building

Planning &

Implementation

Full Implementation

& Continuous Improvement

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http://survey.aea267.k12.ia.us/survey/5448/ab3b/

Evaluation

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