Total Instructional Alignment Defining, Designing, and Aligning Educational Systems for Learning Presented by Lisa Carter

Meaningful Change Makes a difference and has a positive impact on student learning. 1. Knowledge 2. Conditions of support

The Work of Professional Learning Communities and TIA 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 that have learned?

Total Instructional Alignment Ten Common Myths

1.Curriculum Alignment and Instructional Alignment are synonyms.

2. Instructional Alignment is encouraging teachers to “teach the test.”

3.If we hold our breath, this accountability thing will go away.

4.Innovations, in and of themselves, can improve results on student assessments.

5.Standards and expectations are synonyms.

6. Standards stifle creativity.

7. The new mission of schools, compulsory “learning for all”, can be delivered in the old system of compulsory “attendance for all!”

8.Give them the standards and teachers will figure it all out.

9.A school or school district can “do” Instructional Alignment during a summer workshop.

10.The textbook is my curriculum.

Deep Understanding 1 Total Instructional Alignment ensures equity in learning opportunities for all students through alignment of standards, curriculum, assessment, and instruction.

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

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

Alignment of the Instructional Delivery System k Mom Dad

k Alignment of the System Through Horizontal Structures Planning Agenda

k Alignment of the System Through Vertical Structures Planning Agenda

Deep Understanding 2 Alignment of time structures through flexible scheduling and grouping practices ensures students the opportunity to learn based on their unique learning clocks.

What Do We Know? 1. Time affects learning. 2. Schools were never designed to teach all children.

The Research of John Carroll Aptitude = Degree of learning = Time spent Time needed

What Affects Time Spent? Perseverance Attention span Opportunity structures

What Affects Time Needed? Aptitude Prior knowledge Quality of instruction

What We Know Students come to us with a variance of knowledge and skill level. Students learn at different rates. Learning is an incremental process.

What We Do Group students for instruction based on chronological age. Give all students the same amount of time to learn the same amount of content.

First Grade Algebra 1 English I Second Grade Algebra 2 English II Alignment of the System Content Time x x x x x x x x x Joey Sam Mary Kim Rodney Miguel Kathy Tia Jane Norm x

The School of Horace Mann

Over 100 years old Built around the agrarian calendar Modeled after the factory One size fits all

The Four Circles of Time Actual School Time Academic Time Engaged-Learning Time Extended School Time

The Dog Test

All = School Independent and School Dependent Students IC E Instruction Curriculum Evaluation

I E C Total Instructional Alignment Instruction Curriculum Evaluation

Any innovation you bring into the classroom or school to improve outcomes on student assessments 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 does not exist.

Drilling Deeper: TIA Tools and Processes

In order to successfully align instruction, teachers need tools, processes, time, materials, resources, and support!

Effective Implementation of TIA: Tools and Processes

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

Standard Benchmark Criterion- or SLE Referenced Test Norm-Referenced Test Other The Congruence Matrix One Grade Level or Subject Area

Standards-Based/ Objective-Based Instruction

Higher-Order Thinking Remember Understand Apply Analyze Evaluate Create (Revised Blooms’ Taxonomy)

Constructing Learning Objectives – Z Chart Level of Thinking Doing - Verb Unit or Strand Specific Content General Specific BehaviorLearning

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. remember listing Mammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. understandMammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. applyMammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. analyzeMammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. evaluateMammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Objective: The learner will demonstrate a knowledge of mammals by listing three characteristics of mammals. createMammals Three characteristics of a mammal Constructing Learning Objectives Level of Thinking Doing - Verb Unit or Strand Specific Content

Behavioral Objectives design a well-balanced meal. label the parts of a cell. compare any two fractions using >,< or =. justify the actions of a story character. create a model of the solar system. explain three causes of the Civil War. solve ten addition problems (two digits added to two digits with regrouping). distinguish between obedience and conformation in the judging of dogs

Task Analysis Formulate the objective Clarify the objective Identify all essential learnings Sequence in the order of simple to complex

Task Analysis The learner will use correct form to swim freestyle without assistance a distance of 50 yards across the pool.

U.S. History The learner will interpret economic, social, and political trends of the late 19th and early 20th centuries.

Advanced Math The learner will find the zeroes, vertical asymptotes, and horizontal asymptotes of a basic function or a rational function through analysis of the polynomials in the numerator and denominator and sketch the graph of a rational function labeling the horizontal and vertical asymptotes and the x- and y- intercepts..

English II The learner will write a literary analysis to show understanding of repetition, mood/tone, maxims, anecdotes, and figurative language in Chinese and Japanese poetry.

Primary Math The learner will tell time to the hour, half hour, and quarter hour.

The Role of Formative Assessment Learn and Adjust Based on Data

Deep Understanding 3 Designing appropriate remediation and enrichment opportunities aligned to individual student needs ensures student learning success.

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

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.

Traditional Classroom Instruction % 40-50% 30-40% 10-20% Test or quiz Record Grade F’sD’s C’sB’sA’s % Formative Test F’sD’s C’sB’sA’s Second Test Corrective or Enrichment Dr. Thomas Guskey Implementing Mastery Learning

The Mastery Learning Model Unit 1 Test A Corrective Lesson Unit 2 Test B Enrichment Lesson Dr. Thomas Guskey Implementing Mastery Learning

The Leadership Factor

Contact Information Lisa Carter 3628 Lakeshore Drive Hope Mills, NC (cell)