Outcome 4: Alignment PowerSchool

Think about Outcome 4. What comes to mind?

IC Implementation Outcomes Leadership - Community - Schools 1. Leadership: System Capacity 2. Community: Support Implementation 3. Schools: Continuous Improvement 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 and Student Engagement 3/11/20143v. 2

Outcome 4: Actions (You are Here) Target 4.a: District/School staff develops necessary alignment expertise. –Action 4.a.1: Educators learn about alignment processes to implement the Iowa Core. Target 4.b: District/School staff prepares to implement alignment processes and tools. –Action 4.b.1: Educators select the processes and tools that will be used locally (LEA). –Action 4.b.2: Educators learn to use the selected processes and tools.

Outcome 4: Actions (Future Actions) Target 4.c: District/School staff implements alignment processes and tools. –Action 4.c.1: Educators implement the alignment selected processes and tools. –Action 4.c.2:Educators use alignment data to help make decisions regarding the alignment of the enacted to the intended curriculum.

Todays Learning Goal Understand how PowerSchool Iowa Core software will manage data to support the alignment process. Deepen understanding of the purpose of alignment within the Iowa Core.

Success Criteria I can… use the PowerSchool Iowa Core software to practice self summative reporting (teacher level). discuss the reports that will be generated from the software. discuss the importance of alignment to support all students opportunity to learn. make an informed decision about an alignment data management tool.

Alignment is… …the extent to which and how well all policy elements (e.g. content, instruction, assessment) work together to guide instruction and ultimately, facilitate and enhance student learning (Webb, 1997).

Tool v. Process Data Management Tool = PowerSchool and GWAEA Iowa Core software. Alignment Process = Total Instructional Alignment means making sure that what we teach, how we teach, and what we assess are congruent. p.22 Total Instructional Alignment: From Standards to Student Success by Lisa Carter (2007)

PowerSchool Iowa Core Data tool –ENACTED CURRICULUM TO INTENDED CURRICULUM (Iowa Core) –HORIZONTAL ALIGNMENT –TOPICAL/CONCEPUTAL KNOWLEDGE –COARSE-GRAINED RESULTS (Essential Skills and Concepts) 103/11/2014v. 2

Tool: PowerSchool

Tool v. Process Data Management Tool = PowerSchool and GWAEA Iowa Core software. Alignment Process = Total Instructional Alignment means making sure that what we teach, how we teach, and what we assess are congruent. p.22 Total Instructional Alignment: From Standards to Student Success by Lisa Carter (2007)

Outcome 4: Actions (You are Here) Target 4.a: District/School staff develops necessary alignment expertise. –Action 4.a.1: Educators learn about alignment processes to implement the Iowa Core. Target 4.b: District/School staff prepares to implement alignment processes and tools. –Action 4.b.1: Educators select the processes and tools that will be used locally (LEA). –Action 4.b.2: Educators learn to use the selected processes and tools.

Process

Process: Important Points Collective effort required Not evaluative or judgmental Teacher self reflection Details are used to define the essential skills and concepts. Instruction planning What are kids learning– deep v. broad 153/11/2014v. 2

Theory Read Overview of Standards Linking chapter pp Use attached reflection questions to discuss the content.

Reflection: Success Criteria I can… use the PowerSchool Iowa Core software to practice self summative reporting (educator level). discuss the reports that will be generated from the software. discuss the importance of alignment to support all students opportunity to learn. make an informed decision about an alignment data management tool.

Think about Outcome 4. What comes to mind?

The work of schools is in the classroom. Instructional practice is highly variable from classroom to classroom. It matters, in the US, about 5-6 times as much, which teacher you get, as opposed to which school you go to, in terms of your learning as a student. [Teacher assignment] really determines the learning opportunities that students have. Thats why we want to focus on getting practice to be consistent in the quality and the effort required of students. Richard Elmore, Harvard University April 21, 2010 interview with Bonnie Boothroy, SAI