1. Writing Assignments
On the small sheet of paper write down the most fun or funniest summer memory.
On the lined sheet of paper write your name and date. Answer the following questions:
What student achievement(s) do you want to celebrate from last year?
What support do you need most in order to be successful this year?

2. Revised Schedule Tuesday: Wednesday: Thursday: Friday: Classroom time
8:15 to 9:30 Welcome back (Media Center)
9:30 to 11:15 complete mandatory trainings
11:15 on Classroom time
Wednesday:
8:15 to 11:15 TIA (Media Center)
Thursday:
8:30 to 10:00 East Area Breakfast (Media Center)
10:00 to 11:45 Writing/Reading (Media Center)
12:30 on… First Aid/TIA Team time
Friday: Classroom time

3. Wednesday’s Agenda Apple award Mandatory Trainings? Read/Write TIA
Budget
Bond

4. Tuesday’s Agenda Review agenda for the week Meet and Greet Apple award
Mandatory Trainings

5. 90-90-90 Research Read the article by Reeves
In your group put on chart paper examples of what we are currently doing in each of these areas and examples of what we should consider doing differently.
A focus on academic achievement (Brainstorm ideas)
Clear curriculum choices (there are no choices Joe!)
Frequent assessment of student progress and multiple opportunities for improvement
An emphasis on nonfiction writing (written response in performance Assessments)
Collaborative scoring of student work (external scoring)

6. Two things:
TIA
Reading/Writing

7. We will answer these questions:
What is Total Instructional Alignment?
Why do we need to do it?

8. Circle Activity
Each group has three circles and a sheet of yellow paper. I= Instruction, C=Curriculum, and A=Assessment.
In your group use the circles to create a model that show the relationship of Curriculum, Instruction and Assessment. How do they align?
You have about 10 minutes.
Pick one person to present and explain your model.

9. Open “Circles” on Adobe
Filling the “I” with the “C”
What can crowd the “I”
Various Miss-alignments
Examples from Joe

10. Guiding Questions 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 who have learned?

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

12. School Independent and School Dependent Students
Learning for All
All =
School Independent and
School Dependent Students

13. What is Total Instructional Alignment?
Alignment of the system,
Alignment of standards, curriculum and assessments
Alignment of instructional practices in the classroom
It is not teaching to the test. Total Instructional Alignment means making sure that what we teach, how we teach it, and what we assess are congruent.
Why do we need to do it?
Total Instructional Alignment is a prerequisite to school effectiveness. Students have a right to be taught the curricular standards on which they will be assessed. In addition, any other innovation that a school adopts to improve results on student assessments presumes that there is a tight alignment between the intended, taught, and tested curricula
Have teachers define first in writing (ticket out) then reveal definitions and allow them to change anything they want

14. Domains of Total Instructional Alignment
Alignment of standards, instruction and assessment
Alignment of practice in the school (planning, collaborating, calibrating, designing interventions, designing enrichments, teaching and assessing)

15. Unaligned Model
Curriculum
Instruction I C E
Evaluation

16. Total Instructional Alignment
Curriculum E
Evaluation

17. Myths—Joe and Brian
Curriculum alignment and instructional alignment are synonymous.
Instructional alignment is encouraging teachers to teach to the test.
If we hold our breath this accountability thing will go away.
Innovations, in and of themselves, can improve student assessment results
Standards and expectations are synonymous.
Standards stifle creativity.
The new mission of schools – compulsory “learning for all” can be delivered in the old system of compulsory “attendance for all”.
Give them the standards and teachers will figure it all out.
A school or district can “do” Instructional Alignment during a summer workshop.
The textbook is my curriculum.

18. Drilling Deeper: TIA Tools and Processes

19. In order to successfully align instruction, teachers need tools
processes
time
materials
resources
support

20. Effective Implementation of TIA: Tools and Processes

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

22. Standards-Based - Objective-Based Instruction

23. Joe Jordan– Teachers from Minnesota and Bull’s Eye

25. Task Analysis

26. Task Analysis Begin with the standard (refer to TIA document).
Analyze the standard: “What should the student know and be able to do?”
Identify all of the necessary tasks to master the standard (task analysis - TIA document).
Clarify the learning objective - the outcome (not the teaching objective).
Sequence the tasks in the order of simple to complex.

27. Higher-Order Thinking Knowledge Comprehension Application Analysis Synthesis Evaluation Blooms’ Taxonomy)

28. Bloom’s Taxonomy

29. Primary Math: TA Activity
The learner will tell time to the hour, half hour, and quarter hour.

30. Concrete Steps-What exactly?
Unpack the broad Oregon State Standards into essential learning necessary for students to achieve the goal (Task Analysis). Identify all essential learning within the Standard.
State the learning tasks in terms of Behavioral objectives using learning verbs (Bloom’s Taxonomy)
Sequence tasks in order of simple to complex.
Identify key vocabulary.
Save in template.

31. Review of Template
Joe gives example
Teams review template
Q/A

32. Guiding Questions How will we know they have learned and learned well?
What do we want our students to know and be able to do?
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?

33. 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

34. The Role of Formative Assessment Learn and Adjust Based on Data

35. 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.

36. Guiding Questions
What do we want our students to know and be able to do?
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?

37. Designing and Exploring Interventions

38. Guiding Questions
What do we want our students to know and be able to do?
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?

39. Designing and Exploring Enrichments

40. The Three Domains of Total Instructional Alignment
Alignment of the system
Alignment of standards, curriculum, and assessment
Alignment of instructional practice
Ask for examples of things we have already done i.e practice – Daily Five and Café; alignment of system – tiered reading

41. Any innovation you bring into the classroom or school to improve outcomes on student assessment 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 doesn’t exist.

42. What is Total Instructional Alignment?
Alignment of the system,
Alignment of standards, curriculum and assessments
Alignment of instructional practices in the classroom
Why do we need to do it?
Total Instructional Alignment is a prerequisite to school effectiveness. Students have a right to be taught the curricular standards on which they will be assessed.
Have teachers define first in writing (ticket out) then reveal definitions and allow them to change anything they want 42