Iowa Core
Alignment Session 4
Using Alignment Data
May 2011
Bruce Floyd
Sarah Lehmann
Marcia Kruse
Sue Updegraff
Keystone AEA
Where have we been this
year?
 Content Coverage (Tool)
 Opportunity to Learn (OTL)
 Curriculum Alignment –
Enacted to Intended
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Why?
 Equal Opportunity for All
 Impact Student Achievement
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Future
Once content is
strengthened for all, then
address cognitive
demand.
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“If students are to be held
accountable for their learning, then
schools must be held accountable
as well by demonstrating that they
provide students with opportunities
to learn to meet the standards that
have been set.”
--Baratz-Snowden
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How?
 Process*
 Tools
 Teacher Collaboration (PLCs)
 Student Learning*
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Research Reminder
1. International studies show implementing and
monitoring an aligned curriculum to result in a
measurable impact (31 percentile points) in
student achievement.
2. Studies show that alignment cancels out more
traditional predictors of student achievement,
such as socioeconomic status, gender, race,
teacher effect.
www.districtadministration.com
(July 2004)
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Responsibilities
State:
o State standards to state tests to state frameworks
District:
o Local curriculum to state documents/standards
o Support delivery
o Monitor implementation and results
School/Building:
o Opportunity for periodic reviews
o Alignment of Instructional Strategies and Assessments
to state standards
o Relevant professional development
www.districtadministration.com
(July 2004)
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Who?
Administrators:
o What was learned?/Accountability
o Support collaborative teams
o Provide resources
Teachers:
o
o
o
o
Collective inquiry
Shared understanding of essentials
Vertical articulation
Common assessments
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“The most comprehensive study of factors affecting
schooling ever conducted concluded that the most
powerful strategy for helping students learn at
higher levels was ensuring that teachers work
collaboratively in teams to establish the essential
learnings all students must acquire, to gather
evidence of student learning through an ongoing
assessment process, and to use the evidence of
student learning to discuss, evaluate, plan, and
improve their instruction.”
•Kappan Magazine, February 2011.
•Hattie, John. Visible Learning: A Synthesis of Over 800 MetaAnalyses Relating to Achievement. New York: Routledge, 2009.
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What is the Right Work for a
PLC?
1. Guaranteed and viable curriculum
2. Common formative assessments
3. Analysis of student work
4. Continuous improvement
5. Systematic process for struggling
learners
–multi-tiered, coordinated, collective
response to support student
DuFour, Rick, “Work Together, But Only If You
Want To,” Kappan Magazine, February 2011.
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Alignment Perspective
Alignment Work is About. . .
Alignment Work is Not About. . .
 Kids
 Grown ups
 What
 How
 Reflection
 Validation
 Right alignment in the
 “100%,” “perfect,” or
right places at the right
times
“being done”
 Isolation
 Teamwork
Brad Niebling
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IC Outcome 4 Self Study Actions
 4.a.1 Educators learn about alignment processes to
implement the Iowa Core.
 4.b.1 Educators select the processes and tools that will
be used locally (LEA).
 4.b.2 Educators learn to use the selected processes and
tools.
 4.c.1 Educators implement the selected alignment
processes and tools.
 4.c.2 Educators use alignment data to help make
decisions regarding the alignment of the enacted to
the intended curriculum.
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Tools for Examining
Alignment Data
https://sites.google.com/
site/icatdataprocedures/
home
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