Alignment and the Iowa Core Curriculum Curriculum Analysis

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Alignment and the Iowa Core Curriculum: Curriculum Analysis Basics Curriculum Coordinator Network Meeting 1/8/10

Alignment and the Iowa Core Curriculum: Curriculum Analysis Basics Curriculum Coordinator Network Meeting 1/8/10 (c) Heartland AEA 11 1

Agenda 1. Brief review of 2009 -10 ICC task expectations 2. Define curriculum analysis

Agenda 1. Brief review of 2009 -10 ICC task expectations 2. Define curriculum analysis in context of ICC Outcome 4 3. Practice analyzing curriculum alignment data 4. Make connections for next steps 1/8/10 (c) Heartland AEA 11 2

2009 -10 ICC Task Expectations • Complete self studies and develop an implementation plan

2009 -10 ICC Task Expectations • Complete self studies and develop an implementation plan • Dig into the Essential Concepts/Skill Sets • Start implementing the plan as time permits 1/8/10 (c) Heartland AEA 11 3

Activity #1: Making it Real • With at least one other person, discuss the

Activity #1: Making it Real • With at least one other person, discuss the following (10 minutes) 1. What do your teachers know about Outcome 4? 2. What are some practical implications of Outcome 4 for teachers on a day-to-day basis? 3. What have you done so far to communicate with teachers about Outcome 4? 4. If teachers and administrators worked together to do Outcome 4 work well, how would schooling be different for your students? 1/8/10 (c) Heartland AEA 11 4

Defining Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland AEA 11

Defining Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland AEA 11 5

Defining Curriculum Analysis • Definition – Investigations, questions, discussions, and decision-making as part of

Defining Curriculum Analysis • Definition – Investigations, questions, discussions, and decision-making as part of the curriculum review cycle • When considering the different categories of curriculum, we can engage in two types of analyses – Categorical curriculum analysis – Curriculum alignment analysis 1/8/10 (c) Heartland AEA 11 6

Categorical Curriculum Analysis • Definition – Examination of components within a single category of

Categorical Curriculum Analysis • Definition – Examination of components within a single category of curriculum (i. e. , intended, enacted, assessed) • Factors to consider (not all inclusive) – Evidence- and/or research-base – Teacher acceptability – Costs – Policy requirements – Within-category alignment 1/8/10 (c) Heartland AEA 11 7

Curriculum Alignment Analysis • Definition – To paraphrase…The extent to which and how well

Curriculum Alignment Analysis • Definition – To paraphrase…The extent to which and how well the content found in all curricular categories (e. g. , intended, enacted, assessed) work together to guide instruction and, ultimately, facilitate and enhance student learning (Webb, 1997). 1/8/10 (c) Heartland AEA 11 8

ICC Outcome 4 Self Study Actions • 4. a. 1 Educators learn about alignment

ICC Outcome 4 Self Study Actions • 4. a. 1 Educators learn about alignment processes to implement the Iowa Core Curriculum. • 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. 1/8/10 (c) Heartland AEA 11 9

ICC Outcome 4 Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland

ICC Outcome 4 Curriculum Analysis Intended Curriculum Enacted Curriculum 1/8/10 Assessed Curriculum (c) Heartland AEA 11 10

Curriculum Alignment Analysis Questions • Scope of alignment analysis – Individual teacher all the

Curriculum Alignment Analysis Questions • Scope of alignment analysis – Individual teacher all the way up to entire district – Scope chosen depends on purpose of alignment work • Initial alignment questions to answer – To what extent is the enacted curriculum aligned with the intended curriculum? – Where are points of alignment and misalignment? 1/8/10 (c) Heartland AEA 11 11

TO WHAT EXTENT IS THE ENACTED • Scope: Single teacher, single course • Percent

TO WHAT EXTENT IS THE ENACTED • Scope: Single teacher, single course • Percent alignment between what is taught and the Essential Concepts/Skill Sets is displayed • Different levels of analysis reveal different degrees of alignment 1/8/10 (c) Heartland AEA 11 12

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • The Essential Concepts/Skill Sets taught and

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • The Essential Concepts/Skill Sets taught and not taught are indicated in a table with “Yes” and “No” • Yellow highlights the “No” designations 1/8/10 (c) Heartland AEA 11 13

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 0% means no Details

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 0% means no Details taught, 100% means all Details taught for that Essential Concept/Skill Set Everything in between means some/not all Details taught (c) Heartland AEA 11 14

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 Line-by-line summary of alignment

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • • 1/8/10 Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets Details taught designated by “x, ” not taught highlighted yellow (c) Heartland AEA 11 15

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • Courses can be analyzed side by

WHERE ARE POINTS OF ALIGNMENT AND MISALIGNMENT? • Courses can be analyzed side by side • Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets Details taught designated by “x, ” not taught highlighted yellow *UPDATED: NOW PURPLE 1/8/10 (c) Heartland AEA 11 • 16

Activity #2: Analyzing Alignment Data • Analyze the example data from both Excel files

Activity #2: Analyzing Alignment Data • Analyze the example data from both Excel files – What do these data tell you? – What are potential implications of these data? • What additional questions come up? Some examples might be… – Where do these data fit within your existing curriculum adoption/management process? – What could you do to prepare for collecting and using these data? 1/8/10 (c) Heartland AEA 11 17

How Confident Can We Be in Our Data? • Need to examine several factors

How Confident Can We Be in Our Data? • Need to examine several factors to know how confident you can be in the data • Characteristics of Quality Alignment Work documents are intended to assist with this • Further training and support for using the Characteristics is possible 1/8/10 (c) Heartland AEA 11 18

Next Steps • Tell us what you need – Contact your Partnership Director –

Next Steps • Tell us what you need – Contact your Partnership Director – Kim Thuente’s email kthuente@aea 11. k 12. ia. us, – Brad Niebling’s email bniebling@aea 11. k 12. ia. us or Skype name: bniebling • Work on how to integrate enacted curriculum data into curriculum adoption/management • Take information back to district and continue discussions with ICC leadership team and staff 1/8/10 (c) Heartland AEA 11 19

In Summary 1. Work on self studies and the implementation plan now 2. Outcome

In Summary 1. Work on self studies and the implementation plan now 2. Outcome 4 work is a component of curriculum analysis 3. Outcome 4 work has real implications and Heartland is here to support you and your staff 1/8/10 (c) Heartland AEA 11 20