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Iowa Core Curriculum Session 3April 2010

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http://meetingwords.com/ICC4_2010

You Gotta Have Goals

Characteristics of Effective Instruction and Assessment

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Student Engagement & Learning

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Characteristics of Effective Instruction and Assessment

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Student Engagement & Learning

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Relevance

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Teaching for

Understanding

Teachingfor LearnerDifferences

StudentCentered

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CEI Innovation Configuration Maps Activity

Divide the 5 Characteristics of Effective Instruction innovation configuration maps within your 5 person base team. Each person will become an expert on one characteristic.

Read the assigned map and highlight important information.

Determine the evidence you would need, to justify a learning level on the innovation configuration map.

4 Corners and the Center

Go to the corner (or center) that matches your CEI

Discuss with those that investigated the same CEI

As a group determine evidence you would need or observe

What do you see?

Cognitively Guided Instruction

Debrief

Using the innovation configuration map for your Characteristic of Effective Instruction, determine where this lesson would “rate”

With your 4 Corners and a Center expert group share your rating and the evidence you have to support this rating

Now share your learning with your base group, discuss how these maps could be used with local school staff

CGI in Iowa

The Iowa Department of Education has supported a state-wide CGI initiative since June 2005.

There are currently 18 Iowa-based CGI leaders who have been trained through this initiative.

Over 400 teachers and teacher leaders in Iowa have participated in this initiative.

CGI in Northwest AEA

There are currently 2 Northwest AEA based leaders who have been trained through this initiative– Janelle Schorg and Denise Spieler

About 25 teachers have participated in this initiative.

What is CGI?

Cognitively Guided Instruction is a teacher professional development program that helps teachers understand how children think about mathematics.

In A CGI Classroom:

Teachers pose problems to children without first showing the children how to solve the problem.

Children solve problems using their own strategies. Children share their mathematical thinking with the teacher and

with other children. Teacher observe and listen to children as they solve problems

to assess individual children’s mathematical understanding. Teachers use information about children’s mathematical

understanding to plan instructional moves and to choose further problems.

In CGI Professional Development:

Teachers learn how elementary school children think about mathematics.

Teachers increase their knowledge of mathematics through the study of children’s thinking.

Teachers focus on number, operation and the algebra underlying number and operation.

Teachers are supported in developing their own approach to teaching math for understanding.

Summary of CGI research results CGI Classrooms

Students in CGI classrooms spend more time engaged in problem solving than students in non-CGI classrooms.

Students in CGI classrooms spend more time talking about their mathematical ideas than students in non-CGI classrooms.

Summary of CGI Research Results Characteristics of Teachers

CGI Teachers have greater knowledge of their students’ thinking than non-CGI teachers.

CGI Teachers have greater knowledge of children’s mathematics than non-CGI teachers.

CGI Teachers have greater knowledge of mathematics than non-CGI teachers.

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http://meetingwords.com/ICC4_2010

Right On Target!Timeframe Process10 minutes(5 minutes for each school)

•Present “work in progress” and state any focus for feedback•Teams ask each other clarifying questions

20 minutes •Review each other’s plans•Provide specific feedback on post-it notes•Post feedback on posters

20 minutes(10 minutes for each school)

•Each school will review the feedback they received and ask the reviewing team clarifying questions.

5 minutes •Each team will summarize the feedback they received and how it will move them forward in planning

Guiding Questions

Peer Review PartnersCherokee Site

Alta AureliaAr-We-Va St. Catherine-St. Mary’sCherokee River ValleyDenison Odebolt-Arthur-Battle Creek-Ida

GroveMarcus-Meriden-Cleghorn South O’Brien

Spalding Catholic St. Rose of Lima

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http://meetingwords.com/ICC4_2010

A Case Example

A tool is under development that may be used for summative self reporting– Iowa Curriculum Alignment Toolkit (I-CAT)

– Web-based application

– Not required to use

– Meets all requirements for the summative self reporting, and will extend beyond that in the future

What follows is a description of how the I-CAT and supporting processes work

1/21/10 ICC Network Meeting23

Major I-CAT Activities

Activity Time Commitment1. District and/or building leadership planning with AEA staff

Minimum of one to two hours

2. Enter participating teachers and courses to be rated into I-CAT

Varies depending on number of participating teachers and courses

3. Teacher training Approximately 90 minutes

4. Initial data entry (immediately follows #3)

Approximately 90 minutes

5. Planning next steps Minimum of one to two hours

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Major Activity #1: Planning

Preparing for training and use of I-CAT involves meeting with those responsible for curriculum decisions and/or building-level administrator– Plan for engaging in professional development and use

of I-CAT– Support for the work– Vision/purpose of work– Expectations for administrators, teachers, and AEA staff– How a plan will be developed to use alignment data for

decision making

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Major Activity #2: Setting Up I-CAT

1. Make sure I-CAT can connect to staff information system (e.g., PeopleBox)– Names of teachers and administrators– Building(s) they are in (name and state ID#)– Email address– Title/Position

2. Once connected, choose teachers who will use I-CAT for summative self reporting

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Major Activity #3: Teacher Training

Training and data entry– District/building leadership physically present, part

of planning and training– Uses a “just-in-time” approach– Training objectives: Participants will be able to

1. Develop a common understanding of curriculum and alignment concepts and terms

2. Explain the implementation outcome for alignment3. Explain the purpose of the alignment process4. Learn how to and enter data

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I-CAT

Major Activity #4: Data Entry

Occurs immediately following training (i.e., same day, with administrators and facilitators present)

Teachers will be able to enter data on their own as well since I-CAT is web-based

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Major Activity #5: Follow Up to Data Entry Some things to consider for developing a plan

A. Determine how frequently data should be collectedB. Determine who else may need to be involved in the

futureC. Determine how enacted curriculum data connect

with local curriculum efforts (e.g., curriculum cycles)

D. Facilitate conversations among teachers and administrators about alignment data

E. Use alignment data to help develop a plan to address any misalignment that exists

Use self study 4.c.2 rating to determine systems progress30

I-CAT: Summative Self Report Demonstration

Demonstration of the following1. Online data entry interface (beta version)2. Data output, display, and analysis options

While observing the demonstration, note the following1. How could these tools and data be used to help

districts engage in Outcome 4 work?2. How could these tools and data be used to help

districts determine what is taught and where it is taught?31

Data Display

• Percent alignment between what is taught and the Essential Concepts/Skill Sets is displayed

• Different levels of analysis reveal different degrees of alignment

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Data Display

• The Essential Concepts/Skill Sets taught and not taught are indicated in a table with “Yes” and “No”

• Yellow highlights the “No” designations 33

Data Display

• Percent alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed

• 0% means no Details taught for that Essential Concept/Skill Set• 100% means all Details taught for that Essential Concept/Skill Set• Everything in between means some but not all Details taught 3

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Data Display

• Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed

• Details taught designated by “x,” not taught highlighted yellow35

Data Display

• Courses can all be analyzed side by side by frequently taken course sequences

• Line-by-line summary of alignment between what is taught and the Details within each Essential Concepts/Skill Sets is displayed

• Details taught designated by “x,” not taught highlighted yellow 36

Some Things to Consider Next

Questions– Does your school already use tools that will allow

a comprehensive look at enacted-to-intended alignment?

– How could these data be used?

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Implementation Plan and Self Study Electronic Submission

http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=674&Itemid=1023

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http://meetingwords.com/ICC4_2010

Dates for Sessions Next Year

Session 1– October 26, 27, and 28

Session 2– March 29, 30, and 31

Peer Review PartnersSioux City Site

Akron-Westfield West MononaBishop Heelan Sioux City CSDCharter Oak-Ute St. Paul’s LutheranHinton Sergeant Bluff-Luton Team 1Maple Valley Anthon Oto Lawton-BronsonWestwood Sergeant Bluff-Luton Team 2

Peer Review PartnersSioux Center Site

Boyden-Hull Sioux CenterCentral Lyon Remsen-UnionGehlen Catholic Spalding Catholic

St. Patrick’sGeorge-Little Rock SheldonHull Christian Ireton ChristianInwood Christian Rock Valley ChristianIreton Christian Sioux Center ChristianLe Mars Rock ValleyMOC-FV (Team 1?) Sibley-OcheyedanOrange City Christian Sanborn ChristianWest Lyon Sheldon or MOC-FV Team 2