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
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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.
Today’s 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)
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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
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Theory
• Read Overview of Standards Linking
chapter pp. 1-7.
• 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.
That’s 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