District Self Study Guide
Each school district and accredited non-public school in Iowa is required to develop a written plan
to describe their implementation of the Iowa Core Curriculum. The first phase of the
implementation of the Iowa Core Curriculum is the completion of a comprehensive district self study
of current practices, actions taken in the past, work already completed, and work that must be
completed. This document provides broad guidance on the use of the Scoring Rubric and related
documents, organized across the following areas:
 Purpose and Use
 Content
 Future Directions
 Steps to Complete
 Scoring Rubric
 Consensus Rating form
 Feedback form
 Appendices – PowerPoint Overview, Outcome 2 documents, Profile of Iowa Professional
Development Model Components
Purpose and Use
The purposes of the Iowa Core Curriculum District Self Study are to:
(1) Obtain baseline information for districts to use to develop their implementation plan,
(2) Provide progress monitoring information for continuous improvement of Iowa Core
Curriculum implementation,
(3) Help districts prioritize their needs in preparation for the development of their Iowa Core
Curriculum Implementation Plan,
(4) Provide the state a way to evaluate the rollout and progress of Iowa Core Curriculum
implementation.
Districts need to complete the self study as baseline prior to the development of any part of their
implementation plan; district self study results should be used to develop an initial implementation
plan. It is not anticipated that districts will score at the highest levels on this rubric during the
baseline phase; rather it is more likely that districts will score low-to-medium and use results to
identify priorities and actions that will result in growth that will be reflected on future administrations
of the rubric. Further, the ultimate and most important outcome for districts is the discussion that
surrounds the self study; the score on the rubric is a reflection of this facilitated discussion.
The district self study is to be used as an individual district baseline and progress monitoring tool
embedded into a continuous improvement process. Results should not and will not be used as
comparison scores across districts. It is most important that districts experience growth across
Outcomes/Actions and years.
The Scoring Rubric and Consensus Rating form have been developed by outcome and released for
use subsequent to established Iowa Core Curriculum vetting procedures. Therefore, it is expected
that districts will complete the self study by outcome, as subsequent rubrics become available and
develop initial implementation plans over time using results from these self studies.
The following are recommended practices for completing the Scoring Rubric:
(1) Diverse Stakeholder Input - The full Iowa Core Curriculum District Leadership Team should
be engaged to complete the Scoring Rubric for baseline and subsequent progress
monitoring administrations. Processes should be used that elicit not only input, but
ownership in self study results and subsequent initial implementation plan;
(2) Facilitator- Self study facilitators should review the entire contents of this document prior to
leading any group to complete the Scoring Rubric. The facilitator could be district
personnel or personnel from the AEA Iowa Core Curriculum Network.
1
(3) Data Collection and Reporting - The Scoring Rubric and the Consensus Rating form should
be completed prior to the development of the implementation plan 1 for baseline and
annually for progress monitoring. The self study may be completed as often as the
district deems necessary; at a minimum, annually.
(4) AEA as Partners – Districts should partner with their AEA Iowa Core Curriculum Network
personnel to complete the Scoring Rubric. Each AEA will have someone who is able to
provide technical assistance in how to collect, report and use the self study data/results.
Content
The content of the self study is based on the six major outcomes of the Iowa Core Curriculum:
Outcome 1 – Leadership: School leaders build and sustain system capacity to implement
the Iowa Core Curriculum.
Outcome 2 – Community: Community members and other supporting agencies work
together to support the implementation of the Iowa Core Curriculum.
Outcome 3 – Schools: A continuous improvement process to improve teaching and
learning is used at the district and school level.
Content -- Instruction -- Assessment
Outcome 4 – Content Alignment: District leaders and other educators monitor and use
data to increase the degree of alignment of each and every student’s
enacted curriculum and other relevant educational opportunities to the Iowa
Core Curriculum.
Outcome 5 – Professional Development: Educators engage in professional development
focused on implementing Characteristics of Effective Instruction and
demonstrate understanding of Essential Concepts and Skill Sets.
Outcome 6 – Instruction and Assessment: Educators implement effective instructional
practices to ensure high levels of learning for each and every student.
Each outcome has one or more targets; each target has one or more district actions that are
necessary to meet the target and therefore each major outcome of the Iowa Core Curriculum. In
order for districts to evaluate current practices, actions taken in the past, work already completed,
and work that must be considered. A Scoring Rubric has been developed for districts to
complete. The rubric is tied to the district actions, and based on a five-point Likert scale.2
Future Directions
For the first year, the Scoring Rubric will be completed as a paper document until an online data
management system can be developed for statewide use. The online system will be developed by
2010.
It is anticipated that the Iowa Core Curriculum District Self Study and Implementation Plan will be
embedded into the school improvement process (IAC Chapter 12 requirements) within the next five
years. At the current time, these processes need to be separate as we work as a state to refine
how we can realize the Iowa Core Curriculum in each Iowa classroom.
Providing feedback on the process of completing the Scoring Rubric will be essential to help the
state refine this work. To this end, there are built-in feedback procedures for the Scoring Rubric for
each outcome; it is expected that districts will provide important and salient feedback to the
Network and to the Department of Education using these procedures. This feedback will be used
to further refine the self study process(es).
It is anticipated that the full District Self Study Guide will be in final form in conjunction with the release
of the online data management system for the Iowa Core Curriculum.
1
Districts may complete the self study by Outcome and therefore use results to develop an implementation plan by Outcome
over time.
2
Five point Likert scale is from 0=Emerging Practice to 4=Established Practice.
2
Steps to Complete the Scoring Guide, Consensus Rating Form, and Feedback Form.
Total time depends on the Outcome: Outcome 1 approximately 160 minutes; all other Outcomes
approximately 120 minutes.
1. Identify the members of the District Leadership Team who will complete the self study.
All members of your District Leadership Team should complete the self study. Review
Leadership Action 1 on page 5 regarding who should be members of this team.
2. Present overview of the self study to all members of the team.
An overview of the self study is available for facilitator use; hardcopy of the powerpoint is
included in Appendix A of this document.
[Activity length – 5-10 minutes]
3. Review, individually, the content of the Scoring Rubric.
Each member of the team should review the content of the documents for the specific outcome
the group is rating (e.g., Leadership, Community, School, and so on)
[Activity length – 30 minutes for Outcome 1; 15 minutes for all other Outcomes]
4. Discuss as a group any questions as a result of the review
Questions should be answered by the facilitator after the overview and document review.
[Activity length – 10 minutes]
5. Rate the full Scoring Rubric, individually.
Each member of the team should rate each Action independently; this is an opportunity for
each person’s voice to be heard. If a member does not know how to rate a specific Action, they
may abstain from doing so.
[Activity length – 20 minutes for Outcome 1; 10 minutes for all other Outcomes]
6. Vote as a group using the fist of 4 to reach a consensus - There are several steps to
consensus voting:
[Activity length – 60 minutes for Outcome 1; 30 minutes for all other Outcomes]
a. Vote: Begin with Action 1 – ask for each member to vote using the Fist of 4 (fist=0,
Index finger=1, 2 fingers=2 and so on)
b. Modal Number Identification: Identify the number that is most frequent – the Modal
Number (if three members vote 2, five vote 1 and two vote zero, the most frequent
number that members voted is 1 – this is the Modal Number)
c. Discuss Rationale of the Modal Number: Ask a representative of the Modal Number
voting to talk about why he/she voted in this way
d. Discuss Rationale of Non-Modal Number(s): Round robin and have other members talk
about why they voted in a particular way.
e. Vote: Use the Fist of 4 a second time – members may change their votes based on the
discussion.
f. Record Rating: If there is a Modal Number – this is the consensus rating that is
recorded on the Consensus Rating form.
---If consensus is not reached (there is no Modal Number) then continue
discussing/voting on the Action until consensus is reached.
g. Continue across all Actions: Repeat this process for each Action.
7. Prioritize the Actions and identify 2-3 top priorities for action planning; informally discuss
possible next steps/activities.
[Activity length – 10-20 minutes]
8. Record the consensus score, priorities, and informal next steps/activities on the Consensus
Rating form.
[Activity length – 10 minutes]
9. Evaluate the Scoring Rubric, District Self Study Guide, Consensus Rating form and process
using the Feedback form
[Activity length – 10-15 minutes]
10. Submit 1 of each form to your AEA Network representative: Consensus Rating and Feedback.
3
Scoring Rubric
The Scoring Rubric has been developed by outcome and released for use subsequent to established Iowa
Core Curriculum vetting procedures. Therefore, it is expected that districts will complete the self study by
outcome as subsequent self study rubrics become available, and develop initial implementation plans over time
using results from these self studies.
Outcome 2: Community
Outcome 2 should be completed with guidance from AEA Learning Supports coordinators. Please contact your AEA to obtain specific information regarding
how to complete this outcome.
Outcome 2 – Community. Community members and other supporting agencies work together to support the
implementation of the Iowa Core Curriculum.
If multiple partners including parents, school boards, business and industry, supporting agencies, and other community
entities are interdependent, then schools will function as an integrated system to provide a coordinated approach,
consistent communication, additional opportunities for learning, and the ongoing supports needed for students to be
successful.
There is one target and 3 LEA Actions related to Outcome 2 – Community. Below is a brief overview of the TARGET and
LEA Actions for Leadership.
TARGET (What are we trying to accomplish?): Coordination of community and other systems to support Iowa Core Curriculum implementation.
LEA Actions (What are districts going to do to reach the target?):
1. Community members understand the Iowa Core Curriculum.
2. Community members participate in the development and implementation of the Iowa Core Curriculum within the district.
3. Learning supports are coordinated to support the Iowa Core Curriculum.
Please remember the steps to complete this rubric as this provides all participants a voice in the process and results.
Steps to completing this rubric:
1. Rate each Action independently;
2. Vote as a group using the fist of 4;
3. Discuss the voting differences;
4. Vote a final time to come to a consensus;
5. Record the consensus on Consensus Rating form and submit to the AEA Network representative for your area.
4
Outcome 2: Community members and other supporting agencies work together to support the implementation of the Iowa
Core Curriculum
Target: Coordination of community and other systems to support Iowa Core Curriculum implementation
Action 1 - Community members understand the Iowa Core Curriculum
Practice in Place
0
None of the
components are in
place.
1
One component is in
place:
Two components are in
place:
Established Practice
4
3
Three components are in
place:
Possible Evidence
All components are in
place:
A.
A.
[NOTE – in regards
to A and B - the
purpose is not to
develop a separate
vision for the Iowa
Core Curriculum, but
rather to make
certain the vision of
the Iowa Core
Curriculum is
reflected and/or
embedded in
existing district
vision(s)/actions.
See Leadership
Action 2]
2
Leader(s) including
community partners
communicate the
vision for the Iowa
Core Curriculum to
stakeholders (see
below).
A.
B.
Stakeholders are
actively involved in
developing and
sharing the vision for
the Iowa Core
Curriculum.
B.
C.
Stakeholders are
involved in
completion of the
Iowa Core
Curriculum District
Self Study including
the review and
analysis of data.
D.
Stakeholders
engage in
discussions to
develop initial
implementation
plans.
C.
D.
Leader(s) including
community partners
communicate the
vision for the Iowa
Core Curriculum to
stakeholders (see
below).
A.
Stakeholders are
actively involved in
developing and
sharing the vision for
the Iowa Core
Curriculum.
Stakeholders are
involved in
completion of the
Iowa Core
Curriculum District
Self Study including
the review and
analysis of data.
Stakeholders
engage in
discussions to
develop initial
implementation
plans.
Leader(s) including
community partners
communicate the
vision for the Iowa
Core Curriculum to
stakeholders (see
below).
A.
B.
Stakeholders are
actively involved in
developing and
sharing the vision for
the Iowa Core
Curriculum.
B.
Stakeholders are
actively involved in
developing and sharing
the vision for the Iowa
Core Curriculum.
C.
C.
Stakeholders are
involved in completion
of the Iowa Core
Curriculum District
Self Study including
the review and
analysis of data.
Stakeholders are
involved in completion
of the Iowa Core
Curriculum District Self
Study including the
review and analysis of
data.
D.
D.
Stakeholders engage
in discussions to
develop initial
implementation plans.
Leader(s) including
community partners
communicate the
vision for the Iowa
Core Curriculum to
stakeholders (see
below).
Stakeholders engage
in discussions to
develop initial
implementation plans.
ADocumentation of
stakeholder membership
and attendance at District
Leadership Team.
BDocumentation of shared
presentations of the vision.
CDocumentation of
community participation in
completion of the Iowa
Core Curriculum District
Self Study and the review
and analysis of result.
DDocumentation of
participation in initial
implementation plan
and/or results of focus
groups to obtain input from
the community.
Guiding Questions
 What are the common “talking points” that should be used with stakeholders? How will the vision be communicated to the community?
 How will the Leadership Team create awareness and build understanding about the Core Curriculum in the community?
 Are the 21st century skills being emphasized at every opportunity?
 What is the plan to communicate information about the planning process with all educators and community constituents?
5
Action 2 - Community members participate in the development and implementation of the Iowa Core Curriculum within the district
Practice in Place
0
Community
involvement exists
only in
representation on
existing stakeholder
groups.
Stakeholders in
Outcome 1, Action 1:
1. Administrators (e.g.,
superintendent,
principal(s)
2. Directors of
curriculum,
professional
development, AEA
staff, and/or school
improvement
3. Teachers/staff
representing various
grade levels, and
content areas
4. Teachers/staff
representing various
role groups
(e.g., Title I, gifted and
talented, special
education, and
general education)
5. District/AEA staff
with expertise in
analyzing/interpretin
g data and research
6. Parents
7. Students
8. Community
9. Business/industry
1
Full stakeholder
involvement across 1 of
the following
components:
A.
B.
C.
D.
E.
District Leadership
Team.
Completion of the
self study.
Development of
implementation
plan.
Communications
with the community
to help shape and
share the vision
and the
development of the
implementation
plan.
The district has
established
Community
Involvement:
1. linked to 21st
Century Skills
2. actively involved
in determining
how 21st century
skills may be
linked to real
world
experiences,
3. that occurs with
formal and
informal
partnership
agreements as
necessary.
2
Full stakeholder
involvement across 2 of
the following
components:
A.
B.
C.
D.
E.
District Leadership
Team.
Completion of the
self study.
Development of
implementation
plan.
Communications
with the community
to help shape and
share the vision
and the
development of the
implementation
plan.
The district has
established
Community
Involvement
1. linked to 21st
Century Skills
2. actively involved in
determining how
21st century skills
may be linked to
real world
experiences,
3. that occurs with
formal and informal
partnership
agreements as
necessary.
Established Practice
4
3
Full stakeholder
involvement across 3 of
the following components:
A.
B.
C.
D.
E.
District Leadership
Team.
Completion of the self
study.
Development of
implementation plan.
Communications with
the community to help
shape and share the
vision and the
development of the
implementation plan.
The district has
established
Community
Involvement
1. linked to 21st Century
Skills
2. actively involved in
determining how 21st
century skills may be
linked to real world
experiences,
3. that occurs with formal
and informal
partnership
agreements as
necessary.
Full stakeholder
involvement across the
following components:
A.
B.
C.
D.
E.
District Leadership
Team.
Completion of the self
study.
Development of
implementation plan.
Communications with
the community to help
shape and share the
vision and the
development of the
implementation plan.
The district has
established
Community
Involvement
1. linked to 21st Century
Skills
2. actively involved in
determining how 21st
century skills may be
linked to real world
experiences,
3. that occurs with formal
and informal
partnership
agreements as
necessary.
Possible Evidence
 Documentation of
community involvement
in across all components
– pay particular attention
to involvement from
business community in
21st Century Skill
development/implementa
tion.
 Established use of job
shadowing, interning,
service learning, work
study, and career
exploration.
 Documentation that
employers, and
personnel in community
agencies and
organizations who work
with students focus on
Iowa Core concepts and
skills.
Guiding Questions
 What groups exist as part of the school district? (e.g., School Board, School Improvement Advisory Committee, Teacher Quality Committee, Parent-Teacher Organization)
 Who are the stakeholders from business and industry? Are the 21st century skills being emphasized at every opportunity?
 What are the decision-making structures that are needed to facilitate collaborative work among supporting systems and organizations?
 What student/teacher/administrative/parent/community data will various groups study to prepare to develop the plan?
 What processes will be used to engage identified representatives of the community in developing the implementation plan?
6
Action 3 - Learning supports are coordinated to support the Iowa Core Curriculum
Practice in Place
0
None of the
components are in
place
Please see the
Continuum
Mapping Tool in
Appendix B for full
definitions of each
content area - Each
AEA has at least
one Learning
Supports
Coordinator who is
available to
provide technical
assistance in
completing either
the Continuum
Mapping Tool or
the Resource
Mapping Tool.
1
2
3
At least 2 areas are
complete in component
A, across at least 1 tier in
component B; component
C may or may not be in
place:
At least 3 areas are
complete in component
A, across at least 1 tier in
component B; component
C may or may not be in
place:
At least 4 areas are
complete in component A,
across at least 2 tiers in
component B; component
C may or may not be in
place:
The district has
established a continuum
of quality strategies,
programs, services and
practices to support
student learning with a
focus on the following:
The district has
established a continuum
of quality strategies,
programs, services and
practices to support
student learning with a
focus on the following:
The district has
established a continuum of
quality strategies,
programs, services and
practices to support
student learning with a
focus on the following:
A. The six content areas
of Learning Supports:
A. The six content areas
of Learning Supports:
A. The six content areas of
Learning Supports:
1. Supports for
Instruction;
2. Family Supports and
Involvement;
3. Community Partnerships;
4. Safe, Healthy and
Caring Learning
Environments;
5. Supports for Transition;
6. Child and Youth
Engagement
B. Across a three-tiered
intervention framework
within each of the 6
content areas:
1. Core;
2. Supplemental;
3. Intensive
1. Supports for
Instruction;
2. Family Supports and
Involvement;
3. Community Partnerships;
4. Safe, Healthy and
Caring Learning
Environments;
5. Supports for Transition;
6. Child and Youth
Engagement
B. Across a three-tiered
intervention framework
within each of the 6
content areas:
1. Core;
2. Supplemental;
3. Intensive
C. Aligned with district
and state result areas
C. Aligned with district
and state result areas
(NOTE: result areas are the
district outcomes – e.g., for
the state one result area is
that All K-12 Students will
Achieve at a High Level
that is then related to
several data indicators)
(NOTE: result areas are the
district outcomes – e.g., for
the state one result area is
that All K-12 Students will
Achieve at a High Level
that is then related to
several data indicators)
1. Supports for Instruction;
2. Family Supports and
Involvement;
3. Community Partnerships;
4. Safe, Healthy and
Caring Learning
Environments;
5. Supports for Transition;
6. Child and Youth
Engagement
B. Across a three-tiered
intervention framework
within each of the 6
content areas:
1. Core;
2. Supplemental;
3. Intensive
C. Aligned with district and
state result areas (NOTE:
result areas are the district
outcomes – e.g., for the state
one result area is that All K12 Students will Achieve at a
High Level that is then
related to several data
indicators)
Established Practice
4
Possible Evidence
More than 4 areas are
complete in component A,
across 3 tiers in component
B; component C is in place:
A–C
 Completed Continuum
Mapping Tool or
Resource Mapping Tool
(Appendix B).
The district has established
a continuum of quality
strategies, programs,
services and practices to
support student learning
with a focus on the
following:
 The explicit focus of
these supports on the
concepts and skills of the
Iowa Core and the
identified student needs.
A. The six content areas of
Learning Supports:
 Evidence of different
levels of support or
intervention based on
student level of need.
1. Supports for Instruction;
2. Family Supports and
Involvement;
3. Community Partnerships;
4. Safe, Healthy and Caring
Learning Environments;
5. Supports for Transition;
6. Child and Youth
Engagement
B. Across a three-tiered
intervention framework
within each of the 6 content
areas:
1. Core;
2. Supplemental;
3. Intensive
C. Aligned with district and
state result areas (NOTE:
result areas are the district
outcomes – e.g., for the state
one result area is that All K-12
Students will Achieve at a High
Level that is then related to
several data indicators)
7
Guiding Questions
 What student/teacher/administrative/parent/community data will various groups study to prepare to develop the plan?
 Are the 21st century skills being emphasized at every opportunity?
 What activities, programs, services, initiatives and structures are in place to remove barriers and facilitate student learning and development?
 What data sources are used for determining needs?
 How will this planning process fit with other district planning processes (CSIP, DINA/SINA, Teacher Quality Committee, etc.)?
8
Consensus Rating
DISTRICT______________________________
Outcome 2: Community members and other supporting agencies work together to support the implementation of the Iowa Core
Curriculum
Complete this form by recording the results of consensus rating and discussion in regards to baseline self study results, priorities for action, and initial ideas for
next steps/activities
Send a copy of this completed form, along with a completed Feedback form, to your AEA Iowa Core Curriculum Network representative.
Item
Baseline
Action 1. Community members understand the Iowa Core Curriculum.
0 1 2 3 4
Action 2. Community members participate in the development and
implementation of the Iowa Core Curriculum within the district.
0 1 2 3 4
Action 3. Learning supports are coordinated to support the Iowa Core
Curriculum.
0 1 2 3 4
Priorities
Initial Ideas for Next Steps/Activities
9
Feedback Form
DISTRICT______________________________
Providing feedback on the process of completing the Iowa Core Curriculum District Self Study is essential to help the state refine this work. To this end, there
are built-in feedback procedures for the Iowa Core Curriculum District Self Study for each outcome; it is expected that districts will provide important and salient
feedback to the Network and to the Department of Education using these procedures. This feedback will be used to further refine the self study, rubric,
process(es), and guidance document. Please submit only ONE self study Feedback Form per district as a consensus discussion.
Process (the fist of four process)
Products (Scoring Rubric, Consensus Rating Form)
What worked?
What didn’t?
What recommendations
do you have?
10
Appendices
Appendix B: OUTCOME 2 - Continuum Mapping Tool; Resource Mapping Tool
11
Appendix B
Continuum Mapping Tool and Resource Mapping Tool
12
Continuum Mapping Tool - 6 Content Areas of Learning Supports
The six content areas of Learning Supports form the structure for organizing, understanding, and selecting research-based interventions intended to address
the needs of students who encounter barriers that interfere with their learning at school. Such a structure provides a broad unifying framework within which a
school-community continuum of learning support programs and practices can be organized. Each AEA has at least one Learning Supports Coordinator
who are available to provide technical assistance in completing either the Continuum Mapping Tool or the Resource Mapping Tool.
Complete by indicating the supports available to students in each content area, across the three-tiered continuum.
Core
Supplemental
Intensive
Supports for Instruction foster healthy cognitive, social-emotional, and physical development. Supports for instruction are inherent in the InstructionalDecision Making process which uses multiple strategies to provide supplemental and intensive supports to ensure that children and youth have the full benefit
of quality instruction.
Family Supports and Involvement promote and enhance the involvement of parents and family members in education.
Community Partnerships promote school partnerships with multiple sectors of the community to build linkages and collaborations for youth development
services, opportunities, and supports.
Safe, Healthy and Caring Learning Environments promote school-wide environments that ensure the physical and psychological well-being and safety of all
children and youth through positive youth development efforts and proactive planning for management of emergencies, crises and follow-up.
Child/Youth Engagement promotes opportunities for youth to be engaged in and contribute to their communities.
Supports for Transitions enhance the school’s ability to address a variety of transition concerns that confront children, youth and their families.
13
Resource Map for____________________________________________________ Page ____ of____
Personnel Assigned
Funding Allocation
Personnel
Costs
Other
Expenses
Total FTE
Number
Other (Specify)
At-Risk
Special Education
Eng. Lang. Learners
Type
General
Support for Transitions
Population Served
Youth Involvement
Safe, Healthy, Caring
Environments
Community Partnerships
Family Support & Involvement
Intensive
Supplemental
Core
Program, Practice,
Service, or Strategy
Content Area
Supports for Instruction
Continuum
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Name:_____________
Evidenced based?____
Effectiveness Measured?__
Mark all that apply
Mark all that apply
List age range/grade
level in cell
List FTEs
List total cost
14