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 1: Leadership
The first outcome districts need to complete is Outcome 1 – Leadership.
Outcome 1 – Leadership. School leaders build and sustain system capacity to implement the Iowa Core Curriculum.
If leadership actions of administrators, teachers, and the school board are focused and committed to providing the expertise,
guidance, and resources needed to build capacity and support teaching and learning, then the implementation of the Iowa
Core Curriculum will result in increased student learning and performance.
There is one target and 8 LEA Actions related to Outcome 1 – Leadership. Below is a brief overview of the TARGET and
LEA Actions for Leadership.
TARGET (What are we trying to accomplish?): Implementation of leadership behaviors to sustain the Iowa Core Curriculum.
LEA Actions (What are districts going to do to reach the target?):
1. District Leadership Team is established and operating to implement Iowa Core Curriculum.
2. District Leadership Team consistently communicates a clear and shared vision for the Iowa Core Curriculum.
3. District Leadership Team understands and manages the change process.
4. District Leadership Team demonstrates a deep understanding of the intent of the Iowa Core Curriculum.
5. District Leadership Team engages leaders and teachers in a collaborative process to create an Iowa Core Curriculum Implementation Plan.
6. District Leadership Team deploys resources to support and sustain the vision and implementation of the Iowa Core Curriculum in their district.
7. District Leadership Team has established processes and procedures to sustain the implementation of the Iowa Core Curriculum.
8. District Leadership Team engages in discussion with the local school board regarding progress on the Iowa Core Curriculum.
4
Outcome 1: School leaders build and sustain system capacity to implement the Iowa Core Curriculum.
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.
Target: Implementation of leadership behaviors to sustain the Iowa Core Curriculum.
Action 1 - District Leadership Team is established and operating to implement Iowa Core Curriculum.
Practice not in Place
0
A leadership team
has not been
established.
1
2
3
A leadership team is in
place. The following is
also in place: (1) At least
2 of the 9 groups in (A)
are part of the leadership
team, (2) 1 of the
following components is
in place:
A leadership team is in
place. The following is
also in place: (1) At least
4 of the 9 groups in (A)
are part of the leadership
team, (2) At least two of
the following components
are in place:
A leadership team is in
place. The following is
also in place: (1) At least 6
of the 9 groups in (A) are
part of the leadership
team, (2) At least three of
the following components
are in place:
A. Multiple groups
represented on the team:
A. Multiple groups
represented on the team:
A. Multiple groups
represented on the team:
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/
general education, IT,
library specialists)
5. District/AEA staff with
expertise in
analyzing/interpreting
data and research
6. Parents
7. Students
8. Community
9. Business/industry
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/
general education, IT,
library specialists)
5. District/AEA staff with
expertise in
analyzing/interpreting
data and research
6. Parents
7. Students
8. Community
9. Business/industry
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/ general
education, IT, library
specialists)
5. District/AEA staff with
expertise in
analyzing/interpreting
data and research
6. Parents
7. Students
8. Community
9. Business/industry
Established Practice
4
A leadership team is in
place. The following is also
in place: (1) All of the
groups are represented in
(A) (2) All of the following
components are in place:
Possible Evidence
A-B
Documentation of
Leadership team
participants with defined
roles and responsibilities.
A. Multiple groups
represented on the team:
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/ general
education, IT, library
specialists)
5. District/AEA staff with
expertise in
analyzing/interpreting data
and research
6. Parents
7. Students
8. Community
9. Business/industry
5
Practice in Place
0
1
2
B. Defined roles/
responsibilities for
each member. (e.g.,
B. Defined roles/
responsibilities for
each member. (e.g.,
communications
planning,
implementation,
developing meeting
notes, consulting,
monitoring/evaluation)
communications
planning,
implementation,
developing meeting
notes, consulting,
monitoring/evaluation)
C. Clear schedule and
protocol for meetings
and framework for
agendas.
D. Work schedule
documented/
monitored.
C. Clear schedule and
protocol for meetings
and framework for
agendas.
D. Work schedule
documented/
monitored.
3
B. Defined roles/
responsibilities for
each member. (e.g.,
communications planning,
implementation,
developing meeting notes,
consulting,
monitoring/evaluation)
C. Clear schedule and
protocol for meetings
and framework for
agendas.
D. Work schedule
documented/
monitored.
Established Practice
4
B. Defined roles/
responsibilities for each
member. (e.g.,
communications planning,
implementation, developing
meeting notes, consulting,
monitoring/evaluation)
Possible Evidence
C-D
Leadership team meeting
schedule, agendas and/or
meeting notes documentation of multiple
group attendance
C. Clear schedule and
protocol for meetings
and framework for
agendas.
D. Work schedule
documented/ monitored.
Guiding Questions
 Who are the key leaders in your district who should be included in planning? How do you define “leader”?
 Is there a building/district Leadership Team currently in place? If yes, does the existing Leadership Team adequately represent the staff? Community?
Stakeholders? Who needs to be added? Are the various teacher assignments and role groups represented?
 What are the roles and responsibilities of the Leadership Team? How will leaders create a sense of urgency and build commitment within the school
and community?
6
Action 2 - District Leadership Team consistently communicates a clear and shared vision for the Iowa Core Curriculum.
Practice in Place
0
A shared vision for
the Iowa Core
Curriculum has not
been developed.
[NOTE – 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. If
the district has
several vision
statements across
projects, it is
recommended that
the district reviews
these to ensure
alignment among all,
and direct reflection
of the Iowa Core
Curriculum]
Established Practice
4
1
2
3
A vision that has at least
2 of the following 5
components below:
A vision that has at least
3 of the following 5
components below:
A vision that has at least 4
of the following 5
components below:
A vision is present that
has all of the components
below:
A. The vision has been
created by multiple
stakeholders.
A. The vision has been
created by multiple
stakeholders.
A. The vision has been
created by multiple
stakeholders.
A. The vision has been
created by multiple
stakeholders.
B. The vision of the Iowa
Core Curriculum is
reflected/embedded
with the district vision
and follows across or
is aligned with:
B. The vision of the Iowa
Core Curriculum is
reflected/embedded
with the district vision
and follows across or
is aligned with:
B. The vision of the Iowa
Core Curriculum is
reflected/embedded
with the district vision
and follows across or is
aligned with:
1. the state performance
plan3 vision and/or
actions;
2. initiative/projectspecific visions and/or
actions. (e.g., Every
Child Reads, Every
Student Counts, Iowa
Professional
Development Model,
Instructional Decision
Making, Learning
Supports)
C. The vision is present
in multiple forms of
communication
(written, verbal).
D. The vision is
communicated
frequently and in an
ongoing way.
E. The vision has been
communicated to all
stakeholder groups.
1. the state performance
plan vision;
2. initiative/project-specific
visions. (e.g., Every
Child Reads, Every
Student Counts, Iowa
Professional
Development Model,
Instructional Decision
Making, Learning
Supports)
1. the state performance
plan vision;
2. initiative/project-specific
visions. (e.g., Every
Child Reads, Every
Student Counts, Iowa
Professional
Development Model,
Instructional Decision
Making, Learning
Supports)
C. The vision is present
in multiple forms of
communication
(written, verbal).
C. The vision is present in
multiple forms of
communication
(written, verbal).
D. The vision is
communicated
frequently and in an
ongoing way.
D. The vision is
communicated
frequently and in an
ongoing way.
E. The vision has been
communicated to all
stakeholder groups.
E. The vision has been
communicated to all
stakeholder groups.
Possible Evidence
ADocumentation of diverse
membership.
BDocumentation of how the
vision of the Iowa Core
Curriculum is reflected
B. The vision of the Iowa
and/or embedded with the
Core Curriculum is
district vision – if the
reflected/embedded with district has multiple visions
the district vision and
across projects,
follows across or is
documentation of
aligned with:
alignment.
1. the state performance
plan vision;
2. initiative/project-specific
visions. (e.g., Every Child
Reads, Every Student
Counts, Iowa Professional
Development Model,
Instructional Decision
Making, Learning
Supports)
C-E
Documentation of
communication of the
vision in multiple formats
to multiple stakeholder
groups.
C. The vision is present in
multiple forms of
communication (written,
verbal).
D. The vision is
communicated
frequently and in an
ongoing way.
E. The vision has been
communicated to all
stakeholder groups.
Guiding Questions
 What is the communication plan for all educators? What are the common “talking points” that should be used with teachers, administrators, and other
faculty members?
 How will the district’s vision of the Core Curriculum be communicated to all stakeholders?
3
The State Performance Plan is comparable to AYP for special education.
7
Action 3 - District Leadership Team understands and manages the change process.
Practice in Place
0
None of the
components are in
place.
.
1
2
3
Established Practice
4
One component is in
place:
Two components are in
place:
Three components are in
place:
All components are in
place:
A. Attendance at or
understanding of Iowa
Core Curriculum training/
professional
development modules.
A. Attendance at or
understanding of Iowa
Core Curriculum training/
professional
development modules.
A. Attendance at or
understanding of Iowa
Core Curriculum training/
professional development
modules.
A. Attendance at or
understanding of Iowa Core
Curriculum training/
professional development
modules.
B. Baseline – Conduct
and analyze Iowa Core
Curriculum District Self
Study and related tools:
B. Baseline – Conduct
and analyze Iowa Core
Curriculum District Self
Study and related tools:
B. Baseline – Conduct
and analyze Iowa Core
Curriculum District Self
Study and related tools:
B. Baseline – Conduct and
analyze Iowa Core
Curriculum District Self
Study and related tools:
1. Learning Supports
review (Outcome 2 – see
Appendix B )
2. Curriculum Alignment
review (Outcome 4)
3. Professional
Development review
(Outcome 5 - see
Appendix C)
4. Instruction/ Assessment
review (Outcome 6)
1. Learning Supports
review(Outcome 2 – see
Appendix B)
2. Curriculum Alignment
review (Outcome 4)
3. Professional
Development review
(Outcome 5 - see
Appendix C)
4. Instruction/ Assessment
review (Outcome 6)
C. Progress monitoring –
Annual Implementation/
Analysis of self study
(implemented in 20102011).
C. Progress monitoring –
Annual Implementation/
Analysis of self study
(implemented in 20102011).
D. Ongoing review and
revision of
implementation plan
based on self study as
well as other district
information (e.g.,
continuous improvement
data, specific student
outcome data)
(implemented in 20102011)
D. Ongoing review and
revision of
implementation plan
based on self study as
well as other district
information (e.g.,
continuous improvement
data, specific student
outcome data)
(implemented in 20102011)
1. Learning Supports review
(Outcome 2 – see
Appendix B)
2. Curriculum Alignment
review (Outcome 4)
3. Professional Development
review (Outcome 5 - see
Appendix C)
4. Instruction/ Assessment
review (Outcome 6)
1. Learning Supports review
(Outcome 2 – see
Appendix B)
2. Curriculum Alignment
review (Outcome 4)
3. Professional Development
review (Outcome 5 - see
Appendix C)
4. Instruction/ Assessment
review (Outcome 6)
C. Progress monitoring –
Annual Implementation/
Analysis of self study
(implemented in 20102011).
C. Progress monitoring –
Annual Implementation/
Analysis of self study
(implemented in 20102011).
D. Ongoing review and
revision of implementation
plan based on self study
as well as other district
information (e.g.,
continuous improvement
data, specific student
outcome data)
(implemented in 20102011)
D. Ongoing review and
revision of implementation
plan based on self study as
well as other district
information (e.g.,
continuous improvement
data, specific student
outcome data)
(implemented in 20102011)
Possible Evidence
ADocumented attendance
at Iowa Core Curriculum
training/ professional
development or
documentation of an
understanding of the
content of all modules.
BCompletion of the Iowa
Core Curriculum District
Self Study and completion
of all related reviews.
CAnnual completion of the
Iowa Core Curriculum
District Self Study.
DDocumentation of
review/revisions of
implementation plan.
Guiding Questions
 Are you using the Scoring Rubric and related tools for each Outcome?
 Are you using the results of the rubric to guide the development of the implementation plan?
 Are you reviewing, at least annually, the results of the Scoring Rubric for each outcome?
8
Action 4 - District Leadership Team demonstrates a deep understanding of the intent of the Iowa Core Curriculum.
Practice in
Place
0
None of the
components
are in place.
Established Practice
1
2
3
Leadership has
communicated to at least 1
of the 4 groups in component
C, and at least 1 of 4
components are in place:
Leadership has
communicated to at least 2 of
the 4 groups in component C,
and at least 2 of 4
components are in place:
Leadership has
communicated to at least 3 of
the 4 groups in component C,
and at least 3 of 4
components are in place:
A. District and/or building
administrators attend
Iowa Core Curriculum
training/ professional
development.
A. District and/or building
administrators attend Iowa
Core Curriculum training/
professional development.
A. District and/or building
administrators attend Iowa
Core Curriculum training/
professional development.
B. District and/or building
leader(s)/teachers attend
Iowa Core Curriculum
training/ professional
development.
B. District and/or building
leader(s)/teachers attend
Iowa Core Curriculum
training/ professional
development.
C. Administrator and/or
building leaders
communicate vision for
the Iowa Core Curriculum
to:
C. Administrator and/or
building leaders
communicate vision for
the Iowa Core Curriculum
to:
1. Building Faculty/staff
2. Parents/families
3. Students
4. Community/businesses
1. Building Faculty/staff
2. Parents/families
3. Students
4. Community/businesses
B. District and/or building
leader(s)/teachers attend
Iowa Core Curriculum
training/ professional
development.
C. Administrator and/or
building leaders
communicate vision for
the Iowa Core Curriculum
to:
1. Building Faculty/staff
2. Parents/families
3. Students
4. Community/businesses
D. Administrator and/or
building leaders attend
continuing professional
development related to
the Iowa Core
Curriculum.
D. Administrator and/or
building leaders attend
continuing professional
development related to
the Iowa Core Curriculum.
D. Administrator and/or
building leaders attend
continuing professional
development related to
the Iowa Core Curriculum.
4
Possible Evidence
All components are in place:
A. District and/or building
administrators attend Iowa
Core Curriculum training/
professional development.
B. District and/or building
leader(s)/teachers attend
Iowa Core Curriculum
training/ professional
development.
A-BDocumented
attendance at
Iowa Core
Curriculum
training/
professional
development or
documentation of
an understanding
of the content of
all modules.
C. Administrator and/or
building leaders
communicate vision for the CIowa Core Curriculum to:
Documentation of
1. Building Faculty/staff
communication of
2. Parents/families
the vision to
3. Students
building
4. Community/businesses
faculty/staff,
parents/families,
D. Administrator and/or
students and
building leaders attend
community/
continuing professional
businesses.
development related to the
Iowa Core Curriculum.
DDocumentation of
attendance at
continuing
professional
development
activities.
Guiding Questions
 Do administrators implement the Iowa Standards for School Leaders that are linked to the Iowa Core Curriculum?
 What leadership behaviors should be improved or enhanced?
 How will the district build capacity of the Leadership Team to understand the Iowa Core Curriculum and be able to apply leadership responsibilities?
 How are leaders supported to meet the Iowa Standards for School Leaders that align with the Iowa Core Curriculum?
 How will teachers be supported to improve their skills needed to lead and support school improvement?
9
Action 5 - District Leadership Team engages leaders and teachers in a collaborative process to create an Iowa Core Curriculum Implementation Plan.
Practice in Place
0
Implementation plan
is written by one or
two persons without
input from school
leaders or teachers.
1
Implementation plan is
written by one or two
persons with input from
leaders and teachers.
2
3
Established Practice
4
A small, unrepresentative
group of school leaders
and teachers
conceptualize and
contribute to the Iowa
Core Curriculum
Implementation Plan.
A group of school leaders
and teachers
representative of most
grade-levels/ departments
conceptualize and
contribute to the Iowa
Core Curriculum
Implementation Plan.
A group of school leaders
and staff, representative of
all grade
levels/departments jointly
conceptualize and
meaningfully contribute to
the Iowa Core Curriculum
Implementation Plan.
Possible Evidence
 Authorship of the plan
reflects all leadership
team members.
 A written description of
the process used to
create the Iowa Core
Curriculum
Implementation Plan is
present.
Guiding Questions
 Who are the key leaders in your district who should be included in planning?
 What collaborative processes are needed to develop the implementation plan?
Unrepresentative is not representative across the following stakeholders:
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/general education, IT, library specialists)
5. District/AEA staff with expertise in analyzing/interpreting data and research
6. Parents
7. Students
8. Community
9. Business/industry
10
Action 6 - District Leadership Team deploys resources to support and sustain the vision and implementation of the Iowa Core Curriculum in their district.
Practice in Place
0
None of the
components are in
place.
1
2
3
Allocations are present
across at least 1 area in
A or B; C is not present
and D may or may not be
present:
Allocations are present
across at least 1 area in
A or B; C is present; D
may or may not be
present:
Allocations are presented
across at least 2 areas in
A and B; C is present;
Allocations are present in
at least 1 area in D:
A. The following are
allocated to support the
Iowa Core Curriculum:
A. The following are
allocated to support the
Iowa Core Curriculum:
A. The following are
allocated to support the
Iowa Core Curriculum:
1. Personnel Resources
2. Monetary resources
1. Personnel Resources
2. Monetary resources
1. Personnel Resources
2. Monetary resources
B. Allocations are based
on self study results
across the following:
B. Allocations are based
on self study results
across the following:
1. Personnel Resources
2. Monetary resources
3. Professional
Development time at the
district level
1. Personnel Resources
2. Monetary resources
3. Professional
Development time at the
district level
C. Professional
Development time
provided – includes time
to collaborate across
content, grade, business
and community (21st
Century Skills).
C. Professional
Development time
provided – includes time
to collaborate across
content, grade, business
and community (21st
Century Skills).
D. Allocations are
represented in the
District’s:
D. Allocations are
represented in the
District’s:
1. Budget
2. Professional
Development Plan
1. Budget
2. Professional
Development Plan
B. Allocations are based
on self study results
across the following:
1. Personnel Resources
2. Monetary resources
3. Professional Development
time at the district level
C. Professional
Development time
provided – includes time
to collaborate across
content, grade, business
and community (21st
Century Skills).
D. Allocations are
represented in the
District’s:
Established Practice
4
All components are in
place:
A. The following are
allocated to support the
Iowa Core Curriculum:
1. Personnel Resources
2. Monetary resources
B. Allocations are based on
self study results across
the following:
1. Personnel Resources
2. Monetary resources
3. Professional Development
time at the district level
C. Professional
Development time provided
– includes time to
collaborate across content,
grade, business and
community (21st Century
Skills).
Possible Evidence
ADocumentation of
allocations.
BDocumentation of
alignment between self
study and allocations.
CDocumentation of
professional development
support.
DDocumentation of
allocations in district
budget and professional
development plan.
D. Allocations are
represented in the
District’s:
1. Budget
2. Professional Development
Plan
1. Budget
2. Professional Development
Plan
Guiding Questions
 What resources (e.g., funding, time, training materials, community resources, and external consultant support) will be needed to support school staff to
learn about the Core Curriculum?
 What resources are needed that might be available through the community?
 What supports are available through the AEA?
11
Action 7 - District Leadership Team has established processes and procedures to sustain the implementation of the Iowa Core Curriculum.
Practice in Place
0
None of the
components are in
place.
1
2
Established Practice
4
3
One or two components
are in place:
Three components are in
place:
Four components are in
place:
All components are in
place:
A. Professional
development within
district reflects Iowa
Core Curriculum
concepts and district
needs.
A. Professional
development within
district reflects Iowa
Core Curriculum
concepts and district
needs.
A. Professional
development within
district reflects Iowa
Core Curriculum
concepts and district
needs.
A. Professional
development within
district reflects Iowa
Core Curriculum
concepts and district
needs.
B. Curriculum
development/adoptio
ns are consistent
with the essential
concepts and skill
sets within the Iowa
Core Curriculum.
B. Curriculum
development/adoptio
ns are consistent
with the essential
concepts and skill
sets within the Iowa
Core Curriculum.
B. Curriculum
development/adoptions
are consistent with the
essential concepts and
skill sets within the
Iowa Core Curriculum.
B. Curriculum
development/adoptions
are consistent with the
essential concepts and
skill sets within the Iowa
Core Curriculum.
C. Artifacts teachers
use to evidence the
Iowa Teaching
Standards reflect
implementation of
Iowa Core
Curriculum.
C. Artifacts teachers
use to evidence the
Iowa Teaching
Standards reflect
implementation of
Iowa Core
Curriculum.
C. Artifacts teachers use
to evidence the Iowa
Teaching Standards
reflect implementation
of Iowa Core
Curriculum.
C. Artifacts teachers use to
evidence the Iowa
Teaching Standards
reflect implementation of
Iowa Core Curriculum.
D. Job descriptions
reflect skills and
knowledge related to
the Iowa Core
Curriculum.
D. Job descriptions
reflect skills and
knowledge related to
the Iowa Core
Curriculum.
E. Data are collected
and reviewed
regularly to assess
student growth on
the essential
concepts and skills
of the Iowa Core
Curriculum.
E. Data are collected
and reviewed
regularly to assess
student growth on
the essential
concepts and skills
of the Iowa Core
Curriculum.
D. Job descriptions reflect
skills and knowledge
related to the Iowa
Core Curriculum.
E. Data are collected and
reviewed regularly to
assess student growth
on the essential
concepts and skills of
the Iowa Core
Curriculum.
Possible Evidence
A-E
Documentation of each
sustainability effort.
D. Job descriptions reflect
skills and knowledge
related to the Iowa Core
Curriculum.
E. Data are collected and
reviewed regularly to
assess student growth
on the essential
concepts and skills of
the Iowa Core
Curriculum.
Guiding Questions
 Are you developing an initial implementation plan across all outcomes or one outcome at a time?
 Are you using the results of the Scoring Rubric to base the development of the implementation plan?
 Is there a direct alignment between the results of the rubric and the implementation plan?
 What collaborative processes are needed to develop the implementation plan?
12
Action 8 - District Leadership Team engages in discussions with the local school board regarding progress on the Iowa Core Curriculum.
Practice in Place
0
District
Leadership Team
does not present
and/or discuss
Iowa Core
Curriculum
progress data at
the local school
board
1
District Leadership Team
presents progress data
about the Iowa Core
Curriculum to the local
school board:
A. Iowa Core Curriculum
is on the School Board
Agenda(s) 1x a year.
B. Presentations/handout
s on progress data are
documented as used
1x a year.
C. Discussion results are
documented and have
a primary focus on
questions about the
data and data
interpretation.
2
3
Established Practice
4
District Leadership Team
engages in regular
discussions with the local
school board about the Iowa
Core Curriculum using
progress data:
District Leadership Team
engages in regular
discussions with the local
school board about the
Iowa Core Curriculum
using progress data:
District Leadership Team
engages in monthly
discussions with the local
school board about the
Iowa Core Curriculum
using progress data:
A.
Iowa Core Curriculum
is on the School Board
Agenda(s) 2x a year.
A. Iowa Core Curriculum
is on the School Board
Agenda(s) 3x a year.
A. Iowa Core Curriculum is
on the School Board
Agenda(s) quarterly.
B.
Presentations/handouts
on progress data are
documented as used at
least 2x a year.
B. Presentations/handout
s on progress data are
documented as used at
least 3x a year.
B. Presentations/handouts
on progress data are
documented as used at
the meetings quarterly.
C.
Discussion results from
School Board focus on
data interpretation and
progress.
C. Discussion results from
School Board focus on
data interpretation and
progress. Discussions
are documented and
used in revisions, when
appropriate, to the rollout of the Iowa Core
Curriculum.
C. Discussion results from
School Board focus on
data interpretation and
progress – and when
appropriate, resources
needed to continue
efforts and solutions to
potential barriers.
Discussions are
documented and used
in revisions to the
implementation of the
Iowa Core Curriculum
when appropriate.
Possible Evidence
ASchool Board Agenda(s)
BPresentation/Handouts
on Iowa Core Curriculum
progress data.
C - Discussion results
and documentation of
how discussion may
have been used to
inform revisions to the
implementation plan or
resource allocation.
Guiding Questions.
 Is the Iowa Core Curriculum on the School Board Agenda 1 time a year? 4 times a year? Every meeting?
 Are there presentations/handouts on the Iowa Core Curriculum?
 Does the information provided contain Scoring Rubric results?
 Are the discussions at the board meetings primarily focused on data interpretation? Progress?
 Are discussions recorded? Is feedback from the board used in the revision of the rollout or the implementation plan?
 Does the school board allocate time and resources to the Iowa Core Curriculum as a result of discussions?
13
Consensus Rating
DISTRICT______________________________
Outcome 1: School leaders build and sustain system capacity to implement 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. District Leadership Team is established and operating to
implement Iowa Core Curriculum.
0 1 2 3 4
Action 2. District Leadership Team consistently communicates a clear
and shared vision for the Iowa Core Curriculum.
0 1 2 3 4
Action 3. District Leadership Team understands and manages the
change process.
0 1 2 3 4
Action 4. District Leadership Team demonstrates a deep
understanding of the intent of the Iowa Core Curriculum.
0 1 2 3 4
Action 5. District Leadership Team engages leaders and teachers in a
collaborative process to create an Iowa Core Curriculum
Implementation Plan.
0 1 2 3 4
Action 6. District Leadership Team deploys resources to support and
sustain the vision and implementation of the Iowa Core
Curriculum in their district.
0 1 2 3 4
Action 7. District Leadership Team has established processes and
procedures to sustain the implementation of the Iowa Core
Curriculum.
0 1 2 3 4
Action 8. District Leadership Team engages in discussion with local
school board on progress of Iowa Core Curriculum.
0 1 2 3 4
Priorities
Initial Ideas for Next Steps/Activities
14
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?
15
Appendices
Appendix B: OUTCOME 2 - Continuum Mapping Tool; Resource Mapping Tool
16
Appendix B
Continuum Mapping Tool and Resource Mapping Tool
17
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.
18
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
19