1 Iowa Core Curriculum Session 3 April 2010

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You Gotta Have Goals

Characteristics of Effective Instruction and Assessment 4 Student Engagement & Learning

Characteristics of Effective Instruction and Assessment 5 Student Engagement & Learning Rigor & Relevance Assessment for Learning Teaching for Understanding Teaching for Learner Differences Student Centered

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 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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Right On Target! TimeframeProcess 10 minutes (5 minutes for each school) Present “work in progress” and state any focus for feedback Teams ask each other clarifying questions 20 minutesReview 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 minutesEach team will summarize the feedback they received and how it will move them forward in planning

Guiding Questions

Peer Review Partners Cherokee Site AltaAurelia Ar-We-VaSt. Catherine-St. Mary’s CherokeeRiver Valley DenisonOdebolt-Arthur-Battle Creek-Ida Grove Marcus-Meriden-CleghornSouth O’Brien Spalding CatholicSt. Rose of Lima

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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 1/21/10ICC Network Meeting 23

Major I-CAT Activities ActivityTime Commitment 1. 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 trainingApproximately 90 minutes 4. Initial data entry (immediately follows #3) Approximately 90 minutes 5. Planning next stepsMinimum of one to two hours 24

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 25

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#) – address – Title/Position 2. Once connected, choose teachers who will use I-CAT for summative self reporting 26

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 alignment 3. Explain the purpose of the alignment process 4. Learn how to and enter data 27

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 29

Major Activity #5: Follow Up to Data Entry Some things to consider for developing a plan A. Determine how frequently data should be collected B. Determine who else may need to be involved in the future C. 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 progress 30

I-CAT: Summative Self Report Demonstration Demonstration of the following 1. Online data entry interface (beta version) 2. Data output, display, and analysis options While observing the demonstration, note the following 1. 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 32

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 34

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 yellow 35

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? 37

Implementation Plan and Self Study Electronic Submission n=com_content&task=view&id=674&Itemid= 1023

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Dates for Sessions Next Year Session 1 – October 26, 27, and 28 Session 2 – March 29, 30, and 31

Peer Review Partners Sioux City Site Akron-WestfieldWest Monona Bishop HeelanSioux City CSD Charter Oak-UteSt. Paul’s Lutheran HintonSergeant Bluff-Luton Team 1 Maple Valley Anthon OtoLawton-Bronson WestwoodSergeant Bluff-Luton Team 2

Peer Review Partners Sioux Center Site Boyden-HullSioux Center Central LyonRemsen-Union Gehlen CatholicSpalding Catholic St. Patrick’s George-Little RockSheldon Hull ChristianIreton Christian Inwood ChristianRock Valley Christian Ireton ChristianSioux Center Christian Le MarsRock Valley MOC-FV (Team 1?)Sibley-Ocheyedan Orange City ChristianSanborn Christian West LyonSheldon or MOC-FV Team 2