Iowa Core I-CAT Process Teacher Session Sue Updegraff Keystone AEA 1

Setting the Stage 2

Background Information for Teachers Multi-Pass Experiences with Essential Concepts/Skills Curriculum Terms Alignment Terms and Chart District Curriculum Framework/Schema 3

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Outcome 4 of the PLAN “District leaders and teachers monitor and use data to increase the degree of alignment of each and every student’s enacted curriculum to the Iowa CORE (intended).” 8

Purpose: Enacted to Intended Independent Reflection One Course/Subject/Grade to one skill set = 90 minutes 9

Not evaluative or judgmental Collective effort needed 10

Future Passes Content depth Assessment Instruction/Strategies Resources 11

Process for First Pass 12

Process for First Pass 1. Review Background Information 2. Identify Skill Set(s) for Reflection 3. Identify Support Documents (enacted diary, lesson plan, etc.) 13

Process for First Pass 4. Basics of Coding determining extent of current agreement between enacted and intended (agreement vs. align) “Did I teach this?” document what actually happened, not what was “suppose” to happen no extra points for high agreement professionalism 14

Process for First Pass 5. Key Alignment Question What did students get the opportunity to learn during the school year? 15

Getting into I-CAT Site: District #: User Name: name combination from (not entire ) Password: Create Own Password: 16

What Happens After First Pass? Collect and Analyze Data of Measured Alignment Decisions/Plan based on Data  gaps  overlaps 17

Database of Coverage Action through PLCs Pedagogy, assessment and related issues in future 18

Tutorial 19

Demonstration 20

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NOTE: Subject Domain: Literacy, Math, SS, Science, 21 st Discipline: Subcategories of the Domains 22

Engage in Coding 23