1. Are we ready for the change?
Teacher tube- “Learning to Change and Changing to Learn”
“Death of education, but dawn of learning.”

2. Unveiling of the Outcomes p4
Outcomes are listed with “if, then” statements that describe the “theory of action” of how these outcomes will accomplish the intended results. Leadership, Community, and School Outcome 1: School leaders build and sustain system capacity to implement the Iowa Core Curriculum. Outcome 2: Community members and other supporting agencies work together to support the implementation of the Iowa Core Curriculum. Outcome 3: A continuous improvement process to improve teaching and learning is used at the district and school level.

3. The Core Curriculum is…
A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum.
Describe what the Core Curriculum is by stating bullet in slide.
The outer ring depicts the comprehensive set of supports that are needed to put the Core into place.
The inner ring shows the major arenas of work.
The full graphic structures the focus on the following:
The knowledge, skills, and actions of leaders, teacher leaders and teachers
In the community
In the school
In the classroom
Tools and resources that support implementation within the system and more importantly in the classroom.
The knowledge, skills and actions focused on content, instruction, and assessment
Professional development that enhances the knowledge, skills, and actions leaders and teachers need to ensure that students engage with a rigorous and relevant curriculum.
The circle labeled CORE is the focus on the student and the student’s learning.
The Six Outcomes

4. Professional Development
Outcomes
Schools:
Continuous
Improvement
Professional Development
Leadership:
System
Capacity
Community:
Support
Implementation
Presenters Notes
These six outcomes are the framework of the implementation plan.
Each of them must be addressed in the work that needs to be done to design of the implementation plan.
The actions the local school takes may combine the focus on any two or more depending upon:
Current efforts
Current school priorities
Current school improvement processes
Each of these will be described in more detail in the parts of these presentation that follows.
As you watch and listen to remainder of this presentation consider the following:
Your school’s current or planned initiatives in content, instruction, or assessment
Your school’s current school improvement processes such as CSIP, SINA/DINA, APR, etc
How the current priorities and programs may connect to one or more of these outcomes and processes
The kind of data you have about your staff, students, or community related to one or more of these outcomes.
Leadership - Community - Schools
1. Leadership: System Capacity
2. Community: Support Implementation
3. Schools: Continuous Improvement

5. The Core Curriculum Provides…
Comprehensive picture of effective curriculum that addresses:
Content
Instruction
This slide shows the relationship of Content – Instruction- Assessment.
Stress how it is critical that these three functions are aligned and how the Core emphasizes:
What to teach (Content)
How to teach (Instruction)
How to determine whether students are learning essential concepts and skills that enable students to keep track of their own progress and enhances a teachers ability to provide high quality instruction. (Assessment)
The CORE circle on the diagram is the focus on the student and the student’s learning.
These six components (Leadership, Schools, Community, Content, Instruction, and Assessment) work together and define the Iowa Core Curriculum.
Assessment

6. Professional Development Content - Instruction – Assessment
Outcomes
Professional Development
Community
Alignment
Instruction
Content - Instruction – Assessment
Alignment of Content, Instruction and Assessment
Professional Development to improve Content, Instruction, and Assessment
Instruction: Effective Practices in Instruction/Assessment Student Engagement
Presenters Notes
These six outcomes are the framework of the implementation plan.
Each of them must be addressed in the work that needs to be done to design of the implementation plan.
The actions the local school takes may combine the focus on any two or more depending upon:
Current efforts
Current school priorities
Current school improvement processes
Each of these will be described in more detail in the parts of these presentation that follows.
As you watch and listen to remainder of this presentation consider the following:
Your school’s current or planned initiatives in content, instruction, or assessment
Your school’s current school improvement processes such as CSIP, SINA/DINA, APR, etc
How the current priorities and programs may connect to one or more of these outcomes and processes
The kind of data you have about your staff, students, or community related to one or more of these outcomes.

7. Implementation Protocol Self Study Rubric
6 Outcomes
Target & Actions
Self Study
Rubric
Outcome 1
Outcome 2
Outcome 3
Outcome 4 (fall)
Outcome 5
Outcome 6 (fall
Action Plan
-Action steps
-Resources
-Timeline

8. Implementation Plan Worksheet
Iowa Core Curriculum
Implementation Plan Worksheet
District:
Contact:
Start Date:
Update:
Outcome(s)
Targets /Actions
to Reach Desired State
Activities/Resources
to Accomplish Targets/Actions
Evidence of Progress
Timelines
(Use 1 row per each Target/Action.)

9. THE PROCESS

10. DATA RECORDER NEEDED Select one person from your leadership team
Yellow sheets for leadership team use.
Blue sheets for AEA use.
Facilitator Notes
As participants to pair up within their team. Each pair address one of the five outcomes so that there are as many outcomes as possible addressed by each team.
Facilitator Comments
In the context of what has been presented on instruction, assessment, and alignment in this session choose one of the outcomes of the implementation plan. Read through the targets and LEA actions that are described in relation to the outcome statement. State the main idea of the outcome as you understand it. Use what has been presented to add to your understanding of this outcome.
Then identify what your school will need to know in order to address this outcome. Consider any student data, any current or recent professional development work that has been conducted in the district, recent or current efforts in designing curriculum, etc. Determine where this information can be found in your district.
You should record your responses for your outcome on the “Leadership Outcomes Response Sheet” provided in your materials.
Facilitator Notes:
Allow teams to work on this. When they have completed this part the next step is to ask them to share among members of their team.
Facilitator Comments:
Please share your responses with other members of their team and consider:
What connections are there between the outcomes?
How do they overlap?
How are they unique?
How does the same information that may be needed for one outcome serve the planning with others?
As you discuss this as a team, it will be useful for each pair to add to what has already been written on the response sheet. Keep the response sheets for future use as a school team.
Allow the teams time to share with one another. When they finish, make a determination based on time and total size of participant group
If you team has not been able to complete this conversation on all five outcomes, you should continue this conversation between now and session four at you school. This will help you begin to frame how you approach each of these outcomes.
When the framework of data is completed by the monitoring and evaluation work team, the information they include will also become part of your planning, implementation, monitoring and evaluation.

11. Let’s get started
Individually Highlight or circle key words in outcomes Team With your leadership team fill out main idea and current evidence in school district. Handout- Iowa Core Curriculum Outcomes

12. Leadership: System Capacity
Outcome 1
Leadership: System Capacity
IF leadership actions 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.

13. Leaders
Teachers
Administrators
School Board

14. Leadership: System Capacity
Target
Implementation of leadership behaviors to sustain the Iowa Core Curriculum.
Actions
Establish a leadership team
Clearly communicate a vision of ICC
Manage the change process
Demonstrate a deep understanding of the Core
Establish a collaborative process
Deploy needed resources
Establish ways to sustain the implementation
Model best practice of adult learning
Develop the Implementation Plan
Engage in discussion with local school board
Presenters Notes:
In addition to establishing the vision or direction the school will take with the Iowa Core the leadership and leadership team are in a position to provide support to staff and students in helping them with the implementation of the Iowa Core Curriculum.
The leadership and leadership team should assess the current capacity or capability the school has to incorporate the Iowa Core into content, instruction and assessment.
These leadership actions reflect several of the different ISSL standards.
The leadership team would work to address the following types questions:
What is the vision for the implementation of the Iowa Core in this school?
What are your staff’s strengths in relation to content, instruction, and assessment that supports the intents and purposes of the Iowa Core Curriculum?
What resources are available that will support the development of staff capability to implement the Iowa Core Curriculum?
The protocol presents additional questions for consideration when planning.
If the staff needs additional development in any on of these areas to implement the core, the leadership and leadership team need to help with building the capacity of staff to do this well.
The capacity building may rely on actions related to:
Professional development
Time to work with one another
Outside expertise related to content, instruction, and/or assessment
Facilitator’s Notes:
If this presentation is with the leadership team or anyone else in the school that is involved with the planning the following item can be posed to the group:
Review the leadership outcome, target and actions. Review those questions that are posed to you beginning on page six (6). Which one or two of those questions would be useful starting points for your leadership team?
If you audience is not a planning team but a school or community group who need to have a general overview of the implementation plan, omit this step.

15. Things aren’t always
as they seem!
Self – study Rubrics

17. Things always aren’t always the way we perceive them:

18. Purpose and use Baseline for each of the six stated outcomes
Progress monitoring of implementation
Prioritization of need for action planning
State evaluation of Iowa Core Curriculum roll out and implementation
The district self study is intended to provide data on current and ongoing implementation of the Iowa Core Curriculum
The self study will provide schools and the state baseline data on where we are starting.
The self study will also be given during each year of implementation of the Iowa Core Curriculum implementation. These subsequent administrations will allow schools and the State to monitor growth over time using data.
The self study will also identify areas where districts have done significant work and areas where there is work left to do. These data will help districts customize their implementation plans to match their current situation and needs.
The self study will also provide data at a state level that the state can use to evaluate the roll out of the Iowa Core Curriculum.
Document Text for reference:
It is not anticipated that districts will score at the highest levels on this rubric during the baseline assessment 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.

19. future directions Paper document now – online by 2010 Working to embed
into CSIP
The self assessment will roll out in 3 phases.
Outcomes 1 and 2 were available in January.
Outcomes 3 and 5 will roll out in Module 6
Outcomes 4 and 6 (Alignment, Instruction and Assessment) – represent broad and deep content. Assessments for these outcomes are being developed for use to examine these factors in classrooms.
Note: There is currently not a definite timeline for roll out for outcomes 4 and 6.
Document text for reference:
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 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 in helping 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 Scoring Rubric, process(es), and guidance document.
It is anticipated that the Scoring Rubric, Results Interpretation and guide will be in final form in conjunction with the release of the online data management system for the Iowa Core Curriculum.

20. Process of completion of the self study and related forms
Take this process back
to complete with Full District Leadership Team
– coordinate with AEA Iowa Core Curriculum Network Liaison
At this point, you may either use this to train incomplete district leadership teams on how to use the process to complete the self study using a few of the ACTIONS within Outcome 1 to practice with – otherwise this time may be use to complete the full self study for Outcome 1.
To start this process, first go through an advanced organizer on the next slide to provide the anticipatory set.

21. Step 1- Identify: Self Study Respondents
Representative group
Persons on your Iowa Core Curriculum district leadership team
Persons with knowledge of your district’s structures, policies and procedures
Make sure participants have all the handouts needed at this point.
Handouts needed: Outcome Guidance, Self Scoring Rubric, Consensus Rating Form, Feedback Form

22. Step 2 - Present: Scoring Rubric
Represents the desired final result
Represents actions to get to final outcomes
Description of Action
Levels of Practice
Possible Sources of Documentation
Refer to the SCORING RUBRIC handout - Have participants turn to the first page of the scoring rubric.
Walk them through how the content is organized using this slides animations as a guide.
Activity Time: 5-10 minutes

23. Step 3 - Review: Self Study Reading Step 4 – Discuss: Q and A
Each member receives copy of Outcome Guidance and
Group question and answer
Refer to the OUTCOME GUIDANCE and SCORING RUBRIC handouts. Give people time to read through both documents.
Answer questions that the group may have about the self assessment or the process.
Activity Time: minutes for all of Outcome 1; minutes for all other Outcomes

24. It’s about the process!!!
It’s Ok to be a zero!!

25. Step 5 - Rate: Individual Rating
Each member rates each action on Scoring Rubric
Refer to the SCORING RUBRIC handout for individual recording and OUTCOME GUIDANCE as a reference - Once questions have been answered, give the group about 10 minutes or so to individually go through the scoring rubric and rate their perception of where the district is on each action.
Important – If a person does not know the answer for a specific action or actions, the person may abstain from rating one or more action(s).
Activity Time: 20 minutes for all of Outcome 1; 10 minutes for all other Outcomes

26. Step 6 - Vote: Consensus Rating
Fist-to-Four process – Round 2
All persons vote again on this action.
“Modal Number” on this vote becomes group’s answer for this item on the consensus rating
Record this answer on the Consensus Rating form.
If consensus not reached, further discussion and further votes till “Modal Number” emerges
Continue voting process through actions 2 through 10
Refer to the CONSENSUS RATING FORM for recording - After all non modal-number persons have shared their thoughts, facilitator calls another “Fist-to-Four vote”
All persons vote again on this action. It is appropriate for participants to change their votes if persuaded by others’ rationales
At this point, the Modal Number for this vote becomes the rating for Consensus Rating
If consensus rating not reached, continue discussions and votes till modal number does emerge.
Document text for reference:
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 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 in helping 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 Scoring Rubric, process(es), and guidance document.
It is anticipated that the Scoring Rubric, Results Interpretation and guide will be in final form in conjunction with the release of the online data management system for the Iowa Core Curriculum. 26

27. Step 7 - Prioritize: Identify Top Areas For Action Planning
Have a conversation among your team
Identify top 2 or 3 areas that would be priorities for initial action planning within this outcome
Identify initial ideas about possible actions steps for each priority
Refer to the CONSENSUS RATING FORM for recording priorities and initial actions
Activity Time: minutes

28. Step 8 - Record: Record ratings, priorities and initial ideas on Consensus Rating form
Activity Time: 10 minutes

29. Step 9 – Submit: Forms to AEA 13 Network Lead
Send a copy of your completed Consensus Rating form and Feedback form to:
Deb Johnsen
Harlan Regional Office
Van Route #2 or
Fax