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Introduction to Content Alignment

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Objectives

1. Summarize the relationship between the Iowa Core Curriculum and the Iowa Core Content Standards and Benchmarks

2. Remember and explain key alignment concepts and terms

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The Relationship• There are two state-level education policy

documents that speak to what students should learn.– Iowa Core Content Standards and Benchmarks (CCSB)– Iowa Core Curriculum (CC)

• Though related, these two documents are not interchangeable.– The Iowa Core Content Standards and Benchmarks are

broad statements of critical content.– The Iowa Core Curriculum provides further detail related

to the Iowa Core Content Standards and Benchmarks, and extends beyond them.

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The Relationship

Iowa Core Content

Standards & Benchmarks

Iowa Core Curriculum

Origination Source

Iowa Testing Service

Collaborative Writings teams assembled by the DE

Content Addressed

Literacy, Math, Science

Literacy, Math, Science, Social Studies, 21st Century Skills

Grade Levels 3-12 K-12

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Whole-Group Activity: The Relationship1. Review the example document: MATHEMATICS

Core Content Standards and Benchmarks and The Iowa Core Curriculum

2. Note the following features of the relationship displayeda. The broad nature of the Iowa Core Content Standards

and Benchmark statements

b. The specific nature of the Iowa Core Curriculum compared to the Iowa Core Content Standard and Benchmark statements

c. The layout of the document (i.e., general to more specific)

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The Relationship: Making the Connections

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Understanding Alignment

• What is Alignment?– To paraphrase…The extent to which and how well all

policy elements (e.g., content, instruction, and assessment) work together to guide instruction and, ultimately, student learning (Webb, 1997).

– In other words…content, instruction, and assessments need to provide clear messages about the important goals and outcomes of the educational system.

– Alignment information can be thought of as a characteristic of the relationship among content, instruction, and assessment

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Understanding Alignment

• The purpose of alignment work is to determine the extent to which content, instruction, and assessment are in agreement AND facilitate student learning.

• It’s not just an event…it’s a process!

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Why Alignment is Important

• Aligned content, instruction, and assessment provide clear messages about important goals and outcomes.

• Conversely, when policy elements contradict each other, increased stress and pressure may be placed on educators and students.

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Why Alignment is Important

• Having alignment data provides

valuable information about system

functioning to be used for

improvement efforts.

• Poorly aligned instructional content

with assessments can “result in our

underestimating the effect of

instruction on learning” (Anderson,

2002).

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Why Alignment is Important

• What research tells us about the impact of alignment on student outcomes– As alignment between what is taught and assessments

increases, so to do student outcomes (e.g., Gamoran et al., 1997; Cohen, 1987).

– This is true even for students with low achievement, low SES, and ethnically and culturally diverse groups.

– Important to consider both topical/ conceptual information, as well as cognitive complexity when measuring alignment.

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Alignment Logic and the Iowa Core Curriculum• The Iowa Core Curriculum defines the Essential

Concepts and Skill Sets students need to learn.• The content of instruction should be guided by

(aligned with) the Iowa Core Curriculum.• Fair assessment practices means students are

assessed on what they are supposed to learn (align assessments with the Iowa Core Curriculum).

• Fair assessment practices also means students are assessed on what they have will have or had an opportunity to learn (align assessments with instructional content).

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Rationale for Alignment

• In other words…– figure out what to teach (i.e., the Iowa Core Curriculum),

– teach it, and

– assess it

• Because if we don’t…– we are being unfair, and

– adults and children get confused and frustrated

• Instead, the goal of alignment with the Iowa Core Curriculum is to… – reduce confusion

– improve opportunity to learn for students, and ultimately

– improve outcomes for each and every student

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Common Vocabulary

• Why do we need common vocabulary?– Clarifies communication within and among stakeholder

groups across the state– Enhance dialogue for common understanding, which is

ultimately the goal– Clarity and common understanding help reduce

confusion and frustration, and facilitates a common vision

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Activity

• FIRST, in table groups, divide the alignment terms, and write your own definitions.

• SECOND, come back together as a table group and share your definitions.

• THIRD, as a table group, match each alignment term with the provided definitions.

• FOURTH, review the definitions sheet, and ask clarifying questions as necessary.

What Should We Align?

Intended Curriculum

Enacted Curriculum

Assessed Curriculum

Characteristics of Alignment

Alignment

Level of Analysis

DimensionsDirectionality

Coarse-Grained

Fine-Grained

Horizontal Vertical

Topical/ Conceptual Knowledge

Cognitive Complexity/

DemandEmphasis

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The Big Picture

• Alignment can be examined among the intended, enacted, and assessed curriculum (Porter, 2002).

• When examining alignment among these three components, we need to consider the different characteristics of alignment (Niebling et al., 2008).

– Directionality

– Dimensions

– Level of Analysis

• As Iowa Core Curriculum work moves forward, we’ll spend more time learning how to examine these different characteristics appropriately, and how to prioritize alignment efforts.

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Some Thoughts to Consider

• There are a wide variety of experience and roles within a building, district, at the AEAs and Department of Education.

• To develop a common understanding about the Iowa Core Curriculum, we all need to have professional conversations about practices we engage in or observe.

• As our common understanding improves, it will help ensure that all students in Iowa have an equitable opportunity to learn the Essential Concepts and Skill Sets found in the Iowa Core Curriculum.

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References

• Anderson, L. W. (2002). Curriculum alignment: A re-examination. Theory into Practice, 41 (4), 255-260.

• Cohen, S. A. (1987). Instructional alignment: Searching for a magic bullet. Educational Researcher, 16, 16–20.

• Niebling, B. C., Roach, A. T., & Rahn-Blakeslee, A. (2008). Best practices in curriculum, instruction, and assessment alignment. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology, Vol. 4 (5th ed., pp. 1059-1072). Bethesda, MD: National Association of School Psychologists.

• Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31, 3–14.

• Webb, N. L. (1997). Criteria for alignment of expectations and assessments in mathematics and science education (Research Monograph No. 8). Madison, WI: National Institute for Science Education, University of Wisconsin–Madison.