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WELCOME Total Instructional Alignment TIA Based on the work of Lisa Carter

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Title: WELCOME Total Instructional Alignment TIA Based on the work of Lisa Carter


1
WELCOME!Total Instructional Alignment(TIA)(B
ased on the work of Lisa Carter)
2
  • Diamond Reflection
  • I came expecting

3
  • Purpose
  • Logistics
  • Agenda
  • Cell phones off or on vibrate

4
  • Intended Outcomes-TIA
  • Understand three components of Total
    Instructional Alignment and how they all fit
    together.
  • Understand Total Instructional Alignment and be
    able to use alignment document/pacing guide to
    develop units/lessons.
  • Understand the power of collaborative processes
    and be able to collaboratively design lessons.
  • Products from participation in the range of
    learning experiences throughout the day will
    provide evidence that the intended outcomes have
    been met.

5
  • Table-Talk Roles
  • Facilitator
  • Keeps the group on task
  • Makes sure everyone has a chance to participate
  • Recorder
  • Writes down key points on newsprint
  • Spelling and handwriting dont count in round one
  • Write quickly to keep up with ideas
  • Time Keeper
  • Periodically reminds team members of time
    constraints
  • Keeps team meetings focused on the tasks at hand
  • Identifies when more time is needed for
    discussion
  • Runner
  • Gathers/distributes materials as needed
  • Reporter
  • Synthesizes, with the help of group members, key
    points and summarizes them for the whole group

6
Decision Making Consensus Review Consensus
Step-By-Step process in your materials.
  • In what situations is consensus the most
    appropriate decision-making tool?
  • Why not just vote?

7
Decision Making Consensus
  • Everyone can live with the decision
  • Establish and use evaluative criteria
  • Accept conflict as part of the process
  • Encourage negotiation and collaboration
  • Emphasize fact over opinion
  • Not about winning or losing
  • Dont give in just to avoid conflict
  • Flipping coins and voting are not viable
    alternatives

8
  • Development of Group Norms
  • Seven Norms of Collaborative Work
  • Promoting a Spirit of Inquiry
  • Pausing
  • Paraphrasing
  • Probing
  • Putting Ideas on the Table
  • Paying attention to Self and Others
  • Presuming Positive Intentions

9
Meaningful Change Makes a difference and has
a positive impact on student learning. Knowledge
Conditions

10
The Top of the Puzzle Box
The Characteristics of Effective Schools
  • Clear and Focused Mission
  • Safe, Orderly and Caring Environment
  • High Expectations for Success
  • Opportunity to Learn
  • Instructional Leadership
  • Frequent Monitoring of Student Progress
  • Positive Home, School and Community Partnerships

11
The Work of Professional Learning Communities and
TIA
  • What is that we want our students to learn?
  • How will we know they have learned and learned
    well?
  • How will we respond to those students that have
    not learned?
  • How will we challenge those that have learned?

12
Overview of Total Instructional Alignment (TIA)
  • Lisa Carter Video
  • Alignment of the System
  • Alignment of the Curriculum and Assessments
  • Alignment of the Instructional Practices
  • in the Classroom

13
What is Total Instructional
Alignment (TIA) ?
It is making sure that What we are teaching, What
we are assessing and How we are teaching are
congruent.
14
Alignment of the Instructional Delivery System

12 11 10 9 8 7 6 5 4 3 2 1 k Mom Dad
15
Alignment of the System through
12 11 10 9 9 9 9 9 9 8 7 6 5 4 3 2 1 1 1 1 1 1 k
Horizontal Structures
Planning Agenda
Field trips Lesson plan-units Material/resources M
ethods and strategies Curriculum and
pacing Assessment and activities Programs Schedule
s Discipline
16
12 11 10 9 8 7 6 5 4 3 2 1 k
Alignment of the System through
100
Vertical Structures
75
Planning Agenda
Individual student the bar exit grade
level the ladder steps to exit Assessment Flexib
le groups Corrective and enrichment
strategies Schedules Common terminology
100
17
All School Independent and School Dependent
Students
I
C
Instruction Curriculum Evaluation
E
18
Total Instructional Alignment
I
C
E
Instruction Curriculum Evaluation
19
Standards-Based/Objective-Based Instruction
20
Unpacking the Frameworks
  • Lisa Carter Video
  • Blooms Taxonomy
  • (L. Carter materials page 6-7)

21
Unpacking the Frameworks
  • Lisa Carter Video
  • Constructing a
  • Learning Objective
  • Z Chart
  • (L. Carter materials page 9-11)

22
Practice Constructing a Learning Objective
  • Divide chart paper into 4 sections list
    everything you recall that goes in each of the
    four boxes. When completed, compare with two
    other tables. (6 minutes)

2
1
4
3
23
Practice Constructing a Learning Objective
  • (L. Carter materials)
  • For the Learning Objectives listed on this page,
    write (on large chart paper) in Z-square format,
    the corresponding word/phrase in each of the 4
    boxes.
  • (5 minutes)
  • Check your work!
  • Compare to table next to you.
  • Questions?

24
Practice Constructing a Learning Objective
  • W.4.3.11 Edit for spelling of appropriate words,
    usage, punctuation, capitalization, and sentence
    structure.
  • (Format on Page 11 L. Carter materials)
  • Use large chart paper put the corresponding
    words/phrases in each Z-Chart box. Is this a
    clear learning objective? If not, then rewrite
    as a learning objective.
  • Post then Facilitator Carousel

25
Unpacking the Frameworks
  • Lisa Carter Video
  • Task Analysis
  • (L. Carter materials page 12)

26
Task Analysis
  • 4 steps to
    task analysis
  • Formulate the objective if the state wrote the
  • SLE as a statement then rewrite the SLE as
  • an objective
  • Clarify the objective are you clear on what the
  • objective is telling you
  • 3. What are all the thing the students would have
  • to know and be able to do to be successful
  • 4. Put these in a logical order- sequence

27
Practice Task Analysis
  • Complete a Task Analysis
  • for the example on page 13
  • (L. Carter Handout)
  • OR
  • one of the examples on page 14.
  • Follow the steps on page 12.
  • Begin each task with a MEASURABLE verb.

28
  • Exit Slip Out the Door
  • Finish filling out your Diamond Reflection

28
29
Unpacking the Frameworks
  • SLE Alignment Activity
  • Math Teams
  • Literacy Teams
  • (HINT-be sure there is an ELA teacher on each of
    the secondary teams!)
  • Baggie of ELA SLEs per team
  • Group consensus on alignment SLEs
  • Glue SLEs to on the agreed upon grade-level
    chart
  • Pick up correct alignment sheet and count up
    number your team has correct
  • How many teams with 100?

30
  • Rotate Table-Talk Roles
  • Facilitator
  • Keeps the group on task
  • Makes sure everyone has a chance to participate
  • Recorder
  • Writes down key points on newsprint
  • Spelling and handwriting dont count in round one
  • Write quickly to keep up with ideas
  • Time Keeper
  • Periodically reminds team members of time
    constraints
  • Keeps team meetings focused on the tasks at hand
  • Identifies when more time is needed for
    discussion
  • Runner
  • Gathers/distributes materials as needed
  • Reporter
  • Synthesizes, with the help of group members, key
    points and summarizes them for the whole group

31
TIA Document
  • Review the TIA document
  • Look at each objective and consider the task
    analysis- is there anything you cant live with?
  • Look at the verbs used in the task analysis- what
    level of Blooms?
  • Are you okay with where this falls in the scope
    of the year?

32
When implementing Total Instructional
Alignment, what do you see as the top 2
challenges?Quick popcorn report.
33
Change Process
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
34
Communication
Intensive Interventions
Tier 3
Communication
Individual Interventions
Communication
Tier 2
Communication
Universal Interventions
Communication
Communication
Classroom Instruction
Communication
Pyramid of Interventions -
Response to Intervention
35
Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
36
The Research of Dr. John Carroll Aptitude
Degree of Learning Time Spent Time Needed
37
What Affects Time Spent?
  • Assemblies
  • Discipline issues
  • Student absences
  • Teacher absences
  • Scheduling issues

38
What Affects Time Needed?
  • Student background knowledge
  • Resources/teacher strategies use
  • Vertical alignment
  • Student/teacher attitude and motivation

39
What We Know Students come to us with a
variance of knowledge and skill level. Students
learn at different rates. Learning is an
incremental process.
40
What We Do Group students for instruction based
on chronological age. Give all students the same
amount of time to learn the same amount of
content.
41
Alignment of the System
Second Grade Algebra 2 English II
First Grade Algebra 1 English I
Time
x
Norm
x
Rodney
x
Kim
x
Mary
x
Kathy
x
Sam
x
Tia
x
Miguel
x
Joey
x
Jane
Content
42
  • Implementation of TIA
  • Implementation Plan
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