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

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

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• Purpose
• Logistics
• Agenda
• Breaks as needed individually
• Cell phones off or on vibrate

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• Intended Outcomes
• Understand Total Instructional Alignment and be
  able to use alignment document/pacing guide to
  develop units/lessons.
• Understand and be able to evaluate the three
  stages of Understanding by Design (UBD).
• Understand the power of collaborative processes
  and be able to collaboratively design UBD
  lessons.
• Products from participation in the range of
  learning experiences throughout the day will
  provide evidence that the intended outcomes have
  been met.

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• Introductions
• Check-in
• Who you are
• Whats going on
• 4 minutes

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• 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

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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?

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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

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• 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
• In your participant materials.

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Development of Group NormsSeven Norms of
Collaborative Work Which of these norms might
be most important for your full participation in
the group?1 minute self-reflection2 minutes
group processing Popcorn report out
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Development of Group NormsSeven Norms of
Collaborative Work Considering these seven
norms, which might you find most
challenging?What strategies might you use to
focus in on the ones you might find most
challenging?
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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
• (L. Carter handout page 3)

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Overview of Total Instructional Alignment (TIA)

• Reflection
• How is TIA different
• than what we are now doing
• in terms of alignment?
• Popcorn report.

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Overview of Total Instructional Alignment (TIA)

• Reflection
• Why do you think that Lisa said that of the three
  areas of TIA, the easiest is alignment of
  standards, curriculum and assessments?
• Popcorn report.

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Jigsaw Article

• Pull Out Negativity By Its Roots
• by Rick and Becky DuFour
• At your table
• Determine who will read each section
• Introduction
• Weed 1
• Weed 2
• Weed 3
• Weed 4
• To Build A Culture Conclusion
• Read and highlight key ideas - 6 minutes
• Each person share main points - 1 minute each
  person
• At your tables, create a one-sentence moral of
  the story and put on Chart Paper and Post 4
  minutes

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Unpacking the Frameworks

• Blooms Taxonomy
• K W L
• Complete K and W
• What you KNOW
• What you WANT to Know

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Unpacking the Frameworks

• Lisa Carter Video
• Blooms Taxonomy
• (L. Carter handout page 6)

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Unpacking the Frameworks

• Blooms Taxonomy
• K W L
• Complete L What you have Learned

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Unpacking the Frameworks

• Lisa Carter Video
• Constructing a
• Learning Objective
• Z Chart
• (L. Carter handout page 9)

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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)

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2
4
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Practice Constructing a Learning Objective

• (L. Carter handout page 10)
• 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?

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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 handout)
• 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

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Unpacking the Frameworks

• Blooms Taxonomy
• K W L
• Add to L if you learned more

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Unpacking the Frameworks

• Lisa Carter Video
• Task Analysis
• (L. Carter handout page 12)

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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.

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Practice Task Analysis

• Was this easy or hard?
• Why?

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More Practice Task Analysis

• Following the steps on page 12, complete a
• Task Analysis for an SLE in your content area.
• Pass the Pencil.
• 13 minutes.

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Task Analysis

• Why is a Task Analysis important?
• Table Discussion
• Popcorn Report

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Unpacking the Frameworks

• SLE Alignment Activity
• K-5 Teams
• 6-12 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?

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Alignment Documents

• Ready to use
• English Language Arts
• Mathematics
• Science
• Social Studies
• All on O.U.R.s website http//oursc.k12.ar.us/
• In progress we can use
• Foreign Language
• Physical Education
• Health
• For all other content areas, we will use the
  frameworks as they are but will begin
  clarification process as we use them.

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• 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

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TIA Documents

• Review the TIA document.
• Discuss how the document will be used.
• How is this different than what you did before?

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• Seven Norms of Collaborative Work
• Complete Group Self-Assessment (on back of Seven
  Norms handout)
• 3 minutes
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing
• Probing
• Putting Ideas on the Table
• Paying attention to Self and Others
• Presuming Positive Intentions

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When implementing TIA, what do you see as the
top 2 challenges?Quick popcorn report.
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Change Process
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
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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
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Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
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• Implementation of TIA
• Implementation Plan

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• Next Steps
• English Language Arts, Math, Science, and Social
  Studies
• Continue to develop units/lessons using alignment
  document and UBD framework
• Make notes of revisions needed
• Foreign Language, Physical Education, Health,
  Upper Grade Social Studies and Science
• Alignment documents will be completed hopefully
  by the beginning of school.
• All other curriculum areas
• Highlight the verbs in the Frameworks / SLEs.
• Be sure that learning objectives align to level
  of complexity (Blooms).
• Use current frameworks documents to develop
  units/lessons.

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• Next Steps
• There are still plans for the Alignment Documents
  to be loaded into the TRIAND online system
  training will be provided to learn to access all
  online curriculum resources including SLEs
  w/objectives, pacing, essential vocabulary, task
  analysis, materials/resources aligned to pacing,
  interventions and extensions.

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• Diamond Reflection
• Please complete Diamond Reflection and leave on
  registration table.
• Thank you!