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Instructional Program Evaluation

CIA Framework

December 2022

CIA Framework

An Educational Framework for Understanding

CIA Framework

CIA Framework

CIA is an Acronym for:

What is it?

The CIA

Framework

Curriculum

Instruction

Assessment

Quality Curriculum

Curriculum

Principals for Understanding

(Gollub et al, 2002, p 135)

Curriculum

  • Focuses on Big Ideas

  • Tied to Previous Learning

  • Is Logical and Sequenced

  • Quality vs Quantity!

  • Multiple access points and ways to practice

  • Structured real world or "simulated" activities

  • Develops "students’ abilities to make meaningful applications" and apply them to new contexts

  • Uses domain-specific language, procedures, and "models of inquiry and truth verification" that are "accepted practice"

  • Promotes interdisciplinary connections and connections outside of the classroom

Principals of Quality Instruction

Instruction

Instruction "should engage

students in a variety of learning activities that are purposefully designed to connect with what they already know and motivate them to work toward developing deeper understanding" (Gollub et al, 2002, p 137-138)

  • Engages students and sustains student engagement

  • Leverages Prior Knowledge

  • Predicts and addresses common misconceptions

  • Adapts to students' differences, interests, needs and abilities

  • Is delibertely explicit (or not) based on student abiiity and need

  • Provides multiples ways of demonstrating/representing information (verbal, written, visual, numerical).

  • Engages students in meaningful tasks for deeper conceptual understanding

  • Promotes collaboration

  • Creates a culture where students are willing to take risks and have meaningful discourse

  • Uses formative and summative assessments to guide instruction

  • Builds student confidence

  • Relies upon quality teachers

Quality Teachers

According to the Board for Professional Teaching Standards (NBPTS), qualified teachers:

  • "effectively enhance student learning"
  • exhibit high level knowledge, skills abilities and are committed to the following principals

Quality Teachers

"Teachers should make their reasoning and problem-solveing strategies visible to students whenever possible"

(Gollub et al, 2002, p 139-141, Collins and Smith, 1982; Leseter et al., 1994, Schoenfeld, 1983, 1985)

Principals of Qualified Teachers

Gollub et al, 2002, p 139-141

  • Are committed to their students and their learning

  • are knowledgeable and can translate that to student learning

  • manage and monitor student learning

  • learn from experience

  • are members of learning communities

Assessment

Assessment

Two Types of Assessment:

Assessment of Learning

Assessment for Learning

Assessments Should be:

Reliable, Valid and Fair

(Gollub et al, 2002, p 143)

Feedback is a Critical Component of Assessments

"Of primary importance if a test is to support learning is that students be given timely and frequent feedback about the correctness of their understandings; in fact, providing such feedback is one of the most important roles for assessment"

(Gollub et al, 2002, p 143)

Grading with Equity

As a pilot school for Standards Based Grading, we have a great opportunity to redefine when and how we assess students

Why Assessment is Our Greatest Area for Improvement as a School

This means:

  • More concrete/targeted feedback
  • More frequent (formative) assessments and check-ins vs end-of-the-unit assessments*
  • New Means of Assessment

New Ways to Assess

We also have

more tools available

to us than ever. E.g.

  • adaptive programs
  • textbooks with interactive practice, built-in differentiation, remediation and extension
  • alternatives to traditional assessment (e.g. verbal, visual, etc)

New Assesment Tools

Curriculum

What are 3 Main Components of a Quality Curriculum According to the CIA?

Curriculum

Focuses on Big Ideas

Tied to Previous Learning

Is Logical and Sequenced

Quality vs Quantity!

Multiple access points and ways to practice

Structured real world or "simulated" activities

Develops "students’ abilities to make meaningful applications" and apply them to new contexts

Uses domain-specific language, procedures, and "models of inquiry and truth verification" that are "accepted practice"

Promotes interdisciplinary connections and connections outside of the classroom

What Makes a Good Teacher?

What Qualities do Qualified Teachers have?

Instruction

Do you agree or disagree with the students?

What's the relationship between good teachers and quality instruction?

Do you agree or disagree with the students?

Contact

Danielle Siess

by: Danielle Siess

Western Colorado University

Department of Education

danielle.siess@western.edu

Assessments

What is the role of assessments?

Assessment

Is it more important to assess during learning (formative) or after learning (summative)?

What roles do these 2 types of assesment play in guiding quality instruction?

Resources at our school

Standardized Testing

Adaptive Learning

What do you believe the primary purpose of testing should be?

How would you use the resources available to meet that goal?

IXL

Istation

CMAS NWEA

Resources at our School

In Class Assessment

Formative

Summative

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