TIA Project Goals and Objectives
The primary goal of Idaho Total Instructional Alignment is creation of a “PK-16 seamless educational system” through alignment of the following educational components (supported by intensive training and professional development):
- Common Core State Standards (CCSS) aligned to curriculum, instruction and assessment;
- School district and PK-16 classroom instructional systems; both vertically (between grade levels in a content area) and horizontally (across a grade level in a content area);
- Standards and expectations for college and career readiness;
- Classroom instructional practices including sheltered instruction connectivity, Mathematical Thinking for Instruction, Idaho Reading Initiative, classroom walk-throughs, PLC's, RtI, and 21st Century technology, (and all federal and/or state educational initiatives as they come forward); and
- University teacher education program and degree standards, curriculum content and instructional delivery.
- Unpack the Common Core State Standards (CCSS). This is a process called task analysis during which a detailed outline of “what a student should know and be able to do” is created for each standard.
- Establish a foundation for alignment of the education system (vertical alignment), beginning with the Common Core State Standards (CCSS). This foundation will allow for:
- Students to learn material that is relevant to, and congruent with, past and future curricula.
- Learning and curriculum support throughout or between (again, vertical alignment) the school years, making the transition from grade to grade relatively seamless.
- Alignment of the school or district with individual student needs to accommodate students who learn at various paces and levels, and those with varied learning styles.
- Align the Common Core State Standards (CCSS), curriculum, instruction, and assessment within or across (horizontal alignment) each grade and subject. The steps include:
- Confirming that curriculum and instruction is directly aligned with state standards;
- Providing interim assessments of the material that correspond with the instruction;
- Aligning the interim assessments with the high-stakes national assessment in both content and format.
- Align instructional practice. This step lies with the classroom teacher. It requires that he/she:
- Implement specifically designed instruction that assures the accomplishment of each CCSS and the development of assessments based on that instruction.
- Utilize assessments that demonstrate student proficiency of each content standard.
- Incorporate sheltered instruction connectivity, Mathematical Thinking for Instruction, Idaho Reading Initiative, classroom walk-throughs, PLC’s, Rtl, and 21st Century Technology, as well as other key research-based educational practices as needed to support and enhance classroom instruction.
- Align SBAC assessment to CCSS and to instructional practice in every Idaho classroom.