1) What are common reasons for misalignment/incomplete alignment?

One reason that I think for incomplete alignment is that the creator may not have considered the length of time it takes for students to master a concept. Some lessons are written as if mastery could occur after just one exposure to a new topic/skill.

2) How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I hope the platform is truly able to attract teachers who value feedback on their resources. I think it would be such a wonderful place to see teachers share something they created that worked really well in their classroom and open the resource up for iteration by others. 

3) How does (could) your PLC use alignment discussions in your planning cycles?  

I would love to see my PLC evaluate some of our resources. It would be wonderful to have part of our monthly meeting be looking at a specific resource, analyzing alignment and discussing different ways it could be remixed. I hope my PLC will find this as exciting and valuable as I do.

I totally agree with your statement for question #1 about time to master a concept.  It has taken me some time to find my "pace" with the NC Tools for Teachers lessons because there are SO many teaching moments in a lot of the tasks, and I love allowing my students to guide the lesson.  Many times, when teaching a lesson from top down (allowing the students to explore and develop reasoning before I teach the concept explicitly), students will pleasantly surprise me with reasoning and strategies that I hadn't planned on being a part of the lesson.  But ultimately, it's SO important to allow students to develop their own strategies and use the extra time to build on these ideas.  Mastery to me is exploring math concepts and developing strategies, not necessarily an end to a lesson.

I cannot wait to use the idea of finding a resource and evalutating and remixing it during math PLCs.  This is such a fabulous idea and will give insight to how other educators view the same resource multiple ways! Very Powerful!

1. What are common reasons for misalignment/incomplete alignment of a resource?

I thnk people interpret the standards quickly without digging in. We had a discussion in my 5th grade PLC yesterday that lasted the entire block as we were trying to create a task around RI.5.3.  WE had to read and re-read the standard about a million times, looking at the DPI clarification documents as we went.  Maybe it was because it was the end of the day, but boy was that tough!

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Like in the above example, many heads working together helped us see angles that others missed. For example, the team came into planning thinking they had to look at relationships across different texts, when it was actually within one.  Debating, discussion, all of that helps with clarifying and looking closely.

1. How does (could) your PLC use alignment discussions in your planning cycles?  At the beginning of each cycle or unit, we spend time unpacking the specific standards of the unit, using the clarification and district documents. We revisit when we drill down thereafter as we design specific lessons and select texts.

Veronica - I totally agree with #1 and basically said the same thing!  I think it comes down to time and as teachers, we know how precious it is.  However, we need to make sure that we are using that time wisely and not "wasting" it on resources that truly won't accomplish what we hope.

That's the key...the second thing you said. It's hard for teachers to let go of prized lessons or tools sometimes, but if they don't align, why waste the time?

I completely agree with both things that Lyndsay and Veronica said. Time is everything as a teacher and we want to make sure we are using it in a manner that is best of the students, not us.

Lyndsay and Veronica, 

I agree with your statement as well.  When the standards are unpacked, you can really see what learning needs to take place to reach the standard.  It also helps you find the resources that will meet the standard as well as those that don't. I love it. 

I agree with your comment on digging deep into the standards.  I have found that I look at omething differently every time I read through the HS Math ones.  It's important to study them and spend time going through them in your PLC.

Veronica it seems that our PLCs are very similar when it comes to alignment.  As a group we take some time to find the reasons for a misalignment.  We all want to contribute but we see items with different levels of experience and it makes our team work difficult but in the same time rewarding since we get a better product.  I also think the platform could help to have more heads working as you said for a better outcome for our students who benefit for more clarify resources and specific lessons.

I think digging deep into the reasons for misalignment is powerful. We should probably do more of that. 

1. My frustration with the High School Social Studies standards are that they are vague in one sense.  For example, American History II has this standard (4.1): 

• Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted. 

So we are always assessing 4.1 throughout the course.  And just because a student mastered it in one time period doesn't mean they will master it in another.  So that leads to the first response.  In my field, many are incompletely aligned because the resource matches the standard/objective, but only for a particular time period.  So technically, the standard does not allow for any resource to be completely aligned (unless you teach thematically, but I have reservations about teaching history thematically).

2. For Social Studies, I believe the best strategy is that the platform contain resources for specific time periods and not worry as much about trying to align completely across time periods.  It should be treated as if the standard says (using the example above): Analyze the political issues and conflicts that impacted the United States DURING THE PROGRESSIVE PERIOD and the compromises that resulted. 

3. My PLC uses UbD (as does our district), so the aligning piece is already a part of the process.  The county curriculum review teams have determined the standards in each unit, and our PLC ensures that the topics and lessons we teach, as well as our assessment questions, match with a standard.

Mark, I teach middle school World History so I feel your frustration.  The administrators want us to be able to pigeon-hole our standards and show mastery of one or more in the first nine weeks or semester. Will a test ever accurately depict the mastery of these standards?   Our class is really a critical thinking class, where we take hundreds (or thousands) of years and begin to understand how one event connects to another.  

Since World History is taught in 10th grade as well as 7th grade, we basically cover the same information. There is such limited information about the depth and breadth of our curriculum that we could find a lot of crossover curriculum.  What you call Progressive Period, our district calls it Industrial Revolution in 7th grade.  It makes me wonder how much continutiy there is across the state with regards to our standards?!  This will be a great forum to have those discussions about depth and breadth!

Mark and Beth: 

What you are saying makes total sense, esp the comment about World History students saying, "Hey, I already learned this in middle school." Ok, well, that is my paraphrasing and adding a student voice as I, too, have heard students discuss curriculum! Would it be possible to do as you suggest: Create a Group here in #GONC (yep, I shortened it!) to do some vertical alignment as well as perhaps create (dare I say it) additional clarifying objects for your standards that span time periods? I bet your SLMC would LOVE to help you! 

---Rebecca Ungerer, SLMC, WHS, Boone, NC!

Rebecca-

I think that is a great idea.  However, I think the one thing that we must consider in vertical alignment is the depth piece. I believe that American History is taught in middle school as well, but has an NC focus, and so the high school standards would be more US focused and would go into more depth on many of the topics.  So yes, they may have learned it before (if many remember learning it before), but may not have the knowledge needed to take it to another level.  I also worry about "skipping" (used very loosely) some topics because they have been taught before, because it may be necessary to reteach that in order to understand something else (in World History, maybe the Renaissance to understand the environment for Reformation as an example).  

It's definitely something to consider though!

#1 I think another reason for incomplete alignment is that teachers have to align their lesson to standards that may or may not fit with their students' abilities.  For example, it you are teaching 4th grade, and the students in your class are well above or well below grade level, but you have to use the 4th grade standard (as is true at my school), your lesson cannot actually align to the standard no matter what it looks like on paper.  

#2 While productive discussion is a wonderful concept, I see two problems:  The first is that, just like reviews of a product, after the first few, you don't spend the time reading the rest.  The second is that teachers don't hve a lot of time to discuss every lesson.  There will be some, and I think that that discussion will be good because the people will really care, but most teachers just want to finish their lesson plans for the week and go home.  

#3 By discussing alignment, there will also be discussion of the lesson, which will help teachers get a more in-depth feel for the lesson.  

You hit the nail on the head. There is definitely a discrepancy between students' abilities and the expectations of the standard as it is presented. I see this so often with my English Language Learners. They come in with little or no English and are expected to achieve the expectation of the standard, as written, to reflect growth or progress.

I completely agree with your reply for #1 - we are constantly modifying resources and lessons to meet our learners' needs and earning style that at times we stray away from the grade level standard. For #2 I think it can be challenging because we are utilizing resources from various creators and at times there is not a progression of lessons just a plether of resources use for various standards and your reply for #3 will help that. Thanks

Misalignment often occurs because the standards are multi-facteted and resources may only address part of the standard or address the surface level expectations, not the depth of knowledge expected for mastery.

The platform will encourage communication between educators and foster collaboration to provide quality resources that address standards.

Vertical alignment is a common topic in our PLC discussions. This resource could help us evaluate options in addressing the needs of all learners, specifically advanced or struggling students.

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Misty,

I completely agree with the communication and collaboration to get quality resources.  I think sometimes teachers are so protective of what they create and are afraid to put it out there, not unlike authors I've spoken with who say the same thing about their manuscripts when they are done. 

Do you think it would be a good idea to have grade level groups on the platform for collaboration?  Perhaps it wouldn't seem so overwhelming, given all of the resources that would be there.  

1.  Students may not only be able to master a skill in the first lesson, but you must also look at your student make-up (ESL, special needs, etc.).

1.  Teachers can have open and honest dialogue about various resources.  You learn from each other.

1.  This discussion would have to take place in weekly grade level meetings, not in PLCs.  Our PLCs are more focused on data and assessments.  There are twelve teachers in third grade.  They can separate into groups to look at various resources and come back together as a team to share/discuss.

Genea,

You made an excellent point in #3 that I totally forgot when I answered it:  PLCs are more focused on data and assessments.  I was thinking of my weekly grade level meeting when I answered the question.  I'm thinking that if it is the data they are focused on, allowing for conversations in PLCs about alignment might shed some light on why the data looks the way it does.  What do you think?

I totally agree.  Data/assessments and alignment goes hand-in-hand.  Those conversations would be so important and would have amazing results .  A win/win for both the teacher and the students.

I totally agree that PLC's are mostly data driven.  WOW, 12 3rd grade teachers....I teach 4th with one oter teacher!  We are both in this group and it has created very productive conversations with other teachers at our school.

In response to your #3, in my district we have data specific grade level meetings every Tuesday and then our PLCs and "other buisness" meetings every Thursday. Staff meetings are Tuesday after school while the grade level meetings are during our planning period. I sometimes feel meeting-out and wish we had more time to implement all of the things we keep meeting on.

You are absolutely right about mastery and time. I hadn't thought about this but it is a major factor. Sometimes for standards with lots of depth you need to factor several days to reach the goal. 

Joanna:

I love the idea about having the PLC evaluate some of the resources. I think this would make for a great introduction to the system when it rolls out as well as foster rich deep discussion about content. I have young teachers who don't like to change much about their teaching, so it gets very difficult to get them to try something new, but if they new of these resources it may open their eyes to new things and ways of teaching.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think a reason for a resource to be misaligned would be that a teacher has linked an entire standard to a resource that may only address a small part of that standard. That's why it's important to use cross-walk documents and dive deeper so that we fully understand what is addressed by a standard.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think by providing the resources we've received so far for the review academy: a review rubric and sentence starters that keep everything objective.

1. How does (could) your PLC use alignment discussions in your planning cycles?

As a district ITF, I'm often asked about which tool would be best for "this" or "that". Giving teachers access to the rubric and strategies like identifying the verbs and nouns in the standards would help us be better at evaluating resources, as well as more purposeful when we're doing it.

Lauren, Hi! I totally agree with all you have said in your responses. I am thankful that we have you in our district to help sort through available resources.

Lauren,

Our standards are incredibly rich and are packed full of content.  Without using all the resources that are availble with the standards, crosswalk and unpacking docs, I agree that it is unlikely that a resource could fully align.  

ABSOLUTELY, YES!!!! As a district or even district cohorts, using the rubric and evaluating resources would be beneficial for everyone involved! It will not only help teachers understand the standard better, but it will help everyone in determining what we should be looking for in our resources.

What are common reasons for misalignment/incomplete alignment of a resource?

I think a lot of reasons that misalignment/incomplete alignment is that a standard is so multifaceted it is hard for one resource to cover all of it. While there are some standards that are incredibly straight forward with one verb/skill in the standard, most have several components. Not only do teachers need to know the standards they teach, but support staff do as well. When we know our standards and place importance in them, we see how "just any old resource" won't work. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think we need to be careful that MORE resources don't become the problem. It is always more important how we use them for instruction. Sometimes I have teachers running through tons of resources in a day/ week, but the mass quantity of resources isn't actually helping the students learn. We need to make sure quality over quantity. Good instructional practices don't go out the window. I would like to see teachers posting about how a resource is aligned for their teaching purpose, but also how they taught with it. I'm wondering if we could have a twitter hashtag so teachers could see resources in action? 

How does (could) your PLC use alignment discussions in your planning cycles?

As a district, this is a priority goal for the next 2 years. We have made some progress with math this year, but need to transfer the work to all other subjects. My teachers are becoming more comfortable with the standards, but I need to help empower them more to seek out resources that align / maximize instruction. 

Melissa,

Having teachers posting about how a resource is aligned for their teaching purpose is really thoughtful.  It made me go "Hmmm."  And the hashtag idea could be a great way to get there.  I'm with you in saying that more resources aren't the solution, but that quality resources supported by good instructional practices is key to student learning!

I agree with your statement for question #2. I'm a Chinese teacher, and most of teachers in our counties kind of stay in our own world, without any practical, or productive PLC or collaborative chances to work on lesson plans. If we can spread the words aboutGO OPENNC platform and USE it, it will benefits both teachers and students.

1. What are common reasons for misalignment/incomplete alignment of a resource? Not fully understanding the resource/standards

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? Create groups for teachers to chat about questions they have

1. How does (could) your PLC use alignment discussions in your planning cycles? I am a PLC of my own but I could share with others in my school

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1. What are common reasons for misalignment/incomplete alignment of a resource?

I think that sometimes resources may be developed for a different state.  I also think that sometimes resources may cover too many things at once and becomes too general to be completely aligned.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think that it will give teachers across the state the ability to share with one another the ways in which they could see the resource being used or even if it is aligned properly.  It will also allow teachers to collaborate on how to use the resource and where they see the resource fitting best.

3. How does (could) your PLC use alignment discussions in your planning cycles?

In a PLC setting teachers will be able to collaborate on how to use the resource and where they see the resource fitting best.  

1) I think that sometimes educators don't have a full understanding or depth of knowledge regarding the content they are teaching. The teaching may be very surface so the resource they chose is also very surface. I also think that we often times go for the "cute" component versus the rigor or relevance. 

2) Even in my own school, we still have weekly conversations during PLC time about resources people are using and if they meet the standards, rigor, and relevance. We also have heavy discussions about what is best for students and will prep them for the future. Again, just trying to make sure educators are making smart choices versus covenienent choices. 

3) We already do it...and need to keep doing it. With the plethora of "stuff" floating online, it is crucial that we pay attention to what is used in classrooms. We want to get the best results from the best teachers with the best resources. Its a win-win for all....especially the students. 

In response to your #1 Janna, I believe that for elementary teachers specifically, the surface level understanding is all that is allowed unless there is a group of teachers who like to departmentalize.  I know as a former fifth grade teacher, I was much more able to analyze rigor and relevance for math and ELA standards (as my Master's was in special education) than science and social studies standards.  It was a lot to juggle with very few good resources provided by the district and NO textbooks. So I think that the demands can play into the use of resources because of time and understanding.

Janna, I agree with you that sometimes teachers don't have a full or deep understanding of the standards or the content they are teaching, and I would truly love to see a shift toward a school structure that allows for that. As an elementary literacy coach, I also can see why - my 3rd grade team right now is very pressed to come up with time for spelling, which is clearly in the standards. But we are struggling mightily to come up with a time during the day after we give sufficient time (and meet good district standards) for the rest of our ELA components - read aloud, word study (which is vocabulary which is very needed at our school), reading workshop and writing workshop. There simply isn't another 20 minutes in the day to do this needed skill (but we'll find it). Not to mention planning for small groups and individual conferring in reading and writing, planning for mini lessons in reading and writing and planning for intervention. And that's just ELA. And then in 4th and 5th, if you departmentalize, you may think that helps, and it does to an extent. But then deparmentalizing actually gives less teaching time for each block in the schedule - 40/45 mins reading workshop, 25-30 writing, etc. So you then have to adjust what you teach to your time allotted for teaching it, which is insufficient, which then means you go more surface with it. Not to mention over 30 kids in each class. So yes, I hate that their content knowledge is not deeper but I understand why. 

Janna, thank you for sharing with us! Your first statement really struck a cord...sometimes educators don't have a full understanding or depth of knowledge regarding the content they are teaching. This would definitely explain a lot of curriculum alignment, and it's a statement that is probably true regarding more teachers than anyone cares to admit; but really knowing your content and being familiar with standards and objectives within that particular content area allows a more thorough analysis of alignment.

1) I agree with the comment about educators not fully understanding the depth of the standard because I think many are just concerned with the EOG assessment and they skip many steps in their instruction "Just trying to cover everything".

2) I think the GOopenNC platform will enable educators to understand the importance for alignment by giving them great resources that are focused on full alignment that is focused on NC standards.there are so many resources everywhere that sometimes "Convience is picked over relevance."

3) During  my PLC at the school in SC our main PLC focus was on data and how do we get the student to the next level. Now I am a Science Lab teacher so I do not have a team I work with I am my team so I feel it's so important for me really focus on aligment.

I agree with No. 2. Narrowing down the resources available will be valuable. I think just setting up the resources on here will help to foster more productive discussions as teachers from a variety of districts will be able to find a common ground in this app.

In response to your #1, Janna, not only do I agree with LaShonna that the time it takes to seek out resources can be very demanding, but concept mastery has been a challenge in the school system for some years now. This is mainly due to the shortage of teachers majoring in education and the shortage of teachers pursuing higher degrees in their content area. I went back to school for me,  however, I must admit that my MBA drastically improved my instruction and my doctorate has taken my understanding of my concepts and how to convey the information to my students to a whole new level. Often, I find myself creating or modifying curriculum material to take away the confusion for my students. When we do receive textbooks, I feel that they leave out a lot of practical explanations, therefore, students do not understand the concepts and struggle to find value in how concepts relate to the real world (the big disconnect).

Cathy

Janna, 

 I think you have hit on a real concern for teachers regarding misalignment or incomplete alignment of resources.  Many resources only cover the surface.  Time is often a factor and so it is quicker and easier to find a quick worksheet than it is to really make sure a lesson or material covers the full scope of a standard. We also need to factor in learning styles and differentiation.  When I read your comment, I was shaking my head yes and having the "ah-ha" moment.  

I agree that "cute" and "convenient" often win over standards-alignment, rigor, and relevance. There is a plethora of "stuff" floating around online that include pretty fonts and fun activites. However, as a science educator, I have discovered some resources that contain incorrect science content.

Yes, I agree with all of these comments. I think educators should focus on expanding their own knowledge of their content standard by standard. The teacher needs to know what master of the standard looks like and be able to balance the depth and the breadth of the standard. I think this platform can help by providing peer-reviewed resources that can aid in teacher professional development as well as a place for active collaboration around standards. 

I agree that it is difficult to sort through the resources and we need to be more intentional and selective in what we use.

I agree with your #1.  I think that many teachers do not completely understand the curriculum.  It is hard to search for resources that are fun, engaging and stay within content. 

Janna I have been in several schools where I am not sure that anyone REALLY knows what most teachers are using to meet a standard. Thinking about this is interesting. You certainly want to give teachers freedom but you also want to make sure that students are really getting what they need. This is very important and is a balance I am learning to strike as a new administrator.

Janna,

I cannot agree with your reply to #1 more!! We spend time each week talking about what each standard means and what it looks like. Backward design can really help with this, I have found. Teachers need to see what they will be expected to do once the standard is tought.

I completely agree with you, Janna, on your first answer. A lot of the time, I found that people choose what is "appealing" rather than what may mean more "application" for a specific area or skill for students. I think it's drawing a line with how many of those "cute" activities are implemented and how many are addressing targeted skills/components/standards for mastery. I feel like if you've mastered a topic, you should be able to be somewhat "more" creative it it- therefore, the cute activity could be implemented here, as an example. 

I agree with your assessment in #1. I have taught things before that I didn't actually understand myself and it is hard to plan activities that are not just surface level when this happens. When I am teaching earth science I am much better at planning things that are truly aligned to the standards and not just fun activities or worksheets.

I agree about how teachers will often search for "cute" lessons that lack rigor and relevance which is evidence that many educators don't have a full understanding of the depth of knowledge of the content standards they should be teaching. Then when students are not proficient after being assessed on the standard, teachers don't understand why the students were unsuccessful because they "taught" it to their students when in reality the students never learned the standard in the first place. 

There are so many disconnections about the purpose using specific activities to teach a specific standard which can result in students being unable to apply the standard in other ways.  For example, if the standard is using text evidence to support the main idea students should be understand that their purpose for learning is using text evidence to support the main idea. However, doing a cute activity making penguins on a paper plate in the snow after reading an informational text about the behaviors of mother penguins does not reinforce using text evidence to support the main idea. As a result, students will not be able to apply using text evidence to support the main idea for other topics. 

1. I believe people find something that is close enough especially with the change from CCSS to the NC Standards.  There are a lot of good resources out there, but they don't always align to the shifts in the curriculum.  I have found that teachers don't realize that the kids "don't need to know something" untl they hand it out and realize that they don't learn that until 1-2 grades later.

2. I believe that we will have a platform for the first time to align learning from a teacher perspective across the state and hopefully increase rigor.  With there being small districts and really large districts, the pool of "brains" can be different which would hopefully help increase the level of instruction across the state.

3. As a special education teacher, I find that the general education teachers that I am work with find resources in totally different places from what I have in my pool.  I believe that having a pool that we can all look at and judge and see views and uses will make the planning for our individual students more efficient.  Instead of just looking for something that meets the standards, we will have the opportunity to take time to analyze the standard and how we are assessing and progressing over unit and over the year versus just finding things to do.

Hi Lashonna, I agree that many times educators find something "close enough" or from another state or resource. I'm teaching Math 3 for the first time and we have no aligned text. The retired teacher took her materials home with her. It's very hard with time pressure to reinvent the wheel and sometimes the learning activity I try goes above and beyond or not deep enough.

I agree that having all teachers, including specialists, evaluating materials through the lens of their expertise and experiences will only enrich the matierals that are available to use with all of the students.  

Lashonna,

You're speaking my language.  I'm also a special educator who usually search and find resources that I can use to individualize instruction as well as meet the standards.  I certainly am on board with your statement about more efficient planning as well as taking a look at how students are progressing over the long term, not just to present the curriculum for short term gains.

1.  Many of the standards in math have multiple components so it is common for resources to have an incomplete alignment.  There are many standards that are covered in multiple units using various functions.  It is difficult to have a resource that would cover these standards completely.  Also some standards have components that are similar, so an activity may be listed to cover standard A but in reality it better aligns to standard B.  It also may be that the author of the resource interpretted the standard one way, but the teacher interprets it another.  This should prompt critical discussions and exploration into the true meaning of standards.

2.  The #GoOpenNC platform can help encourage productive discussion about resource alignment by allowing teachers to share their opinions on the curriculum alignment for the resources available on the platform.  I like that you are encouraging teachers to give objective based reviews rather than subjective reviews.  When a teacher gives a good or bad review based on how they "liked" it, I don't know how to read that.  Their expectations in their class  and the caliber of their students may or may not be different than mine.  Their subjective comments may or may not lead to be true in my classroom.

3.  My teaching situtation is very unique.  I teach at an Early College with a small student population.  While there are 3 math teachers on my faculty, we all teach different courses.  Therefore, we do not work as a team on weekly plans.  We do meet as a tearm to work on vertical alignment.  For this reason, we would rarely look at the same resources.  I could see how a larger faculty with the ability to team plan could use this resources to have converstations about alignment to objectives and state standards.

Diane -- you are so right about the math aspect. Teachers don't think through the progression and a resource may only cover one aspect of it. It states alignment to a specific standard, but without research or thought, teachers don't stop to see that it isn't "complete". 

Hi Diane,

I agree with your observation about subjective comments. I prefer to use quantitative comments and having a rubric would help guide discussions.

I also have a similar teaching situation. I am the only teacher in my school teaching Adobe Digital Design so meeting with other CTE teachers is not going to be productive. I am about to start a virtual PLC across my district (using MS Teams) to have discussions with teachers in other schools who teach this course.

That is a great idea about a virtual PLC.  I have attempted to work with a teacher that teaches the same course at a traditionnal high school.  However our school schedules are different - my school started 3 weeks before hers, so we are at different places in our semester and course curriculum.  We hope to debrief at the end of the semester to determine what worked and what didn't.  I may suggest we try a virtual PLC with her and the teachers from the other high schools.  Thank you for the idea!

Ironically the arts where my experience is has a similar problem with complex standards that have similar elements and are covered in multiple ways.

I find this to be true in science, too, Rita.

I agree, Rita. While the NCES standards are much more specific than the previous MENC standards, they are still broad and cover a lot of ground in each standard. It is easy to address a standard, but more difficult to teach all of the components of any particular standard, especially in one lesson. 

Having such a disparity in how often and how long arts instructions is provided in different schools contributes to the difficulty of having common standards, and aligning instruction to those standards.

Diane I agree with you about the multiple components in math standards.  Sometimes it's hard to tell where a standard ends in one course and begins in another.   I teach at a small school also, 4 math teachers.  I'm excited to see other viewpoints on curriculum alignment through Open NC.

Diane, 

I said something similar in response to the first question, and as I have been reading other responses, other thoughts have come to mind. I am a middle school math teacher. I taught sixth grade for 11 years, and this year I am working as a math impact teacher with 6th, 7th, and 8th grades. I think sometimes we do not consider the prgoression from grade to grade, and as you mentioned, we interpret standards differently. Some standards in across grade levels seem similar, so we need look carefully at the verbs, nouns, and vocabulary. Also, I was recently in a class and the teacher was not sure what had been covered in the previous grade as she was introducing a new concept. We need to dedicate time to understanding standards and ensuring resources are aligned. 

1. What are common reasons for misalignment/incomplete alignment of a resource? If the person has not fully unpacked the standard and the performance expectations for the full depth and breadth of the standard then alignment will be incomplete.  If the person does not understand the standard then misalignment can occur. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? Discussions like the one that started about the Illustrative Mathematics third grade material that was aligned to a different standard than some people thought, talking through your opinion and presenting your evidence will hep others understand where diverging viewpoints come from. 

3. How does (could) your PLC use alignment discussions in your planning cycles? Since we do not have curriculular materials these types of discussions can be extremely helpful in assisting us in choosing high-quality resources. 

Exactly right!  Since we don't have textbook resources, alignment is even more important!

In reference to your answer to 3.

As I was reading your answer it dawned on me that I now have a huge resource with which to get ideas on how to use tech in a classroom. And if I can edit the original and put in what I need here that would be even better..I mean why reinvent the wheel...Now I ask myself...why did this take me so long to realize?

I like that you talk about not having any curricular materials. I know as a first year teacher, I feel like I am creating everything I teach "from scratch." Having a good solid, starting point would have made so much of a difference. Having high-quality resources already created and ready to use would have been phenomenal!

I completely agree with your comment regarding PLC discussions being extremely helpful in assisting with high-quality resources. When a school does not have a specified curriculum to teach, some teachers find themselves struggling to pull resources that are high-quality and fully align to the standards. Too often it becomes a grab and go for what is cute and surface, versus what is aligned and provides adequate rigort. This is a particularly difficult balance for new teachers to find, so having these discussions in PLCs is extremely valuable!

1. What are common reasons for misalignment/incomplete alignment of a resource? There are many reasons for misalignment/incomplete alignment of a resource. Sometimes standards can be easily misunderstood because of wording. Therefore manyteachers may only align resources to to one standard or the wrong standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? #GoOpenNC provides a variety of resources for all  standards and teaching styles in all content areas. Teachers will be able to share resources with other teachers around the state. Teachers have a variety of teaching styles. The resources posted on the #GoOpenNC site reflect the variety of of teaching and learning  in all subjects. This will allow the site to be used by all teachers to impact all students aorund the state. Teachers will be able to align standards to their lessons using many resources provided for them by this resource. 

3. How does (could) your PLC use alignment discussions in your planning cycles? The possibilites for using these resources are endless. PLC's, Professional Develoment opportunities and teacher conferences are only the tip of the iceberg to use the resources posted on this website. Discussions of the resources could help teachers utilize new lssons (integrating a vriety of standards) in their classrooms. Lessons can be upgraded based on a variety of criteria results on the website. This site can be a breath of fres air to teachers who have been using the same lessons over and over. 

I would like to add to Lisa's #3 response by saying it will be valuable to the new teachers coming into a specific field if they know they can use this resource to help them teach more effective lessons until they have enough experience on their own to develop their own unique lesson plans! 

I agree with Lisa about upgrading lessons. 

We do a lot of alignment discussion at the beginning of the year, so this may make it easier to get together to check alignment throughout the year.

1.What are common reasons for misalignment/incomplete alignment of a resource? 

 One common reason for misalignment/incomplete alignment of a resource may come from the lack of time spent by the creator with unpacking the standards to have an idea of the complexity involved in meeting the demands of each standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think a productive discussion regarding resource alignment can only happen when educators who specialize in a content area come together to use content knowledge and collaborative skills to share perspectives in a format that uses a common evaluation tool or rubric with two components: 1. an individual review with these tools & 2. a group leader/mentor/mediator who is willing to host the conversation with the key goal of coming to a consensus about  the resource based on collaboration and discussions. 

3. How does (could) your PLC use alignment discussions in your planning cycles?   

 As an ELA teacher, it is my responsibility to know my standards and to make sure my students are given numerous opportunities to practice each standard. Standard should be continuously relooped to help ensure student success. The PLC must align lesson plans to make the curriculum and standards available to all students. As a PLC, we must collaborate to ensure equitity for all to an accessible, rigorous, standards aligned curriculum within our classrooms.  

Lori,

I noticed in #3 that you mentioned that standards "should be continuously relooped" and I thought about spiraling back - not only for the curriculum, but also to take a look at the standards we used to see if we missed something, or need to take something out and add something else in.  Sometimes I think that I have the whole thing done and come to find out when I'm doing a formative assessment that what I thought I had focused on wasn't what the students were also focusing on - especially because I had read the resource one way and they saw it another way.

Lori,

I totally value your point about the creator needing to successfully unpack a standard in order to create a quality resource that aligns. I also think that teachers struggle to decide if it aligns - it is not just up to the creator, it is also up to the user. 

I do also really like your idea about a group leader/mentor/ mediator that uses a protocal with evaluating resources.. I wonder what that could look like where teachers don't feel like it's an "extra" thing.

Melissa, it is up to the user and the creator. I believe as a state we need some type of document to unpack it that could be used by everyone. I am a reviewer for EdReports.org and they have a set criteria for evaluating all resources. Our state needs a criteria for resources too.

1.  I think sometimes that educators themselves don't fully understand what a standard entails.  Sometimes the wording is totally confusing and...well...wordy.  Some standards involve so many different parts that a resource may not cover them all...of course...maybe we don't want a resource to cover the entire standard.  I know that sometimes I just want to find a resource that covers the part of the standard that I am teaching at that moment or that day.

2.  I think that, as teachers, we all have sometime to offer in terms of our viewpoints on resurces.  We can use this platform to get feedback from others in our areas regarding resources we may want to use.

3.  PLCs can use these discussions to decide if they want to use the resource in their teaching of that standard.  I know in our PLCs we pick apart standards and talk about the different parts and what they mean and what we expect our students to learn.  These alignment discussions could help us decide on which resources would be best for our teaching of the standards.

Jessica, I agree with you. Every standard has so many components and elements and understanding what they truly want to a level of mastery is difficult. We struggle to find resources that focus on single standard because of those multiple layers per standard. 

I also agree.  The Standards are overwhelming. I always hear teachers mention how they wish the standards were in plain english or at least written in a more readable way.  

I also like what you said about teachers offering thier viewpoits.  I would love to see those who develop curriculum spend more time with classroom teachers and get their feedback on the standards so they can develop them in a way that is more comprehendable. 

1. The common reasons for misalignment of a resource is that the learning objectives are not reflected in the resource and they might not have a clear pupose.  Another reason is the depth of the standard could not be aligned to the task meaning that it could be in the last stage of the learning process like Analyze but the task  is presented in the beginning of a lesson. The incomplete alignment has to do when is missing a component like the task does not reflect all the modes of communication.

2.Just by presenting and sharing information the platform will foster productive discussions. I am a big Backward design planner and I would like to know how many other teachers belive in Performance based assessment and it will be benefitial to exchange ideas and get to consensus.

3.  iI we could exchange ideas and work with an alignment in every course during our PLC then for example in Spanish we can agree to what to teach in level I and what resource used as a common assessment.  Finding common ground and creating common assessment will help vertical alignment from level one to AP Spanish.

Tania, I too use backward design planning and operate with a performance based assessment. I teach at an arts magnet school and that allows my students the freedom to tap into the arts too! 

Many times a standard needs to be broken down into parts and a resource may address only some of the parts. Also many times the students need to fill in gaps in learning from previous years learning in order to approach new learning with a firm foundation. It helps to link new learning to old learning and not to bite off too many components of a standard in one activity or experience. I think it would help to link the required prerequisite skills and understandings as well as connected or related resources that could follow a given source. It is always nice to know what we need to know and then after where to go.

I think feedback, especially constructive, positive, growth oriented feedback is the best hope for any discussion or review.  

Funny enough we are a very small school so there is one 8th grade ELA teacher and one social studies and one in almost every grade level core so regular PLC's do not focus much on curriculum - more on intervention and student needs. Our vertical, department meetings ( PLCs) discuss  alignment and pacing  quite a bit. There is a good amount of unpacking and digging into standards and it is very beneficial for student outcomes and growth. 

Susan, in response to your answer to #1, I agree that vertical alignment is key.  Fully understanding the expectations of students in previous courses and in the courses to follow our own greatly impacts our ability to reach students where they are and grow them to where they need to be.  As standards shift, it is particularly important to have the vertical alignment conversations.

I like what you said in your response to #2 as well.  Feedback is something we strive to provide our students with regularly. We often fall short of taking the time to offer feedback regularly to one another.  Think of all we could accomplish as educators if we would regularly provide "constructive, positive, growth oriented feedback" to one another!

What are common reasons for misalignment/incomplete alignment of a resource?

I think we are talking about two different sets of acceptability for 'alignment'. In the general scheme of after CCSS came out, then NC Standards, districts mostly did what felt like a good bit of unpacking with PLCs using coaches, etc. But that was several years ago, memories have dimmed and new teachers have come on board. I think the general level of acceptability for most districts now is if the resources matches SOME PART of a standard. I know that is what I have done and been used to. 'Alignment' acceptability for GoOpenNC differs in that here we are asked to specify the level or amount to which a resource meets a standard. I don't think most teachers are used to thinking of standards alignment in those terms, or very loosely, if so. The other reason for misalignment or incomplete alignment is something someone touched on earlier - teachers don't fully understand the standards. They haven't unpacked them to work with them, and if they have tried to unpack them to understand them, they may not understand REALLY what that means or looks like in the classroom. A shallow content knowledge base is, I fear, where we are headed (bolstered by shallow and misaligned/incompletely aligned newly state-sanctioned assessments). In other words, we only have to know x because they are only tested on x. I'm coming from an elementary ELA viewpoint on that. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think the platform will foster productive discussion by incorporating teachers who DO deeply understand the standards into the discussions. Hopefully, the contributors of misaligned/incompletely aligned resources are willing to listen and try to understand what others are saying, with some positive back and forth to move the understanding deeper.

How does (could) your PLC use alignment discussions in your planning cycles?

We currently do, but to the general level I mentioned above. We haven't really specified a rating in our minds like completely, partially, etc. We could be more specific in that.

Your answer to question one was very thought-provoking to me. I have always thought of teachers as being the masters of their content, which, when reading the subtext means they know the curriculum also. I, being a Digital Learning Coach, am supposed to know the ins and outs of every curriculum I deal with. I laugh at that very conjecture and I also now see it as almost impossible especially if, as you say, most teachers only have a superficial understanding of their standards. Some said earlier in a post how they wish curriculum writers would speak to teachers so they could write curriculum to where everyone understands them. I wish people who write out job descriptions would do the same. oyyyy.

1.  I think in the hustle and bustle of teacher life, we often teach what we know if an effort to keep our heads above the waters.  An unfortunate side effect of this type of teaching (we have all been there at least once ;)) is our own failure to refer back to the standards.  I think we often get so busy - that we teach what we know instead of thinking about students' needs.  If we're not referencing our standards and planning with the end in mind, we can easily plan around our content, instead of thinking through our standards.  

2.  The #GoOpenNC platform presents a wonderful opportunity for multiple perspectives. Vetting a resource with a group provides a space for all levels of expertise to think through how and why a resource may or may not align to the standards.  

3. My PLC will be completing vertical alignment work this week, and I can't wait to share the rubrics from the webinar.  The stems, alone, provide a fantastic tool for each member of my department to systemically comment on the resources we already use as we plan across grade levels.  I think the focus the rubrics provide can help my PLC group think about assessments, objectives, and standards more specifically during our work time.  

Amanda, I also think (piggy-backing off your first statement) teachers have become prisoners of programs that often have pre-scripted materials. If a district/school decides to use a particular curriculum or resource, teachers are not given many options. So if the curriculum/resource does not align with the standards, teachers do not have the option of abandoning it. I see this happens across districts so often, where programs are purchased based on cost-efficiency rather than curriculum alignment. If it the program or resource comes close enough to the standards, then it's given a green light only to be replaced two or three years later. One curriculum facilitator called in a casualty of learning for children.

Marquis, 

Thank you for making that point.  I  have talked to many educators from various districts in and around my area that have bemoaned the same issue.  I imagine it is frustrating for teachers to be locked into a curriculum.  I also wonder how, other than cost efficiency, these materials are chosen?  Knowing your students is a priority before lesson planning, so I  wonder how these materials can be any more than supplemental, at best.  I  have never had to work with pre-scripted materials, and I'm not privy to the process involved in choosing them either.

Amanda, your comment about "teaching what we know" rings so true to me in one area in particular! When I first started teaching regrouping, I just modeled for students how to "carry the one" or "borrow from the tens/hundreds" and then asked them to do it, execting relative ease! That is not at all what happened! When I sat down with a teammate and we looked at what students are really supposed to know, it changed my whole style of teaching!! I realized teaching "how I knew it" was not going to reach my kids, but understanding the foundations of the skills that get them there was key to me reaching them! Now, that is my favorite skill to teach because I know the "why" behind it... the depth! And, I get to share that with my students :) 

Erika, 

What a great example!  And you make an important point about expected outcomes, also.  If we are not referencing the standards and thinking about the "why" behind them, we may not build lessons that actually facilitate learning. 

Hi Amanda,

There is no doubt that teacher life is very busy!! I could not agree more with your first statement.  Like you said, I believe that it is easy for us to get so busy that we teach what we know instead of referencing back to the standards.  As a new teaching, I am definitely experiencing the struggle to stay above water. However, this opportunity to learn more about curriculum review has definitely helped me become more aware of how to dig into the standards.

Autumn, 

I agree that the resources provided to us during this curriculum review are great tools for digging into the standards.  I know that as I mentor new teachers, I will definitely use these tools to help them create lessons and units that are aligned to their standards.  

1. What are common reasons for misalignment/incomplete alignment of a resource?

   I believe that common reasons for misalignment are that most of our standards contain multiple elements, especially in English. ​​Due to this, I believe many teachers struggle to fully understand the depth and complexity of the elements and ensuring that they reach each element. In addition, in many cases, it is difficult to align a single resource with just one standard. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

   This can foster discussions because we can determine the area where we are lacking as an individual but also develop a different point of view on each standard. The discussion allows us to understand different aspects but also find better resources per standard to really increase the mastery of each standard. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

   Our PLC's do not necessarily focus on alignment discussions because our academic coach is absolutely fantastic and evaluates most of our resources (ELA) prior to using them. I believe that it could create really deep and meaningful discussion if we evaluate the resources we have been using and make the connections with the standards. We could analyze the weaker elements of the resources and then modify it to improve the students true mastery of each standard. ​​​

I completely agree with what you said about alignment.  When I plan with teachers, we often talk at length about all the things students would need to do to demonstrate mastery of a standard because they have so many components to them.  Then when you add in the inferred skills students must have to get to the grade level ones, it can be overwhelming.  

And when you add in extending the curriculum for honors or differentiating, it can get real overwhelming!

I agree that the standards do contain a lot of different skills that can be difficult to sort out, let alone figure out how to incorporate them into lessons that address them all adequately. 

The same with our PLCs.  In our PLCs, the focus is more on data and assessments, not alignment of resources.  

What are common reasons for misalignment/incomplete alignment of a resource?

I believe one of the common reasons for misalignment of resources has a combination of lack of preparation on behalf of the teacher, lack of knowledge base of standards being addressed, and the level of mastery that would be desired from a resource. The later, I believe, is that we put a resource in front of our students and expect them to simply "understand" when in reality we don't learn that way so we need to include other aspects within the resource to allow for a multi-lesson approach to instruction which will then lend itself to climbin up the Bloom's Hierarchy of Learning or DOK.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform can allow professional to peer review the resources and pool together ideas. For example, I can gather lesson ideas/resources for teaching about a musical composer from the platform. I can look at what others have posted on the platform and read through them. If I have time I can even go through them as the student to see where the pitfalls might be. If I think it is not going to be a good match then I move on. If the author of the resource allows for changes to be made to his/her work then I can adjust and throw in my expert opinion and approach. In essence, we are allowing the instruction to be reviewed by content professionals (aka teachers) in order to develop highly honed instructional resources.

How does (could) your PLC use alignment discussions in your planning cycles?

Unfortnately, my PLC is a combination of a band teacher, art teacher, two tech teachers and two gym teachers. I can have a discussion with my band teach about alignment within my content area so we are plan to address the same standards throughout each year. I could use this platform to show alignment (both good and bad) in other content areas to help my colleagues in my PLC. 

I am in the same boat as you but cannot even attend any PLCs because I travel between schools and am the ELL teacher.   I often have to ask teachers where they are at in their curriculum in order to help them find resources for their EL students or to support the EL students outside of class. 

As I read your answer to question 1 it brought me to a memory of helping my son with homework? Why does curriculum not include how much the parent can support or help. I was trying to help my eldest with his math and the way I learned it is completely different from the way he learned it so he began to argue with me that I was confusing him. Even though I thought my way was easier he could not get past what he was shown. Which brings me to homework, is it really necessary if the parents cannot help the student at home? I mean, really, if the student cannot "get it" in school with the teacher what makes us think they can "get it" at home with a support system that may or may not be there.

In reply to no. 1 - I agree with teacher preparation causing misalignment. Some times a teacher finds a resource that looks good and they may have an idea of how to use it, but the resource fails to hit the standard as they hoped it would (or they don't realize it has missed the target and move on). This can be due to a few things: teachers looking for a quick resource without vetting, students not having the knowledge base (as you metnioned), or the teachers lack of experience aligning resources to standards.

1)  In ELA, I feel many times standards overlap so much that it can be difficult to make sure you are addressing the corrent standard in its entirety.  The depth of the content is important to understand in order to make sure it is completely being addressed. 

2)  This will allow NC educators to connect with people in their same area and grade level.  They can discuss the standards and how they can best be addressed to meet the needs of students.  This can allow educators to reflect on different view points and allow for new ideas.

3) We have started using templates to facilate this process in our PLC. It is important to narrow down what is most important. 

Templates are a great idea to help foster this discussion! I am going to bring this up at our next PLC or our next grade level meeting! 

1. What are the common reasons for misalignment/incomple alignment of a resource? 

Some of the common reasons for misalignment/incomplete alignment of a resource include 1) the person who uploaded the resource did not fully interpret the standard to understand exactly what students should know how to do (didn't look at verbs, nouns, etc.), and 2) some resources are only going to be able to cover part of an alignment or standard and that's okay, as long as you complete it with another resource. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

As discussed in the webinar, it is okay to have opinions different than others about certain resources and their alignment to a standard. By having different opinions, you can view the resource differently and the standard itself that can open up your way of thinking about it, too, and vice versa. 

3. How does (could) your PLC use alignment discussions in your planning cycles? 

When my PLC goes to cover our upcoming unit and looking at our resources, we can use the alignment discussion and three questions to analyze the resource we are going to use. #GoOpenNC is going to help greatly with this and make it easier to find and utilize resources for our PLC. 

I agree that people often have different ideas about what a standard means.  I help with ELA in our district, and I sometimes see that teachers focus in on just part of a standard-- often the easier part or the part they know will be on the EOG or the part they know how to teach-- and don't address the rest.  That means that students don't get pushed to demonstrate the rigor that the standard demands.  

What are common reasons for misalignment/incomplete alignment of a resource?  It has been my experience that teachers get caught up in doing things the way they have always been done and do not take the time to break down the standards.  Sometimes the standards are so convuluted there is difficulty in breaking them down individually and step by step.  Many times, ELA teachers tend to teach novels or stories instead of standards.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  I think starting the conversation is an important first step.  Many times, people will Google a lesson plan and only briefly consider what the end result should look like.  The lesson may be fun and cause students to think, but if there is not an intentional plan to get students to mastery of each standard, then it's just a fun activity. 

How does (could) your PLC use alignment discussions in your planning cycles?  Before we plan instruction on our focus standards, we break down what mastery of those should look like and try to build curriculum that gets students to the end result of mastery.  

Gail, 

I love that you break down what mastery should LOOK like! Starting with the end in mind is an excellent strategy that my team uses as well! Does your district use any curriculum programs such as Eureka math? If not, the open-endedness can be overwhelming and it's easy to get lost in breadth instead of focusing on depth!! 

ELA standards are definitely challenging to teach in isolation! I have often found that they are naturally taught in tandem!

Great food for thought! Thank you for sharing!

1) Some of the common reasons for misalignment of a resource is lack of content knowledge of the creator.

2) I hope this platform provides educators an effective way to provide feedback to resources available. I hope it is a space for open dialogue and collaboration for all teachers. As a special educator, I found last nights webinar very useful. It got me thinking on how I can write better standards based IEP's.

3) I don't have the opportunity to attend many PLC's because of my role and scheduling,  but it would be great if teachers would pick one resource, evaluate it and remix it, if necessary. I am going to suggest this to our PLC's. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I believe that misalighnment/incomplete alignment occurs when someone fails to acknowledge the depth of a topic or only uses one section of a standard rather than the whole. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

#GoOpenNC essentially creates a statewide PLC. It will allow educators to connect that otherwise may have never gotten the chance to collaborate. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

My PLC unpacks each standard to ensure that all aspects of the standard are covered in our instruction. 

Ooooh - a statewide PLC! What an interesting way to think of it. I have a pretty good PLC but right now it is very focused on improving systems and making life a little easier. I'm going to talk to them about an alignment focus in January.

1.  The common reasons for misalignment/incomplete alignment is a teacher may have created the lesson for their own use then decided to share.  Teachers may not realize that they need to do the various standards, learning goals and assessments.  In my school district, we are not required to write out complete lesson plans.  Also, some of the lessons plans may be out-of-date/used in prior curriculum.

2.  I like the idea of reviewing standards and lesson plans, but I also worry that someone may feel that a low rating is reflective to their teaching.  I hope we can find a way to encourage participation/discussion while improving the information given.

3. Our PLC does not have alignment discussions other than time frames for instructions, help with lessons, etc.  Most of our teachers teach different classes.  

1. What are common reasons for misalignment/incomplete alignment of a resource?  A common reason that I feel that a resource is misaligned is due to the lack of time put into digging into the standard to really see what it expects students to do.  If teachers are not sure, primarily, what the standard says, resources being used might only address part of the standard or a portion of it.  

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  The platform can take the rubric for what it is worth.  Since the rubric is fairly straightforward, I believe that it is important for us to simply take the resource and rubric for what it is.  When in doubt, review on the end of caution when determining if the resource aligns.

3. How does (could) your PLC use alignment discussions in your planning cycles?  My school focuses on pre-approved resources rather than aligning new resources.  The assumption is that the pre-approved, county-wide resources will be valuable and aligned to the classroom needs.

Kristen, I completely agree with your statement regarding the lack of time into digging into the standard. When I taught in Florida, we were paid over the summer to dissect each standard and make scales for each of them. The scales were in kid-friendly language and were given to students. This allowed the students to fully understand the standard and what they were learning, and even reflect upon their understanding. This also provided the teachers with a clear understanding of the standards, making planning much easier!

Kristin, 

How do you feel about using pre-approved resources? Does that place a damper of creativity or are you all allowed to use other materials outside of what is already approved. I’m sure that using resources that hit the standard but in my personal opinion, this practice could take some of the autonomy out of the process. I’m hoping the latter is true :)

I also agree that using a resource for what it is rather than looking for possible issues or misconceptions is the best way to use something that is given to you to use. Many teachers create issues for themselves by being hypercritical of all directives or resources that are asked of them to use. What do you think? :) Thank you for your insightful post!

1. What are common reasons for misalignment/incomplete alignment of a resource?

Teachers are so rushed to implement the full curriculum that lots of times they dont get the time to truly understand all of the components of the standards and to develop Objectives for their students. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform has so many good resources and will continue to grow in the collection.  The resources are reviewed to ensure the alignment. This will allow teachers to view good resources and see exactly how they align to the standard (and also how they do not align).  That will be a great help in furthering teachers' understanding of their standards. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

The tools we learned about yesterday will be a great resource to help teachers in their PLCs get a deeper understanding of what their standards entail and will be able to select and blend in more powerful resources into thier lessons.

It does take lots of time to truly understand all the components of the standards!  And it also takes time to teach them all.  I feel our new standards are a bit easier to fit in than they used to be (in some grade levels), but it's still a lot to accomplish.

1. I think that one reason for misalignment is that often the creator of the resource does not fully understand how to unpack the standard and the depth of knowledge that is required for the students to successfully meet the standard. 

2. I think having a place where teachers can discuss standard alignment will help greatly.  Many new teachers often have little support with even where to start to create resources for their classes.  

3.  I think keeping the PLCs up to date on changes in standards and curriculum is helpful.  Also, just having a place where teachers can access resources quickly and easily will help to give many PLCs a starting point. 

I completely agree with you- I love the idea of being able to collaborate with other educators and get different ideas that could help hold myself (and my PLC) accountable for ensuring that our activities and resources are fully aligned. As a second year teacher, it is hard to know where to look for resources that meet this criteria, and at the new school that I am at we have not used an unpacking document for the standards to better our understanding of them, which we did use at my old school last year. I think that new and veteran teachers alike can benefit from a review of standards, as they chance so frequently and often those changes can be quite significant.

Margaret-Jean, I agree that not understanding and "...how to unpack the standard and depth of knowledge that is required" is a huge reason for misalignment.  A lot of the lessons out on the Web cover the standards at a surface level.  If one hasn't unpacked the standards, it would be hard to "catch."  In looking at resources, , when "you don't know what you don't know" misaligntment is inevitable.

In addition,".. a place where teachers can discuss standard alignment will help greatly" is so true.  I also believe that such discussions within Go Open NC better equip teachers for PLC discussions within their schools.

1. I think that a common reason for misalignment or incomplete alignment of a resource is that sometimes educators do not know how to fully unpack a standard. Additionally, if a facilitator has not unpacked the standard fully, they can pass on incorrect information about how to make sure a resource is fully aligned with a standard. Finally, sometimes resources that are fully aligned are hard to find, and it is difficult to create them if an educator has not first fully unpacked a standard to see what they are aligning the resource to.

2. The #GoOpenNC platform can foster productive discussion about different viewpoints because it gives a forum where we can all address our ideas and misconceptions about resource alignment. It gives us a chance to productively bounce ideas off of each other, and browse resources that are fully aligned so that we know what changes we have to make in regards to ensuring that our own resources are fully aligned to standards.

3. Our PLC currently does not use alignment discussions in our planning cycles. I think that we can if we have an unpacking document and ensure that the resources are fully aligned while we are planning together. Just because we are using a curriculum that has resources lined out for us, it does not mean that they are fully aligned to standards. We should be checking them and using an unpacking document for the standards that is available to ensure that we are aligning the activities completely!!!!

Samantha, can you tell us more about how your PLC operates wtihout alignment discussions? Is your curriculum used across the district in a way that ensures equitable access for all students with grade level materials? I totally agree with you that every educator (with or without a curriculum in place) should spend time internalizing the standards and unpacking is a great way to do that!

What are the common reasons for misalignment/incomplete alignment of a resource? I think that it is more common for incomplete alignment of a resource because many Math/Science/ELA standards build on themselves. So, there might be alignment to standard, but not complete alignment or even misalignment.

How does(could) your PLC use alignment discussion in your planning cycles? When teachers are searching on the platform to locate a resources, the PLC could look at the selected lessons to see if they are truley aligned to the standards that they are really wishing to teach.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? It is always benefically for teachers to talk about their differing viewpoints reguarding a resource because somtimes teachers don't fully understand a standard. These discussions will foster a deeping understanding of the standards. Thus, teachers will gain a deeper understanding of what they are or need to be teaching.

1.  Misalignment can occur when a resource doesn't meet all of the standard components, doesn't have complete learning objectives, or doesn't have an aligned assessment.

2.  The platform can foster productive discussions as teachers work together to figure out which part of which standard the resources aligns to.  

3.  PLCs should have alignment discussions as they plan for each unit.  For us, this looks like breaking down the standard into its components, writing those components as learning targets, finding assessments that would allow students to demonstrate the rigor of the standard, and then bringing/finding resources that will help students to meet the targets and reach the rigor of the standard.

1. What are common reasons for misalignment/incomplete alignment of a resource?

   1. A teacher does not understand the curriculum correctly

   2. A teacher only looks superficially at the standards

      1. The standards are more complicated than a teacher believed

   3. sometimes the lesson takes longer than the teacher expects

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
   1. ​​​​​​​Resource alignment depends on how it's being taught. A lesson would be taught differently in a science classroom than it would in an ELA classroom. A lesson taught in western NC could be taught differently in Eastern NC due to resources available to the teacher and the level of the students. A lesson could be taught the same way but each teacher is looking for different outcomes, therefore, they look for different resource alignments.

1. How does (could) your PLC use alignment discussions in your planning cycles? I don't have a PLC. I discuss technology use in the classroom with teachers and help them make decisions about what they are doing/using in their classroom is appropriate for their lesson.

What are common reasons for misalignment/incomplete alignment of a resource?

There are many common reasons for misalignment/incomplete alignment of a resource. I believe that one major reason is people don't fully understand the standard. Unfortunately, the standards are so wordy and unclear, that is makes it difficult to completely understand the many components/skills. I also believe that people are focused on making the resource look "pretty", instead of aligned and useful. This could take away from the rigor and depth of knowledge within a standard.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment due to the variety of skills people are bringing to the collaboration. Everyone within the platform brings their own unique skills, and sees things differently. This will allow people to feed off one another, creating a productive discussion. I also believe that these conversations can allow the creator of the resource to reflect upon their work and grow from it.

How does (could) your PLC use alignment discussions in your planning cycles?

PLCs provide a great opportunity to use alignment discussion. You could use this time to reflect on your planned lessons to see if they fully align to the standard you were teaching. Many times, teams plan for the week ahead. I know in my district, one team members works on the reading plans, while another works on the math, and so on with the other contents. PLC time can be used to dissect these plans and check for full alignment. Teams could reflect, make changes, and then publish to the platform for others to use.

I love how you stated that this process would hopefully help the creator of the resource to reflect upon his/her work! I think that is something that we all need to be doing constantly- reflecting. It is so difficult to see the shortcomings of something that you have poured your heart and TIME into, just to be comfronted with the fact that the resource is "lacking." However, if the creators can see that the scores are aimed to guide and improve the overall instruction in NC, we will definitely profit from this initative. 

What are common reasons for misalignment/incomplete alignment of a resource?

As teachers, we modify, differentiate, and extend in any given class as a reflex.  So with any given resource, a teacher may modify or extend habitually while delivering the lesson BUT fail to add that extension/modification into the resource guide.  To this end, teacher-created resources may not actually fully reflect the components that a teacher may address in a given lesson.  Additionally, lesson delivery time varies extensively based on student population, classroom interruptions, and other uncontrolable factors.  Teachers may under- or over-estimate the time it takes to deliver a lesson or implement a resource, which may translate into misalignment of a resource.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Teachers working together or evaluating a particular resource, whether for sharing purposes OR for implementing purposes, will have "ah-ha" moments upon hearing/reading others' comments.  We, too, are always learning.  In listening to other viewpoints on how a lesson may align to a standard, a teacher may gain additional insight on delivering the lesson or implementing the resource.

How does (could) your PLC use alignment discussions in your planning cycles?

Its a no brainer - resouces/lessons should be aligned to standards.  By bringing a resource or activity to a PLC, the PLC itself will need to vet the resource to ensure that it aligns with the outcomes the PLC has previosuly determined.  In my PLC, we closely mirror core standards alignment with activities we deliver in our support classes.  This allows us to supplement and support students outside of the core class and giving them the opportunity to feel knowledgable in the core classroom.

I think misalignment/incomplete alignment happens when teachers create a resource that may not "go deep enough" into the material. The standards are written in heavily packed language that, even when "unpacked" are sometimes hard to fully translate into mastery-level learning. Quite often the questions asked are not well aligned even though the learning activity itself may be. You can always tell when a resource creator has simply tried to just "tick all the boxes."

I hope the feedback loop can be authentic in discussing alignment -- maybe not just critical but in a contributory way? Instead of just rating and reviewing a resource, a potential user of the resource (or someone who has just finshed using it) could suggest improvements or differentiation strategies.

I would love for my PLC to do some more in-depth alignment activities before we choose to use them. We are always building on previous course's experiences and sometimes the carried-forward lessons don't align as well as they should. I just might remix the alignment rubric!

In reply to no. 1 - Well put. It is not a simple task, especially to "translte into mastery-level learning". I always found upacking all the way to learning objectives, I can statements, or essential questions can be helpful in simplifiy the standards. Lots of work for one resource. But teaching with the basics in mind (going deep) that will eventually build up to the major standards has always been helpful to me. Is that what you meant by "go deep enough" - not giving enough prior knowledge or basic skills?

What are common reasons for misalignment/incomplete alignment of a resource?

A common reason for misalignment/incomplete alignment of a resource is not fully understanding the standard andwhat indicators show proficiency.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The #GoOpenNC platform can foster productive discussion about different viewpoints by allowing a variety of educators to access the resource and share materials developed from their perspectives. 

How does (could) your PLC use alignment discussions in your planning cycles?

1. I think one big reason for misalignment of a resource is not having a true understanding of what the standard is asking.  

2. By decomposing not only the standard, but the activity to be sure that they are a true match for one another.  Gaining a firm understanding of the verbage used.

3. If we could actually use PLC for productive conversations each time that would be great.  So many of our sessions are taken up with mandatory trainings/meetings.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I honestly think it boils down to cost, in many cases. Ifyou  find the perfect resource or program that aligns beautifully with the standards, how much are you willing to pay? I know in our district, that is the ultimate deciding factor for most things. For example, CKLA is used in K-2 while ARC is used in grades 3-5. Why? Because the district could not afford to put ARC in the lower grades, although it has been determined to be the better program.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think if it is a respectful discussion, then it will be productive. Setting up guidelines about discussions could include a reminder that all viewpoints are valued. Talking points would also be helpful, as it would create a more stable foundation for our discussions.

1. How does (could) your PLC use alignment discussions in your planning cycles?

I like the idea of the sentence stems that were presented during the webinar last night. That would be something great to use in a PLC to have teachers and administrators look at the curriculum and look at lesson plans to see if there are gaps in alignment. 

I agree with Marquis. Setting discussion norms for all group members is a must to have a productive discussion about any topic. If everyone knows the expectations from the beginning, it is more likely the discussion will remain on track, informative, open to new ideas and positive.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think with what we saw in the math example last night, some standards are pretty long and contain many goals of understanding. This results in some resources only meeting part of the standard. Misalignment can occur because the person producing the resource may misinterpret the standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

By having so many professionals with different perspectives viewing a resource, it should result in discussion about, and refinement of, the resource and the connected objectives, assessments, and standards. Through feedback, ratings, and comments this should fine tune the resource.

3. How does (could) your PLC use alignment discussions in your planning cycles?

This happens sometimes. PLC's will unpack standards and focus on aligning curriuculum to meet the standards. In my PLC, by focusing on alignment discussions, we can rely on each other to honestly share about what the standard means to them and how to best craft lessons, activities, and units to hit this standard (and maybe others). This could be a weekly or monthly part of a PLC - to take a standard that is coming up, or one that students struggle with, and deconstruct it. Then find resources that are aligned, meeting learning objectives, and aligned assessments.

1. Sometimes teachers do not understand the ful depth of the standard and merely teach the content at an introductory level. Likewise, after teaching for many years, we can start to "go through the motions" or go on "autopilot" so to speak and forget that while this is our upteenth time teaching a lesson, it is our students first exposure to the concepts. When we take for granted that students need ample time and continuous spiral review, we can tend to rely more on "cute" worksheets and materials, neglecting to deeply model and then apply that modeling. I also feel as if some of the materials we are given via textbooks/resources lack necessary rigor, and so we are accustomed to basic level teaching; teaching that neglects the more complex and higher thinking levels of Blooms. 

2. I have found that the time issue can play a role in whether or not colleagues perceive a resource to align with the standards or not. I am witness colleagues disagree over appropriate materials using the claim that this resource covers the content quickly. As a third grade teacher, I know that time is just not in my schedule. With all the testing, RTA requirements, and pull-outs, along with county-mandated initatives, I barely have more than 30 minutes for reading instruction and 40 minutes of math instruction a day where my entire class is present. I have had many discussions with colleagues about the actual rigor and alignment of resources, and most of the time, the resources that they are familiar with or prefer tend to pull ahead of other resources even if the "other" aligns better to the standard and offers deeper thinking and rigor. Therefore, I really hope that the scoring guide will assist teachers in their resource selections in a positive manner. Knowing that everyone is different and scores things differently I believe will also help in the endeavor. Surely, the scorers will align with someone else's understanding of standard alignment. 

3. I would personally love if my PLC did this more. Being new to the grade, I am relying on those whom I trust to guide me in my material choices. The whole idea is to the teach the standard. If you do that, there is no need for constant test prep. Teach the content and make the knowledge accessible for all learners.  

Rachel,

I agree with your comment about lack of rigor in some of our materials and this contributes to the misunderstandings of the full standards.  We are all pressed for time, but I think this intentional thinking could greatly impact our students.

Megan

I also agree with your comment on the lack of rigor in our textbooks and resources.  When a district tells teachers that they must use the textbook (understandably, because a lot of money was spent on said textbook), sometimes it is difficult to include the rigor that we should or would include if we were using other resources.  

1. What are common reasons for misalignment/incomplete alignment of a resource?

One reason could be that teachers do not take the time to unpack the standard and count how many different verbs are in one standard. When standards are unpacked, the learning targets become a lot more clear. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think this platform will bring together teachers who want feedback and want to better themselves professionally. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

I think it would be a good thing for my PLC to take a look at some of the resources and receive the training on how to correctly evaluate a resource with a standard. It is much easier to critque other's work before our own, so we need to get teacher the critical lense so they can take a step back and truly evaluate their own resources. 

           Megan, I agree with your comment on #1.  I found it very enlightening to look at the standards from the verb and then the noun perspective.  I have been teaching for well over 20 years and that directive was not in my teacher training … indeed much of the unpacking of standards was missing from my basic college curriculum as I worked for my certification. 

            I guess I am saying that getting older teachers to use these tools requires that they be explicitly taught in staff development and PLCs.  And most of those professionals are happy to learn new skills to improve their teaching.

1. I think a common reason for misalignment of a resource occurs when teachers don't fully unpack a standard to look at the depth and breadth of the standard. We, myself included, will look at unpacking documents without analyzing the skills student should have when they get true mastery of a standard.  I also think that we don't align rigorous standards to rigorous assessments.  If there is a multi-component standard, then the assessments need to reflect all those components.  

2.  The platform allows for productive discussion because multiple people are providing their opinion on the alignment.  Like in the webinar discussion, the illustrative math example could have been utilized for multiple standards.  I personally don't think that one standard was better than the other for alignment purposes, but it provides an opportunity for teachers to use the task in different ways. I also think the remake option provides an outlet to see how other educators use the same activity/task in different ways.

3.  Alignment discussions should really be occuring when we are building common assessments in our ELA and Math classes.  Often times, I use backwards planning by designing the assessment before the actual day to day lessons.  If we take the time to use the alignment discussions early in our planning, we can ensure that we are teaching students what the standard is asking them to do. 

You are right about taking the time to discuss alignment first, otherwise we will just be wasting our time. We just started using backwards design at my school and I love it. It really helps to start with the standard and then work backwards through the activities and the assessments. It also makes sure that you are properly assessing student growth in the standard you are trying to evaluate.

1. What are common reasons for misalignment/incomplete alignment of a resource?

Often times I think misalignment/incomplete alignment might happen because someone does not truly understand everything that goes into the instruction to reach mastery of a standard.  Taking time to break down a standard into the depth and breavity is vital to truly understand the steps to reach mastery and therefore will help determine alignment.   

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Thinking and rethinking how a standard is taught, what mastery looks like, and the steps that it takes to build understanding is ALWAYS a good thing.  We learn from each other and I truly believe that we are better for each other.  #GoOpenNC can be a platform that can drive this type of thinking process and can promote productive discussion.  

3. How does (could) your PLC use alignment discussions in your planning cycles?

Using the same process we are using to determine standard alignment can be practiced in a routine way with resources on a chosen topic during a PLC.  This conversation will challenge us as teachers to examine our current resources and allow us to adopt new ones as needed.  This will also help us to ensure that we are practicing in an equitable way- all students have access to high quality resources.  

I agree with what you said about using the platform to grow together. That is why I think planning as a PLC can be so helpful... more minds looking at the standards, student needs, and resources!

Hi Morgan - This is an odd way to reply to your question about my district role.  I can't find an email for you on the platform - I'm certain this is operator error (LOL), but I'd love to connect.  My role is Coordinator of Innovative and Online Education for Caldwell County Schools.  You can email me at kcase@caldwellschools.com.  Thanks, Kim

1. What are common reasons for misalignment/incomplete alignment of a resource?

Sometimes there is misalignment with a resource because the standard is multiple parts and the teacher just covers one aspect of it. Also, sometimes there is misalignment when teachers find an activity they love and try to make it fit into a standard. We have started doing backwards design of our lessons so that we are not just finding activities that students would like, but ones that are really aligned to the standard.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think it would be great to talk about how everyone teaches the standards. Also, I am sure that some lessons could fit into 2 standards, but maybe would be better in one of them. Just because a lesson does not align to that particular standard, I am sure it does to another one so you do not have to worry about giving up your favorite lesson, but you will become a better teacher.

1. How does (could) your PLC use alignment discussions in your planning cycles?

My PLC could use alignment discussions with the current lessons that we are teaching. It would be great to make sure our current lessons are properly aligned to the standards and if not we would be able to discuss better ways to teach the standard.

I totally agree that teachers will make an activity fit even if it really does not align. I English classes, we often have an overlap because RL1 is making inferences and RL3 is how elements are connected--so studnets are often doing both at the same time.

1. There are so many layers to standards.  Often times, lessons are more effective and impactful if teachers break the standard up into multiple lessons over time.  This leads to some lessons not fully aligning with a standard. Also, final curriculum decisions should be student-centered. What students need in one school or classroom may differ from what students in another area need. 

2. Final curriculum decisions should be student-centered. What students need in one school or classroom may differ from what students in another area need. This could lead to different viewpoints, but sometimes the perspective another educator has on a standard or a resource may help us view our own students or instruction with a new lens we hadn't before considered.  

3. We always discuss our WHY for any lesson we teach, along with how we'll know when our students have learned what we've intended.  All of our conversations start with the why of our what before we address the how. 

I agree with your response to the first question I teach 6-8 science and for the last nine weeks, I really only taught two standards really in each of the grades. One lesson may not completely cover the whole standard, but some concepts need . to be broken down and taught all by themselves because there are a lot of moving parts. 

1) I have found that misalignment often is due to lack of understanding of what the standard is asking and lack of understanding of the vocabulary used in the standard.  

2) To foster productive discussion of resource alignment we must have a common goal and understanding of the standards through some type of unwrapping standards document.

3) My current PLC begins with unwrapping the standard to find out exactly what it is the students needs to know. We also look at the standards prior to the current standard to know where the student is coming from and look at the next standard to know where they are going.  This allows us to scaffold the vocabulary needed to understand the concept being covered.  We use pre, mid, and post common formative assessments on priority standards to address specifics of what students are struggling with so that we can drive our instruction to assist students.

1. What are common reasons for misalignment/incomplete alignment of a resource?

Some of the most common reasons for misalignment of resources and standards are:

• lack of full understanding of the standard
• inexperience
• lack of knowledge about the full capability of how the resource/tool could be used to master a standard
• lack of knowledge / training re: subject matter

 2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The GoOpenNC platform may be used to foster productive discussion about different viewpoints regarding resource algignment by:

• providing evidence of the resources alignment / lack of alignment.
• considering all viewpoints to remix or create a similar resource which does completely align with the standard
• providing other resources that, when grouped with one or more other resources, contributes to standard alignment

3. How does (could) your PLC use alignment discussions in your planning cycles?

I am a singleton, however, I often look at the standards / resources for HS Courses to find similiar resources for the middle grade students. When I worked at the HS and taught the same classes as other business instructors, we would align test bank questions with standards, and find/create multiple resources to help master the standards. We used the same questions, resources, to ensure high achievement in all sections.

1. I think some common reasons for misalignment/incomplete alignment are misunderstandings about what the standard really requires of students and overlooking parts and pieces of the standard because sometimes they can be long and wordy. 

2. The #GoOpenNC platform can foster productive discussions regarding standards alignment because it provides opportunities for teachers to get feedback on the resources they post and for users to remix some of the resources to make them better aligned when they use them in their own classrooms. 

3. A PLC could use alignment discussions in planning cycles to check themselves and the resources they use. They don't necessarily need to reevaluate every single one, but it is super easy to pull something you found online, which makes it critically important to look at resources objectively before using them with students. 

I agree with you about misunderstanding the standards by overlooking parts and pieces because of some of the wordage. I feel that is where more unpacking and collaboration with collegues help. I think the platform will also help with this being a valuable resource.

Morgan, you are right about the standards being long and wordy in some cases.  I think that's the value of really unpacking those standards because embedded can be quite a skill set.  Valerie Person

1. I think the biggest reason is misunderstanding of the standard and what mastery looks like. If all teachers do is read the standard but don't deconstruct it or look at other available resources, their level of understanding is lower. 

2. Many brains/eyes is always better. We each have different lenses and skill levels and can bring many more layers to a conversation. As they say, many hands make light work -- many brains make better work in education (probably any field).

3. We use them for everything -- looking at our end-of-unit assessments first: What is actually being assessed? Does it align to the standard? What will students need throughout in order to show mastery? After that, what other stepping stone assessments will we need to ensure that we are working towards mastery from beginning to end. Then, what will they need daily leading up to each of those? What steps will we take to ensure each student reaches some form of mastery? What do the grades below and above look like for intervention and enrichment? What steps did they get last year? What will they absolutely need to be successful, not only this year, but next year as well? 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think thst many people do not truly unpack the standard and evaluate what it is truly requiring the student to know and understand. Many times the resource is not rigorous enough for the standard. For example, I had a coworker printing off a reading assignment for 7th graders today. I saw it and told her how much my 5th graders last year loved the series. This kind of thing happens all of the time, so with collaboration maybe we can reduce these types of misalignments. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The ability for people to review the resources will help with this because sometimes it takes an outside person's point of view to help see the big picture. I have had a teacher from a completely different subject area help me dissect a standard and it really does help! 

3. How does (could) your PLC use alignment discussions in your planning cycles?

My current school does not do these type of things in PLC, but my former school did. We used an unpacking form we developed and worked on our standards as a team once per week. We did our own standards, but we had our teammates available to help us if needed. It was great because we all got to see what we were teaching and could do cross curricular projects.

1. What are common reasons for misalignment/incomplete alignment of a resource?      I think most likely misalignment/incomplete alignment comes also from people not always understanding the standards. I think  if you don’t dig deeper in unpacking the standards, confusion with wordage can alter the creator’s thinking of an activity.                                                                                     

2. 1How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? I think to foster productive discussion regarding resource alignment, you first need educators that are experts in their content area need to collaborate and share. Through the platform that is allowing teachers across the state to connect, share and enhance learning materials that will become valuable resources for each other.

3. How does (could) your PLC use alignment discussions in your planning cycles? In the PLC that I am in weekly, we have discussions and collaborate on content. Our focus is unpacking the standards. We have some new teachers to our school and grade level and this is helpful for us to ensure fidelity throughout our teaching. Looking at the alignment of the standard and also in differentiation to make sure all children are successful.

1.  I think sometimes this comes down to the different ways teachers believe content and standards can best be taught.  While no one way is correct, this can create some issues particularly when there have been several years with one set of standards and then a switch followed by a switch back.  While very similar, some teachers would not re-assess what they currently are using to see if their lessons still meet whatever the current objectve of the year is.  

2.  Simply having different resources to address teaching the same standard in different ways can help with differentiation.  We have so many students in our classes that learn differently and have different needs, this can make that daunting task a little better.  This can foster discussion on where certain resources are most appropriate and how relevant they are to different groups of students.

3.  A lot of times my PLC jokes that you can only change English standards so many ways - we're always reading, writing, and speaking! With that being said, looking at these resources and "remixing" them to make them work for our students/school would be really beneficial.  One of the things we love to do, however, is come up with these lessons and ideas, so we would probably be more interested in adding our own (after careful alignment with objectives and standards as this is something we often put on our boards not on our documents).

1. What are common reasons for misalignment/incomplete alignment of a resource?

Common reasons for alignment is reading the standard thematically and not focusing on the verbs. What students are able to do is much more important than the theme. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

#GoOpenNC has the potential to make educators think critically about the content that they consume and the content that they create. I think what has not been productive in NC is the amount of stagnated content. With the GoOpenNC educators can not only review but a remix. With the right feedback educators can start and continue remixing content that's suitable for NC standards as they are written and not as they are interpreted.

3. How does (could) your PLC use alignment discussions in your planning cycles?

The language you gave us in the rubric is clinical enough that I think my PLC and I could start objectively reviewing standards. It is sad but understandable that teachers feel attached to their content but it makes it safe and impersonal. I love the professionalism of it.

1. What are common reasons for misalignment/incomplete alignment of a resource? Time, surface understanding of content, convienence, not taking the time to read, analyze and understand every component of a standard, 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?    Two heads are better than one.  We need to listen to one another.  This is where we can rely on the "experts" of their fields to provide the depth and breadth we need to best understand a standard.  We can also use this platform to hear constructive criticism and then use it to better our teaching.  

3.  

   1. How does (could) your PLC use alignment discussions in your planning cycles?

     We could dissect a standard as a team and, together, review curriculum on the platform and decide as a team if the resource/plan is FULLY aligned with a standard.  It would lead to streamlining our curriculum and using, potentially, fewer resources, yet more effective ones.  

A common reason for incomplete alignment of a resource is the relationship between the objective and the standard itself. I have looked through several resources on the platform and have noticed that many of the resources are either lacking an objective entirely or the objective is just the standard restated the same way. My school has held several PD sessions about performance based objectives and all teachers are expected to write aligned performance based objectives for every unit. I truly believe that breaking down a standard into an objective that states what students need to know and how they will demonstrate that knowledge is crucial to their developing a deep understanding of the content. I would like to see more resources that have objectives and resources that can assist teachers in writing objectives. 

Another reason a resource may be misaligned is the content and vocabulary within the resource. I have found some resources that seem fantastic because they highlight key vocabulary that students need to know. Unfortunately the same resource may contain a lot of "extra" information that students do not need to know and I think it may cause the students to become overwhelmed. My school is implementing a reading plan this year where we have students read in a specific class period each day for 20 minutes. I have spent some time looking at the reading resources in hopes that I can use them for my class reading time and have determined that I would have to spend time highlighting the information within the text that students need to read and understand. 

What are common reasons for misalignment/incomplete alignment of a resource?

I think a common reason for misalignment of a resource could be that, as educators, we sometimes hold on to lessons/activities that we have used in the past and students responded favorably. Sometimes we focus on doing the lesson/activity each year, but we forget to look at the lesson/activity critically through the lens of standards-alignment.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Based on the alignment rubric, there are many components to consider when determining whether or not a resource is aligned. The #GoOpenNC platform fosters productive discussion regarding alignment because it offers the opportunity to rate a resource with stars and a comment section where more specific information can be provided.

How does (could) your PLC use alignment discussions in your planning cycles?

PLT discussions should begin with a focus on standards: What do our students need to learn? When considering how to respond if students haven't learned what they need to or if students already learned what they need, a conversation about resource alignment could focus on resources for review/remediation and/or elaboration.

1. What are common reasons for misalignment/incomplete alignment of a resource?

People may not have a full understanding of the 'unpacked standard', aka what that standard actually covers. Also, time/stress pressure, trying to quickly upload something could cause misalignment/incomplete alignment

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I am curious to see how different teachers view how to align things to the standards as well as how different view points might lead to 1-1 resource to standard alignment or broader alignment.

1. How does (could) your PLC use alignment discussions in your planning cycles?

We do not do much alignment discussion, but I feel like having a resource with unpacked standards or vertical/horizontal alignment would be very useful for teachers and students to help connect work.

1. What are common reasons for misalignment/incomplete alignment of a resource? In my opinion, there are some activities that look engaging but teachers forget to check if the activity is going to help the student master the standard.
2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? By having a rubric, the #GoOpenNC platform provides a reference to all the participants to guide them to have a productive discussion. 
3. How does (could) your PLC use alignment discussions in your planning cycles? My PLC could use them to determine which assignments and assessments are going to help the students master the standards.

1. What are common reasons for misalignment/incomplete alignment of a resource?

Honestly, I think it probably occurs when in haste a standard is assigned because it generally fits the resource; when in actuality, there is a more fitting standard or substandard if the time is taken to dig deeper.

****Someone on another response mentioned "surface level" understanding.  I wanted to reply but couldn't find the original thread again.  I think sometimes this is due to Beginning Teachers not having enough support in curriculum understanding/interpretation.  Sometimes teachers are moved from grade level, to grade level or subjects each year and just as they are getting the hang and understanding of one set of standards, they get thrown into another. Some teachers are thrown into subjects/contents that they have no education or previous experience in and are probably grasping at straws to survive the year.  I think the surface level understanding is a valid point and could exist for many reasons.****

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think having the ability to rate/comment on the resources can open the conversation for more detailed alignment between resource and standard.  Ultimately we want a valuable, credible, reliable platform so having more voices and eyes can be helpful in making sure there is alignment. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

In our team meetings (monthly) this could be a great discussion topic.  Our ESL teachers could view our WIDA standards along with classroom content standards currently being taught and view our plans/activities and how aligned they are to both of those "groups" of standards.

Lyndsay, I think you make a great point about teachers being moved around from classroom to classroom. I never know exactly what I'm going to be teaching from year to year. Just within the English department, I can be assigned any of the following classes: English I Inclusion, English I, English I Honors, English II Inclusion, English II, English II Honors, English III Inclusion, English III, English III Honors, English IV Inclusion, English IV, English IV Honors. Technically, there are only four sets of standards for these twelve classes, but each class has its own distinct content needs that are often adjusted on the fly while formative data is generated. Developing a thoroughly inclusive set of resources is nigh on impossible.

1.  I think that a resource may be misaligned or incomplete because it does not fully meet the depth and breadth of the standard.  Often standards are complex and the resource either could be a better fit with a different standard, or the resource may just scratch the surface and not fully meet the standard in total.  

2.  The platform will allow for remixing, tweaking of a resource, or to serve as inspiration for extending that resource to meet the standard and/or students' needs.  Teachers planning together can use the platform's resources to dig deeper into the standards and look at the resources through a collaborative lens.  

3.  During PLC meetings, when I was still in the classroom, we used alignment discussions to fine tune and improve lessons to meet the specific needs of our students.  Now, as I am in an instructional support role, I can hlep teachers review resources and offer objective insight into alignment of materials for their students.

1. One reason that a resource might be only partially aligned is that many teachers feel there just isn't time enough in one course to reach mastery in every aspect of every standard, the result being a kind of cafeteria-style mix of standard parts and pieces that are deemed achievable.

2. Encouraging constructive criticism paired with supportive attitudes would be a great start in fostering productive discussions. Kind of like the atmosphere of this group!

3. PLCs could be invaluable for closing the gaps between partial and complete alignments. The most effective PLCs share resources openly and work toward not only grade-level alignment but also vertical alignment. A teacher who helps other teachers become more effective is helping him/herself in equal measure.

Meredith, does your district identify "Power Standards" for each curriculum? If you identify those (standards that are most tested with EOG/EOC/NCFE), it certainly helps to guide teachers for the amount of time spent on each standard for students and teachers.

I'm not sure what "power standards" are, Lori, so I'm going to guess no, we don't have them. (?) I'll look into it. Thanks!

I guess I should have explained "Power Standards." It is simply those standards that are most often found on end of year style assessments. I know NCDPI has a document that identifies those for ELA in each grade level with the percentage of each standard listed for us. Those are the ones I reloop the most all year.

Meredith, I agree a lot of teachers make "editorial decisions" in regards to the standards and only focus on those they think students can master. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

   • This can happen because the person creating the resources is filling a need that is relevent to them not the complete standard. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

   • This maybe possible by having more than one set of eyes compare the resouces and the rubric so that an honest discussion can take place not just an opinon.

   • How does (could) your PLC use alignment discussions in your planning cycles?

   • To take a deeper look at what is actully being asked (verbs) not the pereieved ideas of what the standard is asking of the student.

I totally agree with what you said in #1.  The standards are vague enough that I can plan very different lessons for the same standard. 

The more people who are involved in a discussion, the more ideas and opinions that are offered.  Generally, that is a good thing.  

Good point in #3 about the verbs.  The verbs definitely help with understanding the standard.  

1. What are common reasons for misalignment/incomplete alignment of a resource?I think some teachers have an unclear understanding of some of the standards. Some standards are too vague. Some standards have too much information to be taught in one resource

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? The platform can encourage productive discussion through the groups that teachers can participate in.  We can have healthy discussions about resources and alignment on discussion boards.

3. How does (could) your PLC use alignment discussions in your planning cycles?  Everything is centered around student achievement/data.  We would definitely use this platform to find resources to find materials to teach and differentiate our standards to our students.

Mary, does you PLC have some kind of form to look at student data that helps you decide what standards to focus on and when based on testing of some kind? If so, how often do you do this in the PLC? I'd love to hear more about that if you don't mind? Thanks,

1. What are common reasons for misalignment/incomplete alignment of a resource?
   
   In my professional opinion, some common reasons for misalignment/incomplete alignment of a resource is due to people using work from other states that are randomly selected from the internet out of haste, desperation or necessity. Also, many people are not quite sure what a resource to align to a standard will actually entail, as the educator may be misinterpreting the standard itself. If a person does not naturally use backwards design with the assessment in mind, it is harder to build and align resources appropriately.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
   
   Personally, small groups led by a small group leader are helpful. Those small group leaders will then meet and discuss issues and concerns, ideas and thoughts of their small groups and we have a trickle up of educational economics! Once these ideas are shared at the second tier, there may be a third and or fourth final tier. Soon, the immediate gatekeepers can digest and disseminate the material as he/she/ze sees fit and information can be blasted out by the appropriate source. On another hand, one two to large symposiums could be held, though cost may be an issue. I liken it unto AP Reader Summer jobs where 400+ educators come together and are trained on what is being asked of them and then asked to go make decisions about over 100,000 student responses.

1. How does (could) your PLC use alignment discussions in your planning cycles?
   
   A backwards design quick paper survey of a resource could be created. A Google Doc could be created to then list and review resources and based on a previously determined rubric, a score would be assigned to the resource and we could share resources asynchronously and effectively.

Andrea, I like your idea of the small groups led by a small group leader. I, too, see how that would foster productive discussion and allow for a diverse group to share different viewpoints regarding resource alignment. I also like you idea for the PLC alignment discussion using a Google Doc! Thanks for sharing with us.

Absolutely agree! Often misalignment of resources does come down to a lack of backwards design - and hurried use/need for materials. Hopefully OER alignment can help build on that going forward so those quick searches can be more reliable!

1. What are common reasons for misalignment/incomplete alignment of a resource? In my own experience as a department chair and curriculum reviewer I've seen many teachers over-simplify standards or simply ignore new standards because they are simply doing what they have always done. Depth of knowledge is often shallow because teachers love their crossword puzzles and other simple activities/worksheets.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? If teachers have the opportunity to collaboratively plan, using the resources from #GoOpenNC should be a great starting point for discussions of teacher style, DoK, and what meeting standards looks like. I've found teachers are more willing to view resources created by people outside of their team through a more critical and less biased lens. 

1. How does (could) your PLC use alignment discussions in your planning cycles? I see the PLC choosing a standard to examine and searching the platform for resources. From there, teachers could find lessons they find intriguing and discuss the pros and cons of each, how they can be remixed to fit individual classrooms or for the purpose of differentiation. Creating essential questions about what effective alignment looks like would help focus the discussion.

1.   Misalignment occurs because teachers have bias towards their certain courses.  They also have their own interpretations of the standards.  The standards may also be too general and vague, thereby, causing them to be aligned to curriculum incorrectly.
2.   I like that teachers can rate how aligned different standards are.  That allows for some teacher creativity in using curriculum in different ways.  You can also comment on how well you think the standards align.
3.   My PLCs often align common assessments to the standards being taught in the units.  We also share ideas about what resources and how we teach the various standards. 

Brian, the use of common assessments within the PLC that is aligned to the standards being taught is valuable in helping to keep everyone moving in the same direction and exposing students to similar teaching. The inclusion and freedom to use different resources that are vetted by the team is also valuable to grow teacher toolboxes and skills. Thanks for sharing.

1. What are common reasons for misalignment/incomplete alignment of a resource?
   
   I think one common reason is that teacher posting or creating may not have a full understanding of the standard. I think if they took the time to decompose the standards, that would help tremendously in knowing what should be included under a particular standard or if the resource matches the standard at all.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
   
   It could allow the opportunity for teachers who may have a question about a standard to collaborate and connect with another teacher that is familiar with the standards to learn from. It also brings educators with different backgrounds and expertise together to offer different perspectives.

3. How does (could) your PLC use alignment discussions in your planning cycles?
   I think it would be interesting for teachers in a PLC to apply knowledge of alignment and standards to resources that other teachers are using in their classroom or within their departments. I also think that all teachers should have training on decomposing their standards and this should be a part of their leson planning routine throughout the year.

Some common misalignments of a resource may come from unfamiliarity with the standard. Also, trying to fit too many standards into the resource without considering all parts.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think that there are a couple different reasons for misalignment of a resource. I do want to share that I think teachers that may do this or have done it in the past do not mean to select resources that are not aligned. I think that this happens sometimes as a result of limited planning time, limited PLC opportunities, and the hundreds of other things that must be done in addition to planning for instruction. When a teacher finds a resource that seems to go along with what their teaching- they just make a quick decision to use it. I believe sometimes teachers will often select activities that seem to be fun, cute or even go along with the seasons. Sometimes teachers will select activities that teammates have planned or activities that teachers have done for many, many years. With all these extra added requirements and things that we as teachers must do, I can see how looking at a standard and just seeing it from the surface level would allow us to pick resources that may not be exactly aligned with the true depth and complexity of a standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think that the #GoOpenNC platform can foster a productive discussion about alignment to resources because it opens up the conversation about what we are using to teach our kids. It lends itself to meaningful conversation about the rigor of the exact standard we are working on and if the resource is allowing us to reach that. I think it will allow teachers to look at resources through a different lense to determine if something is aligned. Reviewing curriculum through the #GoOpenNC platform is informative instead of opinion based. I feel like it’ll also be productive because when you get many teachers or teams together- everyone is able to offer a different viewpoint.    

3. How does (could) your PLC use alignment discussions in your planning cycles?

I think our PLC could use the alignment discussion in our planning cycle by first diving into the standard and unpacking what it is really asking us to teach. Then when everyone has a solid understanding of the standard- resources can be viewed with a critical eye. Teachers can them determine what would be the best resource. I feel like it will also be great for teachers to be able to view and have access to the bank of teacher resources already created. That is a great place to start. Once teachers understand the complete depth of the standard they will be able to evaluate if the resource is aligned.

I completely agree with your response for #1. When we began the PLC process at the last school at which I taught, one of the most emotionally difficult parts was examining the activities we had traditionally done with our students--the ones we viewed as rites of passage--and determining whether they were really aligned with the standard in a valuable way. In the end, I think it made all of us more thoughtful teachers, but it was difficult at first!

I completely agree with your answer to #1.  There is not enough time in the day for teachers to dive into a standard and unpack it in a way that we would like to.  Most of a teachers planning period is taken up by meetings, getting ready for the rest of the days activities/lessons, making copies, talking to parents and/or other teachers, etc.  I know that I have sometimes fallen into the trap of finding an activity that goes along with a theme, holiday, or season and haven't really taken the time to see if it fully aligns with the stadnards.

Totally agree on the time aspect, as one who has been in teaching for a looonnnggg time, sometimes I really miss the standardized, commercially prepared resources/adoptions our systems would purchase for us!

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think people interpret standards differently and some standards do overlap. The CCSS are also different from our NC Standards. I would never assume that a misalignment/incomplete alignment is intentional but instead an opportunity for both parties to dig deeper into discussion about those particular standards.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think this platform gives a perfect opportunity to discuss different perspectives with people outside of your school or community. Different counties have different opportunities to deconstruct and discuss standards, and this platform helps to level that playing field.

3. How does (could) your PLC use alignment discussions in your planning cycles?

In my old school, we would often discuss what the standards meant to us, but that doesn't mean we were always 100% correct in our thinking. This platform gives us the opportunity to compare what we think to what others across the state think.

I would love to hear more about the PLC discussions about what the standards meant to you. What did that look like? Who began the discussion? Was a member of the administration present? If the administration was present, did they act as facilitators, participants, or audience? Did the conversations produce meaningful insight for lesson planning purposes? 

This was something we (the 4 teachers in my Math 2 PLC) did on our own. Administrators were not present in our PLCs and we had a wide variety of teaching backgrounds and experience levels present. I had taught primarily Geometry and Math 2, another teacher was an expert Math 1 teacher, 1 was a BT and the last had two years experience in another county. This diverse group gave us a great opportunity to look at vertical alignment and what we were teaching compared to other counties. The conversations were genuine and meaningful and helped us to narrow our focus on standards that can be difficult to interpret. I hope that helps :) 

1. What are common reasons for misalignment/incomplete alignment of a source?

I think that in ELA, it can sometimes be challenging to create an assignment that focuses only on one skill. For example, if I am teaching students to cite evidence to support inferences (RL.6.1), they must support something with that evidence. For example, for a fiction piece, I might ask a question like this: Why did Will agree to Mike's challenge? Cite textual evidence to support your answer. However, students must actually use several different skills to answer what seems like a simple question. Not only must the students cite evidence and make inferences (RL.1), but they also must read and understand grade-level text (RL.10) and analyze a character's response (RL.3). Depending on the evidence they find, they might even need to determine Will's tone as he thinks about the event (RL.6), even if they never use the word "tone" in their response. So if a student answers that question incorrectly, was it because they didn't have mastery of the skills of making inferences and citing evidence? Was it because they comfortably read at a lexile of 780L and the text is written at 1050L, so they were unable to access the text? Did they misinterpret the tone of Will's response to another character? Do they need to work on the skill of determining character motivation? The list goes on. I think that many available resources don't take this into account. (Though I will also say, I do think it can be valuable to have students complete a task that requires them to use all of those skills at once.)

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think star ratings and the ability to make comments about the effectiveness of the resource probably do this well enough, as long as people consistently leave feedback.

3. How does (could) your PLC use alignment discussions in your planning cylces?

We "begin with the end in mind" by deciding the standards we want our students to master and what we want our students' final products (test answers, paragraphs, essays, projects, etc.) to look like before we choose the resources we will use to help teach each standard. When we get student data, we can also discuss whether the data shows that our lessons and the resources we used were aligned well.

I agree with your comments about the ELA standards. They are so intertwined and not meeting standard in one area can actually be affected by deficits in other standards. 

1. What are the common reasons for misalignment/incomplete alignment of a resource?

 In my opinion, there is a multitude of reasons which may trigger an incomplete alignment to standards. For example, a resource used as a mini-lesson which is part of a larger unit taught would cause incomplete alignment. Another example, a teacher may need a resource to re-teach some piece of a standard taught and assessed when assessment data indicates a lack of student mastery. A misalignment may occur when a teacher is seeking a resource to intervene, following assessment and identification of learning gaps. I disagree that a misalignment indicates that the resource is inappropriate for use in NC classrooms. A standard aligned to some aspect of content such as resource used to teach students to find the value of a missing variable might be misaligned to the standard 8.ee.8 (analyze and solve pairs of simultaneous equations); however, a student with a significant math disability who is not developmentally ready for the 8^thgrade standard would need provision of access to the content at their individual level based upon formative data collected. As we move into an era where inclusion is the norm teachers need to obtain a variety of resources loosely related to the standard being addressed in order to propel the content knowledge forward and move the student to a place where he/she is developmentally ready to learn the standard. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The #GoOpenNC platform allows users to review, rate, and provide constructive criticism of resources. Constructive criticism allows the resource developer to improve the quality of depth and breadth of standards alignment. The quality review tool also fosters discussion in the implementation of technology in the classroom and lesson to design to motivate and engage students. These tools and feedback can work to enhance the developer's resources.

3. How does (could) your PLC use alignment discussions in your planning cycles?

The Hess Cognitive Rigor matrix should be applied during PLC discussions to ensure that lessons address the breadth and depth of the standard addressed fully. If implemented appropriately, the lessons created should contain the vigor required to allow students to grow and flourish as learners in an academically engaging environment. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

Some of the materials on the database now are really information that teachers can use to teach whatever standard they select. I would argue that such resources are also valuable. Example: A Guide to Teaching and Talking About War With Books for Children and Teens.

Another big reason for incomplete alignment of a resource is that the material was not designed to fit exactly into the standards of one subject area. 

Case in point:  In my role as an MS Exploratory teacher I was asked several years ago to teach some specific enrichment to students in the month before exams.  I was handed a short script to teach as literature and a poem. I was not given the standards, I was asked to make sure that the students understood the words of the literature, understood the structure, could analyze what was happening in each piece and what the author was trying to get across.  It worked.  I did not see it in my “class” but the students returned to their teachers and explained much of what I had taught.

That experience drove me to become more familiar with standards but not just in ELA.  The literature had tons of references to other subject areas and I had a new passion.

Now, in my role as a Media Specialist, I teach the poetry from one or two major American poets each year as media lessons (about once a month).  I cover poetry analysis, history, theatre presentation, character education, literary composition, vocabulary, and the writing process while trying to link in science and math whenever possible.  The ELA teachers have been giving me analysis tools and poet suggestions.  They use my lessons in as it is intended: as a springboard to use as they teach the complete standards.

So users like me will not be looking for lessons with complete standard coverage but for ideas that will bridge STEAM and provide a scaffolding for students.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

As I peruse the platform I notice one glaring problem and I am not sure how to change it:  most of the lessons do not have any comments.  When there are comments, they are fairly neutral.  “This has a good list of books.” “The poems used in this lesson are …”

We need comments about how the lesson worked in your classroom.  What the students understood and did not get.  Ideas this lesson sparked in students.  Which part of a standard was not fully addressed and had to be retaught in another way.  Think about the recipes on the web.  Most of them have comments and some of those are helpful: “This worked better with real whip cream, not Cool Whip.” “My family thought there was too much meat.”  “The American cheese made this taste metallic - use cheddar instead.”

I am not sure how we encourage comments.  One reason this is hard is because the commenter’s name will be attached and we are all getting shy for fear of being bullied or trolled.  This really has to be addressed in training as the platform is unrolled across the state.

1. How does (could) your PLC use alignment discussions in your planning cycles?

Our PLCs look over various standards and break down how they are best delivered.  We are looking at our benchmark data to ferret out which standards we are delivering well and which need fine tuning.  EC and AIG teachers are participating in those discussions each time the PLCs meet to help pinpoint the problems and possibilities facing individual students.

1. What are common reasons for misalignment/incomplete alignment of a resource?

   I think there are several reasons for misalignment to the the standards.  However, the two most common reasons, in my opinion, are people misinterpreting what the standards are saying.  This is often times becuase the standards are worded either in a confusing way or the wording is vague and leaves room for different versions of interpretation.  The other common reason is that teachers don't always have enough time in the day to truely unpack each standard and/or activity to make sure they are aligned properly.  

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

   I think that the #GoOpenNC platform is a way for teachers to come together, share their ideas and resources and talk about how to make the resources and activities are children do and see on a daily basis fun, creative, standards aligned, rigorus, connected to the real world, while still promoting critical thinking skills.  As the saying goes, two heads are better than one.  This site is a way to bring our teachers together in order to collaborate for the betterment of our children and thier education.

3. How does (could) your PLC use alignment discussions in your planning cycles?

   Unfortunately, as an Exceptional Children's teacher I do not attend any PLC meetings.  However, I do collaborate with the grade levels and the teachers of my scholars to ensure I align my lessons not only to my scholars IEP goals but also touch upon the standards they are working on in class.  I think I do need to devote more focus to how my lessons and activities are aligning to the standards and not just to my scholars IEP goals.

Karen, I totally agree with your response that misalignment happens because standards can be vague or open-ended.  I also agree that teachers are not really given time to truly unpack each standard.  It seems that if we are to really teach the standards in the way that are intended, teachers should really be given the time to work together and define each standard (just as we are learning to do in the academy).  I believe this should be something that is done as professional development and not be expected of us during day to day planning or after school hours.  

Yes, yes, yes! I completely agree that sometimes the most common reason for misalignment is to misinterupt what the standard is actually saying. That's why I believe that it is so important to unpack the standards- even if you have been teaching them for many years. Unpacking the standard will truly show exactly what it is we should be teaching as well as the depth of teaching it. When we unpack the standards we are able to better align our resources. 

1.  I think that one reason resources are misaligned is due to the fact that standards are written often with very confusing or "clunky" language.  I know that I have many times looked at a standard and asked myself, "what does that mean?"  Until you see an example of what is being asked in the standard, it can be difficult sometimes to truly understand what you are trying to teach students.  Therefore, when someone is creating a resource, if they aren't sure for themselves exactly what the standard means, the resource can be misaligned given that the creator wasn't really sure of needed to be taught.

2.  I think the platform can foster productive discussion by continuing to hold these academies, or have former attendees come back for further discussion.  Maybe we could even get together in regional cohorts to talk in person; GoOpenNC could help to faciliate that.  Also, being able to comment on the resources and then reply to someone else's comments can foster discussion.

3.  I would really like to see these alignment discussions focused on how the ARC materials that Guilford County Schools use are or are not aligned to the standards.  This would also be great for the instructional coaches and higher up administrators to be a part of so that it can truly be discussed what materials are valuable from the ARC program and what needs to be changed and given over to the teachers to source.

"Clunky" language is a good way to put it.  I struggled to tell if something was aligned because I was thinking of the standard as a whole and all the pieces that students need to master to really master the standard.  It can be a lot.

Hello Everyone!

    1.  I feel the most common reason for misalignment/incomplete alignment is how the plannning for that lesson was conducted. Sometimes we find a great resource that we want to use so bad that we start to plan around the resource and not the standard. Quickly, misalignment/incomplete alignment happens. 

     2. This platform can foster productive discussion about resource alignment by simply posting resources and having an open discussion as to how it can be aligned with different standards. Listening and responding to different view points can enlighten others to strategies used in different classrooms.

     3. My PLC does not currently hold these types of discussions. We tend to focus on data and assessment results. We are starting to make a change towards these types of discussion but it seems like a struggle for our veteran teachers who are set in their ways as to what we do in our PLC.

Respectfully,

Ray

I think misalighnment comes from  teachers lacking the time to evaluate and create resources that are fully aligned. Teachers may assume that resources found from reputable sources are already aligned. Also, teachers may not fully understand the standards.

This platform allows teachers to examine and discuss the standards, thereby increasing the knowledge base.

By discussing alignment in PLCs, teachers are ensuring consistency both horizontally and vertically. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think common reasons for misalignment include but not limited to very vague standards as well as not truly understanding the depth and breadth of the resource and /or standard.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think the platform will provide an opportunity to evaluate and have others to weigh in which should promote healthy discussions for the best interest of our students we serve.

How does (could) your PLC use alignment discussions in your planning cycles?

It would be great to discuss at district wide PLC alignment with our content area. I could see it with our content areas more so than at the school level.

1. Looking at only part of the standard, not covering the depth (verbs) or the breadth (nouns) in the standard.

2. Like in the 3rd grade fraction piece from the presentation, educators may think that a resource alligns with different standards. The productive discussion comes in to play when educators rationalize their reasoning with each other.

3. Our PLC uses the standards to ensure our lessons are aligned, each lesson may not align with the whole standard, but each lesson pertains at least of a part, to build the blocks of understanding and performance for the full standard.

1.) There could be a number of reasons. Perhaps the resource was not designed to actually align with a standard. However, I think that many times it is the lack of knowledge about the standard. When teachers don't take the time to unpack a standard they may be making assumptions about what the standard actually requires. I also think sometimes resources are created around a novel, story or activity rather than the standard. It may be a "fun" or "engaging" lessons, so the teacher thinks it is a successful lesson, but actually it is not.

2.) I think transparency and multiple perspectives help teachers consider the use of a resource.

3.) My PLT is lucky that we have a curriculum that has been vetted by internal and external reviewers, so we are able to spend our PLT time discussing scaffolding and enriching the curriculum. 

What are common reasons for misalignment/incomplete alignment of a resource?

  I think it could be partially to the language used to write standards and the way that the educator interprets it.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

 I hope that we can offer each other different prospective and insight to help us better understand the reason that the standards are written the way they are. I think that this is also a exceptional tool to be able to use as a classroom teacher to pull lesson from and adapt them to your/for your use in the classroom.

How does (could) your PLC use alignment discussions in your planning cycles?

Our PLC could be more of a discussion group, in that we should share more as a collaborative group with lesson. We could discuss the way lessons work/fail in the classroom and re-teach lessons in a different way.

I agree with your responses to #1 and 2! In PLCs, we have spent hours discussing what the standards mean and used the unpacking documents and released question items to make sure we understand. It still seems like it comes down to interpretation at times, but the fact that we are all putting our heads together and discussing it is so helpful. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

There are a lot of really amazing responses on this board for the reasons that educators misalign resources. I think that the one that resonated with me was the idae that content is not fully understood or that the educator doesn't have an indepth enough knowledge of the content. We recently had a principal for high school tell all of us in the science department that we should all be as knowledgeable about every science curriculum as possible, He was a " graduated " elementary classroom teacher and had no idea of specific content specailiality. 

         2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  I would hope that it would allow veteran teachers to exlpore other perspectives so that they wouldn't become staid and stodgy in their teaching, approach to teaching or updated content knowledge. I would hope that new teachers would feel excited and open ( as would veterans) to working with pedaggogy that works and be willing to share new ideas that they learned in their more recent education classes.

        3. How does (could) your PLC use alignment discussions in your planning cycles?  We only consider the biological science classes when we discuss alignment. I believe that this is for two reasons: there are two biology teachers and each of the other science content areas have only one teacher per each. The second reason is because our administration focuses only the scores for biology.

I can definitely relate to the veteran teachers who are resistant to change - I feel like this platform will help to open their eyes to more innovative ways to teach the same standard, but in a more complete and refreshing way.

What are common reasons for misalignment/incomplete alignment of a resource?  For the Social Studies, the standards are written as conceptual knowledge which is a very broad understanding of history.  You cannot pinpoint one event, date, place o person to cover a standard. Therefore, i do not believe that there will ever be a resource that will completely show mastery of a standard since you must connect events and eras to each other.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  As a child, history to me was taught as facts and memorization. Thankfully our history standards help us to eradicate that type of instruction and focus on the critical thinking to further understanding.  Today's history lessons are about processing information through different lenses for perspectives and then combining and analyzing information to understand, interpret and assess causes and effects and more.  Just like historians, our views are limited by our life experiences.  Productive conversations help us learn more about the world around us which will help us continue to grow.

How does (could) your PLC use alignment discussions in your planning cycles?  We first determine which standards align to our unit of study. My PLC then uses the standards to determine our classroom and assessment line of questioning as well as our I CAN statements.  We find primary sources to extend our students' understanding that will help with the conceptual understanding and we make connections from past units that used that standard.

You make a really good point about Social Studies standards being more conceptual. I think that makes the discussion part of evaluating resources really important because teachers who use the resources in practice can reflect on how the resources fit into the bigger picture that the standard is trying to reach and if students got what they were supposed to out of the learning. 

What are common reasons for misalignment/incomplete alignment of a resource?

Sometimes the creator has not taken the time to complete an indepth review of the CCSS.  If the author applies this to their students, they might be able to address some weak areas that could be addressed in detail in their plans.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

This is a great platform for networking ideas and honest opinions about resources that have been successful and maybe ways that they have tweaked the lesson to make it a fantastic resource.  

How does (could) your PLC use alignment discussions in your planning cycles?

We definitely need this to evaluate our new math program - it has been frustrating at best!  We will definitely incorporate this resource in our monthly meetings.

1.   What are the common reasons for misalignment/incomplete alignment of a resource?

There are several reasons for misalignments of standards such as not focusing on the learning targets and what students should master after the lesson or unit. The students should also be able to understand what the goal of the standards are as well as. 

2.   How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Common standards, language, and flexibility. 

3,    How does (could) your PLC use alignment discussions in your planning cycles?

Teachers in our county are provided with unpacking standards as well as pacing guides in order to help them work through the content. Lesson plans are often times reviewed by instructional coaches and the PLC team to determine alignment then revisions are done. 

I agree that the not focusing on the learning targets is a huge misalignment of the standards. 

Does each of your schools have instructional coaches based full time in that school?  Do you have math and reading coaches or just one that covers all subjects?  

1. A major reason for misalignment/incomplete alignment is that the standards have multiple sections and skills all wrapped together in one standard. A resource may address one skill, but not the others. If a teacher assumes by seeing the standard label that it addresses the entire standard, they would miss out on teaching the standard in its entirety. 

2. The platform can foster productive discussion through the use of sharing resources, commenting on resources, and rating sources with specific criteria in mind. Once teachers begin evaluating resources and use a common language, other teachers will likely use the same criteria in their evaluations and not just, "it's a good resource." They will identify specific strengths and weaknesses and foster productive discussion on specific aspects of the resources. 

3. Last year our PLC began training in breaking down the standards and then using the unpacking documents to dive deep into the standards to determine the true intention and meaning of the standards. This discussion is ongoing this year and used in our weekly planning sessions. This directly relates to finding aligned resources as you must understand the standard to find quality resources. 

In response to what you said about #1, I think that's what makes the rubric and discussion so important. Just because a resrouces doesn't fully cover a standard, doesn't make it a bad materials, but that is somethign that is very important for teachres to know. 

In my experience, many educators lack a true understanding of the standard they are addressing or assessing. It all comes down to training and the ability to unpack a standard because many are multi-faceted.

The platform allows for an analysis of how different educators interpret standards based on implementation in the resources they develop. For example: RL.3.3: "Describe characters in a story and explain how their actions contribute to the sequence of events." Suppose the resource includes a particular public domain children's story and requires students through a creative means, to identify character descriptions. They may brainstorm, illustrate, list, etc., but if the activity does not go further and require the students delve into how the characters affect the action or plot in the story, the students are missing out on the rigor of the standard and have failed to meet it.

Honestly, the PLC needs to go deeper in this area. This is why collaboration outside the individual schools is critical. Unfortunately, time is a factor as there is little time available to dedicate to examining the alignment of standards and looking at other perspectives.

1. What are common reasons for misalignment/incomplete alignment of a resource?

A resource might align to a part of a standard. It might align really well to that one part but if it does not cover the full standard we cannot say that is aligned to the standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Sometimes standards can be interpreted differently and allowing teachers to see where others align certain resources can open that discussion. It can allow us, as teachers, to see others and collaborate over how resources align to different parts of standards.

3. How does (could) your PLC use alignment discussions in your planning cycles?

In my PLC we could take resources that are out there as we are planning and see how they align to standards. I think most importantly seeing what skills a resources requires of a student. This again can lead to that productive discussion of resources alignment.

1. Common reasons for misalignment are creating resources that cover part of a standard, but not the entire thing.

2. #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment by providing a checklist for all of the skills in a standard that a resource should cover.

3. My PLC starts by unpacking the standard, pulling out key vocabulary words, and listing the skills needed to teach that standard. 

1. Some common reasons for misalignment/incomplete alignment of a resource are: learning goals or objectives are not clear, lack of student engagement, performance tasks, applications, or assessments are missing.

1. The #GoOpenNC platform can foster productive discussions through collaborations and distinguishing how resource alignment should look.

1.  In my former role as a business educator, my colleagues and I discussed how the standards and the resources needed to have the same learning goal or target. Also, we discussed how the student's learning or understanding would be the evidence of knowledge and skills gained from the alignment of resources.

1. One reason for misalignment or incomplete alignment of a resource could be a lack of a rubric for considering standard alignment. Providing individuals with a rubric so they know what a standard aligned resource looks like or what a semi aligned resource would look like would be very helpful.

2.  I believe the platform can provide just that, a safe place for teacher author's to receive feedback on their resource as well as provide avaibility for others in their same career to benefit from the resource as well. 

3. We use alignment discussions especially when it comes to standardized testing. In one particular district PLC I am on for Elementary ELA, we meet and break down released test questions and see which exact standard it aligns with so that we can make sure the standards that teachers are expected to teach are the same standards that students are being tested on when it comes to these standardized assessments.

For high school, we break down released test and develop lesson plans/tutoring plans based upon our analysis. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

Variations in student existing knowledge can impact how the resource may not align with a standard. Students who need remediation should be working on that standard but may also need help with prior knowledge to be successful.  I also thing that in the arts there is sometimes a level of subjectivity that can impact interpretation. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think as teachers use a resource and discover how it works in their curriculum, sharing their observations, successes and where they need to adjust the resource.

1. How does (could) your PLC use alignment discussions in your planning cycles?

In the Arts PLC at my schools are content is different and so alignment is hard unless we are collaborating on a project together.

Do  you think that if the standards have some variations for the low, average, and high students that achievements these goals would be practical?

No.  I think every student deserves to be taught to the grade level standard but that we differentiate as needed to get to that standard.  Otherwise we would be tracking students in an achievement category and that would be unfair.

I bet your Arts PLC would have a lot of knowledge to offer core teachers in how you support students with gaps in their background knowledge/skills. That could be a really interesting conversation! When I am coaching teachers, I often find that my specialist teachers have instrauctional skill sets that aren't tapped in to like they should be! 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think a common reason for misalignment or incomplete alignment is when content creators do not fully unpack the standard or consider the (possible) multiple components of a standard. When a standard is not inspected for depth, then a resource may seem aligned, but lack the necessary rigor. When I first started teaching and creating my own materials for lessons, I would do a lot of skimming of standards and then wonder why my students weren't achieving mastery. As I learned how to unpack and dig deep into standards, I saw my students grow a lot more! 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I feel it is very common for two people to gain different insights after reading the same standard, article, email, etc. I find my students even do this when we share observations in class. I hear them say things like "Oh, I didn't see that!", or, "Yeah, that's true, too!". As long as educators are being constructive in expressing their insights, this platform will offer the opportunity to strengthen standard alignment across the board! However, this takes time and dedication on behalf of the critic. Giving single sided, hollow, or rushed critiques of others' resources may foster confusion or resentment. 

3. How does (could) your PLC use alignment discussions in your planning cycles?

I love this question! I often attempt to discuss standard alginment during our PLC time. Part of the issue is PLC time is often taken for things like MTSS training videos, IStation training, etc. When we are able to have that time for planning and data talks, standard alignment discussions can be very beneficial when planning ahead in programs like Eureka or CKLA which are aligned to Common Core standards. My team often discusses upcoming modules and takes advantage of our district module overviews to compare NC standards to the Common Core standards used in Eureka. Those conversations always end up with everyone leaving the planning session more informed and with a much stronger understanding of the breadth and depth of standards! 

 What are common reasons for misalignment/incomplete alignment of a resource?

There maybe the belief that part of the standard is not appropriate, e.g. developmentally, for the students at the time of use. Another reason is that the theme or activities "drive" the instruction as opposed to the standards.  As a result, parts of stadards are utilized to support the focus of the instruction, theme or activities.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

In having a platform that welcomes feedback from teachers and other instructional leaders in a non-judgemental way would "...foster productive discussion."  Although all would/could be required to access the #GoOpenNC website via NCCloud, thought should be given to making the feedback anoymous.  This way, those providing feedback would not believe that their constructive feedback is viwed as a negative reflection or a negative judgement upon themselves nor their district.  Lastly, it would also be good to have individuals monitor the platform's feedback and provide weekly or monthly live group sessions. 

How does (could) your PLC use alignment discussions in your planning cycles?

In working with various teachers on planning, time is always provided to look at the previous grade level's standards in a particular standard, along with data, to see what the students were expected to and actually "mastered."  In addition, we look at the following year's standards to better understand the depth of the learning, in the present, is needed to build the "foundation" for the following year.  Simply stated, the standards can't be taught in isolation or is "silos" so vertical alignment guides our planning discussions.

Angela,

 I agree that the critiques should be anonymous. There are definitely some colleagues who would fear being pointed out and thus not share their important feedback. Just like our students, some people are more afraid to speak up and sometimes scared of being wrong. There should be a curriculum specialist managing the comments and creating changes, as needed to documents. This would help everyone-- and also make the site more reliable.

I appreciate that you take the time to look at the standards on both sides of the current grade level. The progression is supposed to be intentional and I think that taking the time to do that could be very eyeopening for a lot of teachers! 

1. What are common reasons for misalignment/incomplete alignment of a resource? I believe that misalignment happens because the creator has this idea in their head of what they want to have the students know and be able to do and a part of a standard might align and they pick that one.  Incomplete alignment most likely happens because what the students should be able to do is not fully fleshed out, so to speak, and the skills sets being looked for are not in any of the chosen standards.  Most likely, misalignment/incomplete alignment run along the same lines as to why they happen.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? Productive discussion is best achieved when people are being given the opportunity to fully explain their alignment choices.  Differing viewpoints can be shared, perhaps in a webinar or a message board.  Being able to clearly illustrate where one sees differences in the resource alignment is imperative for productive discussion to happen or it might devolve into an "I know what's best for my students" issue.

3. How does (could) your PLC use alignment discussions in your planning cycles? We could definitely use them on my team as we have one person per subject - so a 4-person team.  Not having another person teaching the same subject as you, at the same grade level, is sometimes nerve-wracking because it would be nice if someone else could check your work - see if you're on the right track.  Having someone whose speciality isn't mine, would also help because their questions may very well center around purpose and end product, areas we sometimes struggle with when trying to make sure we've developed the whole lesson/unit.

Candance, 

I completely agree that productive discussion is best achieved when people are given the opportunity to do so. I believe if teachers can share there different viewpoints, especially those teachers in the same grade level, through a discussion board provided in the problems information, can allow teachers to break out of their old habits. Those teachers who do not do well with teaching a specific standard because of a resource they have been using actually pertains to a different standard (because it was mislabeled) will be able to identify this through discussion. 

Candace, spot on in that first question/answer.  I have been guilty of that myself on occasion where I had what I thought was a great idea, but it was not rooted in the standard.  That's the paradigm:  making sure what we begin with the standard.  I think it may be more challenging for those of us who have been teaching before the shift to the standards-based practice.  

Valerie,

I loved your last sentence:  it can be quite a challenge for those of us who have been doing this for 15 - 20 years.  I'm pretty sure I could not have articulated a standard for what I was doing in the classroom before standards came along, but I could tell you what my students were learning and how they were learning it.  I remember when we spent a lot of time on Backwards Design and that really helped when the standards did roll out because we had to unpack the standards before we could make the lesson.  Or, at the very least, see where our lessons met the standards and then remix if need be.

1. The common reason for an incomplete alignment of a resource is there are a lot of substandards that go into teaching one main standard. Therefore, the resource may be aligned to the main standard, however, the resource may actually only pertain to one part of the standard, which is a substandard. The common reason for a misalignment of a resource is the way the teacher may use the resource. The company or person who uploads the assignment may use it for one standard; however, another teacher may see it is best used to teach another standard more appropriately.

2. The #GoOpenNC platform could foster productive discussion about different viewpoints regarding resource alignment by having a link to a discussion board linked to the problem. The discussion board would promote communication between teachers and their implementation of the resource, especially between teachers in the same grade level. 

3. My PLC could use alignment discussions in your planning cycles to show the different ways and maybe identify the best way to use the resource. After two teachers in the same grade level use the same resource, but for a different standard, and give an assessment on it, the data from the students' results may be used to idenitfy the best use of the resource. 

What are common reasons for misalignment/incomplete alignment of a resource?

I think often misalignment and incomplete happens because we often try to fit already pre-planned lessons plans and things into a standard. When you unpack a standard and really look at the verbs and nouns you understand the rigor and the depth of knowledge needed to meet the standard. If an educator looks at a standard and simply, for example, says oh this is talking about cause and effect, and ignoring what a student should know and be able to do, a resource could be partially aligned or misaligned.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The discussion and constant review of resources can help educators refine and continue to think deeply about how a particular resource is aligned and how they in turn align other resources they use.

How does (could) your PLC use alignment discussions in your planning cycle?

Our PLCs already have alignment  discussions as they look at what standards are being covered for the week. They make sure that what they are teaching and using is rigorous enough to meet the standard. I think that looking at resources and reviewing them together in a PLC could be an awesome way to review the process of aligning a resource with a standard. It would be an amazing exercise. 

Takiyah,

I really liked your answer to the first question - remembering to "look at the verbs and nouns you understand the rigor and depth of knowledge needed to meet the standard."  When I first began teaching, I remember being told how important it was to have our objectives begin with SWBAT; I think that has helped me remember to look at the verbs and nouns and it is a good reminder for when we share the platform with others to let them know that what you stated has been looked at by reviewers.

I think that unpacking the curriculum is essential in aligning resources.  Without the unpacking documents, my curriculum is very vague. I think that resources get misaligned when the unpacking documents are not used to align a resource.  I also think that sometimes a standard is so large, it is hard to have one activity that would be completely align with the standard. 

I really like that the responses the reviewers are to give are prepared for the reviewer.  I believe it will help keep all people respectful and able to have productive conversations without being offensive. 

During PLCs, I am generally the only teacher that teaches my subject area; however, I like to share resources with the teachers that teach the students I had in previous years. I believe that oftentimes many of the resources that I use can be “remixed” and used in other science classes. We can align these “remixed” activities to meet the needs of multiple standards. 

I totally agree.  I am the only math teacher during our PLCs.  We try to collaborate as a team but it would be beneficial to have discussion with other math teachers.  I truly believe that is make up better as educators and in our specialty areas.

Kelly,

I liked your answers, especially to the second question. I think teachers are often like writers: we have difficulty putting our "babies" (resources) out there because we are not sure how they will be received.  Being able to have prepared responses and a rubric to share should help with respectful and productive conversations.

 I think misalignment of a resource occurs because expectations of where students should be is often different than where they are - assumptions are made that students can perform certain tasks/have certain knowledge.  

Productive discussions will be very important - it is easy to go down a rabbit hole, rather than focus on what needs to be accomplished!  I think that the guidelines given for alignment, and the sentence starters will be helpful in keeping everyone focused on the task.

Our PLC does not use them at this point.  We seem to have such scripted curriculum and a plan for when everything should be taught ("so we're ready for the TESTS") that we don't discuss alignment, or what would qualify as excellent resources. I am hoping to help change this!  

Hi Holly,

In reference to your answer to the third question:  we are having some frustration with that as well.  We have curriculum that has been bought and distributed by the District.  They are Common Core Standards aligned, but not NC Standards.  They are good resources, but rather constricting.

Specifically in the arts, there are number of reasons why misalignment happens. The standards in the arts areas are progressive, but not all students get to take arts in all grade levels. That means that teachers may have to revisit many foundational skills to build up to the standard in question. For example, a high school introductory visual art standard is: "Recognize how Elements of Art and Principles of Design are used in art." If some students have never had an art course and don't even know what the elements of art and principles of design are, there are a number of foundational objective that must be met before you can even get to that standard. Frankly, in a untested subject with infrequent, if any, PLC type time with same content teachers, many teachers don't have enough experience with standards alignment or much incentive to practice it extensively. Arts standards are frequently very, um, open ended. Recognizing how elements and principles are used art would mean students recognizing them in a wide variety of context...2D, 3D, painting, photography, abstract art, realistic art, modern art, ancient art, etc. In each of these contexts, elements and principles would present in different ways. So this standard is extremely complex and there is no such thing as mastery, just more sophisticated levels of formal analysis and understanding. A platform like this presents a rare a much needed opportunity for singleton teachers to have productive conversations about standards and alignment. Like most other arts teachers I do not get to meet in a PLC with teachers of my content area, so there is no shared planning or resource or standards alignment. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

Misalignment happens when we don't read the standards well enough. Many of the standards have so many pieces, so we have to be careful with which standards we "say" they are aligned to.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

It would be nice if there was a way for teachers to identify what they feel is a misalignment and then a person who maybe remixes the document with the alignment in mind. Using the star system, maybe the 4-star items should pop up first in a search-- and mean that the resource is "the most" aligned.

1. How does (could) your PLC use alignment discussions in your planning cycles? Alignment discussion should be one of the first and most vital parts of a planning. The truth is, that there are many resources out there, and many that are not fully aligned. We need to discuss the pieces of each standard and determine the ways in which we plan to meet mastery for our students. If we are using a resource that is not fully aligned, how can we supplement to ensure the content is taught fully?

I agree that many resources are not aligned and sometimes teachers get caught up in the "cute" factor and distracted from the true search  and purpose of finding  the best resource. 

Katelyn,

I love your answer to the 2nd question: that the rating system could have it pop up as the "most" aligned.  I think that would help immensely when searching for specific resources for a lesson.  Not that other resources could not be used, but other resources could be looked at with a more critical eye to discern what might need to still be remixed or addressed to get to full alignment.

1) What are common reasons for misalignment/incomplete alignment of a resource? I believe that there is not a complete understanding of what the standards are requiring and asking for as stated.  I also feel that some standards need to be broken down into segments.  While often times, reteaching occurs frequency, therefore, throwing the time frame off to achieve completion of the standards.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  It can share the concerns and problems of these viewpoints and make the alignment better. If more viewpoints are shared, especially from teachers who worked with these standards daily, could make a positive impact on clarity and thorough understanding.

1. How does (could) your PLC use alignment discussions in your planning cycles? It could provide more than one person viewpoint and understanding of what the standard(s) are supposed to convey to the educator(s).

1.  What are common reasons for misalignment/incomplete alignment of a resource?

I think a common reason is that the standard isn't unpacked to see what all it encopmasses.  Another reason is that there isn't a true understanding of the standard.  

2.  How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think by having teachers and specialists from across the state to look at resources based on their expertise and experience is a great start.  Using the stems and the rubric so that everone is talking the same language, the discussions will be productive.

3.  How does (could) your PLC use alignment discussions in your planning cycles?

I see it fitting in perfectly as we look at the upcoming standards, unpacking them and searching for resources.  It would take it to a new level by looking at resources as to how well they allign with the standards. Having this common language to use when we are choosing materials and looking at those resources through that lens will lead to richer resources.  I think this will only increase the rigor and relevance in instruction.

Hi Kathleen,

I love that you talk about having a common language.  I think that is so important, especially since standards alignment can be subjective.  Giving all teachers a common starting point definitely helps keep everyone on the same page and allows for a more professional approach to evaluating resources.  This is especially important when different members of a team are creating resources.  I also love your phrase "rigor and relevance".  These are probably two of the most important pieces in finding meaningful resources!

1. What are common reasons for misalignment/incomplete alignment of a resource? Perhaps the recent changes in the standards for North Carolina make a difference. Many teachers who have been in education for years assume a standard is similar to one they taught before...when it has actually changed. Plus, teachers can hold on to favorite lessons and attempt to plug them into standards that they don't really fit to continue using it. 2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? I think if there is a space for debate with clear norms (and perhaps consequences if they are not respected), most people will share their thoughts respectfully and efficiently. 3. How does (could) your PLC use alignment discussions in your planning cycles? As a school support person I meet with several different PLCs that have very distinct collective personalities. Depending on the grade level and needs of the team, we approach it differently. For the upper grades it is included weekly into our PLT agendas. However, for lower grades it seems that teachers (at my school) are not as verbal about this and pair up or work alone to determine planning. 

Hi Stephanie, 

I agree that it is easy to for teachers to become complacent with previous content standards and easy to misinterpret if the entire standards (including the clarifying objectives and details) are not read. Unfortunately, many teachers do not want to change what they teach and how they teach. Setting norms is definitely important for a PLC to operate effectively and efficiently.  Also,  the focus must remain on students. What do we want them to learn? How will we know that they have learned it?  What will we do if they have not learned it? Growth for students and teachers should be the end goal for alignment discussions. Growth can be learning more about the academic standard or learning more about how to teach the content to different groups of students for diffferentiation and personalization. 

Thank you for sharing!

Thomasine

1. What are common reasons for misalignment/incomplete alignment of a resource?

First,  a common reason for misalignment/incomplete alignment of a resource is not "seeing" the main idea of concepts that transcend more than one standard/objective/topic. Second,  a common reason for misalignment/incomplete alignment is not understanding the prior knowledge needed to master a standard and not understanding where the standard is connected to in the future.  

2.  How can the #GoOpenNC platform foster productive discussion about different veiwpoints regarding resource alignment?

The GoOpenNC platform can foster producttive discussion by allowing different viewpoints to be heard in the evaluation or the discussion board.  Productive means considering giving diverse, marginalized groups of students access to the material and content. 

3. How does (could) your PLC use alignment discssions in your planning cycles?

Our PLC can use alignment discussions in our planning cycles when discussing vertical alignment. Understanding what is taught in the course before and what come after can help teachers plan for remediation and acceleration. 

Thomasine,

I loved your answer to question 3 - I think we get so focused on what we are doing in our classrooms, we forget about the before and after until we have a PD on it, or specific Vertical Alignment meeting. We don't do it on purpose, it's just that our focus is where it is during the year.  It would also be a good time to look at the verbs and nouns in the standards and see how they are the same and different between grades.

Reasons for misalignment (in ELA at least) happens because the standards are recursive and overlap, so some resources are hitting several at the same time, but it's important to be strategic and focus in on a specific standard to make sure it's not being "generally" addressed.  Because the ELA standards can be so broad and overarching yet contain several skill sets, it's easy for a resource to be incomplete in that it addresses only oe part of a standard.  

I think seeing what others are saying about how resources align with the standards will open up dialogue about what directly addressing a standard involves.  Some difference in viewpoints might occur because of the target audience the reviewer has in mind when looking at the resource.  What might be appropriate for say an academic sophomores might be different for an AIG sophomore.  

Alignment discussions in PLCs would be helpful if done by grade level or at least in the 9/10 and 11/12 bands in ELA.  It would also be helpful in looking at the skill set of what our students need to be proficient before they move to the next band.  

What are common reasons for misalignment/incomplete alignment of a resource?

Sometimes resources come from outside NC where they have different standards. Also, in math, many "topics" include alignment to several objectives at once. It is easy to overlook one objective that may fit better when several objectives are involved. In addition, the Common Core Standards have led to a meshing of standards in which they start one a topic in Math 1 and continue it through Math 2 and Math 3, therefore missing which level of the standard would apply.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think the platform will foster the discussion of what lessons go with Math 1 vs. Math 2 as mentioned in question 1. It will foster a discussion of vertical alignment as well as the alignment of standards and when and where topics get taught. 

How does (could) your PLC use alignment discussions in your planning cycles?

Our PLC looks at NCSCOS  everytime we create or tweak a test and really discuss how in depth the standard goes on the level we are teaching. We also have to come to that one standard a question fits mostly with despite the fact it may cover multiple standards.

What are common reasons for misalignment/incomplete alignment of a resource?

A reason for misalignment/incomplete alignment is the multi-faceted nature of many standards.  A resource could do an excellent job of addressing a portion of a standard but not address all of it.  Another reason could be that the intent of a resource is to offer an opportunity for students to "wonder" and engage in curiosity in order to set the stage for needing to know the content of a particular standard.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Even within our Webinar 2 there were differing opinions on whether a resource fully met the tagged standard.  Allowing teachers to engage with resources and one another around alignment provides opportunities for growth for each participant.  Reading comments offered about resources in the platform will allow for teachers to hear perspectives across the state, thus enabling them to reflect on and hone their own understanding of the standards.

How does (could) your PLC use alignment discussions in your planning cycles?

Alignment discussions should organically occur regardless of what resource is being used. It is the professional obligation of any NC teacher to teach the NC Standards.  Alignment discussions should be present in each planning cycle. The #GoOpenNC platform will provide additional resources from which to draw when those readily available on site are not addressing the standards appropriately.  Hopefully, teachers will also begin to utilitize the resources on the platform to replace previously used resources that were not as rich.  PLCs are the perfect place to have these discussions regularly.

Susan, I agree with your comment that alignment discussions should occur organically.  It should be what good teachers look at and do because the goal is student learning. And yes, these discussions should lead to a realization of which resources are quality vs not so much. A strong team is key!

I think resources are misaligned because of misunderstanding of what a standard is actually covering, not being familiar with standards and confusion over the depth of a standard.  I really see this in high school material when strands go through 3 classes.  Sometimes it's hard to tell where to stop or pick up with a topic.  I feel the #GoOpenNC platform will give opportunities for large numbers of people to evaluate a resource and give feedback.  This will help teachers share their knowledge of the standards and help others understand them better.  The HS Math PLC meets every week.  We only have 4 teachers in our department.  2 veteran teachers and 2 fairly new teachers.  We have a small school so I am the only Math 3 teacher.  Open NC will give us numerous other viewpoints and not limit us to only 4 opinions.  

Crystal,

I have said this several times: this platform will hopefully help us to not feel so isolated if we are the only teacher in a particular grade/subject.  I love the idea of "numerous viewpoints" and perspectives and creative thinking we will be able to look at in the various resources that are on the platform.  I'm the only 7th grade ELA teacher and not having someone to bounce ideas off of is very limiting.  My Instructional Coach just said she would read the next piece I'm planning on doing with my students and we could bounce ideas off of each other - I'm so excited!

1. Several thoughts come to mind. Does the creator of the resource understand what they are covering and the placement of a skill in a strategic alignment? Are they trying to cover a piece of something or an entire standard and is this clear in the resource? 

2. I think productive discussion includes constructive feedback and input in that through this process, resources are strengthened (if needed) to produce aligned results. I think it also means discussion as to why a resource is laid out the way it is for alignment so that it is understood by all.  Even though we are educators, we get caught up in misunderstandings too, and questions and discussions allow us to resolve and move forward for the benefit of students.

3. Alignment discussions are important in knowing where goals are at the moment, where teams are looking forward as well as previous to make sure foundational strength is there in covering what is to be done now (or reteaching) and opportunity for enrichment or preparing for what comes next.

What are common reasons for misalignment/incomplete alignment of a resource?

A common reason I come across, particularly for math standards, is that the breadth of some standards is so great that it is difficult to cover with one resource. Many resources are targeted at a specific skill or a one day lesson, and will therefore not align completely with an entire standard. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform will allow professionals to see which resources others align with certain standards, which they may not have previously considered. This will hopefully help us to understand the standards more fully, and open lines of communication. Some teachers may not have others to collaborate with at their school, so this platform has the potential to be a community and place for us to turn to when we cannot physically meet with colleagues. 

How does (could) your PLC use alignment discussions in your planning cycles?

For my PLC, we are using Open Up resources, as required by our district. When provided resources, rather than having to seek them out, there is great potential for alignment discussions. Our time is not consumed by finding resources, and we can therefore devote time to discussing how each activity and assessment is aligned with standards, or parts of standards. 

We have the same issues in Science.  The standards are very broad and incorporate a lot of pieces to be covered.  We usually use lots of resources to cover everything asked for.  For the PLC post, I would love to learn more about the Open Up resources.  We normally do not spend a lot of time researching resources as a group because we bring the resources we have used and look at the data to see whose students mastered the content and go from there.  

Cary,

Our district also has Open Up for our Math teachers.  I'm an ELA teacher and we have been given the Pearson myPerspectives resources.  They are aligned to the Common Core Standards, but not NC; so, it is helpful, as you said, to have the resources themselves provided so that we can focus on the nouns/verbs and specific alignment.  

I think one common reason for misalignment/incomplete alignment of a resource is due to teachers not really digging into the number of concepts in a standard.  I liked what we did in the webinar, by examining it closely with the 3 questions.  Lack of time, plays a major role in this incomplete alignment.  

This platform will increase productive discussion about different view points, because when reviewing the resource for alignment, reviewers could disagree on how aligned the item is with the standard.  Again the webinar disscussion about Drew Polly looking at it differently that some of the people on the webinar.  This makes for really deep discussion and develops understanding of the standard.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I beleive that common reasons for misalignment might be a misunderstanding by the person who is creating/analyzing the resource. They could not understand the standards well enough or not understand what the resource is actually asking for the student to complete. This could also be if the person does not actually do the activity/read the resource but goes off just skimming it or an overview. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I believe that having multiple people living in different places, teaching the same standards in different ways can help to look over the resources and align them the way that they should. Some students might take a shorter time versus others, so having more teachers assessing the resource before aligning it will help!

3. How does (could) your PLC use alignment discussions in your planning cycles?

My PLC has not used alignment discussions but this would help for vertical alignment in our courses as well. As a math teacher, we could use this to help us have productive discussions about what resources would work better in Math I, Math II and Math III and how to use this to help their growth through the three courses. 

I also think misinterpretion/misunderstanding of what the standard is asking causes the misalignment. Not making sure you fully understand before teaching something does make it seem the resource was not valuable. 

PLCs - This alignment disccusion is perfect for grade level PLCs.  As teachers are planning when to teach which standards, they can really dive deep into their standards and evaluate their resources as they go.  This would be an extremely benefical to new teachers.  It would definately build teacher knowledge of new standards and increase the quality of instrution students are getting in the classroom.

What are common reasons for misalignment/incomplete alignment of a resource?

I think that when it comes to misalignement of resources, teachers pull from resources like teachers pay teachers and expect that just because they put the standard down it is exactly right.  All states have different standards, when you pull from TPT, the resource could be aligned to another state, but not NC specifically.  

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform could support teachers with discussions about different viewpoints regarding an aligned resource because it can bring new ideas and view points to all N.C teachers.  This will be a great resource for teachers; allow them to see new angles to a teaching method.  

How does (could) your PLC use alignment discussions in your planning cycles?

My PLC could use this platform to align our lessons and units.  This could be a great way for teachers who are following the unit guides we are expected to follow this year.  When we look at what is being taught in the curriculum overview and compare to our standard expecations, the curriculum needs to be tweaked. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

For incomplete alignment, the resource only covers part of the standard.  For example, Chem 1.1.1 covers atoms, isotopes, and ions.  The resource may only cover the atom portion.  For misalignment, the resource may better fit a different standard.  For example, the resource may be for Chem 1.1.1 and dealing with ions, but really the resource is better suited for Chem 1.1.2, analyzing atoms based on electron location.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform allows others who are more seasoned in the standards to realign the resource, to remix the resource to make it fit the standard listed.  Also, it allows teachers to talk about what the standard is really looking for.

3. How does (could) your PLC use alignment discussions in your planning cycles?

My PLC goes through the standards and break them down prior to teaching them, making sure we know what we need to be teaching and how to help students master the content.  We look at the verbs, the nouns, prior knowledge needed, resources, the "I can" statement, and create a student friendly essential questions 

1) Not understanding content well enough; not unpacking content; using outdated materials that were 'gifted' from veteran teachers. 

2. I'm not sure that it can.

3. As the majority of CTE curriculum exist in islands, we don't often alight in our discussion. 

I see a lot of teachers using resources that were "gifted" to them. Great intentions - just different expectations/rigor in standards. 

Mary,

I was just writing about this in response to something on Webinar 3.  Just because we did get resources "gifted" to us doesn't mean we don't need to unpack it for ourselves and make sure we are aligning to the standards we are focusing on.  When I first started teaching, the standards did not exist; since their inception, I've aligned to the CCSS and now that I'm in NC I have to realign them again.  If I "gift" anyone, I want to make sure that there is rigor and that I've aligned it to what I intended to do with the resource so that others can remix it and make it their own if it doesn't align to the same standards.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I honestly believe that most misalignment is do to teachers not fully unpacking the standards AND due to a great deal of ambiguity (especially in the HS history standards) in the standards themselves. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

An open platform allows you to have discussions about a resources without it feeling like a personal attack AND open allow for teachers, with vast experience/different expertise, to help those of us (like me) that might be new to the state or new to their content standards. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

I think PLCs could evaluate resources for collection/use as a school, team, or subject, taking the pressure off one person and creating consistency within the community. PLCs are a great place for creating and evaluating resources! 

I like what you brought up for #2. Curriculum can get personal - epecially if you have invested a lot of your time - but this would allow us to take a step back and have a conversation about content without that personal attachment. Great point!

What are common reasons for misalignment/incomplete alignment of a resource?

Misunderstanding of skill needed to learn and it's relation to the assignment/resource.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Teachers can see what other educators are using in their classrooms and utitlize that knowledge and implement it into their own classrooms.  There can be discussions about what lessons work, which don't, etc.

How does (could) your PLC use alignment discussions in your planning cycles?

Use what we know about the curriculum to understand what background knowledge students should have from the previous grade and also use that knowledge to be able to teach them content on grade level, as well as, prepare them for the next grade level.

1. I feel that very few actually dig deep into the standards. It is very easy to misunderstand the true meaning of a standard if you read it in part or do not fully comprehend its content. Some resources are regarded as "aligned" because they appear to be...not beacause they actually are. I also think that some teachers will use material because it looks fun or engaging, even though it is not fully aligned.

2. This platform allows educators to see what real alignment is and what it looks like. Learning from one another and pointing out precise reasons why something is aligned or not can be quite helpful.

3. Just before the beginning of each cluster (nc2ml), we spend lots of time discussing the included standards and what they mean. We analyze materials and discuss their content. This is very imformative for those who are new at it. It also demonstrates the importance of alignment.

1. What are common reasons for misalignment/incomplete alignment of a resource?

 I think that the common reasons for misalignment of resources is the lack of time spent with the unpacking document to dissect what the “verb” is actually asking the students to do.  We sometimes focus as a teacher on the ease of something being creates so I don’t have to

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

 I think that Go Open NC will allow people from all facets of life to take their expertise lens and view the resources for different reasons. This will promote discussion on the platform to the relevancy of the resource and its alignment to the states goals.

3. How does (could) your PLC use alignment discussions in your planning cycles?

Use of the rubric that we discussed in webinar would allow for a common ground for assessing the different components of each resource.  In a PLC we could look at the same resource through the same lens and have a discussion about the resource. A PLC could also look at the same resource with different parts of the rubric and have the discussion of whether the resource is good.

1. I think sometimes we as teachers just assume and trust that if the source came from a reputable website that it is a good resrouce and alligned like it should be.

2. I think that the GoOpenNC platform will help to ensure that resoruces are alligned and encourge teachers to discuss resources. I will admit that my first couple of years teaching I used TPT a lot and while you can leave feedback for the seller, often times its not valuable feedback and most teachers are leaving feedback so they can get their credits for future purchases. 

3. By having discussions about allignement we would also be planning our lessons at the same time. There are only two 6th grade math teachers, so if we each divided up the resources we could make sure that they are alligned with the standard and not just part of the standard. We could also key into some of that key vocabulary in the standard and make sure that the resource matches the standard.

True! Just because a site is considered reputable, doesn't necessarily mean an activity is aligned to the appropriate standard. We are working towards better vertical articulation in our 6-8 middle school math department. It is helpful to hear from the entire grade span instead of teaching a grade level in isolation.

1. I think the most common reasons for misalignment/incomplete alignment of a resource are not hitting either the depth or the breadth of the target standard. The unpacking documents and cognitive rigor matrices can help teachers align resources to cover all the nouns and all the verbs required in a standard and prerequisite skills. Many resources seem to be aligned after they are created (the creator thinks, "ok I made this activity, now which standard should I link it to?") instead of beginning with talking about the depth and breadth of the standard, creating the assessment, and then making sure the resources hits all parts of it. 

2. The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment by encouraging reviewing and remixing. Because standards can be interpreted in different ways, multiple reviews on each resource will help teachers make informed decisions on what will work for their students within their units of study. 

3. Collaborative teacher teams at my school use alignment discussions in our planning cycles especially when we create our common assessments and plan activities to hit each part of the standard. Our current focus is on revising and improving our unit plans by prioritizing our standards. We also use standards-based grading by taking each standard apart into student learning targets, and addressing and assessing each target. 

I agree that many times, we as educators, design what we think as appropriate curriculum without aligning our ideas first. I believe that this an area of growth that is needed among the teaching profession.

Ellen,

I completely agree!  I sometimes get so excited about a particular piece I'm designing or one I've found, that I don't align my ideas to the standards before delving into specifics.  Then, I get into it and realize I've missed something, or the skill I want them to learn isn't coming to fruition and I find I need to go back to the drawing board.  I'm getting better at it; but it is still an area of growth for me.

What are common reasons for misalignment/incomplete alignment of a resource?

One reason for misalignment/incomplete alignment is that it takes time to master the depth of the standard.  It would be difficult to find one resource that would fully attend to the depth of the standards. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Crowdsourcing resources is a great way to begin discisions around resource allignment.  I would love to have the opionin of others to really dive deeply into a resource to make sure it would meet the needs of my learners and meet the depth of the standards. 

How does (could) your PLC use alignment discussions in your planning cycles?

Unpacking the standards and beginning a unit with the end in mind is so important to discuss as a PLC. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I believe that misalignment occurs when the writer does not  include all that needs to be taught to cover the standard. One may beleive that this is a precursor to leanring the depth of the standard but does not actually belong with the standard itself.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Everyone has an opinion, and opinions can bring a postive discussion. Teachers want a place to be able to find quick and reliable resources so allowing teachers the opportunity to collaborate to make sure that the resource is aligned correctly would ensure that there would be a consistent alignment.

3. How does (could) your PLC use alignment discussions in your planning cycles?

I think using PLC for alignment discussions would be extremely beneficial. If the team understands where these lessons belong in our teaching then we could provide better instruction for our students that aligns appropriately to the standards.

Ellen,

I completely agree with you in regards to how the platform can foster productive discussion. Ultimately, teachers are looking for easily accessible resources that they can use within their classrooms with little to no modifications.

1.  I agree that if the length of time is not included in the lesson then many teachers feel that it needs to be covered then move on.  Mastering a concept may and should take mulitple discussion, practices or revisits.  Follow-up activites or supplemental resources attached to a lesson are a great way to keep this from happening.

2.  Teachers need a vetted database of resources that they feel align with their state standards.  What better authors of those lessons/resources that their peers across the state.  It will be of great value for those who submitt to be able to take feedback and also be willing to update/revise as needed. 

3.  At the ground level PLC's in our district are just beginning to earn that trust in asking their grade level peers for resource assistance.  This platform would be a great starting point in assuring that each team has a common resource location to find what they need but also share what works great for them.

1. What are common reasons for misalignment/incomplete alignment of a resource?  Some writers may not realize how long mastery takes and that a one and done lesson is not going to give us the desired effect.  Some writers may be focused on a particular standard and not take in the fact that their lesson is also covering other standards.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  This can allow teachers to discuss and decide what to add or take away from the given lesson to have the lesson align better.  This may prompt discussion of possible iterations that could be developed from this one lesson.

2. How does (could) your PLC use alignment discussions in your planning cycles?  We plan at the beginning of our units - looking at the unpacking and our YAG to make sure we are covering the correct material and the right time.  We have found materials that needed to be remixed to better suit our needs.  

I think your reply to the first question is spot on.  Mastery oftentimes does not happen with one lesson and it's important to make sure the concept is fully grasped before moving on since one day they can get it and the next day they have no clue what you're talking about as well as being able to apply what they've learned to a new scenario.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I feel like sometime teachers rush through standards to ensure they cover everything and do not always spend enough time on each standard to ensure the students are mastering the concepts.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

By encouraging collaboration and open communication, the Go Open platform will give teachers the ability to have open and honest discussions about resource alignment.

1. How does (could) your PLC use alignment discussions in your planning cycles?

With all the available curriculum materials out there it is important that we ensure the materials we are using stays on track with the NC standards. Sharing and reviewing each other’s ideas during PLC help ensure the material we are using is aligned with what we are currently teaching.

1. A common reason for misalignment/incomplete alignment of a resource is an incomplete understanding of the components of the standard.  Sometines we only look at the broad topic and neglect the smaller parts that drive it. 

2. The #GoOpenNC platfrom con foster productive discussion and different viewpoints regarding resource alignment because all of us have different levels and expertise influeincing the lens we look through.  Hearing different viewpoints increases knowledge, because it gives us another angle to look at. 

3. Alignment discussion is a big area of discussion during PLC planning.  After reviewing the resources we have, we noticed that they were not driving student learning to high levels, so we decided to revamp what we are doing to address student needs and drive higher order thinking. 

1. It takes a long time to create a valuable resource and often discussion is needed to fully understand the standard and to be able to dig deeply into what students need to understand. It takes a lot of time to analyze the standards and teachers are so busy with so many different things!

2. People will bring many different specialities and viewpoints to the discussion. Someone else may share an idea or see an issue with the resource alignment that hadn't been considered. 

3. We should look at different resources to see if the resources are aligned to the standard we are teaching. Some resources appear to be great, but when looking deeper and spending the time to unpack the standard, you see that it is not fully aligned and therefore not the most productive use of instructional time. 

I agree! Every year I discover more and more about a standard. Often a standard may look simple, but when I dive deeply into it, I realize everything that's required in order to master it. And in reality, we just don't have time to properly do this during the school year. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

Standards require a lot of unpacking, and there are a lot of layers to a standard. Often misalignment happens because there is confusion regarding a standard, or only one part of a standard is focused on. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

It first opens up the conversation. We don't often discuss resource alignment, and it makes teachers more aware of the conversations that are happening. It also makes teachers more cognizant of the quality of the resource since they can comment and rate resources.

1. How does (could) your PLC use alignment discussions in your planning cycles?

Alignment discussion could be used to vet resources that we are planning on using in the future. This discussion would then lead to more unpacking of standards and properly planning as a result.

1. A common reason for misaligning a resource is looking at old standards since they constantly update as well as Common Core not being listed in the resource search.

2. I think the feedback option for a resource is helpful, but the question would be is who is looking at the feedback to adjust it and how often is it going to be monitored.  I think by having a forum available for these discussions would be helpful.

3. When planning in PLCs, being able to look at grade level expectations above and below where the students are currently studying in the resources would be helpful in differentiate instruction so that all learners' needs are met.

1. What are common reasons for misalignment/incomplete alignment of a resource?

Some common reasons are elements that relate to the standard are not there or do not match what the standard is looking for. Also, alignment can be subjective sometimes. We may or may not agree with what the resource is and how it can be useful.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

It can become a sounding board for others to see how we interpret items differently.

3. How does (could) your PLC use alignment discussions in your planning cycles?

They could use the discussion to make sure the resources they are using are related to their curriculum, it could act as a self-check system. Also, by having align discussions, the teachers will become more aware of their curriculum and what they need to support it. 

What are common reasons for misalignment/incomplete alignment of a resource?

 I think that often in a lesson, especially in the beginning of a unit, you are only teaching chunks of a standard.  When I think of teaching multiplication in the beginning of a unit my resources look very different than the resources later in the unit.  Typically when I begin teaching I begin with story problems and then allow students to create their own strategies to solve, way before I bring in number sentences or tell them exactly what they are doing.  I may be wrong, but I feel like incomplete alignment is appropriate for parts of a unit of study.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

 I think by having the comments, if used meaningfully, it will allow for discussion about alignment.

How does (could) your PLC use alignment discussions in your planning cycles?

I plan on introducing the review rubric with my MTSS team.  We evaluate material all the time, but we have never attached it to a rubric.  With the huge push to evaluate the instruction in our classrooms I think the rubric would be very helpful when choosing unit resources. 

1. I think some of the reasons for misalignment/incomplete alignment of a resource may be the result of not unpacking the standards.  If the creator of the resource doesn't fully understand the various aspects of the standards and how students can show mastery of a particular standard, it makes it difficult for that resource to fully align.  Oftentimes, resources tend to focus on too many standards; you end up with a lot of breadth, but not depth.  This could be another reason for an incomplete alignment. 

2. One of the things that the last webinar pointed out was that each teacher may find value in a resource differently because of their needs in their classroom.  I think by focusing teachers on exploring why specific resources meet their needs rather than simply saying they like or dislike a resource will help teachers to engage in meaningful conversations about a resource.  It gives a professional space for discussing what works or doesn't work rather than a personal, opinion-based platform.  This can also allow for a resource to show value even if it doesn't work for everyone. 

3. We are often asked to supplement our current curriculum, and it can be hard to know what resources will have add value to our classroom time.  Time is such a precious commodity in our classrooms that being able to discuss alignment will allow us to more effectively evaluate potential resources and weed out resources that will not serve our intended purpose.  We currently have alignment discussions when we create our own resources, but we have not extended this to outside sources.  

Holly, 

I like that you pointed out the importance of choosing a resource based on meeting needs as opposed to using or not using a resource because you like or dislike it. There are resources that I have seen that I like but would not meet the needs of my students. Good resources should be able to be differentiated in order to best foster student learning. 

• What are common reasons for misalignment/incomplete alignment of a resource?

The teacher not fully understanding the standard him/herself or not having fully unpacked the standard for him/herself to better understand what the standard is really asking for.

• How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform can help teachers begin to have conversations about what the standards mean and really ask for.

• How does (could) your PLC use alignment discussions in your planning cycles?

Alignment discussions should be the heart of any PLC's planning discussions. Better understanding the standard and then really doing a deep dive into discussions about whether or not instructional activities really and truly meet those stnadards expectations should be what the PLC is focused on during those discussions.

1. I think this question addresses two issues: Incomplete alignment deals with the complexity of the standards. Individual standards can cover a wide array of "SWBAT" statements so it's difficult to cover everything with just one resource.

On the other hand, misalignment I think has more to do with a misunderstanding of the standard, or a miscalculation to the rigor and depth of the standard in that grade level. Many standards are repeated, with increasing depth, throughout  the sciences. Sometimes resources don't address the topic at that level, or don't address the specific expectation of the standard.

2. Veterans can help novice teachers find quality resources that align to the curriculum and state tests. Teachers can also make sure that the assessments attached to the resources are authentic to the state assessment criteria.

3. Right now, the biggest discussion about alignment has to do with time spent on curriculum versus the emphasis placed on each standard by the state. We want to make sure that we are emphazing the standards that the state thinks is important and not spending too much time on standards that aren't as emphasized. Additionally, we are having great discussions on the overlap of standards and how to address "power standards" (the ones most emphasized by the state) in multiple units over multiple weeks. 

Sarah,

I really appreciate your thoughts about how the #GoOpenNC platform can bring veterans and novice teachers together.  Due to the complexity of the standards that you referenced in question #1, I can see how #Go OpenNC encourages collaboration in which veterans assist novices or sometimes the reverse - with novices leading veterans in some areas, such as with the digital learning competencies and technology use.  In that case, everyone gets a win.   

What are common reasons for misalignment/incomplete alignment of a resource?

Common reasons for misalignment/incomplete alignment of a resource could be due to the strands of the standard, or using an outdated version of Standards. Wiht change in ELA and math standards, sometimes the standards are quick to change and the information isn't always clearly communicated from state to individual classroom level.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

By using common rubrics to evaluate the resources, it will give a productive common ground and vocabulary or everyone to work from. 

How does (could) your PLC use alignment discussions in your planning cycles?

Alignment discussions in a PLC could clearly communicate the direction of materials and lead to shared understanding from collaborative consensus.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think the focus of the resource at times is more about the end product and does not begin with the standards to be mastered or how it will be assessed to confirm mastery. Teachers have modifies the an existing resources to fit their classroom needs than the standard it wa sinitially intended for. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think grouping resources by standard and grade level and only accepting posted resources that list the standards directly on the resources with the student learing objectives. Ensure he resource explicitly states the standards.  

1. How does (could) your PLC use alignment discussions in your planning cycles? 

I think we could bring our pacing guides to PLC and align the resources specifically to standards required to instruct each quarter. 

1. What are common reasons for misalignment/incomplete alignment of a resource?
   I've found that there are times when teachers have taught the same grade level for a number of years and just do what they've always done to teach a standard. As the years progress, the reasons for doing each activity or project have been lost, and what remains is rote work. As teachers, we need to be mindful of the items we select to teach each year as our class of students will be different with different strengths and weaknesses. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
   It's always good to get peers' thoughts and opinions about how to address each topic/standard you are teaching. Giving statewide access to the resources will allow educators to get those thoughts and opinions from peers outside of your building thereby broadening your perspective on the resource.

3. How does (could) your PLC use alignment discussions in your planning cycles?
   We are a grade 3-5 school and meet weekly in grade level PLCs and monthly in afterschool vertical alignment PLCs. During those vertical PLCs, we spend time digging into a set of standards so that we can ensure that what is being taught in 3rd grade will transfer to 4th and 5th. 

• Link

1. 1. I think sometimes misalignment or incomplete alignment is an attempt to align something people have used in the past to a new curriculum, so they just pick the standard that is the "best fit."
2. If it's possible to have threaded discussions with resources, that could be a good spot for conversation.
3. Our PLC really spends time not just re-hasing what we've used in the past, but trying to think deeply about what the students absolutely must know, and moving from there.

And I also think we need to look at assessment data to really know if alignment is happening in the way we think it is.

1. I think a common reason for misalignment of incomplete alignment is that the standard may be too broad.  I've noticed in the HS History standards that some of them cover A LOT of information (time periods, multiple similar topics, etc.) and they don't seem to have much narrowing within each standard.  I also think it could be that sometimes resources are pulled, found, created, etc. and are "assigned" to a standard without seeing if it completely covers the standard or if it covers multiple standards, etc.

2. The #GoOpenNC platform would hopefully help resources become better aligned by having multiple teachers review, decipher and categorize said resources to their appropriate standard.  The more resources that are uploaded and critiqued, the better those resources will be for the students and help garner a better understanding of the curriculum.  Also, it would allow for more sharing of resources and a closer similarity in material used in each specific subject or grade.

3.  As mentioned in question 2, my PLC could use similar resources from the platform or personally created resources to have a similar approach to the subject matter.  Pacing, common assessments and emphasis on certain topics could increase depending on the resources evaluated.  I think that the platform would be a good tool for PLCs and grade levels/subjects to use in order to make sure they are providing their students with high quality assessments and assignments in order to measure content knowledge.  

Your answer to #2 is my most favorite thing about GoOpen!  I can't wait to see what other teachers say are good resources.  Teachers can be some tough critics!

The broad standards, while something that we cannot really do anything about, is a really good reason to mention.  Perhaps it's ok if one lesson does not 100% address a standard?  Another lesson can be used to supplement. 

I appreciate your answer to #2 because I agree that standards can be very broad. In some content areas there is "what the standard says" and then "waht the teacher know students need to know/do" and sometimes that makes things confusing.

1) I 100% agree with the length of time consideration. In inclusion classrooms, it was always difficult for teachers that I worked with to pace themselves, as their other classes had already moved on from a given lesson/topic, so to have it almost "lagging" was a problem, sometimes. I was happy to teach those classes to alleviate the stressors and make the learning easier for all. 

2) I think that the platform will allow other teachers who are teaching the same class or skill "see" different perspectives of the possible alignment, where they may not have been able to before the discussion. 

3) I could see  our PLC using the alignment to brainstorm possibilities from others and then understand possible implemenations for our kids, as each exceptional child is different. I too, hope that they will find this platform as useful as I do!

1. What are common reasons for misalignment/incomplete alignment of a resource?

Teachers do npt have students reach the intended verb in an assignment or task. Many times they stop just short of students actually analyzing or evaluating in World History lesson.s

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think #GoOpenNC can group vetted assignments by skill so that teachers can see what the skill or verb of the standard looks like as they create or use material. 

1. How does (could) your PLC use alignment discussions in your planning cycles? We have frequent alignment discussions as we have 3 teachers with less than 3 years and all three with less than a year teaching the content in our PLC. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I believe one of the most common reasons for misalignment/ncomplete alignment of a resource stems for educators not being able to fully unpack a standard.  To fully align a resource, educators must understand all the components that are included within each cluster.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I believe the best way to foster productive discussions about different viewpoints is to have educators first work independently to align the resource and determine how it can be utilized to reinforce the standard.  Afterward, each educator comes together and share out their thoughts/opinions regarding the alignment of the resource, which eventually leads to a "meeting of the minds".  It is always important that multiple individuals are able to share their individual thoughts and then consider what others are saying that will help them develop a broader lens.

3. How does (could) your PLC use alignment discussions in your planning cycles?

During each PLC, teachers are encouraged to unpack each standard prior to actually planning lessons.  We look at the verbage, what we expect students to know and be able to do.  We then try to develop an exemplar that we can take back and utilize in each classroom prior to actual implementation of various assignments.

Agreed with regards to reasons for misalignment. I have had little training in how to unpack a standard. I would be helpful to teachers to actually unpack a standard and get feedback from other educators. It has been my experience that teachers are handed the unpacking document instead of actually digging into what the standard means.

I agree that the experience of unpacking a standard is what is really powerful. The summer after my third year of teaching I was on a team that unpacked standards for my district and it wasn't until after that work that I felt like I truly understood my standards because I had to go through the process of pulling out the verbs, the "need to knows," resources, etc. It is definitely something that teachers need more training and support on. I think that's why I like the rubric we were given. It is an overview, but it definitely gives some scaffolding and support to the process. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

Often the resource doesn't cover the entire standard so it ends up being listed as covering it while it only has partial alignment. Sometimes the standards overlap. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

GoOpenNC lists the standard as well as any learning objectives. This is very helpful to teachers when trying to select new resources, but teachers have to understand how aligned that resource is. GoOpenNC can help with standards alignment because teaches can comment about alignment on the resource itself, and they can also remix resources to better fit the standard. There is also the button that allows a teacher to list a different alignment. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

To be honest, we discuss standards and how to teach those standards, but have never looked at the standards using the structured sentances like we did in this activity. I think it could be very helpful for planning future lessons and looking at the resources we are currently using. 

The reasons for misalignment is that sometimes the stanard or concept is not  completely understood by the creator of the resources. Other time it is because the standard is too vague or too broad to cover it in proper detail.

#GoOpenNC can foster productive discussions by bringing teachers to the table and allowing them to express their viewpoints and hopefully encourage the state and districts to allow us to have a bigger and louder voice in the  curriculum.This group should allow for more than just the seasoned veteran teachers.

My PLC time is structured in a manner which we do not currently discuss alignment. We could definitely take the time and explore resources that we have available that would work for us in planning lessons.

I agree with number one. Sometimes a standard can cover a lot of different things that one resource may not be able to do. 

1.Teachers do not always know the standards they actually teach. I have to help teachers with this every year--soem standards are commonky misunderstood (like ELA RL5 and 6) because the terminology used has different meanings outside of ELA.

2. By having educators look at the rubric, they will be more focused--forced to really look at the standard. Once the review is over, as teachers use the resource, hopefully they will leave comments about the alignment.

3. We are supposed to do a standard dive for each unit--really look at the standards prior to makign the assessment (or reviewing a previously-used one) and teahcign the unit. Teachers are so short on time that unfortunately this is often skipped. For my teachers I color-coded the standards--highlighted the improtant verbs (the depth) in one color and the concepts/nouns in another. This facilitates these conversations.

I think teachers leaving comments is going to be a critical component of the success of this project. I value the opinion of others, especially those who have used the resources in practice so I would be more likely to use a resource with a lot of reviews than one without. 

1. Misalignment can occur if the resources address only a part of the standard or do not address it at all. It can also occur when the creator of the resource does not understand what the standard is asking of the students and what it hopes to the students will be able to accomplish.
2. This platform can be very beneficial because it will allow teachers from everywhere to give their input about different resources. It will allow educators to collaborate and discuss with each other.
3. Our PLCS discuss vertical alignment consistently. We share resources and talk about what would benefit students who are struggling or even advanced learners.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think that teachers overly simplify the standards. for example, L.7.5 is about analyzing the impact of the figurative language has on the meaning on the text. It is not about simply identifying the type of figurative language being used.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform allows teachers the opportunity to learn from one another. We can see the various ways others approach the standard.

1. How does (could) your PLC use alignment discussions in your planning cycles?

This is something that my PLC is just starting to do. We look at each standard and discuss what is the bare minimum students can do to show mastery and what does enrichment look like within the standard.

I completely agree that teachers can oversimplify standards, usually because it's easier to teach students to remember facts (like the types of figurative language) than more complex thinking skills (like inferring how figurative language impacts meaning).  That's why it's so important to have alignment conversations.  A lot of pre-made stuff, like on TPT, falls into the first category.

The most common reason for misalignment or incomplete alignment of a resource is that the author/creator of the resource may have not unpacked the standard.  I think have a place to ask questions about a reource would foster productive discussion.  We unpack standards and look at activities that teachers bring in, we use backward design, and look for rigor in each activity that is brought to the table.

What are common reasons for misalignment/incomplete alignment of a resource?

      I think time is a huge factor. Students interest in certain topics also causes misaligment. Students are interested in a topic and want more information, which is amazing, but then takes away from alotted time for other things. I also think the hoops that curriculum coaches and county office personal often makes it difficult to complete curriculm standards.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

    Providing a location for resources that are vetted is important. Often we want well planned and exciting and often fall for a trap of non-vetted non-correct but cute work. I think by having common langauge and goals we will be able to look at materials based on a rubric and not its visual appeal.

How does (could) your PLC use alignment discussions in your planning cycles?

    We now have a even playing field. We will no longer have to purchase lessons plans for our classroom when we want something non-original. As a plc we will have a seachable location in which we can find material that has been vetted and checked for alignment. 

I think your point about it being an even playing field is very interesting and something I hadn't thought of before. Some teachers aren't able to purchase materials and/or don't have a team to collaborate with and this helps fill some of those gaps. 

What are common reasons for misalignment/incomplete alignment of a resource?

Common reasons for misalignment/incomplete alignment of a resource can fall down to teacher awareness of copy rights as well as need for a resource. We may pull a source from the Internet because we think it is the best out there and the best for our students. We don’t mean to hurt anybody, but we do function in a world of need and naivety.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

GoOpenNC is trying to make it easy for us to share the way we manipulate our resources. The “remix” aspect of the platform is going to allow teachers to collaborate asynchronously to contribute all our knowledge, experience and depth into a resource.

How does (could) your PLC use alignment discussions in your planning cycles?

We do discuss alignment, but it doesn’t go much further than our department.

Resources may be misaligned/incomplete due to the lack of experience using the standards. For example, a new teacher may be overwhelmed and focus on just the goal and not look at the clarifying objectives.  Additionally, resources may look for themed lessons that fun and are interactive for students without realizing they are not supportive of their specific grade level content standards. 

I feel strongly the GONC (yep, I shortened it!) platform promotes constructive discussion by all users and, in doing so, the experience of both novice and experts can be used to strengthen the resources' alignment by clearing up misinformation, suggesting what has worked and what hasn't, etc. 

Accountability. PLCs are accountable for showing how instruction is being changed to meet the needs of the students based on data (EOGs/EOYs). As the members look at the scores of students based on existing assessments and lessons, they can target where the weakness is and check for/correct standard alignment!

Rebecca,

I completely understand how a new teacher or someone like me(special education) could possibly miss the importance of analyzing the objectives. In my current position we focus on specific goals of the IEP and standards, however I don't have alot of opportunity to dig deep with a vast amount of standards so I definitely could see myself misaligning the resources. 

OMG, Nakita, I totally hear you. I work with EC teachers---2 are inclusive with varying exceptionalities. When I spoke with them regarding a day in the life, they replied: IEP, Social Skills and if we are lucky the ability to do basic math and reading.  Another teacher I recently started working with... she is not EC but she has to water down the standards for her high school level learners. Are you a Curriculum Assistance teacher or inclusion? Maybe I can help you out!

---Rebecca

Resource or you may call it Curriculum Assistance teacher. I work with small groups in the area of reading, math, and social skill IEP goals. 

My email is nakita.thomas@nhcs.net

1. What are common reasons for misalignment/incomplete alignment of a resource?

Misalignment can occour because thre may be a lack of understanding of the objective of the resource and standards. It may be a good activity, but if the resource lacks depth then the purpose would be considered null and void. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? Each individual contributes their viewpoint from their experiences therefore the ability to use the platform to share those is pertinent. I also believe having a specific focused discusiion can hekp to facilitate productivity. 

2. How does (could) your PLC use alignment discussions in your planning cycles?  We can use the format provided to us to make aure that what we are planning to teach,  align with the standards  of the resources we are choosing to use for our classrooms. We can also include ideas of how we would adapt a resource to fit the needs of our individual students. 

I really love the idea of our PLC using alignment discussions in our meeting as it will help verify that we are all understanding what it is exactly that the standards are requiring. This will give us time to create individual understanding as well as provide an opportunity to come to a group consensus. This should, in theory, help all of us reach an even exceed the standards.

I totally agree!  If our assessments and teaching resources align to the standard, we start out on the right path.  If not, we have to repair student understanding after the fact.

1. What are common reasons for misalignment/incomplete alignment of a resource?

High School English/Language Arts Standards are broad, meaning they can cover all areas at the same time.  Several times, you will see different standards attached to the same resource and vice versa.  This also is relatable to Social Studies standards.  These two areas are not "one and done" like Math and Science.  

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

For HS ELA, I think the best strategy will be for the platform to contain resources specifically tauted toward certain things (i.e. short story break down with plot elements; annotating; how to effectiviely read and understand informational text).

3. How does (could) your PLC use alignment discussions in your planning cycles?

Our HS has weekly departmental PLCs.  We always discuss issues and how we have aligned resources with our unit standards.  The #GoOpenNC platform will be a great tool to use during our weekly meetings to find resources that go along with our unit aligmnets.

I think you make a really good point about how ELA and Math standards are very cyclical and intertwined unlike more content-based areas. It will be interesting to see how that all plays out as resources are evaluated for standards alignment. 

What are common reasons for misalignment/incomplete alignment of a resource?

Sometimes the standards aren't clear enough. Other times, the educator or evaluator does not fully understand what the standard means. One particular thing to consider is whether the resources is Common Core aligned or North Carolina Common Core algned. Math standards have limitations in some instances that aren't necessarily recognized by some educators/evaluators.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

For mathematics, the unpacking document is a good resource for specific objectives. Will there be a moderator for the platform? Monitoring disucssions for accurate information is key.

How does (could) your PLC use alignment discussions in your planning cycles?

Clearly, alignment discussions are vital as teachers prepare lessons and plan. The remix option is welcomed. I am encouragd to hear discussions that recongize students are in different places each year and modification is a necessary component for effective teaching.

1. In my experience, one common reason for misalignment/incomplete alignment are lack of planning time.  I meet with my 3rd grade team each week during our planning time to plan for the following week. Unfortunately, that means that sometimes we don't dig in as much as we should to make sure we are spending our time teaching the correct things! Sometimes, there is also confusion about what exactly the standard is saying. For this issue, I think that the unpacking document from DPI is the most helpful tool to use!

2. I think the GoOpenNC platform will definitely help the discussion of resource alignment. Even just having a place to work collaboratively to curate effective resources will be a huge help to educators across NC. Also, there are times when I create resources, but want a creative mind to bounce my ideas off of. This platform seems like a great place for this kind of thing to take place!

3. My PLC uses the unpacking document to help us figure out exactly what we should be teaching. We also have district wide pacing guides for reading and math that we consult in order to make sure that we are teaching each standard and/or unit for the appropriate amount of time.

1. What are common reasons for misalignment/incomplete alignment of a resource?
   • Lack of instuctional experience and misintrpretation can easily be common factors. When I first started teaching I did not fully understand my curriculum, it took years of experience for me to comprehend the required content. I was fortunate to have veteran teachers to help unpack the standards in addition to attending professional development to help strengthen my analysis of the standards alignment to resources. 
2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
   • #GoOpenNC can help create a resourceful space to help educators discover the progression of NC's education and have an input of how to connect valuable resources to teachers. 
3. How does (could) your PLC use alignment discussions in your planning cycles?
   • ​​​​​​​The alignment discussion can ensure students are receiving valuable instructional resources to cultivate critcal thinking. This is essential for ensuring our students are competent to excell at the collegiate level. 

I completely agree with your response to #1 - having experience unpacking standards is a huge benefit to being able to see if a resource is aligned or not!  Drawing on the experience of others and pushing each other's thinking has been a huge support to refining my own understanding of the standards. 

You make a good point about how lack of experience leads to misalignment. I wonder how we can continue to better support our beginning teachers in this work. Is it something that is being addressed in teacher education programs? I am in my 8th year and I don't recall any training in looking at standards. In my first few years I was just trying to survive. 

What are common reasons for misalignment/incomplete alignment of a resource?

Some common reasons for misalignment/incomplete alignment of a resource may include:

Authour misinterprets the standard, Standard having a string of components requiring multiple concepts to be addressed, a lesson may use examples that are not age appropriate, lessons may not address concepts which require having  prior knowledge of other multiple concepts.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Resources may include information about the author. Example( K teacher). It may be appropriate to seperate lessons that have formative and summative assesments. If multiples lessons are needed to build and master a skill, levels may be used (example introductory level one). Including differintiate lessons to cover all learners.

How does (could) your PLC use alignment discussions in your planning cycles?

An "unpacking of standards" is always a good review of what constitutes a lesson that covers specific standards; partially or completely.

1. I think a common reason for the misalignment of a resource is due to the depth (or lack of) unpacking teachers may have completed. Another common reason is because of being out of the classroom for too long. A lot of these standards spiral and in order to fully understand the nuances at each grade level - you must immerse yourself in the curriculum, teach it, and then reflect on what worked - didn't work - and why. Because the standard is a progression - people teach and assess at different points. Not all resources fully align with each class's needs. Another reason - oftentimes - lies with the difference in how districts roll out curriculum - expectations, times, resources, textbook adoptions, etc. 

2. I think the #GoOpenNC platform can foster productive discussions (honoring varying viewpoints) regarding resource alignment thanks to the remix tool. If it doesn't quite fit your interpretation of the standard, student needs, framework, style - but you like the idea - you can remix it to fit your classroom needs. It also allows you to provide feedback and rate the resources. 

3. Our current PLCs come each week prepared to discuss the standard(s) - with all the necessary alignment resources (standards, unpacking documents, standards progressions, etc.). We talk about our end-in-mind for that particular time of year, what/how we assessed that standards before (if applicable), and create a common formative assessment. Once that is complete - we then look at resources and decide which one best aligns with where we are headed at that moment - our next steps! We then create a pacing for that standard. 

I agree, I hope that this platform can foster productive discussions from various viewpoints about resources. As we move closer to the "MTSS deadline" tightening up core instruction is becoming more critically important and being able to remix resources to meet the needs of the students in our classrooms is a necessary part of planning. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think, especially for a new teacher, that it is easy to read the standards and only scratch the surface.  This is my second year teaching and my first year in fourth grade.  So, I am having to truly dig into the standards to truly understand what they are asking me to teach and for my students to learn.  I have been trying harder to dig into my standards more; however, it can be difficult at times.  I believe with what feels like limited time, many teachers will use resources that they believe align with the standard. However, in reality, the resource may only scratch the surface of what the standard is really wanting the students to learn.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think this platform will allow experts to collaborate and work together.  When you have more than one person looking at something, it allows for different perspectives to be shared.  One educator might point out something that I never noticed (even after staring at it and reading it over and over). Thus, by having a platform that allows educators to work collaboratively, we are able to work together to dig into the standards together and find resources that truly reflect what the standards are asking us to teach and our students to learn.

3. How does (could) your PLC use alignment discussions in your planning cycles?  

This is actually something we are trying to start doing, especially with our math standards.  Since fourth-grade math requires students to apply skills they have learned previously, many of them struggle and usually grades drop.  Thus, we have been working as a grade-level team and started digging into our standards.  It has allowed us to share collaboratively about our interpretation of the standards.  Based on that information, we then search for materials that would align and help our students learn what the standard is wanting them to learn.

I think the work that your team is doing by collaboratively sharing interpretations of the standards is very important. Sometimes one teacher will see it one way and other a compeltely different way. Bringing those ideas together is SO beneficial to students! 

What are common reasons for misalignment/incomplete alignment of a resource?  Misalignments may happen when the creator doesn’t have a clear understanding of the standards or even full knowledge of the content area.  Additionally, rushing in their creation of the resource can cause incomplete alignment.  Conversely, sometimes, the zeal to share a really good idea or information can lead to “impulse” contributing, which may not be the best frame of mind to be in when posting materials for others.  Finally, a lack of empathy for the user, or failure to use a human-centered approach, could produce misalignment or incomplete information as the developer didn’t consider the level of understanding of the content that a user may need to fully access the resource.  

 How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  The #GoOpenNC platform provides a space for users to share their thoughts about resource alignment openly.  This connects to the human-centered approach and an understanding that “one size doesn’t fit all” even in resource development.  While there are evidence-based practices to evaluate resource alignment that should guide discussions, differences in opinions and rational justifications for these opinions are how ideas and resources develop and evolve into better products for users.  

How does (could) your PLC use alignment discussions in your planning cycles?  Currently, I am not part of a PLC as my role in our district has shifted from the school to the District level and a PLC has not yet been developed in my area. 

Hey Kim! What is your district level role? I just shifted into a district level role (this week!) and I am trying to connect with others as much as I can since this is my first time not working directly in a school building. I support digital teaching and learning. 

Hi Morgan,

I am the Coordinator of Innovative and Online Education for Caldwell County Schools.  Feel free to connect.  My email is kcase@caldwellschools.com. 

1. Time - both planning time of the teacher as well as the time it takes to "create" something new; as well as the time it takes for students to master concepts being taught.

2. This will provide a place where teachers can be professional regarding their professions and grow as learners of the resources that could be utilized that are aligned to the curriculum we strive so hard to teach.

3. I do not have a PLC so this is not a question I can answer.

What are common reasons for misalignment/incomplete alignment of a resource?

I would say the resource is just a small part of a unit. Especially in ELA, I feel like one assignment can't really cover all of the skills, analysis, and interpretation packed into each standard.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Modeling respectful disagreement in the comments of resources, allowing teachers to explain how they've modified a resources to fit the standards, and providing a lot of examples of commentary about alignment will help teachers really start to think about and analyze the resources they're using.

How does (could) your PLC use alignment discussions in your planning cycles?

I don't have a PLC. But in my own planning, I can stay more focused on finding and using resources that actually address the standards.

Time, or lack thereof, is a huge problem in education and I completely agree with you about how much time it takes for teachers to create their own resources to try to teach a curriculum aligned with the standards they are expected to teach.  I am amazed at how much education has changed and how teachers are expected to go hunt and seek out resources, rather than having textbooks that already have the content and all needed resources ready to go for teachers.

What are common reasons for misalignment/incomplete alignment of a resource?

As an ELA teacher, many times a resource can be an interesting exploration of a topic rather than a standard---the temptation can be to explore the subject matter rather than to use the subject matter to teach standard-set skills. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

There can be standards that have overlap; as we dig deep into standards expectations by viewing resources with diverse lenses, we have the opportunity to reach agreement, disagreement, and consensus with peers. 

How does (could) your PLC use alignment discussions in your planning cycles?

My PLC recently discussed the importance of total alignment and we regularly check for alignment with objectives during tuning and rounds protocols. 

I am not familiar with the tuning and rounds protocols.  Could you please explain what these terms mean and how they apply to your PLC's?  Thank you!

Twice a month or so, the staff at our school have "lesson tuning," during which staff from one department can elicit ideas from a multi-discipline group of teachers in order to improve a lesson they would like help with. The presenting teacher explains their lesson along with a focus question, e.g., "How can I make this assessment more engaging?" or "How can I help this project align better with my instructional focus?" It is a non-evaluative meeting in order to exchange ideas and help the presenting teacher. I personally enjoy the opportunity for peer feedback a lot, and a colleague just commented to me that he found it very helpful and wished it could be practical to do it every week! 

Rounds protocols are similar, except that instead of theoretical lesson tuning, staff visit the host teacher's classroom. The objective is to focus on whatever the host teacher's questions are, which could be anything from "What percentage of students are engaged" to "Can you record any evidence that students are using each other as learning resources." Again, the process is not evaluative but is instead focused on being another set of eyes on the students for the host teacher so the host teacher can gather more data about whatever questions they felt were relevant for that lesson.

https://www.edutopia.org/blog/instructional-rounds-ells-observations-elena-aguilar

https://www.edutopia.org/blog/tuning-protocol-framework-personalized-professional-development-jess-hughes 

I think this is great! We have Data Days and learning rounds at our school where we get a whole day as a team to evaluate our plans, assessments and data to see if our students are growing. We also get to go in other classrooms of other grade levels and observe how they are teaching the standards in their classrooms. Observing other teachers is powerful!

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think one of the most common reasons could be that the teacher simply isn't experienced enough on that particular level.  When I think of myself here...I may have been in education for 12 years but every single time I started over with a new age group I felt like I was still trying to "figure it out".  In those cases, it is easier to miss the mark. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

This could be a good place for newer teachers to learn what a properly aligned lesson looks like.  I do want to mention here though that if we do not get a bunch of quality resources up there we will not gain that benefit.   

I think it will be helpful to have other teachers commenting on our own resources as well.  That feedback is valuable for everyone. 

1. How does (could) your PLC use alignment discussions in your planning cycles?

Our PLC really doesn't discuss alignment.  I would like to see us begin though. 

I appreciate your point about this being a good place to direct beginning teachers to find examples of standards-aligned lessons. I would have loved something like this when I was a BT. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think there are a few common reasons why resources may be misaligned or are a partial alignment to the standard is because teachers themselves really do not understand how to get students to demonstrate a product and/or assignment that will truly assess the standard(s) they are trying to teach.  Another common reason is that the resources are not fully vetted to ensure that they measure students' ability and the standards they are teaching. An incomplete alignment could be due to the fact that only parts of the standards are addressed, typcially because standards are very wordy, thus open for misinterpretation as to what the standard is actually asking students to be able to do and often are embedded with several different parts/pieces.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  I think that by creating a discussion board to allow for feedback of different resources is a start.  Also, by providing a detailed rubric by which to evaluate resources will help with the consistency of finding more standards-based reliable resources.  The idea of reporting problematic resources and having an independent reviewer also look at the resource is a good idea. That 'reviewer' could contact the person directly that posted to resource with suggestions for how to make the resource a more aligned one for teachers.

How does (could) your PLC use alignment discussions in your planning cycles?  This is a tough question because all too often PLC groups get interrupted by other activities and/or more pressing issues.  If however, PLC's were run effectively and did not have interruptions, they could utilize this time to seek out online resources that are aligned with upcoming units.  I think teachers would love to be able to type in a standard for grade-level and subject and be given a lot of different options for activities/resources that would help them teach students what they are expected to be able to demonstate, understand and apply their knowledge to the standards.

I agree to your answer for numner one. Teachers do not  really understand how to get students to demonstrate a product and/or assignment that will truly assess the standard(s) they are trying to teach. Also, there is misinterpretation as to what the standard is actually asking students to be able to do and often are embedded with several different parts/pieces.

I think you make a really good point about PLC's often getting interrupted by other things. There is so much value that can be added by doing this work as a team, rather than alone. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think some common reasons there is misalignment or incomplete alignment of a resource is the creator of the resource did not get a complete understanding of the standard or is only addressing one section of the standard. It is important to view standards in the same cohort. I usually look at the standard completed after that standard as well as the one before.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Teachers can post their experiences with a resource and how students have responded to the resource. This to me is essential in find ways to better align a resource. A trial and error per say. 

1. How does (could) your PLC use alignment discussions in your planning cycles?This is something we definetly need in our PLC. One thing I would like to see is in our PLC we pull one resource each few weeks and review it as a whoel prior to implementing it in the classroom. 

I love that you mention students and how it went with them as a reliable resource - I hadn't thought about the "success" of the resource persay.

1.  Often, I think that a resource speak to either the depth of the standard and not the bredth or the bredth but not the depth.  It is tough to have single resource cover all that is asked within a standard.  Which to me makes sense as we would not expect teachers to cover a single standard fully within one activity or class period, but rather use several that sequentially or logically build to the standard achievement.

2.  I like the idea of being able to see how other people are rating the standard as it will help me to continue to dig deeper and possibly think about the alignment of a standard different.  I think it is also important for someone to review it that doesn't have content knowledge per se, as sometimes when we live in the content we have our "expert blindspots" that come up when looking at standards.  Fresh eyes can sometimes point out those hidden skills necessary that are not explicitly called out in the standard but are critical to helping students to fully realize and meet the standard.

3.  I do not participate in a PLC at this time, but often lead conversations around standards alignment in my role.  I think again, as I mentioned in the second answer, that it is important not just to have the conversation about is it aligned or not, but also the why you think it is/isn't.  We tend to learn more and think about things differently when others share and explain their thinking and we can compare it to ours.  It helps to build the collective knowledge of all participants.

1.  I think one big reason for incomplete alignment is not carefully unpacking the whole standard or aligning only part of the standard when creating documents.

2. I think the GoOpenNC platform should continue to reach as many educators as possible with training sessions on how to vet resources for standard alignment. 

3.  Our PLC could use the rubric as a starting point for discussions.

1. One of the main reasons, I think, are people are not sure of the alignment for the resource and/or they don't take enough time to make sure they align.

2. If people take the time to understand what the resource is and how it can best be used.  As stated before, the more a resource is looked at, the more people rate it, the more people can give recommendations and talk about the good or needed improvements a resource needs- the more reliable resources will be available on GoOpen.

3. We mainly talk about testing.  I hope that when GoOpen opens we will be able to move more to reliable resorces available and where to find them.  

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think that people too quickly look at the standards and do not look deep enough into all of them to truely find out which one fits perfectly or better.  So many topics can cover more than one standard.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Using the chat feature or comments feature on each resource can foster discussions between colleagues on how they are planning to use or have used and changed a resource to fit their students better to better assess the standard(s) chosen.

1. How does (could) your PLC use alignment discussions in your planning cycles?
   .I would love it if our PLC could dive into some of these resources.  We meet weekly so we could find a new resource or two every week to look at.  Maybe center it around something we are working on or will be covering in class soon.

Yes, I was thinking the same - when we need a new resource or strategy based on student need, we could go there and bam, instant resource that has already been vetted and rated!

1. Common reasons for misalignment or partial alignment of a resource include - partial or limited understanding of the standards, resources that only cover one area of the standard, multiple parts of the standard, understanding of preceeding standard, and also teacher preference. For example, "I really love this activity and it has exponents in it, even though we don't cover exponents in 5th grade, I am going to align it and use as extension since it uses order of operations and the properties."

2.The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment by using different experiences, understandings, and opinions to come to a majority consensus across the state.  The discussion board feature and also the ability to be part of a group makes it very easy to find aligned activities as well as encouraging others to ask when they are unsure of alignment and standards.  Also, it is wonderful to receive non-evaluative feedback on a resource from peers.

3. My PLC could use the discussions to see what other teachers across the state are saying.  How awesome to participate in a virtual PLC, at anytime needed, with many others who teach the same standards and take the same tests - to collaborate with teachers with different viewpoints and experiences of student need. The rating system could help teachers move more quickly through resources when choosing what they wish to use in class. A beginning teacher would have lots of help!  Overall, it could help increase student mastery and teacher understanding which makes us more expert in our content and field.

1. What are common reasons for misalignment/incomplete alignment of a resource?

Misalignment can happen very easily and unintentionally. Many standards lessons, resources and skills fall under more than one standard. It is very easy to not include all standards, especially if standards are cross curricular. Curriculum alignment can be tedious and confusing, especially if teachers have not been taught.  I know that many third grade math objectives that are misaligned because standards sort of overlap. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? 

     I like the way the word  productive is stressed!  It is very easy for educators to "get stuck in their ways" and  believe lessons they have been doing year after year cover certain areas of the curriculum.  This is especially true since there have been many changes to the curriculum over the years. #GoOpenNC  can be a valuable resource in letting teachers see other viewpoints about curriculum standards. This is also a great resource to find new and innovative lesssons incorporating a variety of standards into lessons.  If teachers feel comfortable utilizing a resource they will implement it no matter what standards they cover. Lessons that cover more than one standard can be a big resource to teachers to begin to go out of their comfort zone as long as they feel comfortable with the resource.

1. How does (could) your PLC use alignment discussions in your planning cycles?

1. I think some teachers think that a standard needs to be met even if it isn't necessarily a standard. For example, a class of fifth graders are struggling to cut on the line. Even though this is a standard that should have been met in earlier grades, the teacher assigns cutting on lines as part of an activity for a holiday or some other occasion. It turns out cute, so he/she shares the idea with others. 

2. I think the #GoOpenNC platform will be a great place for many educators to provide feedback and add to resources. There's an activity that I've been doing for the past five year that my new teaching assistance tweaked a bit this year. Her remixing added an additional standard to the project.

3. I plan to use the #GoOpenNC resources as part of my PLC as an introduction this year. There's no way for this initiative to take flight if no one is sharing it with other educators. I know there are very few, if any, teachers at my school who have even heard of the initative. 

1. What are common reasons for misalignment/incomplete alignment of a resource? Lack of understanding on standards, misinterpretation of standards 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment? through well-defined review processes, listing related example

3. How does (could) your PLC use alignment discussions in your planning cycles? Based on the unit topic, select covered standards and create a unit assessment that allows measure covered standards

1) I think misalignment happens when teachers do not actually think about the action verbs in an objective. For example, sometimes the objective might ask to justify something and the activity only has students be able to explian or describe the conceopt.

2) I think it will be really important to consider the fact that not all activities or resources will be perfectly aligned nor should they always be. Sometimes a resources focuses more on skills than on content.

3) It would be great to be able to use some of these resources to discuss whether our own resources align with standards.

April, 

I agree that looking at the action verbs will help with limiting misalignment. Your example is exactly the kind of problem I run into when looking for or creating activities. 

1. I think one common reason for misalignment/incomplete alignment of a resource is when the standards and assessments in education disrupt or distract the WHY aspect of learning. The focus should be on why and how students will succeed in mastering and understanding a certain skill/concept and/or topic. 

2. The GoOpenNC platform brings a stronger, more unified community of teachers to lead and help other teachers disect and unpack standards, share resources and ideas that have proven to be beneficial for students, and to encourage others to be bold and try something new they never would have thought of before. It's all about perspective; and I think the more involved and outspoken we are about our ideas in the classroom, the more progress and growth we will see in our students and school communities. 

3. I would like to see my PLC run discussion on resources they think are challenging to use in the classroom. Discussion needs to involve detailed explanation on how and why the resources may or may not work, and feedback and advice for teachers/educators who want to use them.

1.  I feel like the most common reason for misalignment/incomplete alignment of a resource is not fully addressing either the depth or breadth of the standard.

2.  The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment by providing a place for educators to review resources, give feedback, and continue to remix (if they are licensed that way) to continue to improve and/or differentiate resources.

3.  I would love to see my PLCs follow a similar process for reviewing a resource as we will discussed in Webinar #2.

1. I think one reason for misalignment or incomplete alignment could be when there is a resource that is engaging for students, but not designed specifically to meet the demands of the standard. (Perhaps something that a teacher has used for a long time, since NC was on the SCOS, and not adapted for current standards.) 
2. The #GoOpenNC platform can foster productive discussion because the materials are often created by teachers, for teachers. We all have different backgrounds - some are tech-inclined, others are more analog; some came to teaching via a traditional path, others are lateral entry; etc. We can all refine and adapt one another's resources and approach them from different points of view. 
3. My PLC does not currently use alignment discussions - we focus mainly on our assessments and data. We could use alignment conversations to discuss the utility (or lack thereof) of our textbook or of other resources about which we are each passionate. If my students excel on World History Goal 3 (Middle Ages), I am probably using materials that are well-aligned to that standard, and might be able to offer some resources and feedback to my colleagues who have strengths in other areas. 

1. What are common reasons for misalignment/incomplete alignment of a resource?

The biggest reason I have seen for misalignment is that often times (especially in my Middle School Social Studies experience) a standard can cover SO MUCH curriculum meaning that one resource doesn't necessarily line up with a singular point. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

We've all heard that "Two heads are better than one" and this is a prime example! Having the ability to collaborate with other teachers (especially those in other districts) allows us to see many different ways to possibly use a resources in our classrooms. 

3. How does (could) your PLC use alignment discussions in your planning cycles?

We do a lot of vertical alignment and planning in our PLC so having one location, like GoOpenNC, will allow us to see exactly what other teacehrs are using!

I agree on #1-- the HS Social Studies standards are so broad.  One standard is straight chronological order and then other standards consist of several different topics within a topic.  I think that once the review of resources start, the Social Studies resources will be categorized under multiple standards.    I also agree with you on point #3-- I think the rubric and other "guides" we've been given will help align classes within a department and hopefully lead to common assessments and coverage of standards.  

1.I feel a common reason for misalignment and incomplete alignment of a resource is due to not having an understanding of what the standard addresses. Another reason is because the standard might have multiple steps that can be categorized into multiple standards. 

2. The #GoOpenNC platform can foster productive discussion about various viewpoints regarding resource alignment by providing open dialogue amongst teaching professionals. I think that the rubric can also give more direction for resource alignment. 

3. Our PLC could use alignment discussions to make sure that the curriculum we use addresses the standards that we are responsible for teaching. I think these conversations are necessary. 

1) multiple standards trying to be addressed simultaneously.  Creates mile wide rather than mile deep mentality.

2) public comments and those that differ in ratings of the same resource can be great discussion starters and opportunities for colleagues to grapple me complex concepts represented in our state standards

3)using the rubric and recources in the platform to practice reviewing and engaging in interrater reliability will create great discussion among PLC colleagues

1. Many teachers haven't delved into the depth of the standard, so they truly don't understand it. 

2. With the #GoOpenNC platform opening the door for teachers to share resources I hope the remixing of the resources will produce more intentional tasks for greater student learning. 

3. Alignment is an issue we have recently faced. Everyone's interpretation of the standard was different. I used some of the information shared on Webinar #2 with the PLC as well as the unpacking math documents. This brought much clarity to the group and we were able to reach a consensus. 

1. What are common reasons for misalignment/incomplete alignment of a resources?

A common reason I believe is that educators do not look closely enough at the standards and understand the standard. Analyzing the standards is very important.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Listening to what has worked and what has not worked would be helpful. We need to make sure our time is well spent, because time is precious. In the past we have spent hours as a team creating PBL units and projects and now we do not even do PBL at our school any more.

1. How does (could) your PLC use alignment discussions in your planning cycles?

We could each take a subject area and try to become subject area esperts and teach one another. We have not been please with the curriculum pacing for Math. Sometimes it takes longer for the students to master the concepts. We need to look at the pacing when having alignment discussions as well.

1. What are common reasons for misalignment/incomplete alignment of a resource?

simply copy and paste without look into the content of the standards

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Team up teachers who teach the same content area together.

3. How does (could) your PLC use alignment discussions in your planning cycles?

There's a lot to be discussed/ revised from the resources I found and will be easier to collaborativly revise the lesson plans/ materials together.

1) I think that possible misalignment of resources could happen when a teacher doesn't thoroughly understand a learning standard. For years, I taught lessons with a few reads of a standard and that wasn't thorough enough. Breaking apart a standard into verbs and nouns, and using frameworks, unpacking documents, and models can help teachers have a better, more detailed understanding of a standard.

2) The GoOpenNC platform can allow teachers to have different points of view while evaluating the same resouces. Just like our students, we interpret things differently. We all have different backgrounds and content knowledge of student development. The platform allows for varied feedback and opinions, while giving creators the opportunity to fine tune their lessons to be their very best. We are providing honest feedback in hopes of better, more reliable and worthwhile lessons for our classes.

3) My PLC could use alignment discussions in planning to make sure that we are collectively understanding and teaching standards to fidelity, creating lessons that are engaging and purposeful, and providing data driven assessments that can guide future planning. Discussion of standard and student needs-> Planning of targeted approach -> Teaching of lessons -> Assessment of student learning ->Repeat

1. I think that some reasons why there are misalignments of a resource is that not many teachers have opportunities to learn how to unpack the standards and match the resources that align with the standards. It seems nowadays, LEAs and schools focus on purchasing tools and resources that claim to have an "all in one" deal instead of investing in their teachers with professional development.

2. The #GoOpenNC platform could foster productive discussion by providing useful resources for educators to collaborate and use in their classrooms. Also, when educators are available to share their different viewpoints by remixing the resources to accommodate the needs of all students.

3. My PLCs could use alignment discussions to help create lessons that are better aligned with WIDA standards and educators could learn how to properly utilize the standards into their lessons.

I agree Gwendolyn, some of the courses we teach are outsourced to other agencies and teachers do not have the support they need for the curriculum.  The #GoOpenNCplatform could be a great to support teachers with additional resources. 

What are common reasons for misalignment/incomplete alignment of a resource?

Some of the reasons that misalignment/incomplete alignment is that a standard can have so many ways to teach the material and that teachers can and do interpret it differently.  Teachers need to know the standards they teach, but need to have the tools to teach the material.  

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

 I would like to see teachers posting resources that are aligned to their subjects, but also how they taught with it. 

How does (could) your PLC use alignment discussions in your planning cycles?

As a district, we are creating Learning Focused Schools lesson plans across all grade levels and sharing them.  We are planning on putting these lessons in a Hub on GoOpenNC to allow others to easily find LFS lessons and remix them as needed.

1) What are common reasons for misalignment/incomplete alignment of a resource?

Some ways misalignment of a resource could occur - Lack of time, Too much time spent on one standard, Students took lot of time to master the concepts, standards not clear to the teachers, no unpacking done for the standards by the district and so on

2) How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

This platform can provide meaningful discussion about the standards as lot of educators are collaborating and design activities specifically based on the unpacked standard.

3) How does (could) your PLC use alignment discussions in your planning cycles?

PLC's can work together on a specific resource and dig it deeper - they can also use a resource and differentiate it for various types of learners in the classroom.

1.Communication, Time management and assessment are common reasons for misalignment/incomplete alignment of a resource.

2. I believe the #GoOpenNC platform will foster productive discussion and effective feedback about different viewpoints regarding resource alignment.

3. My departmental weekly PLC could use alignment discussions in our planning to evaluate resources we use to share with our district monthly PLC.

1. I think misalignment or incomplete alignment occurrs because many of the standards are vague. I am aware that this leaves some room for interpretation, and allows us to have some flexibility, but the vaguness can lead to activities being misaligned. 

2. The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment because PLCs can focus on what the standards say, clarify them, and look for activities and lessons that more fully align with the standards. 

3. Currently, I do not have a PLC. However, if I did, we could use the alignment discussions to choose the best resources to meet the standards. 

Rebecca,

Misalignment does happen because standards are vague and not well written, or they have too much information packed into one standard.  I do not believe folks need to see old test examples to get at proper alignment.  Teacher Planning time is at a premium, so PLCs can assist in this endeavor - reviewing resouces and content.  I, like you, do not have a formal PLC, but am trying to push in with English and History at the HS level.  Alignment does not mean much if our students cannot read.  I find at my high school, that illiteracy, not necessarily teacher lessons / alignment tend to be the issue.  Anyone else seeing this trend?  No transference skills from computer use / to reading for information / test - two very different reading styles.  

1. What are common reasons for misalignment/incomplete alignment of a resource?

Teachers are trying to keep pace with pacing guides that are given to them from the district offices. Most times, they don't provide a lot of wiggle time or catch up days for students to gain knowledge that may have been missed prior. Teachers also bring to the classroom a set of expectations of goals that sometime are a bit antiquated and the need to see examples from what will be seen on the EOC or EOG are the only ways for teachers to reconnect their thinking with what was truly intended by the goal or objective listed. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?
Teachers and specialist will be able to come to the table with their own ideas and share thoughts. Maybe not totalling agreeing but at least getting a consensus of thoughts. 

3. How does (could) your PLC use alignment discussions in your planning cycles?

PLC conversation on the use of these resources would be invaluable! Each of the teachers would be able to discuss in a safe space about the resource and share thoughts or opinions about how to best use or maybe not use something. This could eliminate some of those misconceptions, IF the teachers would speak up and be heard in the PLC. 

1. Misalignment can easily come about as a result of the perspective of the reader.  Experience level, familiarity with the topic, so many factor how one reads a standard.

2. Teachers can look at the posted alignments and walking through it to teach it, will be be able to see if it fits.  The remix will be an excellent way to let others see how/why it's adapted.

3. Greater understanding (after occasional "perspective clashes") is possible, and now that type of discourse is going to be available on a broader scale with this resource- a state-wide PLC!

You are right that the perspective of the reader might show the misalignment of a resource.  Sometimes, seeing someone else's perspective can help us change things to make the resource more beneficial.

1. What are common reasons for misalignment/incomplete alignment of a resource?

   A common reason for misalignment/incomplete alignment of a resource is lack of time partnered with weak resources.Teachers are busy and it's easy to miss pieces of a standard or to not go as deep into the material as the standard asks for. Additionally, there are a wealth of resources online that claim to be aligned, but aren't. If teachers are learning about their standards from these misaligned resources, then they will have a narrow or inaccurate view of the standard.

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

   The star rating system is an easy way to do this. We are familiar with rating all sorts of things so this is a natural way to express our opinions on a resource. The built-in comment box will help, too. It could be good to have sentence stems available to choose easily (such as in a drop-down box) to ensure that users are communicating clearly and respectfully without saying only, 'I like this'.​​​​​​​

3. How does (could) your PLC use alignment discussions in your planning cycles?

   Some of the grade levels at my schools discuss alignment as they work in PLCs. I can increase these discussions through purposeful questioning.​​​​​​​

Amy,

I'm glad you mentioned the star rating system.  This also struck me as the way we look at most items these days that we wish to purchase.  A teacher's review of the ease and effectiveness of a resource would be powerful. Your dropdown box idea would certainly allow for meaningful feedback. Brillient!

1.  Some common reasons are simple because some teachers/creators are specifically focusing on one task or activity within a standard are are not looking to fully cover it in one created resource.

2.  Within the comments, we can agree or disagree with each other about alignment.  It makes the creators reflect on what they have created, and within the platform is it productive because often times it can be remixed right away.

3.  We use alignment discussions weekly in our PLCs during our unpacking of the standard.  I like how these sentence frames we have been given can be used to help guide our unpacking discussions.

I think teachers often stray from standards as they seek to accomodate their students needs and where their students are at coming into the year.  I am constantly going back to recheck standards to make sure I have not strayed far.  Sometimes when combining resources from various curriculums and other teachers, the sequence may not flow as well.

What are common reasons for misalignment/incomplete alignment of a resource?

Some reasons for misalignment/incomplete alignment of a resource is because the resource does not follow the standard entirely. When using a resource, the alignment should follow the unpacking of the standard and provide curriculum rich assessment questions formative and summative strategies. The learning objectives should be clear and understanding for the resource to be used explicitly.

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The GoOpenNc platform foster productive discussion by showing educators the “look for” the components that are vital for using in the classroom. GoOpenNC is also providing quality resources that follow the unpacking of the standards that we teach. Often times the resources that are purchased on TeacherspayTeachers or other sites are not aligned completely with what we are teaching. There are certain pieces of the resource that is being used, but to have a productive resource that teaches students strategies for assessments are pretty awesome!

How does (could) your PLC use alignment discussions in your planning cycles?

My school recently had some Saturday retreat teacher days where we are planning and preparing for the upcoming weeks. Teachers were sitting around the table on teacherspayteachers and Pinterest hesitating to buy certain resources because it really didn’t have what they were looking for entirely. In our grade level PLC’s we could use GoOpenNC to help plan better curriculum that align with our standards even beyond the old textbooks. The resources will be a facelift from what we are currently using.

1. What are common reasons for misalignment/incomplete alignment of a resource?

A common reason for apparent misalignment of a resource is that the resource was created with the average student in mind.  When resources are not aligned to meet the needs of the students who excel far beyond the scope of the resource and therefore are left with their needs unmet, the resource must be augmented or modified. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

This platform is brillient! With the vast participent knowledge and experience, those who are truly seeking ways to enhance their practice, such as myself, will appreciate a forum to share resource analysis of their use as well as to share resources that have been beneficial in helping students engage in the curriculum.

1. How does (could) your PLC use alignment discussions in your planning cycles?

This is a great question, especially since my PLC's are so varried.  Since I am en EC teacher, my needs and resulte are sometime vastly different from members of my PLC's.  Since I teach English and math, I'm part of both PLC's.  I have some students who are excellent in math reasoning, but need a calculator to multiply. Therefore, depending on what we're assessing, after my modifications, the assessment may be very different.  Therefore, my discussion additions/modifications may only benefit a small number of students discussed 

1. One particular common reason for misalignment is not fully addressing the standard. Oftentimes activities or resources are appealing visually, yet when you drill down to the standards, the resource only actually meets a portion of the standard or is misaligned because it touches on additional standards.

2. The #GoOpenNc platform can foster productive discussions about different viewpoints regarding alignment by grouping participants according to specific interests (ex: coaches, 5th grade, beginning teachers, support teachers, etc.) and having each group discuss opinions on alignment. Professional boundaries should be set so as to promote positive, inquisitive discussion centered around standards alignment.

3. We regularly have alignment discussions in our weekly grade level planning sessions, especially relating to math. We discuss resources available and resources needed to completely teach the standard. I do find that sometimes the ELA alignment discussions get a little fuzzy because teachers are usually addressing many ELA standards at once, whereas with math, the standards are typically addressed one or two at a time.

1.  I think there are often many reasons for misalignment/incomplete alignment of a resource. One being, the resource may cover part of a standard but not ALL of the standard. Furthermore, they may not unpack the standard fully, and understand the entirety of it before attempting to align the resource.

2. The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignent by leaving open commentary underneath each resource; obviously keeping to rules so no one has to police this. I also think having the groups is helpful.

3. My PLC doesn't usually focus on alignment discussions, but we most certainly could work on unpacking standards together and making sure we are all on the same page and aligning appropriate resources to each standard. 

Jennie, I agrew that with your statement, "they may not unpack the standard fully, and understand the entirety of it before attempting to align the resource." This has definitely happened with me as a result of not unpacking for myself and following the lead of someone else. We must take the time to read the standards and unpack them properly to make sure that all concepts are introduced and/or taught.

I aslo agree with the unpacking statement.  Many of the standards can have a broad reach and an implied depth.  It is hard to write a task or activity that can accomplish covering both width and depth.

1. What are common reasons for misalignment/incomplete alignment of a resource?

When looking at the standards, knowing what the students should already know prior to teaching the standard will assist when breaking down the standard to be taught. To avoid misalignment or incomplete alignment, the teacher should have a clear understanding of what to teach and what students should know, understand and be able to do after instruction.

2. How can the #GoOpenNC platform foster productive discussion about different

    viewpoints regarding resource alignment?

     By allowing educators to have platforms such as this one to discuss, model and share. In

      addition to this, we must be willing to accept and give positive comments/critique to help us

      grow as educators.

3. How does (could) your PLC use alignment discussions in your planning cycles?

• • Grade level PLC’s held weekly to discuss lessons/curriculum to be covered.
  • Best practices shared

1. What are common reasons for misalignment/incomplete alignment of a resource?

I believe that there are misallignments and incomplete allignments because some of the people creating the resources have not worked with students and do not understand their needs.  They don't think of the time needed for mastery or the time it may take to review to build on the skill.  There are also times that the standards aren't looked into deeply enough. 

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform can foster productive discussions by allowing a place for teachers to go that want that feedback and give people a place to find and share resources.  

1. How does (could) your PLC use alignment discussions in your planning cycles?

We use alignment documents during PLC, but could definitely diive into those deeper.   

1 - Teachers are very busy and plan quickly.  I think making sure resources are fully aligned takes time and attention, which unfortunately isn't always possible in our profession. Another reason is that there standards are much deeper than what we see at first glance.  Using unpacking guides help dig deeper into the standard.  Again, this takes more time! 

2-The #GoOpenNC platform offers an opportunity for many professionals to work together, which together we are stronger and more efficient.  

3- Grade level meeting time should be spent on looking at curriculum resources and digging deep into the standards making sure that our instruction is solid and meaningful.  

Emily,

I agree with you. Time is a resource that we do not have enough of. The unpacking guides helps, but unfortunately not every teacher utilizes it in their planning. I think that the GoOpenNC platform will help teachers find resources that are aligned with the resources if they are remixed and reviewed correctly.

I agree, time is a factor.  We have so much work outside the day that digging deep into resources to make sure they align perfectly with standards is often difficult.

1. In music/arts education, resources may be misaligned or incomplete because the standards are vague. Because the amount of time the subject is being taught varies so widely from district to district and from school to school, the standards are not as specific as they could be if instructional time was more standardized. 

2. The #GoOpenNC platform could foster productive discussion about resource alignment in music and the arts by discussing ways to teach and review multiple standards in each lesson. The platform could encourage discussion about which of the standards are most important to master for each grade level so that students enter secondary school prepared for band, orchestra, and chorus classes. Finally, the platform could provide a safe place to discuss the idea of "exposure" to music instruction vs meeting curriculum standards. With the forum members beind professionals, discussions could take shape over time with informed, researched-based ideas rather than watercooler opinions.

3. My PLC could use alignment discussions to make sure that students at each of our elementary schools are being taught similar content throughout the year, to ensure that students that move between our schools will not have gaps in their music education. We could also coordinate and collaborate instruction to ensure vertical alignment to meet the needs of applied music instruction classes in middle school and high school. 

Common reasons for misalignment/incomplete alignment of a resource seem to typically be due to pulling resources from outside the state.  When I search for new material, I don't limit myself to only what is offered in North Carolina.  Many teachers from other states have good material, but it doesn't always align perfectly with our standards.

#GoOpenNC platform can foster productive discussion about different viewpoints on resource alignment by grouping individuals by their individual strengths and certifications, I think.  This way individuals with specific subject knowledge can review material from that subject and not try to look at courses they are not familiar with.

Within our PLC for math, we constantly discuss how a particular lesson went and seek materials collaboratively to enhance/reteach the topic.  

1. Common reasons for misalignment/incomplete alignment of a resource could be that the contributor my not have a full understanding of the "unpacked" standards, or the learning progression of the prerequisite standards students should know in order to master the standard.

2. The #GoOpenNC platform can foster productive discussion about different viewpoints regarding resource alignment alignment by soliciting questions educators have about the alignment of the curriculum resources they are using. This dialogue will identify and address the common misconceptions about the standards that other educators may have.

It will also be useful if there could be different strands organized by standard or cluster of standards to make it easy for teachers/educators looking for something about a specific standard instead of weeding through several different topics before finding the standard they are wanting to share or learn more about. 

3. My PLC could use the alignment discussion in our planning cycles to align the county mandated curriculum with the relevant standards required by the state. Most curriculum purchased by the county for all schools to use is not aligned to the state standards but for some reason many teachers are not differentiating between standards based learning and the curriculum they are expected to use.

I am lucky that I am not tied to a county mandated curriculum, but have worked in districts before where this was the case.  I agree with you that this platform will give teachers an opportunity to share and discuss how to differentiate between the standards and the actual curriculum they have been given to work with.  I think that the platform could also be a springboard for those discussions.

Joanna,

Sorry for my delay in responding - Homecoming at my HS last week!  Yikes!  

1.  What are common reasons for misalignment/incomplete alignment of a resource?  Most teachers focus on the activity of a lesson rather than the standard(s) of a lesson or unit.  I know this is true for elementary schools.  Most teachers take alignment for granted with a new textbook adoption or old resources that are a good fit.  I believe that standards should be broken down with an end resut of what students should know at the end of a unit or set of lessons

2.  How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?  I believe the best way to have productive discussion around ideas is for moderators to glean the feedback and offer podcasts that summarize all this information in a clear way to analyze the format or resource(s) to use.  In my ETLO training as a course moderator, we worked to find ways to bring all the discussion together.  Most participants do not have the time to read over a thousand posts.  Taking the relevant comments, resources that support a standard and compiling like tools for review can help the user better navigate this site.

1. How does (could) your PLC use alignment discussions in your planning cycles?

1.  Sometimes we all need a little time to see where our resources can be tweaked to fit our lessons better.  Making sure the alignment is correct only helps improve our instruction.

2.  Listening to someone else's take on a resource can help up make adjustments to make the resource a better fit and more useful.

3.  Having our PLCs use the rubric to drive instructional choices on a regular basis would help to make sure all areas were covered.

3.  How does (could) your PLC use alignment discussions in your planning cycles?  For one thing, PLCs could use the state rubric to evaluate their own products and resources, even if they did not add the material to OER Commons.  Also, PLCs could use this evaluated content to replace some old or not aligned material to better get at teaching the standards.  Finally, having a live resources area that is aligned can improve teaching at all levels.

Ena, I completely agree.  Even evaluating a resource and realizing that it is not aligned and why is excellent discussion!

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think teachers are so busy that they don'y take the time to thoughtfully plan.  They are often just surviving.  Also, some people writing lessons really don't completely understand the standards.  If it is a commercially produced resource, they may or may not have experienced teachers creating the resource.

1. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

Just haveing multiple resources that are free in one place and aligned to standards is a huge start especially for beginning teachers.  Teachers may disagree about alignment and if they can accept feedback and productive critism we will all underatand our standards more deeply in the end.

1. How does (could) your PLC use alignment discussions in your planning cycles?  We discuss alignment often.  Working from standards to assignment and not just plugging in the lessons we like or have always used.

1. What are common reasons for misalignment/incomplete alignment of a resource?

I think that sometimes misalignment can be caused by either not fulling understanding the standard or not being aware of any revisions that may have been made to a particular standard. 

2. How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think the biggest thing is to understand that sometimes interpretation of a standard may cause misalignment so explantations of any standard should be explained in terms anyone could understand, even if they are not in the education field. 

3. How does (could) your PLC use alignment discussions in your planning cycles?

We have discussions on how we can intertwin standards from one area of learning into other areas. We also have discussed how to used the standards to build on top of each other. 

1.  What are common reasons for misalignment/incomplete alignment of resource?

I think many times there is some confusion in the way the standard is written, although the state has done a much better job  in the past few years of making it more "user" friendly.  It is also confusing because often times a standard includes many components of which only one part may be taught in the lesson, especially if you are working with a group of students who are lower, in need of intervention, or just learn at a slower pace.

2.  How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I think it is all about how you approach it.  Your comments should be given/seen as supportive rather than critical as many of us teachers are already critical of our work and wonder if we are doing a good job.  The comments should be written as "suggestions" or "maybe you should try this" as opposed to "You didn't do this right" etc.

3.  How does (could) your PLC use alignment discussions in your planning cycles?

For myself as a teacher, I look at the big picture.  What are my students missing from previous grades and what skills are they going to need to succeed in the next grade level.  I think this is helpful because you can have teachers from many different grades looking at standards they may or may not be teaching and comment on something that may need to be incorporated such as a review or an enrichment activity so that not only are we looking at one specific standard, but seeing how it can be aligned through other grade levels as well.

Joanna,

1.  What are common reasons for misalignment/incomplete alignment of a resource?

After reading many of the responses to your question, I see several issues surrounding misalignment - time to review standards, too many skills packed in a standard, schools not using PLCs as instructional time for lesson review, lack of understanding about lesson/unit alignment or backward design, no professional development to hone teachers skills in the area of backward design/alignment.  I would rather have many teaching standards that are clear in direction, than having to take more time to "unpack" them.  The catch phrase of "Common Core aligned or NCSCOS aligned" has ruined us.  Teachers are always trying to save time, and assuming that lessons are aligned are not saving us time.  Good lessons require time and planning, resulting from an end product or result.  Until you work through a lesson plan and all the parts yourself, you cannot understand that students will take more time to complete the lesson than you, not to mention all of the unintended teachable moments that come with the lesson series.

 2.How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

I see this platform as a way to provide teachers with examples of reviewed items that meet the rubric standard.  I also believe this is a great sight to give teachers discussion on exemplary lessons/units.  I feel each county should have a PD Leader /instructor who thoroughly understands the rubric and share backward design in a way that complements the rubric of desired results.  Lastly, there should be a vetting group who reviews what is submitted to keep the site pure of best examples of lessons for standards taught.

3.  How does (could) your PLC use alignment discussions in your planning cycles?  In order for all teachers of a department to really be able to teach every class, alignment discussion can only help with understanding content and achieving the best lesson results for each module of a subject area.  For example, Math scaffolds from basic to Pre-Calculus.  If all teachers commit to reviewing sites using the standardization rubric for open resources, many more sites can be found and best sites can be established for use.  Another way might be to partner with another high school or district math department to vet items reviewed and added. Just added suggestions for ways teachers to collaborate!

I was trying to find one thing to respond to in your post, but your answer to #1 is jam-packed full of "nerve spots" for me! I so agree with having clear teaching standards than having to "unpack" standards that are jammed full of different concepts. And working from the end backwards when planning lessons is imperative! But, hard to do when standards are weighted. Especially with ELA where there are sometimes 4 or 5 concepts built into the same standard. It's almost impossible in my opinion to say a resource is truly "fully aligned" to most of our middle school ELA standards. 

1--A common reason for misalignment/incomplete alignment of a resource is that teachers or creators assume that because they hit part of a standard, that that's all that's needed to say it's "aligned." I have searched far and wide for RI.5 for 6th, 7th, and 8th grade levels and I mainly find resources that teach students the most common informational text structures, such as chronological, cause and effect, etc. That is part of the elementary level standard, but for middle school, they now need to evaluate and analyze these structures and how they contribute to the overall meaning of the text, not just be able to recognize when they see a text written in these structures. 

2--#GoOpenNC can produce some amazing discussions about different viewponts regarding resource alignment! It provides a safe space for teachers to tell what their problems have been in searching for resource alignment and a knowledgeable team of fellow teachers to help address those problems. We can work together to share resources that are truly aligned and will benefit the growth of our students.

3--This is great stuff to take back to my PLCs! My admin team are very invested in making sure teachers at our school choose and use high-quality, standards aligned resources in their instruction. I'm excited to share with them how to tell if a resource they've chosen is truly aligned to the standard they are trying to teach and if it's rigorous and grade-level appropriate. 

I agree. Curriculum does not aways cover the whole standard. I love how you can take your information back to your team to share. 

1. Common reasons for misalignment are standards are mulit-factured and educators have different prespectives of what is mastery. 

2. This platform will develop a organization culture. Teachers has a common platform and this space will allow them to have a central location for  high quaility lessons.   Participating in a PLC on the platform would allows teachers and staff the opportunity to share kowledge and skills across school, grade, age and discipline levels and  teaching strategi

3.es. Time is needed to master these platforms. We could use it in our monthly meetings to review standards. 

How can the #GoOpenNC platform foster productive discussion about different viewpoints regarding resource alignment?

The platform will allow different opinios on how well a resource is aligned to a standard.  This may allow teachers to discuss how they interpret the standard.  Many times I have seen two qualified teachers read the same standard and interpret it in two different ways. This platform can help foster that discussion and possibly reach an agreement or at least an understanding.