Transcript Document

An Orientation to
The Surveys of Enacted Curriculum
Focusing on Our
English Language Learners
in Virginia
Lani Hall Seikaly
Technical Assistance Provider
SEC ELL Grant
Questions that will be addressed…
• What are the Survey of Enacted
Curriculum tools?
• Why are SEC data useful to
educators?
• How are data collected, analyzed,
reported?
• Why is your state participating in
this project?
• What is your role in this project?
What are the Surveys of
Enacted Curriculum and
why do educators use
them?
The Surveys of Enacted Curriculum are
• educational tools that can help
teachers answer these questions
and others to improve their
instruction and student
achievement.
How many educators are using the
Surveys of Enacted Curriculum?
10,393 teachers took a Survey of Enacted
Curriculum in the 2006-07 school year
4674 Math
1993 Science
3646 ELAR
80 Soc Stud
131 standards and assessments were
coded.
Why are educators using
the Surveys of Enacted
Curriculum?
Could you improve student achievement
if you had answers to these questions?
• How do I know that what teachers are teaching
•
•
•
•
is aligned with what students are expected to
learn as identified by the Virginia SOL?
How do I know that teachers are spending
instructional time on the right things?
What do I know about our instructional
program in a low performing area?
Are our instructional practices consistent with
research on effective practices?
What professional development do my teachers
need?
Could you improve student achievement
if you had answers to these questions?
• Am I teaching what students are
•
•
•
expected to learn?
Am I spending my instructional time
on the right things?
Are my instructional practices
consistent with research on effective
practices?
What professional development do I
need?
The Surveys of Enacted Curriculum are
•
•
•
a research-based, data analysis tool for analyzing
the content of state standards (for Virginia the
SOL) and assessments
online, web-based surveys that collect teacher
reported information about what content they
teach and what instructional practices they use in
one class
graphed reports representing the data collected
from teacher surveys and coding.
The Surveys of Enacted Curriculum
Surveys of Enacted Curriculum
The intended
curriculum:
State content
standards—
What students
should learn
A neutral content grid
The assessed
curriculum:
State (and other)
assessments—
tested learning
with cognitive demand
The enacted
curriculum:
What teachers
teach
The learned
curriculum:
Student outcomes
based on school
learning
Enacted (3rd Grade Teacher Reports)
Intended (3rd Grade Math Indicators)
Enacted (9th Grade Teacher Reports)
Intended (9th Grade Indicators)
How do the surveys work?
• Content specialists code the
Virginia SOL and assessments
• Teachers take an online survey
about what they teach, how they
teach it and what professional
development they have had
How are standards coded?
•
•
Teams of content experts from state departments
are trained to code content standards using
neutral language to describe the content.
The resulting descriptions are graphed so that
comparisons can be made between standards (in
Virginia’s case the SOL) and assessments or
between enacted and intended curriculum.
How will the Virginia SOL be coded?
SEC utilizes a two-dimensional taxonomy based
on:
1
Topic
2
3
by
4
5
Cognitive Demand
B
C
D
E
F
The Content Matrix
Categories of Cognitive Demand
Memorize
Topics
Nature of
Science
Science &
Technology
Science,
Health, Env.
Meas. &
Calc. In Sci.
Comp. Of
Living
Systems
Botany
Conduct
Communicate
Analyze
Apply / Make
Investigations Understanding Information Connections
The teacher online survey …
• Collects data on what content is taught and
how it is taught.
• Produces reports indicating the degree of
alignment between the taught (enacted)
curriculum and state assessments or
standards.
• Collects data on teacher beliefs, readiness
to teach the content and readiness to
instruct special groups of students.
• Provides a rich source of information to
support teachers analysis of student
learning challenges.
The Surveys allow teachers
• to compare instructional content they
are teaching to the state standards and
assessments.
• to compare their own practice with
results for their school, district, and
state.
SEC data is never used for teacher evaluations.
Individual teacher responses remain confidential and
teacher ID information is never reported.
Teacher
Reports
SEC
Taxonomy
Content
Descriptions
Alignment
Analyses
School
Improvement
Planning
Curriculum
Analysis
Monitoring
Change
Content
Analyses
Content
Descriptions
Program
Evaluation
SEC Online
Contour Maps are
also available.
Drop-down menus
allow you to select
grade-specific and
course-specific
results for your
school, district and
state, in addition to
reports of your own
results.
SEC Online
reports instructional
content using tile
charts.
Drop-down menus
allow you to select
grade-specific and
course-specific
results for your
school, district and
state, in addition to
reports of your own
results.
Survey results can be
summarized using a collection of
Instructional Practice and
Characteristics Scales
Results are displayed using
floating bar charts to report mean
and standard deviation results to
describe variations of teacher
responses
A teacher’s
own results.
Why is your state and district
participating in the project?
What do they hope to learn?
Virginia is one of nine states to
participate in the SEC - ELL
Grant, an enhanced assessment
grant awarded by the U.S.
Department of Education to
CCSSO and a consortium of
states to better understand and
support the achievement of
English Language Learners.
In too many schools, English
Language Learners are a subgroup
whose performance is not meeting
the AYP targets. Schools,
divisions, and states across the
country are trying to find answers
to how to best provide access to
and support ELL students in
attaining state standards and
NCLB targets.
To help our ELL students, we need to
better understand…
• What is the nature of the language that
students need to meaningfully engage with
and achieve academic content?
• Given the expected student outcome, how do
we expect students to use (receive, produce)
language to acquire/demonstrate
understanding of the content?
• What are the language demands and
complexity of the Virginia content SOL?
• What do the Virginia content SOL require in
their language complexity and demands?
To help our ELL students, we need to
better understand…
• Are our ELL students being taught the Virginia
SOL?
• What instructional strategies and activites are
being used to help ELL students learn the
content?
• Are regular education teachers supporting the
language needs of their ELL students in any
ways?
• Are the language proficiency skills aligned with
the Virginia SOL?
This SEC ELL Consortium is
studying the following questions:
 To what extent do ELL’s have opportunity to
learn academic content and skills in state
standards?
 What is relationship of state ELP standards
and assessments to state academic
standards?
 What instructional practices/strategies are
used to teach English language skills across
content areas?
 What is relationship of alignment of instruction
(to standards) with student achievement?
Virginia is focusing on a subset of
the grant questions:
 To what extent do ELL’s have the opportunity
to learn the academic content and skills in the
Virginia SOL?
 What instructional practices/strategies are
used to teach English language skills across
content areas?
 Are there differences between the instructional
practices used with ELL students in rural,
urban, or suburban areas?
 What is relationship of alignment of instruction
to the Virginia SOL with student achievement?
What can Virginia educators
gain from participating
in the Surveys?
School and district leaders can…
•
•
•
Identify the extent to which instruction is aligned
to the Virginia SOL and assessments
Understand what instructional activities and
strategies are being used in classrooms
Compare the strategies used in classrooms with
ELL students to strategies used in classrooms
without ELL students.
School and district leaders can…
• Identify the extent to which language
•
•
proficiency standards are aligned to
language proficiency assessments
Identify alignment of language complexity
and demand in the Virginia SOL
Identify priority needs for professional
development
Teachers can…
•
•
•
•
•
Identify the extent to which what they teach is
aligned with the Virginia SOL and
assessments
Better understand what they need to be
teaching more or less
See how their instructional practices
compare to other teachers in their school or
district
Identify the language complexity and demand
of the Virginia SOL they teach
Identify priority needs for professional
development
What is your role in this
project?
What is the state’s role?
The state’s role …
•
•
•
To participate in a nine state collaborative with
CCSSO (Council for Chief State School Officers) and
WCER (Wisconsin Center for Educational Research)
to identify study questions, implement the survey in
their respective states, and analyze the results.
To identify which divisions will participate in taking the
survey, the target number of participants and content
areas and grade levels that will be included in the
project.
To coordinate the coding of selected Virginia SOL
and the language proficiency standards for their state
and send content and linguistic specialists to
participate in the coding workshops.
Your role …
• Select which schools and teachers participate
in taking the survey and the timeframe for
completion
• Plan and lead an orientation presentation to
the participating teachers
• Administer or monitor the administration of
the survey
• Attend a one day training on how to read and
interpret the data results from the survey (Oct
29 or 30)
• Facilitate a discussion with the participating
teachers about their data results
Administering the Surveys:
What is involved?
Online Survey Administration
www.seconline.org
• Approximately 30-120 minutes to complete
(depending on which survey teachers have
been assigned to take)
• May be completed in multiple sittings
• Data is saved as each section is completed
• Teachers may use their planning book or
calendar
• Teachers may have paper copies of the
surveys prior to completing the online survey
To set up the online survey for your schools,
you need to email WCER the following
information two weeks in advance:
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•
•
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Name of Project/Group/Region
Participating District(s)
Participating School(s)
Survey Start Date
Survey End Date
Contact name, email and phone #
The Virginia DOE has set the following
expectations for participation and completion
of the survey:
• 24 Divisions will be participating
• At least one middle and one high school per
division will participate
• The first date that teachers may take the
survey is May 1, 2008
• The surveys should be completed by May 30,
2008
Let’s take a look at the online
registration process and the
survey process to see what
teachers actually need to do.
SEC Online Registration
www.seconline.org
From the Home Page,
click on “Registrar’
SEC Online Registration
Registrar Area
If not registered,
select your group
from the dropdown menu, then
click on Register
button.
If registered,
enter your
username and
password, then
click on Login
button.
SEC Online Registration
Registration Page
Complete all
required fields (*).
Be sure to select
the subject you will
be reporting on.
NOTE: Your personal information will remain strictly confidential!
SEC Online Registration
Final Step
After submitting your
personal information
you will be prompted
to enter a username
and password
Enter a valid email
address. This will be
important if you forget
your username or
password.
You will receive an email verification of your username and
password after registration is completed. Save for your records.
Both Username and Password are required to log back in.
SEC Online
Survey Menu
Sections assigned
for your group will
be pre-checked.
Sections you
have completed
will appear with
green text.
Sections you
have not
completed will
appear in white
text.
Note Instructions for Selecting the Target Class!
SEC Online
Instructions for Selecting the Target Class
•For all questions, please respond only for the
selected subject.
•If you teach more than one class in this subject,
respond only for the first class that you teach each
week for this subject.
•If that is a split class (i.e., the class contains more
than one group for instruction, and each group is
taught separately), respond for only one group.
Your data is saved each time you click on a Submit button.
You may log-off at any time by simply closing your browser.
Reporting Instructional Content
• Encourage use of lesson plans, grade books, text, etc. to recall
• Topic Coverage organized and reported by Content Area
(e.g. math)
Number Sense, Properties,
Relationships
Operations
Measurement
Consumer Applications
Basic Algebra
Advanced Algebra
Geometric Concepts
Advanced Geometry
Data Displays
Statistics
Probability
Analysis
Trigonometry
Special Topics
Functions
Instructional Technology
Reporting Instructional Content
• Cognitive Demand reported for each topic covered (e.g. math)
Memorize Facts, Definitions, Formulas
Perform Procedures
Demonstrate Understanding of Mathematical Ideas
Conjecture, Generalize, Prove
Solve non-routine problems, Make Connections
Avoid assigning same level of emphasis across categories of cognitive demand
Reporting Instructional Content
Step 1: Report time spent on topics taught
Review the list of topics
presented for the
current Content Area.
For each topic in the list
that is taught to the
target class, select a
radio button
corresponding to 1,2, or
3 based on the
following definitions:
0 = Not covered
1 = Less than 1 lesson
2 = 1-5 lessons
3 = more than 5 lessons
Reporting Instructional Content
Step 2: Set expectations for students for each topic taught.
Focus on target class &
reporting period.
For each topic selected
from the previous
screen set the cognitive
expectations for
students for each of 5
categories of cognitive
demand, using the
following definitions
0 = No emphasis
1 = Slight emphasis
2 = Moderate emphasis
3 = Sustained emphasis
Survey Completion
Editing Results
Completed survey sections may be reviewed/edited until:
1) The survey completion window has closed
2) You review results for a given survey section
To review/edit responses:
Check the box on the Survey Menu Screen next to the
section you want to review/edit. (Completed sections will
be identified by green text.)
Reviewing Results
Online Report Generator
Results are available for review immediately upon completion of required survey sections.
While results are available immediately, you may want to wait until all teachers from
your group have completed the survey before reviewing results.
Taking a look at the
survey items
Please take the next 10 minutes to read
through some of the questions in each
Instructional Content section of the
survey. Record any questions you have,
and we will address them with entire group
at the end of this time.
What questions
do you have about the
survey items?
Taking a look at the
survey items
Please take the next 10 minutes to read
through some of the questions in each
Instructional Practices section of the
survey. Record any questions you have,
and we will address them with entire group
at the end of this time.
What questions
do you have about the
survey items?
Planning and Leading the
Orientation Session
What do you need to tell teachers
about taking the survey?
• What do teachers need to know to be able to
do a good job taking the survey?
• Where and when will teachers take the survey?
• What do teachers need to bring?
• What data will teachers receive after they take
the survey?
• How will their confidentiality be protected?
• Are there any additional incentives for their
participation?
What happens after teachers
take the survey?
• The state, districts, and schools will have
invaluable data to analyze for a variety of
purposes.
• Next October 29 or 30, you will participate in
a training workshop on how to read and
interpret your data.
• After that training, you will facilitate a data
discussion with your schools about how to
read their SEC data and what lessons they
are learning as a result of their survey data.
Who are your primary contacts
for this project?
At the state….
Robert Fugate, LEP Assessment Specialist
804 786-3113
[email protected]
Stacy Freeman, LEP Specialist
[email protected]
At CCSSO …
Lani Seikaly, Technical Assistant
703 867-3922
[email protected]
Where can you find additional
information?
• Facilitator packet
– Resources for leading the orientation
– Handouts for teachers
• SEC Website: (http://seconline.org)
– Surveys of Enacted Curriculum
– SEC Resources
– Online training PPTs and handouts