Transcript An Orientation to The Surveys of Enacted Curriculum

An Orientation to The Surveys of
Enacted Curriculum
Wisconsin ELL Project
Carolyn Karatzas
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?
What are the Surveys of Enacted
Curriculum and why do educators
use them?
Survey- Defined
1 a: to examine as to condition, situation, or value : appraise b: to query
(someone) in order to collect data for the analysis of some aspect of a group or
area
www.merriam-webster.com
1.to examine for some specific purpose; inspect or consider
carefully; review in detail2.to look at or consider, esp. in a
general or comprehensive way; view
www.yourdictionary.com
The Surveys of Enacted
Curriculum-Defined
• An educational tool to examine, inspect or consider the
instructional content and practices used by teachers
• The data or information from the SEC provides a
vehicle for discussion among teachers about their
collective instruction
• Provides the individual teacher with information about
their specific instruction to state standards
The Surveys of Enacted Curriculum are
•
a research-based, data analysis tool for analyzing the
content of state standards 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.
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 state
standards?
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?
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 standards 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 and assessments or between
enacted and intended curriculum.
How are standards 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
Needs
Assessment
Curriculum
Management
Alignment
Analyses
Monitoring
Change
Content
Analyses
Content
Descriptions
Program
Evaluation
Enacted (3rd Grade Teacher Reports)
Intended (3rd Grade Math Indicators)
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 I teacher
responses
A teacher’s
own results.
Wisconsin 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,
districts, 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 our state
content standards?
• What do our state content standards require in their language
complexity and demands?
To help our ELL students, we need to
better understand…
• Are our ELL students being taught the state standards?
• 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 ELA
state content standards?
This SEC ELL Study is addressing 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 ELD 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?
What can Wisconsin educators
gain from participating
in the Surveys?
School and district leaders can…
•
•
•
Identify the extent to which instruction is aligned
to state standards 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 content standards
Identify priority needs for professional development
Teachers can…
• Identify the extent to which what they teach is
•
•
•
•
aligned with state standards 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
standards 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 districts 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 state content standards
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 training on how to read and interpret the data
results from the survey
• 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 surveys)
• May be completed in multiple sittings
• Data is saved as each section is completed
• Teachers may use their planning book or calendar
To set up the online survey for your schools, you
need to email WCER the following information two
weeks in advance:
•
•
•
•
•
•
Name of Project/Group/Region
Participating District(s)
Participating School(s)
Survey Start Date
Survey End Date
Contact name, email and phone #
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 List
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!
ELL-SEC Online
Survey Menu
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
ELL-Reporting Instructional Content
Reporting Instructional Content
Step 3: Repeat steps 1 & 2 for each content area presented.
Step 1: Report time spent on topics.
Step 2: Report expectations for students.
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.
ELL data will be
available Early Fall
While results are available immediately, you may want to wait until all teachers from
your group have completed the survey before reviewing 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.
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.
Taking a look at the survey
Items
• Please take the next 10 minutes to read
through some of the questions in each
sections of the survey. Record any
questions you have, and we will address
them to the entire group at the end of this
time.
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, 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 should you contact for additional
information?
At the state….
Shelley Lee
[email protected]
Jacqueline Iribarren
[email protected]
Aubree Potter
[email protected]
At CCSSO …
Carolyn Karatzas, Technical Assistant
Where can you find additional
information?