Transcript Slide 1

Iowa SEC-ELL State Consortium
Aligning Instruction to Standards and
Assessments for English Language
Learners
Meeting # 3 Aug 26-27 2008
U.S. Department of Education, Title I,
Enhanced Assessment Grant
SEC-ELL Consortium
Iowa, Florida, Idaho, Maine, Minnesota, Ohio,
Utah, Virginia, Wisconsin
CCSSO
WCER
WestEd
PD consultants
Expert Advisers
Study Questions
1. To what extent do English language learners have
opportunity to learn the subject content specified in
state academic standards and assessed on state
assessments?
2. What is the relationship of academic English language
development standards and assessments to state
academic standards?
3. What instructional practices and strategies are used to
teach academic English language skills across different
subject areas or courses?
4. What is the relationship between the extent of
alignment of instruction to standards and student
achievement?
Study Goals/Methods

Overall Purpose: Improve academic achievement of English
language learner students

Use Data in Ed improvement: Use SEC data tool/methods—
augmented with linguistic analysis--to measure and report the
degree of alignment between instruction, state standards, and
student assessments for English language learners in a sample of
classrooms and schools in the Consortium states.

R&D ELL Assessment/standards: Advance and improve the SEC
alignment procedures and tool to increase capacity for applying
the method to English language development practices and
materials.

Technical assistance/Training (PD)
State level: Provide expert technical assistance for Consortium
States to apply alignment analysis results to improve the quality

Technical assistance/Training (PD)
Local level: Demonstrate/lead PD and TA with study districts and
school leaders toward using data for improving practices for ELLs
and other students.

Evaluate: Work with states to analyze growth in student
achievement in relation to the degree of alignment of classroom
instruction to standards (i.e., differences in “opportunity to learn”).
Or, Analyze change in practices /alignment

Address State Questions and Needs –improving ELL education
e.g. Differences in practices, Alignment of content/language,
Variation by ELL programs and by district/school, Teacher
prep/conditions
SEC ELL Project
Meeting #3 Objectives
 Initial Data Analysis / Leader Training
Describe
Interpret
Apply
 State project development
Workshops, training, schedule
 Identify findings, issues, questions
What have we learned
Plan next steps, calendar
Project Timeline
Project Planning / State questions
Dec-Jan 08
Survey / Method development
Feb – Mar
Alignment coding/ Data collection
Apr – June
Initial analysis – year 1
Jul – Aug
*********
State & within state workshops/plans
Sept – Nov
Technical assistance
Jan – Feb 09
Evaluate progress / results
March 09
[Extend project ]
Project Timeline– 2
Year 2 Data collection
Apr – May 09
Analysis of Follow-up or New data
June – July
Report study findings and recommendations
Aug – Sept
State workshops– Disseminate, Implement
Fall 09
Provide training
Evaluate results
SEC-ELL Study Design: 2008-10
(1) Develop
SEC–ELL Tool
SEC model:
Practices + Content
Online data system
State ELL needs
Study Questions
(2) How to Measure
Language
Demand
ELD Standards,
Assessments,
Classroom Instr.
Var. ELL practices
(3) Alignment
analysis/coding
by Grade level
ELD + Subject
Stands, Assess.
Training
4 person teams
How to measure
alignment? S x A x I
5) What are the R & D results?
Formative, Implementation
Validate surveys, coding
Change in Practices (yr 2)
Expand use
Are the tools and
model working?
(4) Collect/ Analyze Data
by State-- districts, schools
Facilitator training
Web-based tool
ELD teacher
Content teacher w/ELL
How to report and use
data? PD model?
SEC Rationale
Standards
Assessment
Curriculum
Key Question -- SEC Tools
Research into Practice
•
How can Educators obtain reliable, valid
data to determine Alignment of instruction
with required standards and
assessments?
Questions Addressed by SEC Data
• How can in-depth data on content of instruction
be collected and reported in a reliable,
comparable survey tool to analyze teaching
content in relation to standards, assessments,
achievement?
• How can methods of teaching practices be
compared across classrooms, schools, districts,
and states?
• How can enacted curriculum data be reported in
a manner to encourage use by teachers to
improve instruction?
Applications
•
Alignment analysis --instruction,
standards, assessments
• Instructional improvement in schools
• Needs assessment/ Evaluation
• Indicators – monitoring change over time
Survey Sections
• School & Class Description
• Instructional Activities
• General
• Problem Solving Activities
• Pairs & Small Group Work
• Use of Hands-on Materials
• Use of Calculators/Computers &
other Ed. Tech.
• Assessment Use
• Instructional Influences
• Instructional Readiness
• Teacher Opinions
• Professional Development
• Types, Frequency
• Content , Active,
• Collegial, Coherence
• Instructional Content
•Topic x Cog. Demand
The SEC Data-set
Instructional
Content
Mathematics
Instr.
Activities
Science
Professional
Development
Tchr.
Char./Opinions/Beliefs
English Language
Arts & Reading
Social Studies
SUMMARY MEASURES
Content
/
Practice
/
Climate
/ Prof. Dev.
SEC Instructional Content
Uses a multi- dimensional la nguage for
describing instructional content
Topics
by
Cognitive Demand
(Expectations for Student Learning)
Content Maps
State J Grade 8
Mathematics Instruction
Number Sense
Operations
Measurement
Algebraic Concepts
Geometric Concepts
Data Analysis
0.1
0.08
0.06
0.04
0.02
0
Instructional Technology
Memorize Communicate Connect
Perform
Conjecture
Memorize
Communicate
Connect
Perform
Conjecture
Steps in SEC Development
• Models: TIMSS, NAEP, Analyze assessment
• OTL interest of States, Porter/ Smithson
research, Studies of curriculum-- 1990s
• CCSSO Science Assessment project
• Develop Math/Science surveys-’98-’01 (NSF)
• Field study, Reports format, Alignment method
• SEC Collaborative – 12 to 18 state members
• MSP-NSF Longitudinal Eval. of Teacher PD
• Data PD study – 5 urban districts, 40 mid schs
’02-’06
Cont. -- Steps in SEC
• 2003-04 Online data collection and reporting
www.SEConline.org
10,000 teacher surveys / year
100 + content alignment documents / year
• ELAR survey/framework ’02-’04
• Social studies survey/framework
• 3rd Annual summer conf “Using Data”
• Iowa/9 state SEC ELL project 07-09
SEC Collaborating Organizations
•Council of Chief State School Officers
www.SECsurvey.org
•Wisconsin Center for Education
Research www.SEConline.org
•Learning Point Associates/NCREL
www.SECsupport.org
•TERC Regional Alliance DEC Project
www.ra.terc.edu/DEC
•Measured Progress (assessment
development and PD)
SEC Collaborative offers
•
Core Components of SEC tools/services
1) Surveys with teachers – report instruction
2) Alignment analysis – content code
standards and assessments
3) How to use Data – knowledge, skills
4) Leader development – 2-3 meetings/yr
4) In-state workshops: a) orientation
b) use of data
SEC Surveys and Alignment:
2006-07
20+ States
10,393 SEC Surveys 06-07
4674 Math
1993 Science
3646 ELAR
80 Soc Stud
131 Alignment content analysis
Standards or Assessments
1000~ Schools Data use
Analyzing Alignment
The intended
curriculum:
State content
standards—
What students
should learn
The enacted
curriculum:
What teachers
teach
A neutral linguistic taxonomy
A neutral content language
Topics by Cognitive Demand
Linquistic Complexity by Language Demands
The assessed
curriculum:
State (and other)
assessments—
tested learning
The learned
curriculum:
Student outcomes
based on school
learning
K-12 Mathematics Content
K-12 Mathematics Content
Basic Algebra
The Goal
To render quantitative descriptions of
instruction, standards, and assessments using a
common language in order to facilitate
comparisons and analyses of the three
domains of a standards-based approach to
education reform and their relationship to one
another.
To Facilitate Comparisons
Academic Content
Academic Content
ELL Lang. Acquisition
ELL Lang. Acquisition
Academic Content
ELL Lang. Acquisition
The Two Dimensions Of Content
What students should know
[Topics]
And…
Be Able to Do
[Expectations for student performance]
Describing Instructional Content
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
Coarse
Categories of Cognitive Demand
Perform
Demonstrate Conjecture, Non-routine
Content Memorize
Procedures Understanding Hypothesize problems
Areas
Number
Sense
Operations
Measurement
Basic
Algebra
Advanced
Algebra
Geometric
Concepts
The Content Matrix
Fine
Categories of Cognitive Demand
Memorize
Topics
Place Value
Whole Nbrs.
Fractions
Decimals
Percents
Ratio &
Proportion
Perform
Procedures
Demonstrate Conjecture, Non-routine
Understanding Hypothesize problems
… adding levels of relative emphasis yields a 3-D construct
Coarse
Categories of Cognitive Demand
Perform
Demonstrate Conjecture, Non-routine
Content Memorize
Procedures Understanding Hypothesize problems
Areas
Number
Sense
Operations
Measurement
Basic
Algebra
Advanced
Algebra
Geometric
Concepts