What if…

•

You could use data to guide professional development?

•

You could have consistency across grade levels?

•

You could know how well aligned your state standards were to the state assessment?

•

You could compare how you teach content compared to how others across the nation teach?

•

You could use anonymous teacher data to start a powerful school discussion about what the teacher needs are?

Introducing…

for English Language Arts Reading, Mathematics, Science, and Social Studies

SEC Overview

The Surveys of the Enacted Curriculum (SEC) provide teachers and others a comprehensive set of indicators to facilitate teacher reflection and curriculum planning. The

primary purpose

of the SEC data-set is to

support conversations among teachers

about instructional practice and content.

Survey results offer teachers an opportunity to compare their own practice with results for their school, district, and state.

Content analyses of various state standards and assessments when used in conjunction with teacher reports provide an easy and powerful means for

comparing instructional content to standards and assessments.

SEC data is never used for teacher evaluations.

Individual teacher responses remain confidential and teacher ID information is never reported.

Collaborating Organizations

SEC Collaborative Members

State Education Agencies representing:

•Arizona •Delaware •Idaho •Indiana •Illinois •Iowa •Kansas •Maine •Michigan •Mississippi •Montana •Minnesota •New Hampshire •North Carolina •Ohio •Oklahoma •Oregon •Vermont •Wisconsin

The teacher survey tool…

• 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 SEC can help your schools…

• Align curriculum, instruction, and assessment including vertical alignment • Improve instruction within and across grade levels, • Determine professional development needs • Focus teacher planning and development on instructional practice and its effects on student performance • Focus coaching and mentoring activity around content and practice

The SEC can …

• Help teachers monitor changes in practice as a result of implementing new curricula.

• Help teachers and leaders determine areas of need when planning for professional development.

• Help teachers see areas for deepening content expertise and knowledge of how students learn that content.

• Help teachers identify gaps/redundancies in curriculum –weak materials to support instruction

Fundamental Theorem of Learning Curriculum / Instruction / Assessment/ Learning • Students learn what is taught • Knowledge builds upon previous knowledge and experiences • Learning objectives have value • Aligning instruction to intended standards increases the chance of students learning the intended learning objectives • Assessing target objective improves instruction - hence learning

Standards Curriculum Standards

Model for Instruction in Utah Using SEC to Inform Instruction

Instruction Skills Math Language Arts Science Assessments Classroom Assessments Teacher Observation of Students Assessments Accompanying Instructional Materials State Level NRT and ELD Assessment

Why is your state and district participating in the project?

What do they hope to learn?

Minnesota is one of ten 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

academic content?

and

achieve

• 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 activities 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 ELLs 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?

Minnesota is focusing on a subset of the grant questions:

 To what extent do ELLs have the opportunity to learn the academic content and skills in state standards?

 What instructional practices/strategies are used to teach English language skills in English Language Arts?

 What is relationship of alignment of instruction (to standards) with student achievement?  Is there a difference in instructional practices between secondary ELL specialists and secondary English Language Arts content specialists working with ELLs?

 To what extent are instructional practices addressing ELP and content standards and assessments?

What can Minnesota 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 ten 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

• Approximately 60-90 minutes to compete • May be completed in multiple sittings • Data is saved as each section is completed

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

• • • • •

Content Focus Active Learning Collegial Participation Coherence Time

Span • Teacher Characteristics • Instructional Content

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 drop down 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

English Language Learners

Users may select one or both options.

Will determine who takes just the ELL Survey and who takes the Academic Content in addition to the ELL Survey.

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

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.

SEC Online

Survey Menu 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.

Your progress will be noted on survey menu when you return.

Reporting Instructional Content

• Encourage use of lesson plans, grade books, text, etc. to recall • Topic Coverage organized and reported by Content Area (e.g. ELA)

Phonemic Awareness Phonics Vocabulary Text and print features Fluency Comprehension Critical Reasoning Author’s Craft Writing Process Elements of Presentation Writing applications Language Study Listening and Viewing Speaking and Presenting Forms of Text Genre Sources of Text Choice

Reporting Instructional Content

• Cognitive Demand reported for each topic covered (e.g. ELA)

Memorize / Recall Perform Procedures Generate / Create Analyze / Investigate Evaluate / Integrate

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

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.

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.

Applications for K-12 Education:

– Aligning standards, assessments and curriculum – Improvement of instruction – Interpreting student assessment results – Needs assessment and program evaluation – Indicators system for monitoring progress

What is Required of Teachers

• Sharing – Bring information about your instruction • Time – Survey administered by trained leader – 1-2 hours • Planning – Schedule over year, meetings, etc.

– Next Steps

Source: Maine SEC project PPT, 2004

“Regardless of what a state policy requires or what a district curriculum spells out,” says Andrew C. Porter of Vanderbilt University, “the classroom teacher ultimately decides” what to teach.

Education Week, October 8, 2003

Source: Maine SEC project PPT, 2004

For additional information and resources, visit: SEC Collaborative (www.secsurvey.org) (Council of Chief State School Officers) SEC Online (www.seconline.org) (Wisconsin Center for Education Research) [email protected]

Michael Sherry Brett Moulding, Consultant CCSSO [email protected]