Transcript Title of Presentation: Tahoma, size 40, bold, shadow, green

Using the Surveys of the Enacted
Curriculum as Part of a Larger
District and/or School
Improvement Effort
Lisa Palacios
CCSSO, September 2008
Copyright © 2007 Learning Point Associates. All rights reserved.
District and School Improvement
As AYP levels increase as we approach
2014, individual schools as well as entire
districts will quickly find themselves no
longer in good standing.
These schools are turning to data to capture
evidence of what isn’t working, what is
working, and what changes data can drive
at the programmatic and instructional
levels.
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Learning Point Associates
Learning Point Associates is a non-profit
organization dedicated to helping educators
and policymakers improve student learning
by equipping them with knowledge and
strategies that meet their needs and
produce results.
www.learningpt.org
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Background: Corrective Action
NCLB requires proficiency in reading & math
for all students by 2013-2014.
State Education Agencies (SEAs) define
proficiency by establishing Adequate Yearly
Progress (AYP) benchmarks.
Districts are identified for Corrective Action
if they do not meet AYP for 2 consecutive
years for one or more subgroups.
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Background: Corrective Action
 NCLB calls for SEAs to impose sanctions on Districts in
Corrective Action:
• Defer programmatic funds or reduce administrative funds;
• Institute and fully implement a new curriculum based on State and
local content and academic achievement standards
• Replace LEA personnel who are relevant to the inability of the LEA
to make adequate progress;
• Remove individual schools from the jurisdiction of the LEA and
arrange for their public governance and supervision;
• Appoint a receiver or trustee to administer the affairs of the LEA in
place of the and school board; and/or
• Abolish or restructure the LEA.
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NYSED Proposal
Under the curriculum option, the New York
State Education Department (NYSED)
proposed an audit focusing on the
alignment of the written, taught, and tested
curriculum
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Research has found that faculty in
successful schools always question
existing instructional practice and do not
blame lack of student achievement on
external causes.
— Carl Glickman,
2002
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Audit Focus
 Only the subject(s) in which the district has been
identified for Corrective Action:
• Round 3 = English/Language Arts ONLY
 Must pay particular attention to specific grade
levels and subpopulations not meeting AYP
• Special Education
• English Language Learners
 Includes all grade levels K-12.
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Phase 1 - Planning:
Contextualizing the Audit Process
Meet with key district personnel
Outline audit process
Determine district steering committee
members
Customize timeline
Conduct district kickoff meeting
Establish site visit schedule
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Phase 2 - Data Collection:
Creating a Picture of the District
 Classroom Observations
 Interviews (teachers, principals, district staff)
 Curriculum Alignment (ELA)
 Key Document Review
 Other Data (demographic data, student
achievement data, local reports)
 Surveys of the Enacted Curriculum
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Surveys of the Enacted Curriculum
Online teacher survey
Provides visual comparison of classroom
instruction to state standards and
assessments
30-minute orientation provided by LPA
Survey takes 60 – 90 minutes to complete
Maximum teacher participation = valid and
reliable data
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Surveys of the Enacted Curriculum
as a New York Audit Data Source
Review the curriculum through several
different lenses for district improvement:
• Written curriculum documents
• Teacher interviews
• Classroom observations
• Enacted curriculum (SEC)
Answer a variety of research questions to
help identify issues and action plans.
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How the SEC Data Is
Collected and Used
Collects teachers’ reflections on classroom
instruction.
Aggregates data from teachers for districtlevel displays.
In groups of three teachers or more, display
comparisons with the following:
• State standards and/or assessments
• District-level groups
• Grade-level groups within the district
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Additional Uses of the SEC
Articulation of instruction across grades.
Instruction compared with achievement
data and student performance.
Program evaluation.
Never for teacher evaluation.
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SEC Research Areas for New York
Instruction compared to the written
curriculum in classrooms.
Instruction compared to state standards.
Instruction compared to state assessments.
Instruction related to research-based
practices.
Translation of professional development into
effective classroom practice.
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What is the Value of SEC Data?
Provide alignment with standards and
assessments.
Provide application of research-based
teaching strategies.
Inform professional development initiatives
and learning communities.
Provide added value to instructional
discussions in the context of school
improvement.
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Guiding Questions
 What areas of the curriculum are most aligned to state
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standards as indicated by teacher data? Does student
achievement data support this?
What areas of the curriculum are least aligned to state
standards as indicated by teacher data? Is this reflected
in student achievement data?
Is there sufficient instruction to develop depth of
understanding indicated in teacher data?
What triangulation can be done using student assessment
data, released assessment items and teacher SEC data?
Does instructional practice data support best practices?
Does alignment suggest a professional development
focus?
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Instructional Strategies Linked to
Research
Categories of Instructional Strategies that
Affect Student Achievement:
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Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Home work and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions cues, and advance organizers
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Phase 3 - Co-Interpretation:
What does it all mean?
Review emergent themes from data
collection (ongoing)
2-day co-interpretation event with district
team and local stakeholders
Key findings used to prepare researchbased recommendations
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Phase 4 - Action Planning:
A Road Map for District Improvement
A co-facilitated process
Outcome = district plans that are:
• Long-term (3+ years)
• Actionable and doable
• Compatible with local laws and collective
bargaining agreements
• Incorporated into District Improvement Plan
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Questions?
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Lisa Palacios, Team Lead, Data
P: 630-649-6601
E-Mail: [email protected]
Cary Goodell, Project Lead, New York Audits
P: 630-649-6692
E-Mail: [email protected]
1120 East Diehl Road, Suite 200
Naperville, IL 60563-1486
General Information: 800-252-0283
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