Transcript Document

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
Why is your state and district
participating in the project?
What do they hope to learn?
Utah 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?
Utah 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 state
standards?
 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
standards) with student achievement?
What can Utah 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
• 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 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
English Language Learners
Users may select
one or both options.
Will determine who
takes just the ELL
Survey and who
takes the Academic
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
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.
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. 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
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)