an orientation to the surveys of enacted curriculum wisconsin ell project carolyn karatzas technical...
TRANSCRIPT
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 CurriculumSurveys of Enacted Curriculum
A neutral content grid
with cognitive demand
The intended curriculum: State content standards—What students should learn
The enacted curriculum: What teachers teach
The learned curriculum: Student outcomes based on school learning
The assessed curriculum: State (and other) assessments—tested 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:
Topic by
Cognitive Demand
1
2
3
4
5
B C D E F
Categories of Cognitive Demand
Topics Memorize Conduct
Investigations Communicate Understanding
Analyze Information
Apply / Make Connections
Nature of Science
Science & Technology
Science, Health, Env.
Meas. & Calc. In Sci.
Comp. Of Living
Systems
Botany
The Content Matrix
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.
• 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.
The Surveys allow teachers
Content Descriptions
ContentDescriptions
AlignmentAnalyses
NeedsAssessment
ProgramEvaluation
MonitoringChange
CurriculumManagement
TeacherReports
ContentAnalyses
SECTaxonomy
Enacted (3rd Grade Teacher Reports) Intended (3rd Grade Math Indicators)
SEC Onlinereports 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 Administrationwww.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.
www.seconline.org
SEC Online Registration
From the Home Page, click on “Registrar’
SEC Online Registration
Registrar AreaIf not registered,select your groupfrom the drop-down menu, thenclick on Register
button.
If registered,enter yourusername andpassword, thenclick on Login
button.
Complete allrequired fields (*).
Be sure to selectthe subject you willbe reporting on.
NOTE: Your personal information will remain strictly confidential!
Registration Page
SEC Online Registration
Final Step
SEC Online Registration
After submitting yourpersonal informationyou will be prompted
to enter a usernameand password
Enter a valid email address. This will beimportant if you forget your username or password.
Both username and Password are required to log back in.
You will receive an email verification of your username and password after registration is completed. Save for your records.
SEC OnlineSurvey List
Survey Menu
SEC Online
Sections assignedfor your group willbe pre-checked.
Sections youhave completedwill appear with
green text.
Sections youhave notcompleted willappear in white
text.
Note Instructions for Selecting the Target Class!
Survey Menu
ELL-SEC Online
•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.
Instructions for Selecting the Target Class
SEC Online
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
Step 1: Report time spent on topics taught
Reporting Instructional Content
Review the list of topicspresented for thecurrent Content Area. For each topic in the list
that is taught to thetarget class, select a
radio buttoncorresponding to 1,2, or
3 based on thefollowing definitions:
0 = Not covered1 = Less than 1 lesson
2 = 1-5 lessons3 = more than 5 lessons
Step 2: Set expectations for students for each topic taught.
Reporting Instructional Content
For each topic selectedfrom the previousscreen set the cognitive
expectations forstudents for each of 5categories of cognitive
demand, using thefollowing definitions
0 = No emphasis1 = Slight emphasis2 = Moderate emphasis3 = Sustained emphasis
Focus on target class & reporting period.
ELL-Reporting Instructional Content
Step 3: Repeat steps 1 & 2 for each content area presented.
Reporting Instructional Content
Step 1: Report time spent on topics.
Step 2: Report expectations for students.
Editing Results
Survey Completion
Completed survey sections may be reviewed/edited until:
1) The survey completion window has closed2) 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.)
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 fromyour group have completed the survey before reviewing results.
Online Report Generator
Reviewing Results
ELL data will be available Early Fall
SEC Onlinereports 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] Iribarren
[email protected] Potter
At CCSSO …Carolyn Karatzas, Technical Assistant
603.231.8534 [email protected]
Where can you find additional information?