Transcript Document

Welcome
Iowa Department of Education
SEC – ELL
April 21, 2008
What if…
• You had deeper understanding of ongoing classroom
instruction ?
• You could gain insight on the relationship of standards and
instruction?
• You could access data on classroom instruction to guide
professional development?
• You could know how well standards and assessment are
aligned in your state ?
• You could use anonymous teacher data to start a powerful and
reflective school discussion on instructional needs of teachers?
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
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.
Fundamental Theorem of Learning
Curriculum / Instruction / Assessment/ Learning
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Students learn what is taught
Knowledge builds upon previous knowledge and experiences
Meaningful learning objectives have value
Aligning instruction to intended standards increases the
chance of students learning the intended learning objectives
• Assessment should inform instruction - hence learning
Model for Instruction
Using SEC to Inform Instruction
Standards
Assessments
Curriculum
Standards
Classroom
Assessments
Instruction
Skills
Math
Language Arts
Science
Teacher
Observation of
Students
Assessments
Accompanying
Instructional
Materials
State Level NRT
and ELD
Assessment
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?
Iowa 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.
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…
• The specific state standards our ELL students are
being taught.
• The instructional strategies and activities being used
to help ELL students learn the content.
• The degree to which regular education teachers are
providing support for the language development of
their ELL students.
• The degree to which the language proficiency skills
aligned align to state ELA content standards?
Iowa is focusing on a subset of the
grant questions:
• To what extent do English language learners have opportunity to learn
the subject content specified in state academic standards that are assessed
on state assessments?
• What instructional practices and strategies are used to teach academic
English language skills within content areas or courses?
• What is the relationship between the extent of alignment of instruction
and the Iowa English Language Proficiency Standards and Iowa content
standards?
• What is the relationship between the extent of alignment of instruction
and student assessment?
• What is the relationship between the Iowa English Language Proficiency
Standards and the Iowa Core Curriculum in Literacy, Mathematics, and
Science?
What can Iowa educators gain
from participating
in the Surveys?
School and district leaders can…
• Identify the extent to which instruction is
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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
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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
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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 …
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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?
John Smithson
Online Survey Administration
• Approximately 90-120 minutes to complete
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Teachers need to know their time is valued
Establishing a purpose/incentive is crucial
Prepare them for the types of questions to be asked
Materials to aid recall of prior year instruction is OK
• May be completed in multiple sittings
• Data is saved as each section is completed
Survey Sections
• School & Class Description
• Instructional Content
• Topics/Content Areas by
• Expectations for Performance
• Instructional Activities
• General
• Instructional Influences
• Instructional Readiness
• Teacher Opinions
• Professional Development
• Types
• Content Focus
• Active Learning
• Collegial Participation
• Coherence
• Time Span
• Problem Solving Activities
• Pairs & Small Group Work
• Use of Hands-on Materials
• Use of Calculators/Computers
& other Ed. Tech.
• Teacher Characteristics
• Assessment Use
SEC Online Registration
www.seconline.org
From the Home Page,
click on “Registrar’
SEC Online Registration
If not registered, Select your state
select your group
from the dropdown menu, then
click on Register
button.
If registered,
enter your
username and
password, then
click on Login
button.
Then: SEC-ELL Study
SEC Online Registration
Registration Page
Complete all
required fields (*).
Be sure to select
the subject you will
be reporting on.
ELD teacher:
Subject selection
depends on state
interest and
teacher practice.
NOTE: Your personal information will remain strictly confidential!
SEC Online Registration
Three types of surveys employed for SEC-ELL Study:
• ESL/ELD Teacher Survey
• Academic Teacher Survey
• ELL Program Description Survey
Determination of which survey a given teacher receives will
depend on answer to these questions asked during registration:
I am responsible for the language development of ELLs
(e.g., ESL certified).
I am responsible for the delivery of academic content.
(e.g., Academic/subject certification).
I am responsible for both(e.g., Bilingual/Academic & ESL certified).
.
OR Selection of Position: ELL Program Coordinator
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.
SEC ELD Target Class
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
SEC Response Metrics
Instructional Activities
None
Little
Some
Moderate
Considerable
< 10%
(Less than 10% of instr. Time)
(10% - 25% of instr. Time)
(26% - 50% of instr. Time)
10%-25%
(More than 50% of instr. Time)
26% - 50%
Instructional Content
None
Slight
Moderate
Sustained
(Less than 25% of instr. Time)
(25% - 33% of instr. Time)
(More than 33% of instr. Time)
> 50%
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
The Ultimate Policy-maker
“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]