Iowa Department of Education

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Welcome
Surveys of the Enacted Curriculum

• Iowa Department of Education
• SEC ELL
• April 21, 2008

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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?

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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.
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Collaborating Organizations
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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.

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Fundamental Theorem of LearningCurriculum /
Instruction / Assessment/ Learning

• 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

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Model for InstructionUsing SEC to Inform
Instruction
Standards
Assessments
Instruction
Classroom Assessments
Curriculum Standards
Teacher Observation of Students
Assessments Accompanying Instructional Materials

Skills
Math Language Arts Science
State Level NRT and ELD Assessment
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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

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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

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Why is your state and district participating in
the project?What do they hope to learn?
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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.
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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?

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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?

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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?
  

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What can Iowa educators gain from participating
in the Surveys?
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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.

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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

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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

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What is your role in this project?What is the
states role?
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The states 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.

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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

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Administering the SurveysWhat is
involved?John Smithson
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Online Survey Administration

• Approximately 90-120 minutes to complete
• 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

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Survey Sections

• Instructional Influences
• Instructional Readiness
• Teacher Opinions
• Professional Development
• Types
• Content Focus
• Active Learning
• Collegial Participation
• Coherence
• Time Span
• Teacher Characteristics

• School Class Description
• Instructional Content
• Topics/Content Areas by
• Expectations for Performance
• Instructional Activities
• General
• Problem Solving Activities
• Pairs Small Group Work
• Use of Hands-on Materials
• Use of Calculators/Computers other Ed.
  Tech.
• Assessment Use

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SEC Online Registration
www.seconline.org
From the Home Page, click on Registrar
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SEC Online Registration
Select your state Then SEC-ELL Study
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.
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SEC Online Registration
Registration Page
ELD teacher Subject selection depends on state
interest and teacher practice.
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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
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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.
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SEC Online
Survey List
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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!
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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.

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SEC ELD Target Class
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Your data is saved each time you click on a
Submit button.
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You may log-off at any time by simply closing
your browser.
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Your progress will be noted on survey menu when
you return.
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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)

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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
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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
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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
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SEC Response Metrics
Instructional Activities
None Little Some Moderate Considerable
(Less than 10 of instr. Time)
(10 - 25 of instr. Time)
(26 - 50 of instr. Time)
(More than 50 of instr. Time)
Instructional Content
None Slight Moderate Sustained
(Less than 25 of instr. Time)
(25 - 33 of instr. Time)
(More than 33 of instr. Time)
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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.
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Survey Completion
Editing Results

• Completed survey sections may be reviewed/edited
  until
• The survey completion window has closed
• 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.)

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Reviewing Results
Online Report Generator
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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.
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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.
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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

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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

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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

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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) mecgroup_at_education.wisc.ed
u Michael Sherry Brett Moulding, Consultant
CCSSO mouldingb_at_ogdensd.org