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Focusing on Our English Language Learners in Virginia Lani Hall Seikaly Technical Assistance Provide

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Title: Focusing on Our English Language Learners in Virginia Lani Hall Seikaly Technical Assistance Provide


1
Focusing on Our English Language Learners in
VirginiaLani Hall SeikalyTechnical
Assistance ProviderSEC ELL Grant
An Orientation to The Surveys of Enacted
Curriculum
2
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?
  • Why is your state participating in this project?
  • What is your role in this project?

3
What are the Surveys of Enacted Curriculum and
why do educators use them?
4
The Surveys of Enacted Curriculum are
  • educational tools that can help teachers answer
    these questions and others to improve their
    instruction and student achievement.

5
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.

6
Why are educators using the Surveys of Enacted
Curriculum?
7
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 the Virginia SOL?
  • 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?

8
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?

9
The Surveys of Enacted Curriculum are
  • a research-based, data analysis tool for
    analyzing the content of state standards (for
    Virginia the SOL) 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.

10
The Surveys of Enacted Curriculum
Assessments
Curriculum
Alignment
Standards
11
Surveys of Enacted Curriculum
The intended curriculum State content
standards What students should learn
The assessed curriculum State (and other)
assessments tested learning
The learned curriculum Student outcomes based
on school learning
The enacted curriculum What teachers teach
12
Enacted (3rd Grade Teacher Reports)
Intended (3rd Grade Math Indicators)
13
Enacted (9th Grade Teacher Reports)
Intended (9th Grade Indicators)
14
How do the surveys work?
  • Content specialists code the Virginia SOL and
    assessments
  • Teachers take an online survey about what they
    teach, how they teach it and what professional
    development they have had

15
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 (in
    Virginias case the SOL) and assessments or
    between enacted and intended curriculum.

16
How will the Virginia SOL be coded?
SEC utilizes a two-dimensional taxonomy based on
Topic by Cognitive Demand
17
The Content Matrix
18
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.

19
The Surveys allow teachers
  • 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.

20
School Improvement Planning
Content Descriptions
Curriculum Analysis
SEC Taxonomy
Monitoring Change
Program Evaluation
21
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.
22
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.
23
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
of teacher responses
24
(No Transcript)
25
Why is your state and district participating in
the project?What do they hope to learn?
26
Virginia 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.
27
  • In too many schools, English Language Learners
    are a subgroup whose performance is not meeting
    the AYP targets. Schools, divisions, 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.

28
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
    the Virginia content SOL?
  • What do the Virginia content SOL require in their
    language complexity and demands?

29
To help our ELL students, we need to better
understand
  • Are our ELL students being taught the Virginia
    SOL?
  • 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 Virginia SOL?

30
This SEC ELL Consortium is studying the
following questions
  • To what extent do ELLs have opportunity to learn
    academic content and skills in state standards?
  • What is relationship of state ELP 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?

31
Virginia is focusing on a subset of the grant
questions
  • To what extent do ELLs have the opportunity to
    learn the academic content and skills in the
    Virginia SOL?
  • 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 the Virginia SOL with student achievement?

32
What can Virginia educators gain from
participating in the Surveys?
33
School and district leaders can
  • Identify the extent to which instruction is
    aligned to the Virginia SOL 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.

34
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 the Virginia SOL
  • Identify priority needs for professional
    development

35
Teachers can
  • Identify the extent to which what they teach is
    aligned with the Virginia SOL 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 Virginia SOL they teach
  • Identify priority needs for professional
    development

36
What is your role in this project?What is the
states role?
37
The states 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 divisions 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 Virginia SOL
    and the language proficiency standards for their
    state and send content and linguistic specialists
    to participate in the coding workshops.

38
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 a one day training on how to read and
    interpret the data results from the survey (Oct
    29 or 30)
  • Facilitate a discussion with the participating
    teachers about their data results

39
Administering the SurveysWhat is involved?
40
Online Survey Administration www.seconline.org
  • Approximately 30-120 minutes to complete
    (depending on which survey teachers have been
    assigned to take)
  • May be completed in multiple sittings
  • Data is saved as each section is completed
  • Teachers may use their planning book or calendar
  • Teachers may have paper copies of the surveys
    prior to completing the online survey

41
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

42
The Virginia DOE has set the following
expectations for participation and completion of
the survey
  • 24 Divisions will be participating
  • At least one middle and one high school per
    division will participate
  • The first date that teachers may take the survey
    is May 1, 2008
  • The surveys should be completed by May 30, 2008

43
Lets take a look at the online registration
process and the survey process to see what
teachers actually need to do.
44
SEC Online Registration
www.seconline.org
From the Home Page, click on Registrar
45
SEC Online Registration
Registrar Area
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.
46
SEC Online Registration
Registration Page
47
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.
48
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!
49
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.

50
Your data is saved each time you click on a
Submit button.
51
You may log-off at any time by simply closing
your browser.
52
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)

53
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
54
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
55
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
56
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.)

57
Reviewing Results
Online Report Generator
58
Taking a look at the survey items
  • Please take the next 10 minutes to read
    through some of the questions in each
    Instructional Content section of the survey.
    Record any questions you have, and we will
    address them with entire group at the end of this
    time.

59
What questions do you have about the survey
items?
60
Taking a look at the survey items
  • Please take the next 10 minutes to read
    through some of the questions in each
    Instructional Practices section of the survey.
    Record any questions you have, and we will
    address them with entire group at the end of this
    time.

61
What questions do you have about the survey
items?
62
Planning and Leading the Orientation Session
63
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?

64
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 29 or 30, 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.

65
Who are your primary contacts for this project?
  • At the state.
  • Robert Fugate, LEP Assessment Specialist
  • 804 786-3113 Robert.Fugate_at_doe.virginia.gov
  • Stacy Freeman, LEP Specialist
  • Stacy.Freeman_at_doe.virginia.gov
  • At CCSSO
  • Lani Seikaly, Technical Assistant
  • 703 867-3922 lani_at_MeetAYP.com

66
Where can you find additional information?
  • Facilitator packet
  • Resources for leading the orientation
  • Handouts for teachers
  • SEC Website (http//seconline.org)
  • Surveys of Enacted Curriculum
  • SEC Resources
  • Online training PPTs and handouts
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