Title: Focusing on Our English Language Learners in Virginia Lani Hall Seikaly Technical Assistance Provide
1Focusing on Our English Language Learners in
VirginiaLani Hall SeikalyTechnical
Assistance ProviderSEC ELL Grant
An Orientation to The Surveys of Enacted
Curriculum
2Questions 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?
3What are the Surveys of Enacted Curriculum and
why do educators use them?
4The Surveys of Enacted Curriculum are
- educational tools that can help teachers answer
these questions and others to improve their
instruction and student achievement.
5How 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.
-
6Why are educators using the Surveys of Enacted
Curriculum?
7Could 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?
8Could 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?
9The 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.
10The Surveys of Enacted Curriculum
Assessments
Curriculum
Alignment
Standards
11Surveys 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
12Enacted (3rd Grade Teacher Reports)
Intended (3rd Grade Math Indicators)
13Enacted (9th Grade Teacher Reports)
Intended (9th Grade Indicators)
14How 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
15How 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.
16How will the Virginia SOL be coded?
SEC utilizes a two-dimensional taxonomy based on
Topic by Cognitive Demand
17The Content Matrix
18The 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.
19The 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.
20School 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.
23Survey 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)
25Why is your state and district participating in
the project?What do they hope to learn?
26Virginia 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.
28To 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?
29To 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?
30This 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?
31Virginia 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?
32What can Virginia educators gain from
participating in the Surveys?
33School 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.
34School 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
35Teachers 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
36What is your role in this project?What is the
states role?
37The 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.
38Your 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
39Administering the SurveysWhat is involved?
40Online 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
41To 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
42The 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
43Lets take a look at the online registration
process and the survey process to see what
teachers actually need to do.
44SEC Online Registration
www.seconline.org
From the Home Page, click on Registrar
45SEC 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.
46SEC Online Registration
Registration Page
47SEC 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.
48SEC 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!
49SEC 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.
50Your data is saved each time you click on a
Submit button.
51You may log-off at any time by simply closing
your browser.
52Reporting Instructional Content
- Encourage use of lesson plans, grade books,
text, etc. to recall - Topic Coverage organized and reported by Content
Area (e.g. math) -
53Reporting 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
54Reporting 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
55Reporting 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
56Survey 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.)
57Reviewing Results
Online Report Generator
58Taking 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.
59What questions do you have about the survey
items?
60Taking 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.
61What questions do you have about the survey
items?
62Planning and Leading the Orientation Session
63What 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?
64What 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.
65Who 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
66Where 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