copyright © 2008 learning point associates. all rights reserved. surveys of the enacted curriculum...
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Copyright © 2008 Learning Point Associates. All rights reserved.
Surveys of the Surveys of the Enacted CurriculumEnacted Curriculum
Cary CuiccioLisa Palacios
March 6, 2009
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Learning Point Associates
Our Vision An education system that works for all
learners.
Our Mission We deliver the knowledge, strategies,
and results to help educators make research-based decisions that produce
sustained school improvement.
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Research has found that faculty in successful schools always question
existing instructional practice and do not blame lack of student achievement
on external causes.
— Carl Glickman, 2002
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What if?
… there was a powerful tool that compared teacher’s reflections of content instruction to state standards, benchmarks and assessments?
… you could compare how your teachers teach content compared to how others teach across the nation?
… you could have consistency across grade levels on both time teachers spend on content as well as depth of instruction?
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What if?
… there was a tool that compared teacher’s reflected instructional practices to other teachers’ across a school, district or the nation?
… you could use data on instructional quality and content to guide professional development?
… you could use anonymous teacher data to start a powerful school discussion about teachers’ curricular and professional development needs based on data and observed differences between student achievement scores and schools curriculum?
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Introducing: The SEC
Online web-based surveys in Mathematics, English Language Arts, Social Studies and Science.
Groups data that are reported in user-friendly charts.
Assists in facilitating group discussions for improved instruction across classrooms, schools and districts.
A practical, reliable set of data collection tools used by teachers.
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• State Departments of Education (selected)
• National Organizations (College Board,
ACT, NAEP, WIDA)
• Council of Chief State School Officers
• Wisconsin Center for Education Research
• Learning Point Associates
• TERC
SEC Collaborative
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History of the SEC
The Surveys of Enacted Curriculum (SEC) Collaborative Project was initiated in 1998.
Surveys are available K-12 for Mathematics, Science, English Language Arts and Reading, and Social Studies.
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History of SEC (cont.)
Over the past ten years the Council of Chief State School Officers (CCSSO) and their partners have worked with states to implement the SEC tools for data collection, analysis, and reporting.
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Research on the SEC
• MSP-PD Study (Blank, Smithson, Porter, Nunnaley, Osthoff, 2006)
Use of SEC data for program evaluation
• Reform-Up-Close (Porter, Kirst, Osthoff, Smithson, Schneider, 1993)
Validation of teacher self-report survey data.
• Upgrading Mathematics (Gamoran, Porter, Smithson, White, 1997)
First content analysis of assessment using content language.Predictive validity of alignment index comparing instruction & assessments
• Data on Enacted Curriculum (Blank, Porter, Smithson, 2004)
Use of SEC data to facilitate school improvement effortsFirst content analysis of state standards
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The ELA Survey Part One:The ELA Survey Part One:
Instructional Content and Cognitive Demand
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Instructional Content
A tool to address a key question:Is classroom instruction aligned with
state content standards and assessments?• Content Emphasis• Cognitive Expectations
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Instructional Topics
Topics provide the framework for data collection and comparison.
Topics include the range of topics found in English Language Arts classrooms, K–12.
Stable framework—not intended for a particular state or curriculum; rather with the content area in mind generally.
Neutral matrix—intends to include all possible topics that could be taught.
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100 Phonemic awareness
1000 Elements of Presentation (Verbal and Written)
200 Phonics 1100 Writing applications
300 Vocabulary 1200 Language Study
400 Text and print features
1300 Listening and Viewing
500 Fluency 1400 Speaking and Presenting
600 Comprehension 1500 Forms of Text
700 Critical Reasoning 1600 Genre (fiction or non-fiction)
800 Author's craft 1700 Sources of Text
900 Writing processes 1800 Choice
K-12 English Language Arts Reading Content Areas
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600 Comprehension
601 Word meaning from context
602 Phrase
603 Sentence
604 Paragraph
605 Main idea(s), key concepts, and sequence(s) of events
606 Descriptive elements (e.g., detail, color, condition)
607 Narrative elements (e.g., events, characters, setting, and plot)
608 Persuasive elements (e.g. propaganda, advertisement, and emotional appeal)
609 Expository or informational elements (e.g., explanation, lists, and organizational patterns such as description, cause-effect, and compare-contrast)
610 Technical elements (e.g., bullets, instruction, form, sidebars, etc.)611 Electronic elements (e.g., hypertext links, animations)
612 Strategies (e.g., activating prior knowledge, questioning; making connections, predictions; inference, imagery, summarization, re-telling)
613 Self-correction strategies (e.g., monitoring, cueing systems, and fix-up)
614 Metacognitive processes (e.g., reflecting about one's thinking)
615 Interpreting maps, graphs, charts
616 Test-taking strategies
690 Other
K-12 English Language Arts Reading Specific Content
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Cognitive Expectations
State standards and assessments have inherent cognitive expectations.
Instructional activities also have cognitive expectations.
The SEC measures the cognitive expectations of instruction.
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Cognitive Expectations English Language Arts and
ReadingMemorize and RecallPerform Procedures and ExplainGenerate, Create, and DemonstrateAnalyze and InvestigateEvaluate
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Data Interpretation Data Interpretation Part One:Part One:
Instructional Content/Cognitive Demand aligned to State
Standards• Contour Maps
• Tile Charts
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Survey Instrument: Alignment
Subject Content
Student Specific Topics
Time Spent on Topic
Student Expectations
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Reading SEC Contour Maps
MemorizePerform
CommunicateConjecture
Connect0
0.020.040.060.08
0.1
Operations
Number Sense
Measurement
Geometric Concepts
Algebraic Concepts
Data Analysis
Instructional Technology
MemorizePerform
CommunicateConjecture
Connect
State J Grade 8Mathematics Instruction
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This data is from 134 Grade 3 teachers.
Alignment describes how well your instruction aligns to standards or assessments. 1.0 is perfect; anything above .5 is fine.
You read this like a topographical map. Darker areas are peaks and represent more time spent on that topic at that cognitive demand level. Here, the 3rd grade teachers are spending more time on phonemic awareness and phonics, and at more levels of cognitive demand, than the standards require.
Same here in terms of topographical maps. Teachers are spending less time on speaking and presenting than the standards require.
This map is the NY state standards specific to your grade. You can also look at the NY state assessments.
The map on this side will be your data, and only you can access it. That’s why this data is from an entire grade.
You can also click on any subtopic and get another map comparing your teaching to standards and/or assessments at a “fine grain” level.
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Copyright © 2008 Learning Point Associates. All rights reserved.
ActivityActivity
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The Survey Part Two:The Survey Part Two:
Instructional Practices
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Instructional Practices
A tool to address key questions:
Are instructional practices optimized for student achievement?
Are the professional development efforts aligned with needs and priorities?
Are teachers’ opinions and belief in line with district and school initiatives?
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Instructional Practices
Homework
Classroom assessments
Opinions and beliefs
Classroom Instructional preparation
Instructional influences
Professional development
Personal characteristics
Formal course preparation
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Taking the SurveyTaking the Survey
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www.seconline.org
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Completing the Online Survey
Approximately 60-90 minutes to compete.
High-speed Internet connection required.
May be completed in multiple sittings.
Data are saved as each section is submitted.
Copyright © 2008 Learning Point Associates. All rights reserved.
Data Interpretation Data Interpretation Part Three:Part Three:
Powerful Discussions
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And so you just threw everything together? Matthews, a posse is something you have to ORGANIZE.
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What does the SEC show?
Instruction
Assessment
Standards
Intersection of what is taught with what is tested.
Intersection of what is taught with what is in standards.
Intersection of whatis tested with what is in the standards.
Taught,tested, and inthe standards.
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Traditional Model for School Improvement
Identify “Best Practices” for Achievement Problems
Identify Shortcomings in Student Performance
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Better School Improvement
Identify Appropriate Programmatic Solutions
Identify Shortcomings in Student Performance
Review Instructional Program Data Relative to Concerns
The Surveys of Enacted Curriculum
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Applications for SEC
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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Possible Data Analysis Outcomes
Targeted professional development
Changes in environmental factors
Positive climate of change
Continuous improvement process
Review of curriculum materials
Other data-driven decisions and actions
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What SEC isn’t --
Individual Teacher Evaluation• The “wall” of 3
A tool to judge alignment without school/district context and/or discussion with staff.
The only piece of data for measuring alignment of teacher instruction.
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“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
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Think, Pair, Share
Discuss what you’ve learned with the person next to you and make a few notes.• What was the purpose today?• Similarities in your thoughts,
perspectives? • Based on what you read – how could the
SEC help to improve your classroom, school or district?
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Cary Cuiccio
P: 718-483-4279
E-Mail: cary.cuiccio@learningpt.org
Lisa Palacios
P: 630-649-6601
E-Mail: lisa.palacios@learningpt.org
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