1. An Orientation to The Surveys of Enacted Curriculum Wisconsin ELL Project Carolyn Karatzas Technical Assistance Provider SEC ELL Grant

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?

3. What are the Surveys of Enacted Curriculum and why do educators use them?

4. Survey- Defined 1 a: to examine as to condition, situation, or value : appraise b: to query (someone) in order to collect data for the analysis of some aspect of a group or area www.merriam-webster.com 1.to examine for some specific purpose; inspect or consider carefully; review in detail2.to look at or consider, esp. in a general or comprehensive way; view www.yourdictionary.com

5. The Surveys of Enacted Curriculum-Defined An educational tool to examine, inspect or consider the instructional content and practices used by teachers The data or information from the SEC provides a vehicle for discussion among teachers about their collective instruction Provides the individual teacher with information about their specific instruction to state standards

6. The Surveys of Enacted Curriculum are a research-based, data analysis tool for analyzing the content of state standards 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.

7. 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.

8. Why are educators using the Surveys of Enacted Curriculum?

9. 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 state standards? 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?

10. 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?

11. Surveys of Enacted Curriculum A neutral content grid with cognitive demand The intended curriculum: State content standards— What students should learn The enacted curriculum: What teachers teach The learned curriculum: Student outcomes based on school learning The assessed curriculum: State (and other) assessments— tested learning

12. Enacted (3 rd Grade Teacher Reports)Intended (3 rd Grade Math Indicators)

13. Enacted (9 th Grade Teacher Reports)Intended (9 th Grade Indicators)

14. How do the surveys work? Content specialists code the standards 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 and assessments or between enacted and intended curriculum.

16. How are standards coded? SEC utilizes a two-dimensional taxonomy based on: Topic by Cognitive Demand 1 2 3 4 5 BCDEF

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. 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. The Surveys allow teachers

20. Content Descriptions Content Descriptions Alignment Analyses Needs Assessment Program Evaluation Monitoring Change Curriculum Management Teacher Reports Content Analyses SEC Taxonomy

22. Enacted (3 rd Grade Teacher Reports)Intended (3 rd Grade Math Indicators)

23. 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.

24. 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 I teacher responses

25. A teacher’s own results.

26. Wisconsin 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, districts, 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 our state content standards? What do our state content standards 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 state standards? 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 ELA state content standards?

30. This SEC ELL Study is addressing the following questions: To what extent do ELL’s have opportunity to learn academic content and skills in state standards? What is relationship of state ELD 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. What can Wisconsin educators gain from participating in the Surveys?

32. 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.

33. 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

34. 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

35. What is your role in this project? What is the state’s role?

36. The State’s 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 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.

37. 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

38. Administering the Surveys: What is involved?

39. Online Survey Administration www.seconline.org Approximately 30-120 minutes to complete (depending on which surveys) May be completed in multiple sittings Data is saved as each section is completed Teachers may use their planning book or calendar

40. 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 #

41. Let’s take a look at the online registration process and the survey process to see what teachers actually need to do.

42. www.seconline.org SEC Online Registration From the Home Page, click on “Registrar’

43. 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.

44. Registration Page SEC Online Registration

45. Final Step SEC Online Registration After submitting your personal information you will be prompted to enter ausername and password Enter a valid email address. This will be important if you forget your username or password. Both username and Password are required to log back in. You will receive an email verification of your username and password after registration is completed. Save for your records.

46. SEC Online Survey List

47. Survey Menu SEC Online 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!

48. Survey Menu ELL-SEC Online

49. 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. Instructions for Selecting the Target Class SEC Online

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) Number Sense, Properties, Relationships Operations Measurement Consumer Applications Basic Algebra Advanced Algebra Geometric Concepts Advanced Geometry Data Displays Statistics Probability Analysis Trigonometry Special Topics Functions Instructional Technology

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. Step 1: Report time spent on topics taught Reporting Instructional Content 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. Step 2: Set expectations for students for each topic taught. Reporting Instructional Content 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 Focus on target class & reporting period.

56. ELL-Reporting Instructional Content

57. Step 3: Repeat steps 1 & 2 for each content area presented. Reporting Instructional Content Step 1: Report time spent on topics. Step 2: Report expectations for students.

58. Editing Results Survey Completion 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.)

59. Online Report Generator Reviewing Results ELL data will be available Early Fall

62. 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.

63. 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.

64. Taking a look at the survey Items Please take the next 10 minutes to read through some of the questions in each sections of the survey. Record any questions you have, and we will address them to the entire group at the end of this time.

65. Planning and Leading the Orientation Session

66. 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?

67. 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, 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.

68. Who should you contact for additional information? At the state…. Shelley Lee Shelley.Lee@dpi.wi.gov Jacqueline Iribarren Jacqueline.Iribarren@dpi.wi.gov Aubree Potter Aubree.Potter@dpi.wi.gov At CCSSO … Carolyn Karatzas, Technical Assistant 603.231.8534 carolyn@ekaratzas.com carolyn@ekaratzas.com

69. Where can you find additional information?