findings on alignment of instruction using enacted curriculum data
DESCRIPTION
Findings on Alignment of Instruction using Enacted Curriculum Data. Rolf K. Blank Director, Education Indicators [email protected] AERA, April 2004. Surveys of Enacted Curriculum Data: Design, Multiple Uses. Rolf K. Blank Director, Education Indicators [email protected] AERA, April 2004. - PowerPoint PPT PresentationTRANSCRIPT
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Findings on Alignment of Findings on Alignment of Instruction using Enacted Instruction using Enacted
Curriculum DataCurriculum Data
Rolf K. Blank
Director, Education Indicators
AERA, April 2004
© 2004 CCSSO ALL RIGHTS RESERVED.
Surveys of Enacted Surveys of Enacted Curriculum Data: Design, Curriculum Data: Design,
Multiple UsesMultiple Uses
Rolf K. Blank
Director, Education Indicators
AERA, April 2004
© 2004 CCSSO ALL RIGHTS RESERVED.
Surveys of Enacted Surveys of Enacted CurriculumCurriculum
Now available, K-12:
English Language Arts, Mathematics, Science
© 2004 CCSSO ALL RIGHTS RESERVED.
SEC Collaborating OrganizationsSEC Collaborating Organizations
•Council of Chief State School Officers www.SECsurvey.org
•Wisconsin Center for Education Research www.SEConline.org
•Learning Point Associates/NCREL www.SECsupport.org
•TERC Regional Alliance DEC Project www.ra.terc.edu
© 2004 CCSSO ALL RIGHTS RESERVED.
Key Question addressed by SEC Tool:Key Question addressed by SEC Tool:
How can Educators obtain reliable, valid data to determine degree of alignment of instruction with state standards and assessments?
Then, How can the Data inform strategies for improvement?
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RationaleRationale
AssessmentStandards
Curriculum
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Uses a multi-dimensional language fordescribing instructional content
SEC Instructional Content
Topics
byCognitive Demand
(Expectations for Student Learning)
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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
Content Maps
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Curriculum AnalysisCurriculum Analysis::EnactedEnacted IntendedIntended
What teachers teach What standards require
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SEC Content TopicsSEC Content TopicsMath, Science, ELAMath, Science, ELA
The SEC provides a neutral, research-based language to describe content of English language arts, mathematics, and science.
NCLB anyone?
© 2004 CCSSO ALL RIGHTS RESERVED.
Expectations (Cognitive Demand)Expectations (Cognitive Demand)
for Studentsfor Students
Conjecture/ Generalize/ ProveRecite basic mathematics facts
Recall mathematics terms & definitions
Write formal or informal proofs
Recognize, generate or create patternsPerform Procedures
Use numbers to count, order, denote
Follow procedures/instructions
Reason inductively or deductively
Organize or display data
Read or produce graphs and tablesExecute geometric constructions
Demonstrate Understanding Solve Non-routine Problems/ of Mathematical Ideas Make Connections
Communicate mathematical ideas
Analyze data, recognize patterns
Explain findings and results from data analysis strategies
Show or explain relationships between models, diagrams, and/or other representations
Apply mathematics in contexts outside of mathematics
Use representations to model mathematical ideas
Synthesize content and ideas from several sources
Develop/explain relationships between concepts
Expectations for Students in Mathematics
Determine the truth of a mathematical pattern or proposition
Apply and adapt a variety of appropriate strategies to solve non-routine problems
Find a mathematical rule to generate a pattern or number sequence
Recall formulas and computational procedures
Solve equations/formulas/routine word problems
Memorize Facts/ Definitions/ Formulas
Do computational procedures or algorithms
Make and investigate mathematical conjectures
Identify faulty arguments or misrepresentations of data
© 2004 CCSSO ALL RIGHTS RESERVED.
Operations
Number Sense
Measurement
GeometricConcepts
Algebraic Concepts
Data Analysis
Memorize CommunicatePerform Conjecture
Connect Memorize CommunicatePerform Conjecture
Connect
Instr. Tech.
Descriptive results can be reported using a variety of graphic displays
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• School & Class Description• Instructional Activities
• General• Problem Solving Activities
• Pairs & Small Group Work• Use of Hands-on Materials• Use of Calculators/Computers & other Ed. Tech.
• Assessment Use• Instructional Influences
• Instructional Readiness• Teacher Opinions• Professional Development
• Types• Content Focus• Active Learning• Collegial Participation• Coherence• Time Span
• Teacher Characteristics• Instructional Content
Survey Sections
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© 2004 CCSSO ALL RIGHTS RESERVED.
© 2004 CCSSO ALL RIGHTS RESERVED.
Survey Versions
Mathematics
Science
English, Language Arts & Reading
Grades K-8 & High School
Paper & Web-based
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SEC Applications--NCLBSEC Applications--NCLB
Alignment analysis (instruction, standards, assessments)
Instructional improvement in schools Needs assessment/ Evaluation Indicators – monitoring change over time
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Data on Enacted Curriculum PROJECT DESIGN
Five Urban Districts—40 Mid. Schools
Standards
Assessment
Curriculum
Science/Math Initiatives
Professional Development
Improved Student
Achievement
Teacher & School Data
Reports
Assist Schools/Professional Development
Teacher Data
Measure Change
Assist Schools/Professional Development
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To view Surveys, Reporting, MethodsTo view Surveys, Reporting, Methods
www.SECsurvey.org at CCSSO
www.Online.org web-based Survey at WCER
www.SECsupport.org at Learning Point/NCREL
© 2004 CCSSO ALL RIGHTS RESERVED.
Surveys of Enacted Surveys of Enacted CurriculumCurriculum
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
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SEC Alignment AnalysisSEC Alignment Analysis
GRADE 8 STATE MATH TESTSCHOOL averages compared to STATE averages-10 -5 0 5 10 15 20
1
2
3
4
5
Intended— standards
Enacted— taught
Assessed— state tests
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Analysis ObjectivesAnalysis Objectives
Purpose: Use by District, Schools, TA providers What Topics, Expectations are taught, as compared to
Standards, Assessments? To what extent? Which are NOT taught?
How does Instructional content relate to Achievement?
Analysis Methods: A) Descriptive -- Content Maps
% Instructional time by Emphasis of Standards/Assessments
B) Correlation -- Alignment Index
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Results from 2 Districts/StatesResults from 2 Districts/States
Miami-Dade:12 Middle Schools (6-8)
219 Teachers Y1, 171 Y3 (Math,Sci)
Winston-Salem: 10 Middle Schools
136 Teachers Y1 (Math,Sci)
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Alignment AnalysisAlignment Analysis
Topic Differences in Alignment School Differences 2 State Standards by Instruction Change over time: Year 1 to Year 3
© 2004 CCSSO ALL RIGHTS RESERVED.
Alignment LevelAlignment Level
Alignment index (0 to 1): Miami, Math, 6-8 Gr 6 FL Standards x Instr = .19 Gr 8 FL Assessment x Instr. = .22 School Level, Gr. 6 Stands = .20 to .17 School level, Gr. 8 Assess = .22 to .24