2. Survey of Enacted Curriculum—http://www.seconline.org © 2004 CCSSO All rights reserved. Surveys of Enacted Curriculum: An Introduction to Accessing and Understanding SEC Data

3. S 2 SEC Collaborating Organizations Council of Chief State School Officers www.SECsurvey.orgwww.SECsurvey.org Wisconsin Center for Education Research www.SEConline.orgwww.SEConline.org Learning Point Associates/NCREL www.ncrel.org/sec www.ncrel.org/sec TERC Regional Alliance DEC Project www.ra.terc.edu/DECwww.ra.terc.edu/DEC

4. S 3 History The Survey of Enacted Curriculum Collaborative Project was initiated in 1998 in mathematics and science. Over the past six years CCSSO and partners have work with state agencies to implement the SEC tools for data collection, analysis, and reporting.

5. S 4 In 2003, working with state specialists, Learning Point Associates and WCER, the collaborative developed an English Language Arts version of the survey. Surveys are available K-12 for Mathematics, Science, and English Language Arts and Reading

6. S 5 Survey Formats PrintedWeb-based

7. S 6 Results Formats Online graphic representations Printed graphic representations Raw data

8. S 7 The Survey Returns Data to Make Visible: Teachers’ Professional Setting Instructional Practice Content Alignment

9. S 8 Survey Instruments – Teachers Teacher Characteristics –Teacher Readiness –Professional Development Experiences –Influences on Curriculum –Teacher Beliefs Class Description

10. S 9 Survey Instrument – Practice Instructional Practices (Math) –Scales – A –Use of Homework – E –Classroom Activities– F –Problem-Solving– G –Small Group Work – H –Hands-On – I –Use of Assessments – J

11. S 10 Survey Instrument – Alignment Subject Content –Subject Specific Topics –Time Spent on Topic –Level of Cognitive Demand

12. S 11 Key Education Questions What progress have we made in implementing mathematics state standards? ANSWER: Content Alignment Results of Survey of Enacted Curriculum

13. S 12 Key Education Questions (cont’d) What do we know about our instructional program? How can we create a baseline of data as an evaluation of our MSP or Reading First program? ANSWER: Instructional Practices Results of the SEC Charts F, G, H, I, J

14. S 13 Key Education Questions (cont’d) What do we need to know about our instructional program to help us understand why our performance is low? ANSWER: –Alignment of Enacted Curriculum to Standards and Assessments –Charts L (PD in Content area), –M (Influences on Instructional Practices), –N (Teacher Course-Taking), –O & P (Teacher Readiness), –Q (Beliefs)…

15. S 14 Key Education Questions (cont’d) Did our professional development positively impact our instructional program in our MSP or Reading First program? ANSWER: –Practice: Charts F,G, H, I, J, K… –Beliefs –Alignment

16. S 15 Assessment Standards Curriculum Alignment

17. S 16 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 Slide: Created By Learning Point Associates, 2003

18. S 17 The SEC Content Topics Mathematics, Science, English Language Arts The SEC provides a neutral, research- based language to describe content of English language arts, mathematics, and science. Slide: Created By Learning Point Associates, 2003

19. S 18 The SEC Content Topics Mathematics, Science, English Language Arts

20. S 19 Capturing the Cognitive Expectations

21. S 20

22. S 21 Expectations for Students in English Language Arts and Reading

23. S 22

24. S 23

25. S 24 Stop & Do: Investigate Curriculum & Instruction Content Alignment Results Teacher Characteristics Target Class Description Instructional Practice Professional Development Teacher Beliefs

26. S 25 Task 1: Interpret Content Alignment Results 1.Scan English Language Arts or Math Content Chart. 2.Note the information that you readily understand. 3.Highlight the pieces that need further information to interpret. 4.Compare with the others in your group - noting similarities and differences.

27. S 26 Content Alignment: Online Vs.

28. S 27 1 Specific content Amount of instructional time = colored of tiles. Content areas –strands (e.g. measurement). The learning expecta- tion (cognitive demand) –horizontal axis. Groups being compared. Colored boxes facilitate Comparison of data Between two groups. 1 2 3 4 6 5 234567 Alignment Re-centered: 0.5041 = the degree of Alignment between sides 7 How to Read the Chart

29. S 28 Interpreting Coarse Grain Scales White= Not Covered <2.5 %= Between 4 & 5 class periods <5.0 %= About 9 class periods <7.5 %= 13 to 14 class periods >=7.5 %= More than 14 class periods Interval is 2.5

30. S 29 Creating Comparisons at Topic Level Click on the white boxes at the left of the topic strand.

31. S 30 Sub-topic Level – Fine Grain

32. S 31 Topic Level: Fine Grain Scale Conversions White= Not Covered <0.5 %= 1 class periods <1.0 %= 2 class periods <1.5 %= 3 class periods >1.5 %= 4 class periods Interval is.5

33. S 32 Stop & Do: Prepare to Investigate Curriculum & Instruction Content Alignment Results Teacher Characteristics Target Class Description Instructional Practice Professional Development Teacher Beliefs

34. S 33

35. S 34 Floating Bar Charts - Details Two columns supports comparing two cohort groups of result. Scale: percentage of class time Standard deviation and the mean (represents roughly 2/3 of the respondents) (n): no results if n <3 No difference between online and printed survey format for results.

36. S 35 Task 2: Interpreting Floating Bar Charts 1.Scan Chart F-1: Instructional Activities by grade level. 2.Note the information that you readily understand. 3.Highlight the pieces that need further information to interpret. 4.Compare with the others in your group - noting similarities and differences in highlighted items.

37. S 36

38. S 37 4 1 3 2

39. S 38 3 Two columns supports comparing two cohort groups of result. Scale: percentage of class time Standard deviation and the mean (represents roughly 2/3 of the respondents) (n): no results if n <3 No difference between online and printed survey format for results. 2 1 4 3 5 How to Read the Chart

40. S 39 A teacher’s own results.

41. S 40 Current SEC Disaggregations Grade Level Level of Achievement Amount of Professional Development Percentage of minority students By class size By percentage of LEP students By percentage of Female students

42. S 41 To access the Report Generator Go to: www.seconline.org

43. S 42 To complete a survey, Login as ‘Not Registered?’. Click on the arrows by ‘Please Select’ to scroll to your project name. Click ‘Register’. OHproject 10000

44. S 43

45. S 44 Click on the ‘Data Review’ tab.

46. S 45 Using the Administrator Report Generator

47. S 46 Using the Administrator Report Generator Select content area. Select the chart you want to use. Select groups (what cohorts do you want to compare?). For example:

48. S 47 Processing Your results are being processed. Thank you for your patience

49. S 48

50. S 49 Budget Planning to Use the SEC Print Version of the Survey = $20.00 per person. Online Version of the Survey = $10.00 per person Membership in the SEC Collaborative (State, District = $15,000 per year) Includes use of surveys, professional development and technical assistance + opportunity to work with other SEC project leaders.

51. S 50 To Set-Up Your Group To Use the SEC Call Alissa Minor at WCER: 608 265-0447. Call CCSSO, 202 336-7044 or your collaborator partner organization. To Set-Up Professional Development and/or Technical Assistance for Your Group

52. S 51 You've carefully thought out all the angles. You've done it a thousand times. It comes naturally to you. You know what you're doing, its what you've been trained to do your whole life. Nothing could possibly go wrong, right ?

53. S 52 Think Again!