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Lisa Palacios CCSSO, September 2008

Using the Surveys of the Enacted Curriculum as Part of a Larger District and/or School Improvement Effort. Lisa Palacios CCSSO, September 2008. District and School Improvement.

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Lisa Palacios CCSSO, September 2008

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  1. Using the Surveys of the Enacted Curriculum as Part of a Larger District and/or School Improvement Effort Lisa Palacios CCSSO, September 2008

  2. District and School Improvement • As AYP levels increase as we approach 2014, individual schools as well as entire districts will quickly find themselves no longer in good standing. • These schools are turning to data to capture evidence of what isn’t working, what is working, and what changes data can drive at the programmatic and instructional levels.

  3. Learning Point Associates Learning Point Associates is a non-profit organization dedicated to helping educators and policymakers improve student learning by equipping them with knowledge and strategies that meet their needs and produce results. www.learningpt.org

  4. Background: Corrective Action • NCLB requires proficiency in reading & math for all students by 2013-2014. • State Education Agencies (SEAs) define proficiency by establishing Adequate Yearly Progress (AYP) benchmarks. • Districts are identified for Corrective Action if they do not meet AYP for 2 consecutive years for one or more subgroups.

  5. Background: Corrective Action • NCLB calls for SEAs to impose sanctions on Districts in Corrective Action: • Defer programmatic funds or reduce administrative funds; • Institute and fully implement a new curriculum based on State and local content and academic achievement standards • Replace LEA personnel who are relevant to the inability of the LEA to make adequate progress; • Remove individual schools from the jurisdiction of the LEA and arrange for their public governance and supervision; • Appoint a receiver or trustee to administer the affairs of the LEA in place of the and school board; and/or • Abolish or restructure the LEA.

  6. NYSED Proposal • Under the curriculum option, the New York State Education Department (NYSED) proposed an audit focusing on the alignment of the written, taught, and tested curriculum

  7. 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

  8. Audit Focus • Only the subject(s) in which the district has been identified for Corrective Action: • Round 3 = English/Language Arts ONLY • Must pay particular attention to specific grade levels and subpopulations not meeting AYP • Special Education • English Language Learners • Includes all grade levels K-12.

  9. Phase 1 - Planning: Contextualizing the Audit Process • Meet with key district personnel • Outline audit process • Determine district steering committee members • Customize timeline • Conduct district kickoff meeting • Establish site visit schedule

  10. Phase 2 - Data Collection: Creating a Picture of the District • Classroom Observations • Interviews (teachers, principals, district staff) • Curriculum Alignment (ELA) • Key Document Review • Other Data (demographic data, student achievement data, local reports) • Surveys of the Enacted Curriculum

  11. Surveys of the Enacted Curriculum • Online teacher survey • Provides visual comparison of classroom instruction to state standards and assessments • 30-minute orientation provided by LPA • Survey takes 60 – 90 minutes to complete • Maximum teacher participation = valid and reliable data

  12. Surveys of the Enacted Curriculumas a New York Audit Data Source • Review the curriculum through several different lenses for district improvement: • Written curriculum documents • Teacher interviews • Classroom observations • Enacted curriculum (SEC) • Answer a variety of research questions to help identify issues and action plans.

  13. How the SEC Data Is Collected and Used • Collects teachers’ reflections on classroom instruction. • Aggregates data from teachers for district- level displays. • In groups of three teachers or more, display comparisons with the following: • State standards and/or assessments • District-level groups • Grade-level groups within the district

  14. Additional Uses of the SEC • Articulation of instruction across grades. • Instruction compared with achievement data and student performance. • Program evaluation. • Never for teacher evaluation.

  15. SEC Research Areas for New York • Instruction compared to the written curriculum in classrooms. • Instruction compared to state standards. • Instruction compared to state assessments. • Instruction related to research-based practices. • Translation of professional development into effective classroom practice.

  16. What is the Value of SEC Data? • Provide alignment with standards and assessments. • Provide application of research-based teaching strategies. • Inform professional development initiatives and learning communities. • Provide added value to instructional discussions in the context of school improvement. 16

  17. Guiding Questions • What areas of the curriculum are most aligned to state standards as indicated by teacher data? Does student achievement data support this? • What areas of the curriculum are least aligned to state standards as indicated by teacher data? Is this reflected in student achievement data? • Is there sufficient instruction to develop depth of understanding indicated in teacher data? • What triangulation can be done using student assessment data, released assessment items and teacher SEC data? • Does instructional practice data support best practices? • Does alignment suggest a professional development focus?

  18. Instructional Strategies Linked to Research Categories of Instructional Strategies that Affect Student Achievement: • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Home work and practice • Nonlinguistic representations • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypothesis • Questions cues, and advance organizers

  19. Phase 3 - Co-Interpretation:What does it all mean? • Review emergent themes from data collection (ongoing) • 2-day co-interpretation event with district team and local stakeholders • Key findings used to prepare research-based recommendations

  20. Phase 4 - Action Planning:A Road Map for District Improvement • A co-facilitated process • Outcome = district plans that are: • Long-term (3+ years) • Actionable and doable • Compatible with local laws and collective bargaining agreements • Incorporated into District Improvement Plan

  21. Questions?

  22. Lisa Palacios, Team Lead, Data P: 630-649-6601 E-Mail:lisa.palacios@learningpt.org Cary Goodell, Project Lead, New York Audits P: 630-649-6692 E-Mail:cary.goodell@learningpt.org 1120 East Diehl Road, Suite 200 Naperville, IL 60563-1486 General Information:800-252-0283

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