Lisa Palacios CCSSO, September 2008

Copyright © 2007 Learning Point Associates. All rights reserved.

Using the Surveys of the Using the Surveys of the Enacted Curriculum as Part Enacted Curriculum as Part of a Larger District and/or of a Larger District and/or School Improvement EffortSchool Improvement Effort

Lisa Palacios

CCSSO, September 2008

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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.

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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.

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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.

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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.

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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

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— Carl Glickman, 2002

Research has found that faculty in successful schools always question existing instructional practice and do not blame lack of student achievement on external causes.

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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.

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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

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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

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Surveys of the Enacted Curriculum

Online teacher surveyProvides visual comparison of

classroom instruction to state standards and assessments

30-minute orientation provided by LPASurvey takes 60 – 90 minutes to

completeMaximum teacher participation = valid

and reliable data

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Surveys of the Enacted Curriculum

as a New York Audit Data SourceReview 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.

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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

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Additional Uses of the SEC

Articulation of instruction across grades.

Instruction compared with achievement data and student performance.

Program evaluation.Never for teacher evaluation.

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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.

SEC Research Areas for New York

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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.

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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?

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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

Instructional Strategies Linked to Research

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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

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Phase 4 - Action Planning:A Road Map for District

ImprovementA 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

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Questions?

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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 200Naperville, IL 60563-1486General Information: 800-252-0283