Aligning Instruction to Aligning Instruction to Standards and Assessments Standards and Assessments for English Language for English Language Learners (M Learners (M eeting #1) eeting #1) U.S. Department of Education, Title I, Enhanced Assessment Grant December 6-7, 2007 Iowa SEC-ELL Consortium
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Aligning Instruction to Standards and Assessments for English Language Learners (Meeting #1) U.S. Department of Education, Title I, Enhanced Assessment.
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Aligning Instruction to Standards and Aligning Instruction to Standards and Assessments for English Language Assessments for English Language
Learners (MLearners (Meeting #1) eeting #1)
U.S. Department of Education, Title I, Enhanced Assessment Grant
December 6-7, 2007
Iowa SEC-ELL Consortium
Study ObjectivesStudy Objectives
Do ELLs 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?
What is relationship of alignment of instruction (to standards) with student achievement?
•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/DEC
•Measured Progress (assessment development and PD)
SEC Collaborative offersSEC Collaborative offers
Core Components of SEC tools/services1) Surveys with teachers – report instruction
2) Alignment analysis – content code standards and assessments
3) How to use Data – knowledge, skills
4) Leader development – 2-3 meetings/yr
4) In-state workshops: a) orientation
b) use of data
SEC by the Numbers: ’06-07SEC by the Numbers: ’06-07
10,393 SEC Surveys 06-07
4674 Math
1993 Science
3646 ELAR
80 Soc Stud
131 Standards/Assess. Content analysis
1000 est. schools--Data use
SEC by the Numbers (2)SEC by the Numbers (2)
• By Comparison
1996 207 Science Teachers (5 states)
1999 626 M/S Teachers (11 states)
2005 5,414 E, M, S teachers
2006 10,200 E, M, S teachers
2007 10,400 E, M, S, SSt (27 states)•
SEC CollaborativeSEC Collaborative
How SEC Collaborative works for members Training and Assistance to project leaders Project Planning w/ budget– meet local objectives Each state/district makes decisions on services &
project plan Multi-state benefits of collaborative
e.g., learning from experience, sharing ideas, training
AccomplishmentsAccomplishments06-0706-07
SEC CollaborativeSEC Collaborative In-state Leader workshops, Project Planning PPTs for Orientation, Survey Admin, Data
use Leader Development Standards document Website revisions, improvements
(SECsurvey.org; SEConline.org)E.g., State Projects, All Alignment results,
Report generator
More AccomplishmentsMore Accomplishments SEC CollaborativeSEC Collaborative
“Using Data to Improve Instruction” St. Louis 9/07 conference – 200 leaders, 32 sessions (30 states)
Social Studies Survey development – 10 states, 5 prof. orgs.,
NAEP Alignment analysis – 2007 Math items Research/evaluation:
MSP study of professional development– multi-site study Ohio case study of district/school implementation of SEC Follow-up data tool –to track school level data Validity study—longitudinal data for teachers and students
Ohio reading study John demonstrated SEC comparisons in Feb 07
Goals SEC 07-08Goals SEC 07-08
State/local projects—From pilots to broad application, local leadership training
Integrate SEC tools/data with Improvement Initiatives, especially data-driven
Research/Evaluation --Broader use of Surveys, Alignment
Assist States in planning with Service delivery agencies;
Social Studies SEC complete & implement
(2) Steps in SEC (2) Steps in SEC
Data as PD in urban schools – DEC study Evaluation of PD effects on instruction (MSP
study, 4 sites) English/ Language Arts survey (‘03 – 04) SEC Collaborative –Operational—15 to 20 states
– since ‘04 Social Studies survey Using Data leadership and PD SEC–ELL development See www.secsurvey.org / Resources
Questions Addressed by SEC DataQuestions Addressed by SEC Data
How can in-depth data on content of instruction be collected and reported (not topic checklists), to analyze teaching content in relation to standards, assessments, achievement?
How can methods of teaching practices be compared across classrooms, schools, districts, and states?
How can enacted curriculum data be reported in a manner to encourage use by teachers to improve instruction?
How can we measure the effects of standards-based initiatives on instructional practices and curriculum in classrooms?
How can we analyze effectiveness of professional development on changes in teachers’ instructional practices? (i.e. determine the quality of professional development)
Categories of Cognitive Demand
Topics Memorize Peform
Procedures Communicate Understanding
Sovle non-routine
problems
Conjecture/ Generalize/
Prove Multiple
Step Equations
Inequalities
Literal Equations
Lines / Slope and Intercept
Operations on
Polynomials
Quadratic Equations
Content MatrixContent Matrix
Categories of Cognitive Demand
Topics Memorize
facts, defintions
Conduct Invest/ Perf Procedures
Communicate Understanding of sci concepts
Analzye information
Apply concepts/ Connnect
Nature of Science
Meas/Calc. in Science
Life Science
Physical Science
Earth Science
Chem/Biol/ Physics
(HS)
Science content matrixScience content matrix
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