Survey of Enacted Survey of Enacted CurriculumCurriculum

An Essential Tool for School An Essential Tool for School ImprovementImprovement

CCSSO SEC State Collaborative MeetingCCSSO SEC State Collaborative MeetingSan Diego, CASan Diego, CAFebruary 2008February 2008

Constance J Dorr, Ph.D.Constance J Dorr, Ph.D.cd@fostoriaschools.org

Fostoria City Schools

• 1928 ADM• 7.9% African American• 8.9% Hispanic• 18.2% Multiracial• 64.5% White• 61.5% Econ Disadvantaged• 3.8% LEP• 14.4% SWD• 0.6% Migrant

Fostoria City Schools

• Enrollment Trends– Regional– District

• Budgetary Impacts– Buildings– Staffing patterns

Accountability

• Academic Content Standards

• Achievement/Graduation Tests

• AYP for All Student Groups

• Highly Qualified Teachers

• Principals as Instructional Leaders

Curriculum

Assessment

Instruction

CurriculumCurriculum

– Ohio’s Academic Content Standards, Benchmarks, Grade Level Indicators

– Teacher Teams

– Content Experts

– Existing Curriculum

Fostoria Performance Fostoria Performance IndictorsIndictors

– Grade level indicators and benchmarks ‘wrapped’ together into meaningful student performances

– What students should know and be able to do

– Developed by district K-12 vertical and horizontal teacher teams with consultation from content experts

InstructionInstruction– Written

• Curriculum Maps/Course Organizers

• Unit Plans• Lesson Plans

– Observed• Collaborative Observation• Walk-Through• Evaluations

– Discussed• Grade level collaboration • Departmental collaboration

Assessment Assessment Student Achievement Data

1. Ohio Diagnostic Results (K-3)

2. Ohio Achievement Test Results (Grades 3-8)

3. OGT Results (Grade 10)

4. OAT/OGT Item Analysis

5. AYP Accountability Workbook

4. Terra Nova Results—Value Added Data

5. Other Diagnostic Assessments (e.g., DIBELS, Rigby, Fountas and Pinnell, Waterford, AR)

6. Classroom Assessments (PI Mastery)

District Rating Increases– Continuous Improvement

– Academic Watch

– Academic Emergency

Survey of Enacted Curriculum

Ohio Department of Education

• Regional Assessment Update Meeting• Fall 2005• Announcement regarding SEC

– Examine alignment of curriculum and instruction

– No cost to districts

SEC

• Role of District Curriculum Director • A tool to ‘test’ alignment between

our intended, enacted and assessed core curriculum

• SEC 101• SEC 201 & 301—Principal• Administrative team training• Faculty training

Time for Teachers

• Release time provided for teachers (‘floating’ subs)

• Teachers worked together in small groups, using curriculum maps, lesson plans, textbooks, and discussion

• Completion of the survey by at least 3 teachers

• Confidentiality was emphasized

Use of SEC Data • ELA, math and science SEC

aggregated data was examined and discussed as a part of grade and department meetings prior to the opening of school in August 2006

• The examination of the data highlighted the importance of instruction—content and cognitive demand levels

• Teachers worked together to identify content that was ‘taught and tested’, ‘tested but not taught’ and ‘taught but not tested’

Teacher Responses

• Initially survey seems lengthy

• Terminology may be confusing

• Perceived value of SEC tool increases during subsequent years

• Relevance for school improvement initiatives

SEC Data

• Stimulated important dialogue among faculty and administrators regarding instructional topics, use of instructional time and cognitive demand levels required of students

• Alignment with OAT and OGT results• Alignment between topics ‘covered’ at cognitive

demand levels with content and cognitive demand levels of statewide test items (item analysis)

AAdequate dequate YYearly early

PProgressrogress

• Sufficient numbers of students earn scores in the Advanced and Accelerated ranges yielding a Performance Index = CI Rating

• Not all student groups meet AYP targets

• District moves into Improvement status

Comprehensive District Data Analysis

• Corrective Action—2006-2007 – AYP targets not met by student groups

• SEC becomes vital part of comprehensive district data analysis process– Student OAT and OGT results– SEC instructional data– Perceptual data—underlying beliefs and values

Data Walls

CCIP Development

• Comprehensive Continuous Improvement Plan—District and School Improvement Plans

• Goals (4)

• Strategies (3)

• Action Steps

Goal 1—Increase Reading

Strategy: Increase the depth of reading content knowledge and skills and the cognitive demand levels in the teaching and learning of reading and core content, which is aligned with Achievement and Graduation Test content and cognitive demand levels

Goal 1—Increase ReadingStrategy: All district personnel are

accountable and take responsibility for achievement of all students, including district leadership and teachers through a district accountability system, which is aligned vertically and horizontally—all teachers are Highly Qualified (HQT)

Action Step: Teachers and administrators examine and apply district, school, and student LRC, accountability workbook, common assessment, value-added, and survey of enacted curriculum data to inform instruction.

Next Steps for SEC

• SEC was completed again in spring 2007

• Teachers were able to compare two years of own data confidentially

• Social studies teachers were able to participate in pilot survey during the summer of 2007

SECSEC

– More dialogue regarding terminology

– Confidentiality very important– ‘But I covered that’– How and where should I place

instructional emphasis?– What should I expect from my

students?– Have I moved closer ‘to the mark’

this year?

SEC ResourcesSEC Resources

– PD provided by Carolyn Karatzas– Administrative Team and

Curriculum Leaders– ½ day department meetings– ½ day grade level meetings– Identification of ‘big bucket’

content/cognitive demand areas– Assessment data patterns– Item analysis– Ohio SUCCESS Website

Application of SECApplication of SEC– Teachers used SEC benchmark,

indicator and assessment tile charts to identify most important content and cognitive demand levels

– Highlighted important content within PIs to clarify where emphasis should be placed and examined benchmarks to determine if appropriately aligned to cognitive demand levels

– PI modifications

SEC

A powerful tool that helps us to focus on

what is most important—teaching and

learning relevant content at appropriate

cognitive demand levels.