Findings on Alignment of Instruction using Enacted Curriculum Data

© 2004 CCSSO ALL RIGHTS RESERVED.

Findings on Alignment of Findings on Alignment of Instruction using Enacted Instruction using Enacted

Curriculum DataCurriculum Data

Rolf K. Blank

Director, Education Indicators

[email protected]

AERA, April 2004


Surveys of Enacted Surveys of Enacted Curriculum Data: Design, Curriculum Data: Design,

Multiple UsesMultiple Uses

Rolf K. Blank

Director, Education Indicators

[email protected]

AERA, April 2004


Surveys of Enacted Surveys of Enacted CurriculumCurriculum

Now available, K-12:

English Language Arts, Mathematics, Science


SEC Collaborating OrganizationsSEC Collaborating Organizations

•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


Key Question addressed by SEC Tool:Key Question addressed by SEC Tool:

How can Educators obtain reliable, valid data to determine degree of alignment of instruction with state standards and assessments?

Then, How can the Data inform strategies for improvement?


RationaleRationale

AssessmentStandards

Curriculum


Uses a multi-dimensional language fordescribing instructional content

SEC Instructional Content

Topics

byCognitive Demand

(Expectations for Student Learning)


MemorizePerform

CommunicateConjecture

Connect0

0.020.040.060.08

0.1

Operations

Number Sense

Measurement

Geometric Concepts

Algebraic Concepts

Data Analysis

Instructional Technology

MemorizePerform

CommunicateConjecture

Connect

State J Grade 8Mathematics Instruction

Content Maps


Curriculum AnalysisCurriculum Analysis::EnactedEnacted IntendedIntended

What teachers teach What standards require


SEC Content TopicsSEC Content TopicsMath, Science, ELAMath, Science, ELA

The SEC provides a neutral, research-based language to describe content of English language arts, mathematics, and science.

NCLB anyone?


Expectations (Cognitive Demand)Expectations (Cognitive Demand)

for Studentsfor Students

Conjecture/ Generalize/ ProveRecite basic mathematics facts

Recall mathematics terms & definitions

Write formal or informal proofs

Recognize, generate or create patternsPerform Procedures

Use numbers to count, order, denote

Follow procedures/instructions

Reason inductively or deductively

Organize or display data

Read or produce graphs and tablesExecute geometric constructions

Demonstrate Understanding Solve Non-routine Problems/ of Mathematical Ideas Make Connections

Communicate mathematical ideas

Analyze data, recognize patterns

Explain findings and results from data analysis strategies

Show or explain relationships between models, diagrams, and/or other representations

Apply mathematics in contexts outside of mathematics

Use representations to model mathematical ideas

Synthesize content and ideas from several sources

Develop/explain relationships between concepts

Expectations for Students in Mathematics

Determine the truth of a mathematical pattern or proposition

Apply and adapt a variety of appropriate strategies to solve non-routine problems

Find a mathematical rule to generate a pattern or number sequence

Recall formulas and computational procedures

Solve equations/formulas/routine word problems

Memorize Facts/ Definitions/ Formulas

Do computational procedures or algorithms

Make and investigate mathematical conjectures

Identify faulty arguments or misrepresentations of data


Operations

Number Sense

Measurement

GeometricConcepts

Algebraic Concepts

Data Analysis

Memorize CommunicatePerform Conjecture

Connect Memorize CommunicatePerform Conjecture

Connect

Instr. Tech.

Descriptive results can be reported using a variety of graphic displays


• School & Class Description• Instructional Activities

• General• Problem Solving Activities

• Pairs & Small Group Work• Use of Hands-on Materials• Use of Calculators/Computers & other Ed. Tech.

• Assessment Use• Instructional Influences

• Instructional Readiness• Teacher Opinions• Professional Development

• Types• Content Focus• Active Learning• Collegial Participation• Coherence• Time Span

• Teacher Characteristics• Instructional Content

Survey Sections


Survey Versions

Mathematics

Science

English, Language Arts & Reading

Grades K-8 & High School

Paper & Web-based


SEC Applications--NCLBSEC Applications--NCLB

Alignment analysis (instruction, standards, assessments)

Instructional improvement in schools Needs assessment/ Evaluation Indicators – monitoring change over time


Data on Enacted Curriculum PROJECT DESIGN

Five Urban Districts—40 Mid. Schools

Standards

Assessment

Curriculum

Science/Math Initiatives

Professional Development

Improved Student

Achievement

Teacher & School Data

Reports

Assist Schools/Professional Development

Teacher Data

Measure Change

Assist Schools/Professional Development


To view Surveys, Reporting, MethodsTo view Surveys, Reporting, Methods

www.SECsurvey.org at CCSSO

www.Online.org web-based Survey at WCER

www.SECsupport.org at Learning Point/NCREL


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


SEC Alignment AnalysisSEC Alignment Analysis

GRADE 8 STATE MATH TESTSCHOOL averages compared to STATE averages-10 -5 0 5 10 15 20

1

2

3

4

5

Intended— standards

Enacted— taught

Assessed— state tests


Analysis ObjectivesAnalysis Objectives

Purpose: Use by District, Schools, TA providers What Topics, Expectations are taught, as compared to

Standards, Assessments? To what extent? Which are NOT taught?

How does Instructional content relate to Achievement?

Analysis Methods: A) Descriptive -- Content Maps

% Instructional time by Emphasis of Standards/Assessments

B) Correlation -- Alignment Index


Results from 2 Districts/StatesResults from 2 Districts/States

Miami-Dade:12 Middle Schools (6-8)

219 Teachers Y1, 171 Y3 (Math,Sci)

Winston-Salem: 10 Middle Schools

136 Teachers Y1 (Math,Sci)


Alignment AnalysisAlignment Analysis

Topic Differences in Alignment School Differences 2 State Standards by Instruction Change over time: Year 1 to Year 3


Alignment LevelAlignment Level

Alignment index (0 to 1): Miami, Math, 6-8 Gr 6 FL Standards x Instr = .19 Gr 8 FL Assessment x Instr. = .22 School Level, Gr. 6 Stands = .20 to .17 School level, Gr. 8 Assess = .22 to .24

Findings on Alignment of Instruction using Enacted Curriculum Data

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