U.S. Department of Education, Title I, Enhanced Assessment Grant

1. Iowa SEC-ELL State Consortium Aligning Instruction to Standards and Assessments for English Language Learners Meeting # 3 Aug 26-27 2008 U.S. Department of Education, Title I, Enhanced Assessment Grant

2. SEC-ELL ConsortiumIowa, Florida, Idaho, Maine, Minnesota, Ohio, Utah, Virginia, WisconsinCCSSO WCERWestEdPD consultantsExpert Advisers

3. Study Questions To what extent do English language learners have opportunity to learn the subject content specified in state academic standards and assessed on state assessments? What is the relationship of academic English language development standards and assessments to state academic standards? What instructional practices and strategies are used to teach academic English language skills across different subject areas or courses? What is the relationship between the extent of alignment of instruction to standards and student achievement?

4. Study Goals/Methods • Overall Purpose: Improve academic achievement of English language learner students • Use Data in Ed improvement: Use SEC data tool/methods—augmented with linguistic analysis--to measure and report the degree of alignment between instruction, state standards, and student assessments for English language learners in a sample of classrooms and schools in the Consortium states. • R&D ELL Assessment/standards: Advance and improve the SEC alignment procedures and tool to increase capacity for applying the method to English language development practices and materials. • Technical assistance/Training (PD) State level: Provide expert technical assistance for Consortium States to apply alignment analysis results to improve the quality and validity of assessment instruments for ELL students.

5. Technical assistance/Training (PD) Local level: Demonstrate/lead PD and TA with study districts and school leaders toward using data for improving practices for ELLs and other students. • Evaluate: Work with states to analyze growth in student achievement in relation to the degree of alignment of classroom instruction to standards (i.e., differences in “opportunity to learn”). Or, Analyze change in practices /alignment • Address State Questions and Needs –improving ELL education e.g. Differences in practices, Alignment of content/language, Variation by ELL programs and by district/school, Teacher prep/conditions • Project Outcomes: Disseminate products and findings to education leaders across states. Implement tools/processes with other states

6. SEC ELL ProjectMeeting #3 Objectives • Initial Data Analysis / Leader Training Describe Interpret Apply • State project development Workshops, training, schedule • Identify findings, issues, questions What have we learned Plan next steps, calendar

7. Project Timeline Project Planning / State questions Dec-Jan 08 Survey / Method development Feb – Mar Alignment coding/ Data collection Apr – June Initial analysis – year 1 Jul – Aug ********* State & within state workshops/plans Sept – Nov Technical assistance Jan – Feb 09 Evaluate progress / results March 09 [Extend project ]

8. Project Timeline– 2 Year 2 Data collection Apr – May 09 Analysis of Follow-up or New data June – July Report study findings and recommendations Aug – Sept State workshops– Disseminate, Implement Fall 09 Provide training Evaluate results

9. SEC-ELL Study Design: 2008-10 (1) Develop SEC–ELL Tool SEC model: Practices + Content Online data system State ELL needs Study Questions (3) Alignment analysis/coding by Grade level ELD + Subject Stands, Assess. Training 4 person teams (2) How to Measure Language Demand ELD Standards, Assessments, Classroom Instr. Var. ELL practices How to measure alignment? S x A x I (4) Collect/ Analyze Data by State-- districts, schools Facilitator training Web-based tool ELD teacher Content teacher w/ELL 5) What are the R & D results?Formative, Implementation Validate surveys, coding Change in Practices (yr 2) Expand use How to report and use data? PD model? Are the tools and model working?

10. SEC Rationale Standards Assessment Curriculum

11. Key Question -- SEC ToolsResearch into Practice • How can Educators obtain reliable, valid data to determine Alignment of instruction with required standards and assessments?

12. Questions Addressed by SEC Data • How can in-depth data on content of instruction be collected and reported in a reliable, comparable survey tool 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?

13. Applications • Alignment analysis --instruction, standards, assessments • Instructional improvement in schools • Needs assessment/ Evaluation • Indicators – monitoring change over time

14. Survey Sections • Instructional Readiness • Teacher Opinions • Professional Development • Types, Frequency • Content , Active, • Collegial, Coherence • Instructional Content • Topic x Cog. Demand • 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

15. Instructional Content Professional Development Mathematics Tchr. Char./Opinions/Beliefs Instr. Activities English Language Arts & Reading SUMMARY MEASURES Content / Practice / Climate / Prof. Dev. The SEC Data-set Science Social Studies

17. Content Maps

18. Steps in SEC Development • Models: TIMSS, NAEP, Analyze assessment • OTL interest of States, Porter/ Smithson research, Studies of curriculum-- 1990s • CCSSO Science Assessment project • Develop Math/Science surveys-’98-’01 (NSF) • Field study, Reports format, Alignment method • SEC Collaborative – 12 to 18 state members • MSP-NSF Longitudinal Eval. of Teacher PD • Data PD study – 5 urban districts, 40 mid schs ’02-’06

19. Cont. -- Steps in SEC • 2003-04 Online data collection and reporting www.SEConline.org 10,000 teacher surveys / year 100 + content alignment documents / year • ELAR survey/framework ’02-’04 • Social studies survey/framework • 3rd Annual summer conf “Using Data” • Iowa/9 state SEC ELL project 07-09

20. SEC 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/DEC • Measured Progress (assessment development and PD)

21. SEC Collaborative offers • Core Components of SEC tools/services • Surveys with teachers – report instruction • Alignment analysis – content code standards and assessments • How to use Data – knowledge, skills 4) Leader development – 2-3 meetings/yr • In-state workshops: a) orientation b) use of data

22. SEC Surveys and Alignment:2006-07 20+ States 10,393 SEC Surveys 06-07 4674 Math 1993 Science 3646 ELAR 80 Soc Stud 131 Alignment content analysis Standards or Assessments 1000~ Schools Data use

23. A neutral linguistic taxonomy A neutral content language Topics by Cognitive Demand Linquistic Complexity by Language Demands Analyzing Alignment The intended curriculum: State content standards—What students should learn The assessed curriculum: State (and other) assessments—tested learning The learned curriculum: Student outcomes based on school learning The enacted curriculum: What teachers teach

24. K-12 Mathematics Content

25. K-12 Mathematics Content Basic Algebra

26. The Goal To render quantitative descriptions of instruction, standards, and assessments using a common language in order to facilitate comparisons and analyses of the three domains of a standards-based approach to education reform and their relationship to one another.

27. To Facilitate Comparisons Academic Content ELL Lang. Acquisition Assessments Academic Content ELL Lang. Acquisition Curriculum Alignment Academic Content ELL Lang. Acquisition Standards

28. The Two Dimensions Of Content What students should know [Topics] And… Be Able to Do [Expectations for student performance]

29. Describing Instructional Content SEC utilizes a two-dimensional taxonomy based on: Topic by Cognitive Demand

30. The Content Matrix

31. The Content Matrix

32. … adding levels of relative emphasis yields a 3-D construct