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Data on Enacted Curriculum

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Title: Data on Enacted Curriculum


1
Data on Enacted Curriculum
  • A Professional Development and Technical
    Assistance Model for Using the Survey of Enacted
    Curriculum

2
Powerful Data and High Quality Professional
Development
Improving something as complex and culturally
embedded as Teaching requires the efforts of all
the players, including students, parents, and
politicians. But teachers must be the primary
driving force behind change. They are best
positioned to understand the problems that
students face and to generate possible
solutions. -James Stigler and James Hiebert,
The Teaching Gap. 1999, p. 135
3
PD to maximize your use of the Survey of Enacted
Curriculum
  • A process built on the Using Data model of
    collaborative inquiry into student learning
    (Love, 2000)
  • A set of tools and resources to support the work
    of states, districts and schools
  • A way into the core of standards, curriculum and
    classroom practice

4
What it is
The Data on Enacted Curriculum model is a
professional development model to help schools
and districts connect the data they have with the
results they want to produce. It is a process and
materials designed to build the capacity of
educators to realize the potential of their data
in solving intractable problems in closing the
achievement gap and raising the achievement of
all students in math and science. The general
approach underlying the Data on Enacted
Curriculum (DEC) model is summarized by Nancy
Love in her book, Using Data / Getting Results
(2002). to support those leading mathematics
and science education reform at the school or
district level to themselves become inquirers
into how to best improve student learning.
5
The DEC model of professional development was
designed using research-based best practice
standards for professional development. DEC
professional development is
  • Responsive to how teachers learn and change
    practice
  • Sustained over time
  • Based on collective participation of a group of
    teachers
  • Focused on content and how students learn that
    content
  • (Garet, Porter, Desimone, Birman Yoon, 2001)

6
  • Rationale for the DEC model of professional
    development
  • The use of data and formative assessment can
    move schools and teachers toward learning
    community. (Loucks-Horsley, et al., 1990)
  • Reform types of professional development are
    more responsive to how teachers learn. (Garet, et
    al., 2001)
  • An emerging body of work suggests that
    professional development that focuses on
    subject-matter content and how children learn it
    may be an especially important element in
    changing teacher practice. (Corcoran, 1995)
  • Teachers thrive when actively engaged in
    meaningful discussion, planning, and practice.
    (Lieberman, 1966)
  • Coherent programs of teacher learning include
    attention to the alignment of the content and
    pedagogy.(Cohen Spillane, 1992)

7
How it works
The DEC model works with the mathematics and/or
science leadership teams for a period of 2 to 3
years alternating professional development
institutes at a central location within the
district and technical assistance for teams at
their school. Teams are introduced to processes
for analyzing their data using their own data. A
major intent of the DEC model has been to build
the capacity of mathematics and science
leadership teams in the processes and techniques
for using their SEC data to highlight important
questions, to discover tentative causal factors,
and to gauge the progress of change. Survey of
Enacted Curriculum Data provides the way into the
core of teacher understanding of their curriculum
and instructional practices. Survey of Enacted
Curriculum data is one piece of the data puzzle.
SEC data is analyzed within the context of the
learning challenges identified through the
analysis of student achievement and other
learning data. As teams engage in root cause
analysis, problem identification and formulating
action plans, SEC data provides another set of
lenses with which to study problems, highlight
related factors or to monitor changes.
Individualized team planning is supported to
create a continuum of activity that engages all
mathematics and science teachers from the school
in building a collaborative culture of inquiry.
8
Professional Development Resources
  • Once you have explored the SEC, there are several
    professional development and technical assistance
    options available.
  • Level 1 (Fundamental Support) Districts or
    schools may elect to conduct their own
    professional development once data is collected.
    However, support is also available from the SEC
    partner organizations to provide 1 ) an overview
    of the use of the SEC for your district or school
    as you begin to develop a project, 2) an overview
    and introduction into understanding and using
    your survey data 3) web-based resources to
    support your data facilitators and school teams
    with their own professional development.
  • Level 2 (Intermediate Support) Targeted Data
    Analysis workshops are available to assist your
    group in analyzing SEC data around a previously
    identified area of interest.
  • Level 3 (Expanded Support) SEC partner
    organizations are available to assist schools and
    districts design a project, collect survey data
    and provide professional development and
    technical assistance for the duration of the
    project.

9
To Talk With Someone About Your Professional
Development and Technical Assistance needs, you
may contact either of the following groups. (We
should decide if all three should be here, add
email contact info. or what?)
Council of Chief State School Officers 202
336-7044
Data on Enacted Curriculum Project 617 873-9726
Learning Point (NCREL) 800 356-2735
10
Professional development to help you reach your
goals
Investigating Best Practices Content Pedagogy
11
The District and Schools Commitments and
Responsibilities to support the work
  • Regularly scheduled meeting times for leadership
    teams
  • Decision-making support for next steps in school
  • Inclusion of DEC into school professional
    development
  • Access to school data
  • Focus on measureable results

12
Putting Together Your Team
  • Leadership - facilitator, decision-maker
  • Classroom teachers -representation across
    grade/content groups
  • Data Person - the person who has expertise
  • in collecting and manipulating data

13
School Leadership Teams
Lead Math ,Science. English Language Arts and
Reading Teachers
Administrators
Grade Level Representation
Data Person
14
  • Rationale for the DEC model of professional
    development
  • The use of data and formative assessment can
    move schools and teachers toward learning
    community. (Loucks-Horsley, et al., 1990)
  • Reform types of professional development are
    more responsive to how teachers learn. (Garet, et
    al., 2001)
  • An emerging body of work suggests that
    professional development that focuses on
    subject-matter content and how children learn it
    may be an especially important element in
    changing teacher practice. (Corcoran, 1995)
  • Teachers thrive when actively engaged in
    meaningful discussion, planning, and practice.
    (Lieberman, 1966)
  • Coherent programs of teacher learning include
    attention to the alignment of the content and
    pedagogy.(Cohen Spillane, 1992)

15
To be successful in using SEC data, leadership
teams will
  • Learn to use rich, in-depth data to inform
    decisions about curriculum, practice, assessment,
    organization, and materials.
  • Gain skills in collecting, analyzing, and
    displaying data, working collaboratively,
    organizing data-driven dialogue.
  • Learn how to set measurable student learning
    goals, develop data-driven, local improvement
    plans and sustain process.

16
Sample Timeline of Events
Time Frame
No. of Days
Content
Location
Year 1
17
Time Frame
No. of Days
Content
Location
Year 2
Content for workshops is customized to results
of teams data analysis.
18
Orientation MeetingDescription
This 2-3 hour workshop introduces how the SEC can
be used by districts and schools. Its provides a
starting place for district and school leaders to
begin their planning. It addresses organizational
issues, suggests models, and provides answers to
address individual situations and goals.
Districts should invite central office staff,
curriculum, assessment, and accountability
directors, zone or cluster superintendents,
building administrators, and subject department
chairs.
19
Planning Directions for scheduling completion of
the surveys
Link to PDF file
20
3-Day Leadership Introduction to Using Data SEC
Workshop Description
The slides that follow this one are a sample of a
part Of the 3-Day Leadership Introduction
workshop.
Links to Data Facilitator Guides T o T
Resources Password Protected or mechanism for
payment.
21
Sample Workshop Outline for 2-day workshop
22
(No Transcript)
23
Part 4 Curriculum Alignment
Instructional Practices to Support
LearningPresented by Diana Nunnaley
24
GoalsDay 2
  • Finding the Resources UDGR SEC Web Site
  • Digging deeper into Learning Issues with SEC
    (Curriculum Assessment Alignment data)
  • Engaging in Root Cause Analysis (Instructional
    Practice and Teacher Beliefs SEC data)
  • Formulating a Learner - Centered Problem
  • Setting Measurable Student Learning Goals,
    Alignment Goals, Instructional Practice Goals
  • Developing a Learner-Centered Action Plan
  • Developing a plan for monitoring results

25
Collaborative Inquiry into Student Learning
1 Commit to student learning vision and standards

7 Monitor results
2 Collect and analyze student learning and other
data
DIALOGUE
6 Take action
3 Formulate a learning-centered problem
5 Develop a learner-centered systemic action plan
4 Set measurable student learning goals
26
2 Collect and analyze student learning and other
data
27
Research On Curriculum Alignment
  • Provide links to articles and reports

28
Sample Introductory SEC Workshop Content Coding
  • Developing a common vocabulary of content and
    pedagogy is a useful place to begin.
  • Staff begin to get inside the private side of
    their teaching and to compare that to how their
    colleagues think about the work.
  • This can be a useful activity prior to completing
    the survey or prior to introducing the results.
  • Teams can also do this activity using their own
    curriculum materials, or classroom assessments
    with or without student work.

29
Content Coding Activity
Goal Develop a common core of understanding
around the language of mathematics and science,
content and cognitive demand. Materials Coding
template sheets Content topics list sample
problems, assessments, standards documents,
curriculum or lesson Plans Cognitive demand
descriptions Directions Select one problem or
standard. Identify the topic code For the
content. Enter the code into the table on the
coding sheet. Select the appropriate level of
cognitive demand for the given Task. Enter the
code into the coding sheet. Debriefing With a
partner compare your topic and demand codes.
Discuss those where there are variations. What
does it mean to you? Are there many variations in
meaning across your team? Few? Why or why not?
30
Content Coding Materials
1
Standards Document
3
Assessments
Curriculum/Materials
31
Carousel Activity
  • Teams travel to the posters on the walls in the
    room. Read each posters topic.
  • What does each item mean to you when planning
    instruction? What is required of students to do
    this work?
  • Record an example of what the topic means to you.

Analyze Information
Novel Problem Solving
Multiple Assessments
Communicate Understanding
Apply Concepts
32
Page 13
Collaborative inquiry into student learning looks
at data from each of these areas.
Source Love, Using Data/Getting Results A
Practical Guide for School Improvement In
Mathematics and Science
33
Activity How Well Is Our Instruction Aligned to
Standards? State Assessments? Curriculum?
  • Have a phase 1 dialogue - charting expectations.
    Where do we anticipate having the closest
    alignment of enacted curriculum to what is
    assessed? Topics? Cognitive Demand?
  • Given the initiatives in the district, changes in
    teaching staff, new curricula, what would they
    expect instructional alignment
  • Groups report.
  • Have a Phase 2 dialogue. Observations, Questions.
  • Phase 3 inferences What additional data needed.

34
Organizing Data-Driven Dialogue
Adapted from Laura Lipton and Bruce Wellman
35
Content Alignment
36
(No Transcript)
37
Data-Driven DialogueCurriculum Alignment
Analysis

Phase 1 Predict
  • What topics/content will have the closest
    alignment to (state assessment)?
  • Will our cognitive demand be well aligned?
  • What are our predictions?

38
Data-Driven DialogueCurriculum Alignment
Analysis

Phase 2 Observe
  • Find the topics and cognitive demands (alignment
    maps) with the closest alignment to (state
    assessment). Which topics and cognitive demand
    are the least aligned? (additional questions can
    be linked here for a workshop leader)

39
Data-Driven DialogueCurriculum Alignment
Analysis

Phase 3 Infer/Question
  • What inferences, explanations might we draw?
  • Record your possible explanations, questions

40
JigsawStep 1 Divide and Read
  • Each team has one article or report about best
    practices. (include
  • references to articles)
  • Working with your team, read the material.

41
JigsawStep 2 Teach
  • Discuss instructional practices used in your
    classes.
  • Share your groups chart with the larger group.
  • Develop a chart that highlights what youve found
    in the report.

42
SEC Activity What kind of instructional
practices do we use? What are our beliefs?
  • Have a phase 1 dialogue - charting expectations
  • Given the initiatives in the district, changes in
    teaching staff, new curricula, what are the most
    prevalent instructional practices we expect to
    see in our data.
  • Groups report.
  • Have a Phase 2 dialogue. Observations, Questions.
    (Charts F, G, H, I, O, Q, R).
  • Phase 3 inferences What additional data needed.

43
(No Transcript)
44
Science F1
Chart F-1 Instructional Activities in Science By
Grade Level
45
Chart F-1 Instructional Activities in Math By
Grade Level
46
Data-Driven DialogueInstructional Practice
Analysis

Phase 1 Predict
  • What kinds of instructional strategies do the
    majority of our math and science teachers use?
  • Do we select different strategies for different
    content?
  • Do we select different strategies for different
    groups of students?
  • What are our predictions?

47
Data-Driven DialogueInstructional Practice
Analysis

Phase 2 Observe
  • Begin with Chart F. Is there a fairly even use of
    a variety of strategies?
  • Which strategies have the smallest range of
    practice? Which have the greatest range?
  • Do we see any patterns?
  • Decide on the criteria for highlighting.

48
Data-Driven DialogueInstructional Practice
Analysis
Phase 2 Observe
  • Expand your analysis to include Charts G, I, and
    H.
  • What patterns or trends are emerging?

49
Data-Driven DialogueInstructional Practice
Analysis

Phase 3 Infer/Question
  • What inferences, explanations might we draw?
  • Record your possible explanations, questions

50
Revisiting Our Vision for Student Learning
Do our beliefs (Chart Q) reflect our vision?
51
Survey of Enacted CurriculumTeacher Beliefs
52
Brainstorming Activity
Course Taking Patterns
Other
Our 8th grade math students are below
proficiency in open-ended problem solving.
Student Aspirations
Not enough class Time on ps
Curriculum Alignment
Teacher Beliefs
53
Museum Tour
  • Teams choose one member to remain at your
    fishbone Cause-and-Effect chart and your data
    charts.
  • This person becomes your teams docent,
    outlining, high-
  • lighting and explaining the focus and features
    of your
  • teams work.
  • Remaining members of the teams circulate
    throughout
  • the room previewing the work of other teams.
  • Note similarities and differences in the work of
    other teams
  • and your own.
  • What new questions do you have for your team?

54
Debriefing Sharing the Wealth
  • Did you observe any consistencies in the results
    of each teams analysis of data?
  • What were a few of the notable exceptions?
  • What are the other kinds of data that teams can
    use to support inferences?
  • Are there consistent areas in the curriculum that
    are challenging content to teach and to learn?

55
Each of the next slides will have a description
of the workshop, goals/objectives, activities,
materials, agendas, handouts, links to research.
56
One-Day WorkshopAligning Curriculum, Standards,
and Assessments
Link to Sample Content Chart with case study of
Homestead MSs work to align curriculum - filling
in gaps.
57
One-Day WorkshopInvestigating Instructional
Practices Content Pedagogy (the pedagogy of
learning particular kinds of content)
Links to Best Practice Research, Case
Studies. Link Create a scenario that focuses on
1 -3 SEC charts and how the data can be used to
link to study of content and pedagogy.
58
One-Day Workshop Monitoring Student Practice,
digging into content and practice by Looking at
Student Work.
This page contains rationale for LASW - where it
fits (monitoring action plans, student progress,
deepening study of content and pedagogy,
modifying curriculum and instructional
Strategies) - Menu with choices
including Sample Agenda/Outline for
Workshop Links to LASW resources
59
Introduction to Lesson StudyPlanning Goals /
Questions?
  • What lesson study models are there to guide our
    own process?
  • Using our SEC data and student achievement data,
    which topics do we want to study? Which
    instructional practices?
  • What are the goals we have identified for our
    students learning?
  • What are the goals we have identified for our
    learning?
  • What is the cognitive demand of the concepts and
    skills we will study?
  • How will lesson study be different from our team
    unit/lesson planning?
  • What kind of team building should we do in
    preparation for lesson study?
  • Having decided on an topic/concept/set of skills
    and understandings for our students, what are the
    questions we want to ask of ourselves?
  • How will we know if the lesson is successful?
  • When do we know its time to move to a new focus?

60
Description of Goals/Benchmarks for Year 1
Technical Assistance
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