Tools for Aligning Instruction, Standards, & Assessments

PowerPoint PresentationTools for Aligning Instruction, Standards, & Assessments
SEC Project Planning & Leader Training
February 2005
New Member Orientation
How?… are the collected, analyzed, reported?
Why?… are they useful to educators, leaders, researchers?
Now what?… do we do to implement and apply to our programs and to schools?
© 2005 CCSSO ALL RIGHTS RESERVED.
Rationale
Assessment
Standards
Curriculum
Educational standards, accountability, and standard’s based curriculum have emerged in the past decade as the favored approach for achieving a “world-class” education for all students. The survey was developed to provide states, districts, and schools the ability to measure the impact of standards in their locale. The underlying premise is that when standards, assessments, are aligned to classroom practice and content, levels of student achievement rise.
What SEC offers
Surveys with teachers – instruction for year
Alignment analysis – content code standards and assessments
Data reports – pre-designed charts
b) use of data
SEC Collaborative
Training & Technical Assistance
Diana Nunnaley
Carolyn Karatzas
Jennifer Unger
Bryan Chumbley
Lani Seikaly
SEC Collaborative
Training and assistance to state leaders
State SEC budget to meet state objectives – supported by SEC Collaborative
Each state makes decisions
on services & project plan
Multi-state benefits of collaborative
Multi-State Collaborative
Key Question -- SEC Tools
Research into Practice
How can Educators obtain reliable, valid data to determine Alignment of instruction with required standards and assessments?
School & Class Description
Assessment Use
Instructional Influences
Instructional Readiness
Teacher Opinions
Professional Development
Steps in SEC Development
Models:TIMSS, NAEP, Analyze assessment
CCSSO Science Assessment project
11-State field study, Reports, Alignment, USI
Use of data experiment – DEC (NSF/ROLE:‘01-04)
Evaluation: MSP RETA PD Study (‘02 – 05, NSF)
English/ Language Arts survey (‘03 – 04)
Current projects: 15 States, 4 Districts, 5 MSPs
Questions 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?
Key Education Questions (cont’d)
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)
The survey is now available online in addition to paper-based versions. Districts or schools can opt for doing 100% of the surveys online or paper-based or a combination where desired.
Applications
Instructional improvement in schools
Indicators – monitoring change over time
Observation of classrooms, teacher logs are rich sources of data to inform teachers about their collective practice. It is a more expensive and time consuming activity to collect the needed data by these means.
What if…
[for Intro of SEC to Educators]
You could use data on instructional quality and content to guide professional development?
You could have consistency across grade levels?
You could know how well aligned your state standards were to the state assessment?
You could compare how you teach content compared to how others across the nation teach?
You could use anonymous teacher data to start a powerful school discussion about what the teacher needs are?
5.unknown
Content Matrix
Content Maps
Surveys of Enacted Curriculum
The enacted curriculum:
What teachers teach
The learned curriculum:
The assessed curriculum:
A neutral content grid
with cognitive demand
The SEC instrument provides a cost/time efficient way to compare state or district standards to state or district assessments, the curriculum, the “enacted” curriculum (what teachers teach), and the learned curriculum (student achievement). Content is examined two-dimensionaly–content topics as well as level of cognitive demand (expectations teachers have for the kind/level of learning required of students to master/understand that content topic).
Curriculum Analysis:
Enacted Intended
What teachers teach
What standards require
It is possible to compare the degree of alignment between the “enacted” curriculum and the state’s standards.
Full Alignment Analysis
Assessed— state tests
By comparing areas of low student achievement to the content maps, it is possible to see relationships across the maps.
Chart2
5.17
2.76
2.76
0
0
0
-1.83
2.45
2.45
-1.83
2.45
2.45
12.85
4.62
4.62
GRADE 8 STATE MATH TEST SCHOOL averages compared to STATE averages
Stats & Pix
Mean
Deviation
N
SD
SE
-1.83
2.45
Measurement
-1.83
2.45
Properties
12.85
4.62
Comments: Color could replace error bars: let green mean better than state, red worse; blue or grey to designate not distinguishable from state. Could place actual, not deviation percent at left or right axis.
Comment: The standard set measures have different distributions and means. We can adjust the deviations by dividing by the standard deviation measured on schools for each standard set. This "effect size" can be presented as a percentile.
Put state bars right alongside?
Stats & Pix
0
3.04
3.04
0
3.22
3.22
0
4.28
4.28
0
4.16
4.16
0
3.14
3.14
0
3.44
3.44
0
4.24
4.24
0
4.36
4.36
0
2.38
2.38
0
4.24
4.24
0
3.08
3.08
0
2.78
2.78
0
2.96
2.96
READING STANDARD SET PROFILE, Grade 8 Number of percentage points that THIS SCHOOL's averages differ from state averages
0
3.54
3.54
0
2.76
2.76
0
3.6
3.6
0
4.98
4.98
0
3.72
3.72
0
2.45
2.45
0
3.96
3.96
0
4.62
4.62
C
MATH STANDARD SET PROFILE, Grade 8 Number of % points that THIS SCHOOL's averages differ from the statewide averages
0
0
0
0
0
READING STANDARD SET PROFILE, Grade 8 Percentile ranks of THIS SCHOOL compared to all schools statewide
0
0
2.76
2.76
0
0
0
0
0
0
2.45
2.45
0
0
2.45
2.45
0
0
4.62
4.62
GRADE 8 STATE MATH TEST SCHOOL averages compared to STATE averages
Student ID
SEC Content Topics
Math, Science, ELA
The SEC provides a neutral, research-based language to describe content of English language arts, mathematics, and science.
NCLB anyone?
Cover
Wisconsin Center for Education Research
American Institutes for Research
SURVEY OF CLASSROOM PRACTICES
MIDDLE SCHOOL
MATHEMATICS
Thank you for agreeing to participate in this survey on science and mathematics instruction. The enclosed survey is part of a collaborative effort to provide education policymakers, administrators, and most importantly, teachers like yourself with compar
Name:
(required to receive honorarium)
Email address: /Home phone:
Your participation in this survey is voluntary. If you choose to participate, all of your responses will be kept confidential. No one outside of the research team will have access to your responses, nor will any individual responses be shared with staff
(required for on-line access to individual results)
District:
School:
If you have any questions regarding your rights as a research participant, please contact the University of Wisconsin-Madison School of Education’s Human Subjects Committee office at (608) 262-2463.
Providing your name and email address will allow you to gain access to your individual results along with results for your school and/or district.
A joint project of the Council of Chief State School Officers, the American Institutes for Research and the Wisconsin Center for Education Research, with funding support from the National Science Foundation.
pg1
Section I
Please read each question and the possible responses carefully, and then mark your response by filling in the appropriate circle in the response section. A pen or pencil may be used to complete the survey.
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INSTRUCTIONAL ACTIVITIES IN MATHEMATICS
Listed below are questions about the types of activities that students in the target class engage in during mathematics instruction. For each activity, you are asked to estimate the relative amount of time a typical student will spend engaged in that act
0 - None
How much of the total mathematics instructional time do students in the target class:
None
11-25%
26-50%
51-75%
>75%
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AMOUNT OF INSTRUCTIONAL TIME (using calculators, computers or other ed. tech.)
0 - None
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pg8
ASSESSMENTS
For items 63-70, indicate how often you use each of the following when assessing students in the target mathematics class.
Never
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INSTRUCTIONAL INFLUENCES
For items 71-80, indicate the degree to which each of the following influences what you teach in the target mathematics class.
Not Applicable
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CLASSROOM INSTRUCTIONAL PREPARATION
For items 81-97, please indicate how well prepared you are to:
Not Well Prepared
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Please indicate your opinion about each of the statements below:
Strongly Disagree
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Strongly Disagree
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PROFESSIONAL DEVELOPMENT ACTIVITIES IN MATHEMATICS EDUCATION
In answering the following items, consider all the professional development activities related to mathematics content or mathematics education that you have participated in since June 1, 2002. Professional development refers to a variety of activities int
How Often?
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Since June 1, 2002, how frequently have you engaged in each of the following activities related specifically to the teaching and learning of mathematics?
Never
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Thinking again about all of your professional development activities in mathematics or mathematics education since June 1, 2002, how often have you:
Never
Rarely
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Thinking about all of your professional development activities since June 1, 2002, indicate how often they have been:
N/A
Never
Rarely
Often
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Since June 1, 2002, have you participated in professional development activities in mathematics or mathematics education in the following ways?
No
Yes
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None
Slight
Moderate
Great
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This is the end of Section I of the survey. Please continue on to complete Section II. Thank you.
Sec2InstrE
Mathematics
Please read the instructions on the next two pages carefully before proceeding.
Sec2InstrMID
Middle School Mathematics
Sec2InstrHIGH
Mathematics
CNTinstr1
<none>
1
Conjecture, Generalize, Prove
<none>
6
<none>
1
<none>
6
Memorize Facts/ Definitions/ Formulas
Recall mathematics terms & definitions
Perform Procedures
Find a mathematical rule to generate a pattern or number sequence
Use numbers to count, order, denote
Do computational procedures or algorithms
Make and investigate mathematical conjectures
Follow procedures/instructions
Solve equations/formulas/routine word problems
Reason inductively or deductively
Organize or display data
Execute geometric constructions
Communicate mathematical ideas
Apply and adapt a variety of appropriate strategies to solve non-routine problems
Use representations to model mathematical ideas
Apply mathematics in contexts outside of mathematics
Explain findings and results from data analysis strategies
Analyze data, recognize patterns
Develop/explain relationships between concepts
Show or explain relationships between models, diagrams, and/or other representations
Response Codes
Response Codes
<none>
1
<none>
2
Operations
205
210
Time on Topic
<none>
3
Measurement
303
Conversions
304
311
404
<none>
5
503
Patterns
504
Congruence
505
Similarity
506
Triangles
507
Quadrilaterals
508
Circles
509
Angles
510
Polygons
511
Polyhedra
512
Models
513
Time on Topic
<none>
7
Middle
<none>
1
<none>
2
Measurement
203
Conversions
204
211
<none>
3
<none>
4
411
<none>
5
503
Patterns
504
Congruence
505
Similarity
506
Triangles
507
Quadrilaterals
508
Circles
509
Angles
510
Polygons
511
Polyhedra
512
Models
513
High
<none>
1
<none>
2
Measurement
203
Conversions
204
210
<none>
3
<none>
7
<none>
8
Functions
903
Triangles
904
Quadrilaterals
905
Polygons
906
Congruence
907
Similarity
908
Parallels
909
Circles
910
Construction
<none>
10
<none>
13
Probability
1602
Step 2
;
Indicate amount of time spent on each topic covered in this class.
Examine the list of topics a second time. This time note the amount of coverag
e devoted to
each topic by filling in the appropriately numbered circle in the “Time on Topi
c” column,
0
(more than five classes/lessons)
Step 2; Indicate amount of time spent on each topic covered in this class.
Examine the list of topics a second time. This time note the amount of coverage devoted to
each topic by filling in the appropriately numbered circle in the “Time on Topic” column,
based upon the following codes:
0=None, not covered
Step 1
Begin by reviewing the
entire list
of topics identified in the topics column of each table, noting
how topics are grouped. After reviewing each topic within a given grouping, if
none of the
“<
individual topic
which is not covered in this
mathematics class, fill-in the circled “zero” in the “Time on Topic” column. (
Not necessary
>” circled.) Any topics or topic groups so identified will not
require further response. [Note, for example, that the class described in the e
xample below did
none
Step 1; Indicate topics not covered in this class.
Begin by reviewing the entire list of topics identified in the topics column of each table, noting
how topics are grouped. After reviewing each topic within a given grouping, if none of the
topics listed within that group receive any instructional coverage, circle the “<none>” in the
“Time on Topic” column for that group. For any individual topic which is not covered in this
mathematics class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary
for those groups with “<none>” circled.) Any topics or topic groups so identified will not
require further response. [Note, for example, that the class described in the example below did
not cover any topics under “Instructional Technology” and so “<none>” is circled.]
Step 3
;
Indicate relative emphases of each student expectation for every topic taught.
The final step in completing this section of the survey concerns your expectati
ons for what
students should know and be able to do. For each topic area, please provide in
formation about
the relative amount of instructional time spent on work designed to help studen
ts reach each of
the listed expectations by filling in the appropriately numbered circle using t
he response codes
listed below. (Note: To the left of each content sheet you will find a list of
descriptors for each
0
1
2
3
Note:
A code of “3" should typically be given for only one, and no more than two expe
ctation
categories within any given topic. No expectation codes should be filled-in fo
r those
topics for which no coverage is provided (i.e. circled “0" or “<
none
>”)
.
Step 3; Indicate relative emphases of each student expectation for every topic taught.
The final step in completing this section of the survey concerns your expectations for what
students should know and be able to do. For each topic area, please provide information about
the relative amount of instructional time spent on work designed to help students reach each of
the listed expectations by filling in the appropriately numbered circle using the response codes
listed below. (Note: To the left of each content sheet you will find a list of descriptors for each
of the five expectations for students.)
0=No emphasis (Not an expectation for this topic.)
1=Slight emphasis(Accounts for less than 25% of the time spent on this topic.)
2=Moderate emphasis(Accounts for 25% to 33% of the time spent on this topic.)
3=Sustained emphasis(Accounts for more than 33% of the time spent on this topic.)
Note:A code of “3" should typically be given for only one, and no more than two expectation
categories within any given topic. No expectation codes should be filled-in for those
topics for which no coverage is provided (i.e. circled “0" or “<none>”).
MBD00156FF7.unknown
MBD00156FF8.unknown
MBD00156FF5.unknown
Cover
MIDDLE SCHOOL
MATHEMATICS
Name:
District:
School:
pg1
Section I
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0 - None
None
11-25%
26-50%
51-75%
>75%
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0 - None
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pg8
ASSESSMENTS
Never
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Not Applicable
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Not Well Prepared
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Strongly Disagree
98
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100
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Not Well Prepared
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Strongly Disagree
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How Often?
„
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Never
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107
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Never
Rarely
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Thinking about all of your professional development activities since June 1, 2002, indicate how often they have been:
N/A
Never
Rarely
Often
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Since June 1, 2002, have you participated in professional development activities in mathematics or mathematics education in the following ways?
No
Yes
124
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125
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None
Slight
Moderate
Great
128
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Sec2InstrE
Mathematics
Sec2InstrMID
Middle School Mathematics
Sec2InstrHIGH
Mathematics
CNTinstr1
<none>
1
<none>
6
<none>
1
<none>
6
Recall mathematics terms & definitions
Perform Procedures
Find a mathematical rule to generate a pattern or number sequence
Use numbers to count, order, denote
Do computational procedures or algorithms
Make and investigate mathematical conjectures
Follow procedures/instructions
Solve equations/formulas/routine word problems
Reason inductively or deductively
Organize or display data
Execute geometric constructions
Communicate mathematical ideas
Apply and adapt a variety of appropriate strategies to solve non-routine problems
Use representations to model mathematical ideas
Apply mathematics in contexts outside of mathematics
Explain findings and results from data analysis strategies
Analyze data, recognize patterns
Develop/explain relationships between concepts
Show or explain relationships between models, diagrams, and/or other representations
Response Codes
Response Codes
<none>
1
<none>
2
Operations
205
210
Time on Topic
<none>
3
Measurement
303
Conversions
304
311
404
<none>
5
503
Patterns
504
Congruence
505
Similarity
506
Triangles
507
Quadrilaterals
508
Circles
509
Angles
510
Polygons
511
Polyhedra
512
Models
513
Time on Topic
<none>
7
Middle
<none>
1
<none>
2
Measurement
203
Conversions
204
211
<none>
3
<none>
4
411
<none>
5
503
Patterns
504
Congruence
505
Similarity
506
Triangles
507
Quadrilaterals
508
Circles
509
Angles
510
Polygons
511
Polyhedra
512
Models
513
High
<none>
1
<none>
2
Measurement
203
Conversions
204
210
<none>
3
<none>
7
<none>
8
Functions
903
Triangles
904
Quadrilaterals
905
Polygons
906
Congruence
907
Similarity
908
Parallels
909
Circles
910
Construction
<none>
10
<none>
13
Probability
1602
Step 2
;
e devoted to
c” column,
0
0=None, not covered
Step 1
entire list
none of the
“<
individual topic
mathematics class, fill-in the circled “zero” in the “Time on Topic” column. (
Not necessary
>” circled.) Any topics or topic groups so identified will not
require further response. [Note, for example, that the class described in the e
xample below did
none
mathematics class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary
for those groups with “<none>” circled.) Any topics or topic groups so identified will not
require further response. [Note, for example, that the class described in the example below did
not cover any topics under “Instructional Technology” and so “<none>” is circled.]
Step 3
;
ons for what
formation about
ts reach each of
he response codes
0
1
2
3
Note:
ctation
r those
none
>”)
.
MBD00156FF7.unknown
MBD00156FF8.unknown
MBD00156FF5.unknown
The Enacted Curriculum
This is an example of the mapping of the “enacted” (what teacher’s teach) curriculum.
Cover
MIDDLE SCHOOL
SCIENCE
Name:
District:
School:
pg1
Section I
1

ƒ
Self-contained
2
€

‚
3
€
4
€

‚
€
10
20
30
40
50
60
70
80
90+ %
8
€

‚
9
€
10
€

‚
11

12
€

‚
€
‚
14

„
15

ƒ

17

„
AMOUNT OF HOMEWORK TIME (for the school year)
0 - None
€

‚
€

‚
€

‚
€

‚
€

‚
23
€

‚
€

‚
INSTRUCTIONAL ACTIVITIES IN SCIENCE
Listed below are questions about the types of activities that students in the target class engage in during science instruction. For each activity, you are asked to estimate the relative amount of time a typical student will spend engaged in that activit
0 - None
How much of the total science instructional time do students in the target class:
None
Little
Some
Moderate
Considerable
25
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
35
€

‚
€

‚
0 - None
€

‚
€

‚
€

‚
€

‚
€

‚
44
€

‚
0 - None
€

‚
€

‚
48
€

‚
49
€

‚
50
€

‚
€

‚
0 - None
€

‚
€

‚
€

‚
55
€

‚
56
€

‚
€

‚
60
€

‚
pg8
ASSESSMENTS
For items 63-70, indicate how often you use each of the following when assessing students in the target science class.
Never
63
€

‚
€

‚
65
€

‚
€

‚
€

‚
For items 71-80, indicate the degree to which each of the following influences what you teach in the target science class.
Not Applicable
€

‚
€

‚
€

‚
€

‚
For items 81-97, please indicate how well prepared you are now to:
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
87
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
94
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
98
€

‚
99
€

‚
€

‚
€

‚
102
€

‚
103
€

‚
€

‚
105
€

‚
106
€

‚
€

‚
108
€

‚
109
€

‚
110
€

‚
111
€

‚
112
€

‚
€

‚
€

‚
115
€

‚
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
ƒ
85
€

‚
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
€

‚
92
€

‚
93
€

‚
94
€

‚
95
€

‚
€

‚
97
€

‚
98
€

‚
99
€

‚
100
€

‚
PROFESSIONAL DEVELOPMENT ACTIVITIES IN SCIENCE EDUCATION
In answering the following items, consider all the professional development activities related to science content or science education that you have participated in since June 1, 2002. Professional development refers to a variety of activities intended to
How Often?
„
…
Since June 1, 2002, how frequently have you engaged in each of the following activities related specifically to the teaching and learning of science?
Never
€

‚
€

‚
€

‚
107
€

‚
109
€

‚
110
€

‚
„
…
Thinking again about all of your professional development activities in science or science education since June 1, 2002, how often have you:
Never
Rarely
€

‚
ƒ
113
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
Thinking about all of your professional development activities in science or science education since June 1, 2002, indicate how often they have been:
N/A
Never
Rarely
Often
119
‰
€

‚
ƒ
120
‰
€

‚
‰
€

‚
ƒ
122
‰
€

‚
ƒ
123
‰
€

‚
ƒ
Since June 1, 2002, have you participated in professional development activities in science or science education in the following ways?
No
Yes
124
€

125
€

None
Slight
Moderate
Great
128
€

‚
€

‚
€

‚
ƒ
131
€

‚
€

‚
€

‚
ƒ
134
€

‚
€

‚
€

‚
€

‚
€

‚
‚
†
141
€

‚
142
€

‚
€

‚
144

145
146

…
‰
Sec2InstrE
Science
Sec2InstrMID
Middle School Science
Sec2InstrHIGH
Science
CntInstr1
<none>
1
Analyze Information
102
103
104
Analyze Information
202
203
<none>
3
Analyze Information
302
303
<none>
1
Analyze Information
102
103
104
Analyze Information
202
203
<none>
3
Analyze Information
302
303
Recite basic science facts
Recall scientific formula
Conduct Investigations/ Perform Procedures
Analyze Information
Make observations
Apply and adapt science information to real-world situations
Build or revise theory
Response Codes
Response Codes
<none>
1
Analyze Information
104
Analyze Information
202
203
Analyze Information
302
303
Analyze Information
Time on Topic
Grades K-8 Science
<none>
5
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
9
Evolution
Analyze Information
Analyze Information
1005
1006
<none>
11
Ecology
Analyze Information
Analyze Information
<none>
13
Analyze Information
Analyze Information
1402
Analyze Information
1502
1503
<none>
16
Kinetics
Analyze Information
Analyze Information
1706
<none>
18
Analyze Information
1805
1809
Oceanography
<none>
19
Astronomy
Analyze Information
1907
Analyze Information
Analyze Information
<none>
22
Analyze Information
Analyze Information
Analyze Information
Analyze Information
Middle
<none>
1
Analyze Information
102
103
104
202
203
Analyze Information
302
303
Analyze Information
<none>
5
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
9
Evolution
Analyze Information
Analyze Information
1005
1006
<none>
11
Ecology
Analyze Information
Analyze Information
<none>
13
Analyze Information
Analyze Information
1402
Analyze Information
1502
<none>
16
Kinetics
Analyze Information
Analyze Information
1706
<none>
18
Analyze Information
1805
1809
Oceanography
<none>
19
Astronomy
Analyze Information
1907
Analyze Information
Analyze Information
<none>
22
Analyze Information
Analyze Information
Analyze Information
Analyze Information
High
<none>
1
Analyze Information
102
Analyze Information
Analyze Information
<none>
4
Biochemistry
Analyze Information
402
<none>
5
Analyze Information
Analyze Information
Analyze Information
<none>
8
Genetics
Analyze Information
Analyze Information
Analyze Information
1004
1005
<none>
11
Ecology
Analyze Information
<none>
12
Energy
Analyze Information
Analyze Information
1303
1304
Analyze Information
1402
<none>
15
Waves
Analyze Information
Analyze Information
Analyze Information
1706
Analyze Information
1802
1805
1809
<none>
19
Astronomy
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
23
Analyze Information
Analyze Information
2405
Analyze Information
Step 1
entire list
none of the
“<
individual topic
science class, fill-in the circled “zero” in the “Time on Topic” column. (Not
necessary for
none
>” circled.) Any topics or topic groups so identified will not require
further response. [Note, for example, that the class described in the example b
elow did not
none
science class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary for
those groups with “<none>” circled.) Any topics or topic groups so identified will not require
further response. [Note, for example, that the class described in the example below did not
cover any topics under “Science and Technology” and so “<none>” is circled.]
Step 2
;
e devoted to
c” column,
0
0= None, not covered
Step 3
;
ons for what
formation about
ts reach each of
he response codes
0
1
2
3
Note:
ctation
r those
none
>”)
.
MBD00162261.unknown
MBD00162262.unknown
MBD00162260.unknown
Cover
MIDDLE SCHOOL
SCIENCE
Name:
District:
School:
pg1
Section I
1

ƒ
Self-contained
2
€

‚
3
€
4
€

‚
€
10
20
30
40
50
60
70
80
90+ %
8
€

‚
9
€
10
€

‚
11

12
€

‚
€
‚
14

„
15

ƒ

17

„
AMOUNT OF HOMEWORK TIME (for the school year)
0 - None
€

‚
€

‚
€

‚
€

‚
€

‚
23
€

‚
€

‚
INSTRUCTIONAL ACTIVITIES IN SCIENCE
Listed below are questions about the types of activities that students in the target class engage in during science instruction. For each activity, you are asked to estimate the relative amount of time a typical student will spend engaged in that activit
0 - None
How much of the total science instructional time do students in the target class:
None
Little
Some
Moderate
Considerable
25
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
35
€

‚
€

‚
0 - None
€

‚
€

‚
€

‚
€

‚
€

‚
44
€

‚
0 - None
€

‚
€

‚
48
€

‚
49
€

‚
50
€

‚
€

‚
0 - None
€

‚
€

‚
€

‚
55
€

‚
56
€

‚
€

‚
60
€

‚
pg8
ASSESSMENTS
For items 63-70, indicate how often you use each of the following when assessing students in the target science class.
Never
63
€

‚
€

‚
65
€

‚
€

‚
€

‚
For items 71-80, indicate the degree to which each of the following influences what you teach in the target science class.
Not Applicable
€

‚
€

‚
€

‚
€

‚
For items 81-97, please indicate how well prepared you are now to:
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
87
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
94
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
98
€

‚
99
€

‚
€

‚
€

‚
102
€

‚
103
€

‚
€

‚
105
€

‚
106
€

‚
€

‚
108
€

‚
109
€

‚
110
€

‚
111
€

‚
112
€

‚
€

‚
€

‚
115
€

‚
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
ƒ
85
€

‚
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
€

‚
92
€

‚
93
€

‚
94
€

‚
95
€

‚
€

‚
97
€

‚
98
€

‚
99
€

‚
100
€

‚
PROFESSIONAL DEVELOPMENT ACTIVITIES IN SCIENCE EDUCATION
In answering the following items, consider all the professional development activities related to science content or science education that you have participated in since June 1, 2002. Professional development refers to a variety of activities intended to
How Often?
„
…
Since June 1, 2002, how frequently have you engaged in each of the following activities related specifically to the teaching and learning of science?
Never
€

‚
€

‚
€

‚
107
€

‚
109
€

‚
110
€

‚
„
…
Thinking again about all of your professional development activities in science or science education since June 1, 2002, how often have you:
Never
Rarely
€

‚
ƒ
113
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
Thinking about all of your professional development activities in science or science education since June 1, 2002, indicate how often they have been:
N/A
Never
Rarely
Often
119
‰
€

‚
ƒ
120
‰
€

‚
‰
€

‚
ƒ
122
‰
€

‚
ƒ
123
‰
€

‚
ƒ
Since June 1, 2002, have you participated in professional development activities in science or science education in the following ways?
No
Yes
124
€

125
€

None
Slight
Moderate
Great
128
€

‚
€

‚
€

‚
ƒ
131
€

‚
€

‚
€

‚
ƒ
134
€

‚
€

‚
€

‚
€

‚
€

‚
‚
†
141
€

‚
142
€

‚
€

‚
144

145
146

…
‰
Sec2InstrE
Science
Sec2InstrMID
Middle School Science
Sec2InstrHIGH
Science
CntInstr1
<none>
1
Analyze Information
102
103
104
Analyze Information
202
203
<none>
3
Analyze Information
302
303
<none>
1
Analyze Information
102
103
104
Analyze Information
202
203
<none>
3
Analyze Information
302
303
Recite basic science facts
Recall scientific formula
Conduct Investigations/ Perform Procedures
Analyze Information
Make observations
Apply and adapt science information to real-world situations
Build or revise theory
Response Codes
Response Codes
<none>
1
Analyze Information
104
Analyze Information
202
203
Analyze Information
302
303
Analyze Information
Time on Topic
Grades K-8 Science
<none>
5
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
9
Evolution
Analyze Information
Analyze Information
1005
1006
<none>
11
Ecology
Analyze Information
Analyze Information
<none>
13
Analyze Information
Analyze Information
1402
Analyze Information
1502
1503
<none>
16
Kinetics
Analyze Information
Analyze Information
1706
<none>
18
Analyze Information
1805
1809
Oceanography
<none>
19
Astronomy
Analyze Information
1907
Analyze Information
Analyze Information
<none>
22
Analyze Information
Analyze Information
Analyze Information
Analyze Information
Middle
<none>
1
Analyze Information
102
103
104
202
203
Analyze Information
302
303
Analyze Information
<none>
5
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
9
Evolution
Analyze Information
Analyze Information
1005
1006
<none>
11
Ecology
Analyze Information
Analyze Information
<none>
13
Analyze Information
Analyze Information
1402
Analyze Information
1502
<none>
16
Kinetics
Analyze Information
Analyze Information
1706
<none>
18
Analyze Information
1805
1809
Oceanography
<none>
19
Astronomy
Analyze Information
1907
Analyze Information
Analyze Information
<none>
22
Analyze Information
Analyze Information
Analyze Information
Analyze Information
High
<none>
1
Analyze Information
102
Analyze Information
Analyze Information
<none>
4
Biochemistry
Analyze Information
402
<none>
5
Analyze Information
Analyze Information
Analyze Information
<none>
8
Genetics
Analyze Information
Analyze Information
Analyze Information
1004
1005
<none>
11
Ecology
Analyze Information
<none>
12
Energy
Analyze Information
Analyze Information
1303
1304
Analyze Information
1402
<none>
15
Waves
Analyze Information
Analyze Information
Analyze Information
1706
Analyze Information
1802
1805
1809
<none>
19
Astronomy
Analyze Information
Analyze Information
Analyze Information
Analyze Information
<none>
23
Analyze Information
Analyze Information
2405
Analyze Information
Step 1
entire list
none of the
“<
individual topic
science class, fill-in the circled “zero” in the “Time on Topic” column. (Not
necessary for
none
>” circled.) Any topics or topic groups so identified will not require
further response. [Note, for example, that the class described in the example b
elow did not
none
science class, fill-in the circled “zero” in the “Time on Topic” column. (Not necessary for
those groups with “<none>” circled.) Any topics or topic groups so identified will not require
further response. [Note, for example, that the class described in the example below did not
cover any topics under “Science and Technology” and so “<none>” is circled.]
Step 2
;
e devoted to
c” column,
0
0= None, not covered
Step 3
;
ons for what
formation about
ts reach each of
he response codes
0
1
2
3
Note:
ctation
r those
none
>”)
.
MBD00162261.unknown
MBD00162262.unknown
MBD00162260.unknown
Cover
MIDDLE SCHOOL
MATHEMATICS
Name:
District:
School:
pg1
Section I
1

ƒ
Self-contained
2
€

‚
3
€
4
€

‚
€
9
€
10
€

‚
11

12
€

‚
€
‚
14

„
15

ƒ

17

„
0 - None
€

‚
€

‚
20
€

‚
€

‚
€

‚
23
€

‚
€

‚
0 - None
None
11-25%
26-50%
51-75%
>75%
25
€

‚
€

‚
29
€

‚
€

‚
€

‚
€

‚
35
€

‚
€

‚
€

‚
39
€

‚
€

‚
€

‚
€

‚
43
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
51
€

‚
€

‚
0 - None
€

‚
€

‚
€

‚
€

‚
„
…
0 - None
60
€

‚
€

‚
pg8
ASSESSMENTS
Never
63
€

‚
€

‚
65
€

‚
€

‚
€

‚
Not Applicable
€

‚
€

‚
€

‚
€

‚
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
87
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
ƒ
94
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
98
€

‚
€

‚
100
€

‚
€

‚
102
€

‚
103
€

‚
€

‚
105
€

‚
€

‚
€

‚
€

‚
109
€

‚
110
€

‚
111
€

‚
112
€

‚
€

‚
€

‚
115
€

‚
Not Well Prepared
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
€

‚
Strongly Disagree
91
€

‚
92
€

‚
93
€

‚
94
€

‚
€

‚
€

‚
97
€

‚
98
€

‚
99
€

‚
100
€

‚
How Often?
„
…
Never
€

‚
€

‚
€

‚
107
€

‚
109
€

‚
110
€

‚
Never
Rarely
€

‚
ƒ
113
€

‚
€

‚
ƒ
115
€

‚
ƒ
116
€

‚
€

Documents

Tools for Aligning Instruction, Standards, & Assessments