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SEC Survey Administrators’ Training and Teacher Orientation

SEC Survey Administrators’ Training and Teacher Orientation

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SEC Survey Administrators’ Training and Teacher Orientation

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  1. SEC Survey Administrators’ Training and Teacher Orientation Presenter Name Presenter Title Month and Year

  2. SEC Collaborative • Council of Chief State School Officers • Wisconsin Center for Education Research • Learning Point Associates/NCREL • TERC Regional Alliance DEC Project

  3. Your project Key questions LIST QUESTIONS HERE


  5. Expectations of Teachers • Complete all sections of the survey. • Provide an accurate account of: • Instructional practice. • What is taught. • Expectations of students. • Survey completion time is approximately 90 minutes.

  6. Three Sections of the SEC • School and Target-Class Description • Instructional Content • Instructional Practice

  7. School and Target-Class Description • Provide a general description of your school. • Provide a general description of the target class you should consider as you complete the survey. • Fill in required fields.

  8. Instructional Content • Part A: Topics taught and Time devoted to instructional topics • “What students should know” • Part B: Expectations of students/cognitive demand • “What students should be able to do with what they know”

  9. Cognitive Demand • State standards and assessments have an inherent cognitive demand. • Instructional activities also have cognitive demand. • The SEC intend to measure the cognitive demand relative to content instruction.

  10. Mathematics Memorize Perform procedures Demonstrate understanding of mathematics concepts Conjecture, generalize, and prove Solve non-routine problems and make connections English Language Arts and Reading Recall Demonstrate and explain Analyze and investigate Evaluate Generate and create Cognitive Demand Categories

  11. Relationships Between TaxonomiesMathematics Bloom Webb SEC Knowledge Recall Memorize Comprehension Skills & ConceptsPerform Procedure Demonstrate understanding Application & Analysis Strategic Thinking Conjecture Generalize/prove Synthesis Extended Thinking Apply Concepts Solve non-routine problems Evaluation

  12. Relationships Between TaxonomiesEnglish Language Arts and Reading Bloom Webb SEC Knowledge Recall Recall Comprehension Skills & ConceptsDemonstrate/Explain Application & Analysis Strategic Thinking Analyze/Investigate Synthesis Extended Thinking Generate/Create Concepts Evaluation Evaluate

  13. “Our ability to predict student learning gains as a function of classroom content coverage more than doubles when we define content as curriculum at the intersection of topics and cognitive demand categories.” -Eric Osthoff, Researcher,WCER

  14. Support for Understanding and Reporting Cognitive Demand • Sample standards • Sample activities/lessons • Descriptions for each level of cognitive demand • Framework for thinking about cognitive demand prior to completing survey

  15. Math Standards • Grade Three Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, <, > • Grade Seven Apply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures. • Grade Ten Construct right triangles, equilateral triangles, parallelograms, trapezoids, rectangles, rhombuses, squares and kites, using compass and straightedge or dynamic geometry software.

  16. English Language Arts Standards • Grade Three Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. • Grade Seven Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. • Grade Ten Compare and contrast an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

  17. Homework Instructional practices Assessments Opinions and beliefs Classroom instructional preparation Professional development Personal characteristics Formal course preparation Instructional Practice

  18. Log on to the Web Site

  19. Registration • Click on the Registrar button.

  20. Registration • Select OHIO SEC Initiative from list.

  21. Registration • Click the Register button.

  22. RegistrationFill in all the fields and then click “submit”

  23. Registration • Enter a unique user name and password. • Enter a valid e-mail address.

  24. Registration Click Continue.

  25. User Information Agreement • Here you are asked to agree to release your information to the Ohio Department of Education.

  26. User Information Agreement • For research purposes it is sometimes desirable to merge SEC data with other data • it is true that administrators are not able to link names with data, researchers may receive teacher names (if the teacher checks the box associated with the teacher release statement) -John Smithson,WCER

  27. Survey Sections • This screen provides information about the status of your survey.

  28. Important Reminders

  29. Survey Menu

  30. School and Class Description • Click Submit to save your responses and continue.

  31. Instructional Content–Time • Indicate the time spent during the course of the school year.

  32. Instructional Content–Cognitive Demand • For each topic you address, indicate the level(s) of cognitive demand you expect of students.

  33. Instructional Practices • Respond to the questions using the scales indicated in all sections.

  34. Technical Assistance • E-mail assistance • • Toll-free phone help (9 a.m.–6 p.m. EST) • 888-454-0195

  35. List teacher compensation or PD hours here


  37. _____________________ • Chris Woolard, Ohio Department of Education, • Richard Ostry, Learning Point Associates, • Carolyn Karatzas, Consultant for The Council of Chief State School Officers • Gary Money, Learning Point Associates,