Leadership Training Presenters Lani Seikaly Carolyn Karatzas Eastman
- Slides: 34
Leadership Training Presenters: Lani Seikaly Carolyn Karatzas Eastman St. Louis, MO CCSSO: SEC Collaborative
Goals Session 1: Leadership Training Module: Using SEC data with state Assessment Results: This session looks at: • Ways to engage teachers with their state assessment results and their SEC data. • Participants will look at a way to focus teachers on the strengths and weaknesses in their data, as well as how to begin a culture of using data on a regular basis. Be ready to roll your sleeves up and dig into data.
Surveys of Enacted Curriculum (SEC) are a research-based data tool that allows teachers, administrators and policy makers to examine the extent of alignment between the enacted curriculum (what teachers teach), the intended curriculum (what the standards require), and the assessed curriculum (what the state tests).
Scenario: Sierra Falls Elementary School • Review its demographic data and its assessment data. • Highlight or underline relevant information or key facts about the school.
Demographic Data
Examining Your State Assessment Data Your team should first ensure that everyone at the table understands • Whose data is being represented in these tables • What data is being represented in these tables
Examining Your State Assessment Data • When examining your mathematics state assessment data, what do you see as areas of need? • Reach consensus on what is the priority area of need in mathematics. • Identify questions your mathematics data raise for you. • Reach consensus on the top two questions.
Let’s look at State Assessment Results Questi Standard on # A B C D 31 GE 36 4 15 45* 18 GE 8 27 11 54* 21 GE 68* 18 9 5 39 GE 30 4 65* 1 27 GE 18 14 40* 28 30 GE 9 66* 6 19 44 GE 22 55* 11 12
Stoplight Highlighting- Item Analysis • Red = Stop! Urgent! In Need of Improvement … Prioritize curriculum, designate a block of time, and use effective instructional strategies • Yellow = Caution! Below Expectations • Green = Go! Exceeds or Meets Expectations
Let’s Look at Sierra Falls SEC Data • Three phases of data- driven dialogue • Interpreting the data charts – Contour maps – Tile charts – Floating Bar charts
Where did that data come from? Taking the Survey
Instructional Content–Time Indicate the time spent during the course of the school year.
Instructional Content– Cognitive Demand For each topic you address, indicate the level(s) of cognitive demand you expect of students.
SEC Math Expectations for Students
Sophistication of knowledge Students use the same basic skills but in a more sophisticated way. Same rules, higher level game….
Reading SEC Tile Charts • State standards and/or assessments • Instructional content • Two dimensional matrix where curriculum defined by intersection of content/topic and level of cognitive demand • Coarse grain charts represent major topics or content strands; while fine grain charts represent the topics within the strands. • Deeper and darker the color -- the more emphasis and/or time spent • Need Minimum of three responses or no data will show
Examining Your SEC Content Data Before you begin to analyze your data, make sure everyone at the table understands what and whose data is represented in this graph. Make sure everyone is in agreement on how to read the graph.
Examining Your SEC Content Data • What are teachers teaching that is not aligned with state standards? • What standards/topics are teachers not teaching? • Where do you see any misalignment in the cognitive demand expectations? • What questions do your data raise? • Summarize your areas of greatest concern.
Data driven Dialogue PHASE 1 Predict Surfacing experiences, possibilities, expectations • With what assumptions are we entering? • What are some predictions we are making? • What are some questions we are asking? • What are some possibilities for learning that this experience presents us with? Go Visual PHASE 2 PHASE 3 Observe Infer/Question Analyzing the data Generating possible explanations • What important points seem to “pop out”? • What are some patterns or trends that are emerging? • What seems to be surprising or unexpected? • What are some things we have not explored? • What inferences and explanations can we draw? • What questions are we asking? • What additional data might we explore to verify our explanations? • What tentative conclusions might we draw? copyright TERC 2006, adapted from Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry by Bruce Wellman and Laura Lipton, Mira. Via, LLC, 2004.
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”
What Questions did the data raise? Groups report out
Leadership Training Part 2 Presenters: Lani Seikaly Carolyn Karatzas Eastman St. Louis, MO CCSSO: SEC Collaborative
Goals Session 2: Leadership Training Module: The motivation to use the SEC data This session will : • Look at a “backward” design to having teachers find purpose for using the SEC data. • Participants will look at several examples of how leaders and trainers have motivated teachers to use their SEC data.
Let’s examine our instructional program.
Instructional Practice • • • Homework Instructional practices Assessments Opinions and beliefs Classroom instructional preparation • Professional development • Personal characteristics • Formal course preparation
Identifying survey questions • Read the questions in the four survey sections. • Which questions in the survey will really provide you with insight in the work you do?
Instructional Practices Respond to the questions using the scales indicated in all sections.
Reading SEC Floating Bar Charts • Instructional activities and practices • Color coding for various levels and/or groups • Length of the bar indicates the range of responses • Scales vary for each chart and are noted at the top of each chart • Black line in the bar represents the mean • Less than three responses -no data will show
Floating Bar Charts - Details • Two columns supports comparing two cohort groups of result. • Scale: percentage of class time • Standard deviation and the mean (represents roughly 2/3 of the respondents) • (n): no results if n <3 • No difference between online and printed survey format for results.
Examining your SEC Instructional Practice data Before you begin to analyze your data, make sure everyone at the table understands what and whose data is represented in this graph. Make sure everyone is in agreement on how to read the graph.
What about research? • Look at the research summaries on your tables • How might this be useful in your data discussions about instructional practice?
Motivation to use the Data What IS the motivation?
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