SEC Survey Administrators’ Training and Teacher

Orientation

Presenter NamePresenter Title

Month and Year

SEC Collaborative

• 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

Your project Key questions

LIST QUESTIONS HERE

YOUR Project

YOUR PROJECT SPECIFICSHERE

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.

Three Sections of the SEC

School and Target-Class DescriptionInstructional ContentInstructional Practice

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.

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”

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.

Cognitive Demand Categories

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

Relationships Between TaxonomiesMathematics

Bloom Webb SEC

Knowledge Recall Memorize

Comprehension Skills & Concepts Perform Procedure Demonstrate understanding

Application & Analysis Strategic Thinking Conjecture Generalize/prove

Synthesis Extended Thinking Apply Concepts

Solve non-routine problems

Evaluation

Relationships Between Taxonomies

English Language Arts and ReadingBloom Webb SEC

Knowledge Recall Recall

Comprehension Skills & Concepts Demonstrate/Explain

Application & Analysis Strategic Thinking Analyze/Investigate

Synthesis Extended Thinking

Generate/Create Concepts

Evaluation Evaluate

“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

Support for Understanding and Reporting Cognitive

Demand

Sample standardsSample activities/lessonsDescriptions for each level

of cognitive demandFramework for thinking about

cognitive demand prior to completing survey

Math Standards

Grade ThreeUse mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, <, >

Grade SevenApply properties of congruent or similar triangles to solve problems involving missing lengths and angle measures.

Grade TenConstruct right triangles, equilateral triangles, parallelograms, trapezoids, rectangles, rhombuses, squares and kites, using compass and straightedge or dynamic geometry software.

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 SevenExplain 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 TenCompare 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.

Instructional Practice

Homework Instructional

practicesAssessmentsOpinions and

beliefsClassroom

instructional preparation

Professional development

Personal characteristics

Formal course preparation

Log on to the Web Sitewww.seconline.org

Registration Click on the Registrar button.

Registration Select OHIO SEC Initiative from list.

Registration Click the Register button.

RegistrationFill in all the fields and then click

“submit”

Registration Enter a unique user name and password.

Enter a valid e-mail address.

RegistrationClick Continue.

User Information Agreement

Here you are asked to agree to release your information to the Ohio Department of Education.

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

Survey Sections This screen provides information about the status

of your survey.

Important Reminders

Survey Menu

School and Class Description Click Submit to save your responses

and continue.

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.

Instructional Practices Respond to the questions using the scales

indicated in all sections.

Technical Assistance

E-mail assistance mecgroup@education.wisc.edu

Toll-free phone help (9 a.m.–6 p.m. EST) 888-454-0195

List teacher compensation or PD hours here

LIST CONTACT INFORMATION HERE

_____________________

Chris Woolard, Ohio Department of Education, christopher.woolard@ode.state.oh.us

Richard Ostry, Learning Point Associates,Richard.Ostry@learningpt.org

Carolyn Karatzas, Consultant for The Council of Chief State School Officerscarolyn@ekaratzas.com

Gary Money, Learning Point Associates, Gary.Money@learningpt.org