SEC Video Facilitator’s Guide:

Making the Most of Your SEC Data

Oregon SEC Collaborative

Video Title:Making the Most of Your SEC Data

Running Time:29:01 minutesPhase of the SEC Process: 301-After the Survey

Purpose: This video clip is intended to be used by district and school leadership during the 301 phase to first educate themselves about the possible uses of SEC data.

Intended audience: District and School Leadership-301

Instructional staff taking survey-301

Key idea: The amount of data generated by the survey is both broad and deep. Having a purpose or a question to answer provides a focus for which SEC data may be able to provide answers, or generate conversations among teachers.

Outline of Video Content

  1. Two general purposes for SEC

a)Collaborative

  1. Smaller number of participants, generally used for school improvement purposes rather than statistical analysis

b)Evaluative

  1. Larger number of participants, generally used to explain student achievement gains
  1. SEC Taxonomy and Cognitive Demand

a)SEC’s five categories fit nicely between Webb’s Depth of Knowledge and Bloom’s Taxonomy

b)Definitions

  1. Cognitive Demand describes the demand of a particular assessment item
  2. What does a student have to do/know to get an item right?
  3. Cognitive Challenge describes goals for instruction
  4. What’s the highest level at which we want students to achieve?
  5. Cognitive Engagement describes what’s going on in the classroom
  6. How are the students engaged in instruction?
  1. Cognitive Complexity describes the multiple cognitive elements in a given task
  1. What do the four main sections of the survey provide?

a)Instructional content (contour maps/tile charts, cognitive demand)

b)Instructional activities (what teachers are doing with students in the classroom)

c)Teacher Opinions and Beliefs (school climate, influence of standards, teacher readiness—good conversation starter)

d)Professional Development (describes the types of activities and nature of PD delivery)

  1. Using SEC Online Report Generator

a)Registration page starts at the district level

  1. Can drill down to schools

b)Shows you how many teachers took the survey for each grade

  1. Prevents you from looking for results for which you don’t have enough teachers

c)Small districts might have difficulty pulling up data because data will only show for 3 or more teachers

  1. In these situations individual teachers will have to pull up data and be willing to shareit

d)Accessing reports

  1. Having a specific purpose gives you a better idea of where to look in the data
  1. What do we do with this data?
  1. Climate of trust is key
  2. Must already be in place before looking at SEC data
  3. Might want to start with content analysis rather than specific teacher data (non-threatening)
  1. Inquiry process
  2. Predict - Get to underlying assumptions
  3. Observe - Look at data and describe what you see
  4. Discuss & Interpret - Why does the data look the way it does?
  1. Next Steps
  1. PLCs look at specific questions to look at with the data
  2. Teachers engage in content analysis using classroom assessments
  3. State test data can be illuminated by SEC data
  4. We have problem in geometry, let’s look at content data
  1. Conversations are a key outcome of the survey
  2. Small number of teachers means you cannot engage in statistical analysis
  3. Must have a conversation among the people that provided that data
  4. Telling teachers what the data says instead of allowing them to have conversations about the data is not an effective use of the SEC.
  1. Unless the teachers have a problem or issue to address they are just looking at a lot of charts. Ideally teachers will reflect on their data, have conversations with one another andas a result of the conversation they share with one another what they think the problem is and what they think the solution might be. Then they go to their classrooms and try to implement those solutions.

The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department of Education

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SEC 301(Updated 03.20.08)