Transcript Title of Presentation - Council of Chief State School Officers

SEC Survey Administrators’
Training and Teacher Orientation
Presenter Name
Presenter 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 SPECIFICS
HERE
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 Description
Instructional Content
Instructional 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 Taxonomies
Mathematics
Bloom
Webb
Knowledge
Recall
SEC
Memorize
Comprehension
Skills & Concepts
Application & Analysis
Strategic Thinking
Conjecture
Generalize/prove
Synthesis
Extended Thinking
Apply Concepts
Solve non-routine
problems
Evaluation
Perform Procedure
Demonstrate
understanding
Relationships Between Taxonomies
English Language Arts and Reading
Bloom
Webb
Knowledge
Recall
SEC
Recall
Comprehension
Skills & Concepts
Demonstrate/Explain
Application & Analysis
Strategic Thinking
Analyze/Investigate
Synthesis
Concepts
Extended Thinking
Generate/Create
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 standards
Sample activities/lessons
Descriptions for each level
of cognitive demand
Framework for thinking about cognitive
demand prior to completing survey

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.

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.
Instructional Practice
 Homework
 Instructional practices
 Assessments
 Opinions and beliefs
 Classroom
instructional
preparation
 Professional
development
 Personal
characteristics
 Formal course
preparation
Log on to the Web Site
www.seconline.org
Registration
 Click on the Registrar button.
Registration
 Select OHIO SEC Initiative from list.
Registration
 Click the Register button.
Registration
Fill in all the fields and then click “submit”
Registration
 Enter a unique user name and password.
 Enter a valid e-mail address.
Registration
Click 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
 [email protected]
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,
[email protected]
 Richard Ostry, Learning Point Associates,
[email protected]
 Carolyn Karatzas, Consultant for The Council of Chief
State School Officers
[email protected]
 Gary Money, Learning Point Associates,
[email protected]