Now That I have My SEC Data, How do I Establish the Connection to Student

Achievement?

Gary MoneySenior Program Associate

Lisa PalaciosSenior Program Associate

CCSSO Education Leaders ConferenceUsing Data to Improve Instruction

September 8-10, 2008

Tools:

•SEC Content Topics/Subtopics•SEC Cognitive Demand Categories•Student Item Analysis Data•Research Basis (Marzano)•Release Test Items

Sample Teacher AgendaPart 1

•SEC Topic list and student expectation handout•SEC Contour Map --grade level with indicator •Explain data format •Compare topic and expectations between teacher

and indicator document•Locate alignment and non-alignment areas•Discuss coarse and fine grain charts

Sample Teacher Agenda

Part 2

DIBELS •Find fluencies in SEC topic list --report out•Handout for K-3 teachers with partner—

Find student weakness in at least one fluency Using topic list find this fluency in SEC data fine grain Compare instruction to student achievement

•What observations can we make?•Small group take notes and report out•Other instructional topics not addressed in DIBELS

Sample Teacher Agenda

Part 3

•Wrap up discussion--•How did this inform your instruction?•What would be your next steps •How to access own data•Reflections

Q A B C D1 9 4 17 71*2 15 60* 23 23 68* 6 14 124 3 7 79* 105 25 63* 3 86 6 3 86* 47 87* 2 4 78 27 15 13 45*9 81* 9 4 610 5 17 72* 6

Sample Item Analysis Data

8 Read the chart below.

Life in the North Is HardBlizzards blow and the sea rolls

gray-----Place your answer here

Swimming is frigid in the middle of May

Which phrase best completes the chart?

A may not turn cartwheels for joy

B may not laugh and shout hooray

C packing up and moving away

D finding dinner may take all day

MarzanoCategories of Instructional Strategies that Effect

Student Achievement

•Identifying similarities and differences•Summarizing and note taking•Reinforcing effort and providing recognition•Home work and practice•Nonlinguistic representations•Cooperative learning•Setting objectives and providing feedback•Generating and testing hypothesis•Questions cues, and advance organizers

Determine topic and cognitive demand for the assessment item using SEC Topic and Cognitive Demand Categories.

Review teacher data for topic and cognitive demand to find any relationships

Guiding Questions

•What areas of the curriculum are most aligned to state standards as indicated by teacher data? Does student achievement data support this?

•What areas of the curriculum are least aligned to state standards as indicated by teacher data? Is this reflected in student achievement data?

•Is there sufficient instruction to develop depth of understanding indicated in teacher data?

•What triangulation can be done using student assessment data, released assessment items and teacher SEC data?

•Does instructional practice data support best practices?

•Does alignment suggest a professional development focus?

Lisa PalaciosP: 630-649-6601 > F: 630-649-6700E-Mail: lisa.palacios@learningpt.org

Gary MoneyP: 630-649-6698 > F: 630-649-6700E-Mail: gary.money@learningpt.org