facilitating the sec dialogue - ccssoprograms.ccsso.org/content/pdfs/leading sec data...
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Facilitating the SEC Dialogue
January 27, 2009Tempe, Arizona
Carolyn EastmanKathy Sturges
Jennifer Unger
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Outcomes
• Provide a protocol for analyzing and engaging with SEC data
• Engage you in using the protocol
• Begin to identify specific SEC charts that will address your purpose and needs
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Where can we use our time most effectively?
CircleOf
Control
CircleOf
Influence
Circle ofConcern
Stephen CoveyCircles of Control, Influence and Concern
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Data Driven Dialogue
Copyright TERC 2006, adapted from Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry by Bruce Wellman and Laura Lipton, MiraVia, LLC, 2004.
PHASE 1Predict
PHASE 3Infer/Question
PHASE 2Observe
GoVisual
• 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?
Surfacing experiences, possibilities, expectations
• 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?
Analyzing the data
• 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?
Generating possible explanations
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Engage in Data Dialogue - Phase 1
• Review the questions that you have formulated
Based on a process found in Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Bruce Wellman and Laura Lipton
• Make predictions about what you believe your SEC data will reveal in response to your questions.
• See handout for examples.
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Engage in Data Dialogue - Go Visual
• Review the SEC data chart ormap.
• Familiarize yourself with the scales, legends, etc.
• Use each other as resources.
Based on a process found in Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Bruce Wellman and Laura Lipton
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Engage in Data Dialogue - Phase 2
• Make observations of the data based on your topic and objective.
• Use the predictions and questions generated earlier to guide your observations.
• Make observations of the data based on your topic and objective.
• Use the predictions and questions generated earlier to guide your observations.
1Based on a process found in Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Bruce Wellman and Laura Lipton
• Make factual statement based on your observations.
• No inferences or assumptions!• See handout for examples.
• Make factual statement based on your observations.
• No inferences or assumptions!• See handout for examples.
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Engage in Data Dialogue - Phase 3
• What additional data would you like to see? Share with colleagues.
• See handout for examples.
Based on a process found in Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry, Bruce Wellman and Laura Lipton
• Review the observations that you have made.
• Why do you think the observations are what they are? What assumptions and/or inferences can you make about them?
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Objectives / Topics
1. Assessment: How do we know if our teacher developed quarterly assessments are aligned to state standards?
2. Instruction: As a district, we have identified Formative Assessment as a best practice. How will we know to what degree it is being implemented?
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3. Curriculum: We have adopted a district‐wide resource. How well is this resource being used consistently across the district? Is this resource aligned to our standards?
4. AYP: Are teachers prepared to provide standards based instruction to different groups of students?
Objectives / Topics (continued)
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Data Driven Dialogue
Copyright TERC 2006, adapted from Data-Driven Dialogue: A Facilitator's Guide to Collaborative Inquiry by Bruce Wellman and Laura Lipton, MiraVia, LLC, 2004.
PHASE 1Predict
PHASE 3Infer/Question
PHASE 2Observe
GoVisual
• 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?
Surfacing experiences, possibilities, expectations
• 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?
Analyzing the data
• 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?
Generating possible explanations
![Page 12: Facilitating the SEC Dialogue - CCSSOprograms.ccsso.org/content/pdfs/leading sec data analysis... · 2010. 7. 16. · to guide your observations. • Make observations of the data](https://reader036.vdocument.in/reader036/viewer/2022071000/5fbc8dbf82e7103efb4c4a62/html5/thumbnails/12.jpg)
Reading SEC Tile Charts• State standards and/or
assessments
• Instructional content
• Two dimensional matrix where content is defined by intersection of 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
• Minimum of 3 responses to show data
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Category Level: Coarse Grain Scales
White = Not Covered<2.5 % = Between 4 & 5 class periods<5.0 % = About 9 class periods<7.5 % = 13 to 14 class periods>=7.5 % = More than 14 class periods
Interval is 2.5
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Topic Level: Fine Grain Scales
White = Not Covered<0.5 % = about 1 class period<1.0 % = about 2 class periods<1.5 % = about 3 class periods>1.5 % = about 4 class periods
Interval is .5
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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
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In Conclusion
We have not succeeded in answering all of your problems. The answers we have found only serve to raise a whole set of new questions. In some ways we feel we are as confused as ever, but we believe we are confused on a higher level and about more important things.
-OMNI Magazine