STEM MI Champions

SURVEYS OF ENACTED CURRICULUM

Teacher Orientation

Gary Money

August 2 and 3, 2011

SEC Collaborative

Michigan Department of Education http://www.michigan.gov/mde/

Council of Chief State School Officers www.SECsurvey.org

• Wisconsin Center for Education Research www.SEConline.org

Objectives of the Teacher Orientation Session

• Answer questions concerning the Surveys of the Enacted Curriculum (SEC).

• Understand the teacher’s role in the SEC.• Learn how the SEC uses topics and cognitive

demands to describe instruction.• Understand how to complete the online survey

questions.• Learn to register and begin a session with the survey.

Expectations of Teachers

• Complete all sections of the survey.• Provide an accurate account of: – What is taught.– Teacher expectations for students.– Instructional practice.

• 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 will consider as you complete the survey.

School and Class Description Click Submit to save your responses and continue.

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”

SEC Time on Topic QualifiersTime on Topic• 0 = None• 1 = Slight coverage (less than 1 class/lesson)• 2 = Moderate coverage (1-5 classes/lessons)• 3 = Sustained coverage

(more than 5 classes/lesson

Note: The entire school year is always the

time frame for time on topic.

Instructional Content–Time• Indicate the time spent during the

course of the school year.

Cognitive Demand

• Content Standards have inherent cognitive demand.

• Your instructional activities also have cognitive demand.

• The SEC intend to measure the cognitive demand relative to content instruction.

Cognitive Demand Categories for Mathematics

Cognitive Demand Activity

• With a partner, read the instructional activities on the worksheet and indicate the cognitive expectation for one activity.

• With your partner, discuss responses.• Then, with the large group, we will review our

answers and facilitate discussion around the answers.

SEC Response Codes for Cognitive Demand

• 0 = No emphasis• 1 = Slight emphasis • 2 = Moderate emphasis • 3 = Sustained emphasis

Note: Emphasis doesn’t need to equal 100%.

Instructional Content–Cognitive Demand

Instructional Practice

• Homework• Instructional practices• Assessments• Opinions and beliefs• Classroom instructional

preparation

• Professional development

• Personal characteristics• Formal course

preparation

Instructional Practices Respond to the questions using the scales

indicated in all sections.

Log on to the Web Sitewww.seconline.org

Registration• Click on the Registrar button.

Registration• Select Michigan

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

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

Technical Assistance

• E-mail assistance– mecgroup@education.wisc.edu

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

GMoney Consulting

Gary Money13134 North Forest Beach ShoresNorthport, MI 49670

Email: gmoney@gtmathsci.org

Phone: 231.633.2073