Facilitating the SEC Dialogue

January 27, 2009Tempe, Arizona

Carolyn EastmanKathy Sturges

Jennifer Unger

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

Where can we use our time most effectively?

CircleOf

Control

CircleOf

Influence

Circle ofConcern

Stephen CoveyCircles of Control, Influence and Concern

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

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.

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

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.

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?

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?

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)

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

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

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

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

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

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