Probing for Improvement

1
Using SEC Data Maine
SEC State Collaborative Tampa, FL February 2005
Dr. Francis Eberle feberle_at_mmsa.org
2

Key Questions for the Maine SEC

• 1. What is the current grades K-12 statewide
  implementation, content and practice, of
  mathematics and science education? (2004-2005
  includes ELA)
• 2. To what extent and which instructional and
  content factors will the SEC identify in
  improving schools in science and mathematics as
  compared to other schools?

3
2003-2004 Maine SEC Administration

• Collect a representative sample (30 or 1,800)
  of the K-12 teachers of mathematics and science,
  including sampling from districts in every
  region.
• Code the state standards and assessment to the
  SEC Framework and analyze their alignment.
• Provide support to the Maine Department of
  Education and districts. (orientation, data
  access, analysis and a report to Department of
  Education (DoE))

4
2003-2004 Maine SEC Sample

• Maine Regions 7 of 9
• Maine Districts 24 Schools - 83
• Maine Teachers 817 mathematics and science

5
2004-2005 Maine SEC Administration

• Repeat the previous years administration,
  sampling, primarily in different districts. TSLC
  sites will repeat the survey (5). State MSP
  districts will begin to take yearly.
• Code ELA standards and assessment to SEC
  framework.
• Provide support to Maine DoE and districts.
  (orientation, data access, analysis and DoE
  report)
• Analysis and report this year will focus more on
  school similarities and differences.

6
Lessons Learned

• Challenges
• Recruitment is key to sufficient data set and is
  challenging at the state level.
• Connecting with districts after taking the SEC.
• Successes
• The administration process orientation,
  administration and data access and analysis.
• The SEC online survey system (after Jan 04) and
  technical support (John, Alissa) was great.
• Interest at the Maine Department of Education.

7
Data Analysis and Communications

• Analysis
• Maine Mathematics and Science Alliance (MMSA),
  Maine Department of Education and Districts
• Findings
• Practice Content Alignment issues
• State, district, and school level
• Communications
• Districts, DoE (various Committees, Conferences),
  MSTA, MMSA (various events and projects)

8
General Findings State Level

• Teacher Preparation
• Teachers reported feeling comfortable with what
  they taught and had adequate opportunities for
  PD. However, major differences existed in the
  teachers initial preparation across the state.
• Professional Development
• Teacher reported frequent opportunities for PD.
  The PD they attended was not consistent with
  their school, grade, or personnel goals for
  improvement.

9
General Findings State Level

• Content
• Teachers are covering/teaching all of the state
  standards, and they are doing this at almost
  every level.
• District Use of Data
• The capacity is low for taking the time to
  analyze and use the SEC data.
• State Standards and Assessment Alignment
• There is strong alignment in some areas and weak
  in others.

10
Course Grain Report Grades K-4 and MEA
Elementary Mathematics K-4
Grade 4 MEA
11
Course Grain Report Grades 5-8 and MEA
Grade 5-8 Mathematics
Grade 8 MEA
12
High School Mathematics Course Grain
Course Grain Report Grades 9-12 Mathematics
and MEA
13
Fine Grain Report High School Pre-algebra Conce
pts and Grade 11 MEA
Pre Algebra Grade 9 Grade 10
MEA Grade 11
14
School A School B
Course Grain Report One District 2
schools Same Math Program
15
School A School B
Fine Grain Report One District 2
schools Same Math Program
16
2 Schools Different Districts Same Elementary
Math Program Higher Performer Vs. Lower
Performer
School C School D
17
Instructional Practice MathematicsFindings

• High school has the longest class time average
  51-60 minutes.
• High school grade spans spend the lest amount of
  time overall on mathematics instruction as
  compared to grades K-8.
• High school teachers report using more objective
  items, short answer and extended response type
  questions for assessment.

18
Instructional Practice MathematicsFindings

• High school teachers report a higher percentage,
  35 of the time having students solve word
  problems from a textbook or worksheet.
• High school teachers report students spend the
  least amount of time, 9 explaining their
  reasoning. Average is 18 for K-12.
• Approximately 16 of homework is completing
  computational exercises K-12.

19
Instructional Practice Mathematics Findings

• Professional Development
• Teachers grade K-4 spend the least amount of time
  at summer institutes, courses, conferences and
  coaching/mentoring as compared to grade 5-12.
• The highest P.D. participation was in assessment.
• K-12, teachers reported their P. D. activities
  are not consistent with their department, their
  grade level or professional goals (never or
  rarely.)
• Teachers only sometimes participated in P.D. with
  colleagues. (little embedded P.D. - study groups)

20
Instructional Practice Mathematics Findings

• K-12 teachers were influenced
• By state standards ( 3 - little to 4.5 -
  strong).
• By needing to prepare students for the next grade
  (4.5 - strong).
• By textbooks (4 - somewhat positive).
• By student needs (4 - somewhat positive).
• By the state test (2 - somewhat neg. to 3.5 -
  little influence).

21
Instructional Practice- OpinionsFindings

• Science
• Laboratory activities are more effective than non
  laboratory activities.
• Students learn scientific terms and formulas
  before learning underlying concepts.
• Mathematics-
• Students learn skills before concepts Grades
  K-4 (2.2 neutral), Grades 5-8 (2.9 somewhat
  agree) and Grades 9-12 (3 agree).

22
So What ?

• Maine DoE is reviewing state standards and
  assessment. The SEC may/will contribute to
• Revisions of State standards by looking at SEC
  for the Opportunity to Learn for students.
• Revisions of state assessment may be informed
  from alignment analysis.
• MMSA has used the SEC to inform
• Professional Development design
• Evaluation of Professional Development
  initiatives (TSLC and State MSP)
• ? School improvement factors ?

23
Professional Development Needs

• Ideas about how to do more with
• Data Interpretation
• Follow up with districts (Buy in, attention, and
  use of data)