Quarter 1 Reading English Language Arts Data … · Intermediate Data Utilization Summary...

Quarter 1 Reading English Language

Arts Data Utilization Report

Designed and Written by

Cassandra Bailey, Instructional Lead Teacher/Professional Development Lead Teacher

[email protected]

William Hall Academy 5200 Marlboro Pike Capitol Heights, MD

K-2 Data Utilization Summary Tuesday, November 18, 2014

8:15-11:15 a.m.

Tohelpallstudentsachieve,teachersneedtosystema5callyandrou5nelyusedatatoguideinstruc5onaldecisionsandmeetstudents’learningneeds.Datauseisanongoingcycleofcollec5ngmul5pledatasources,interpre5ngdatatoformulatehypothesesaboutstrategiestoraisestudentachievementandimplemen5nginstruc5onalchangestotesthypotheses.Collabora5onamongteachersineachstepofthedata-basedinquiryprocesscanmaximizethebenefitsofdatausebyhelpingteachersshareeffec5veprac5ces,adoptcollec5veexpecta5onsforstudents’performance,gainadeeperunderstandingofstudents’needs,anddevelopeffec5vestrategiestobeCerservestudents.

DuringtheQuarter1PrimaryElementaryDataU5liza5on,par5cipantsmetduringa3hourfacilitatedsessiontoachievethefollowingoutcomes:•Makedatapartoftheongoingcycleofinstruc5onalimprovement;•Iden5fystrategiestoteachstudentstoexaminetheirowndataandsetlearninggoals;•Establishaclearvisionforschoolwidedatause;•Providesupportsthatfosteradata-drivenculturewithintheschool;•Developandmaintainadatasystemu5lizingtheprinciplesoutlinedin“DataWise.•  Setclearexpecta5onsforlessonplanningand

Collabora5vePlanningritualsandrou5nes.

Theresultofthe180minutesessionachievedthefollowingoutcomes:•  Teachersiden5fiedstudentperformancegroups

accordingto‘advanced’,‘proficient’,‘basic’,and‘intensive’studentproficiencywithCCSSandskills.

•  TeachersevaluatedstudentanswerchoicesandwriCenresponsestodeterminethe3lowestperformancestandardsanddevelopedanac5onplantotailorQuarter2instruc5ontomeetstudentneeds.

•  TeachersengagedinaBookStudyofChapter2in“DataWise”andcompletedanassessmentsurvey.

•  Teachersreviewedthe,‘CommonCoreCollabora5vePlanningToolkit’essen5alprocessesforlessondesigntoclarifythestagesoflessondesignincludingpre-work;lessondesign;follow-up;successes,challenges,andlessonslearned;professionaldevelopment;andrelatedresources.

Intermediate Data Utilization Summary Wednesday, November 19, 2014

12:15-2:15 p.m.


DuringtheQuarter1IntermediateElementaryDataU5liza5on,par5cipantsmetduringa3hourfacilitatedsessiontoachievethefollowingoutcomes:•Makedatapartoftheongoingcycleofinstruc5onalimprovement;•Iden5fystrategiestoteachstudentstoexaminetheirowndataandsetlearninggoals;•Establishaclearvisionforschoolwidedatause;•Providesupportsthatfosteradata-drivenculturewithintheschool;•Developandmaintainadatasystemu5lizingtheprinciplesoutlinedin“DataWise.•  Setclearexpecta5onsforlessonplanningand

Collabora5vePlanningritualsandrou5nes.•  Createa“DataPorZolio”andmonitorstudent

performanceusingstudentdatacards(locatedintheTes5ngOffice)

Theresultofthe180minutesessionachievedthefollowingoutcomes:•  Teachersiden5fiedstudentperformancegroups

accordingto‘advanced’,‘proficient’,‘basic’,and‘intensive’studentproficiencywithCCSSandskills.


•  TeachersengagedinaBookStudyofChapter2in“DataWise”andcompletedanassessmentsurvey.

•  Teachersreviewedthe,‘CommonCoreCollabora5vePlanningToolkit’essen5alprocessesforlessondesigntoclarifythestagesoflessondesignincludingpre-work;lessondesign;follow-up;successes,challenges,andlessonslearned;professionaldevelopment;andrelatedresources.

Intermediate Data Utilization Summary Monday, November 18, 2014

8:15-11:15 a.m.


DuringtheQuarter1MiddleSchoolDataU5liza5on,par5cipantsmetduringa3hourfacilitatedsessiontoachievethefollowingoutcomes:•Makedatapartoftheongoingcycleofinstruc5onalimprovement;•Iden5fystrategiestoteachstudentstoexaminetheirowndataandsetlearninggoals;•Establishaclearvisionforschoolwidedatause;•Providesupportsthatfosteradata-drivenculturewithintheschool;•Developandmaintainadatasystemu5lizingtheprinciplesoutlinedin“DataWise.•  Setclearexpecta5onsforlessonplanningand

Collabora5vePlanningritualsandrou5nes.•  Createa“DataPorZolio”andmonitorstudent

performanceusingstudentdatacards(locatedintheTes5ngOffice)

•  Teachersiden5fiedstudentperformancegroupsaccordingto‘advanced’,‘proficient’,‘basic’,and‘intensive’studentproficiencywithCCSSandskills.


•  TeachersengagedinaBookStudyofChapter2in“DataWise”andcompletedanassessmentsurvey.•  Teachersreviewedthe,‘CommonCoreCollabora5vePlanningToolkit’essen5alprocessesforlessondesign

toclarifythestagesoflessondesignincludingpre-work;lessondesign;follow-up;successes,challenges,andlessonslearned;professionaldevelopment;andrelatedresources.

Theresultofthe180minutesessionachievedthefollowingoutcomes:

Part 1: Data Analysis

(Analyzing Student Performance)


ThestructureoftheDataU5liza5onMee5ngfollowingafourpartsessionsequence.Inpart1ofthesession,teachersanalyzeddatabyevalua5ngvariousdatareportstailoredtodeconstruc5ngvariouscomponentsofstudent,class,anditemresponsereports.Teachersu5lizedthesereportstocompletea‘DataAnalysis’documentwhich

providedasequenceofques5ons,instruc5onalgoalsandoutcomes,andreflec5ontasksdesignedtobeimplementedduringQuarter2instruc5on

toprovidemeasurableachievementgainsforallstudents.

Teacher Data Utilization Portfolios

EachteacherpreparedaClassListReportDataFolderfortheEndofQuarter1Benchmark(MUST).

Thecontentsintheledsidepocketincludedaguideto“Prin5ngExamLabels”(labelsshowhoweachstudentperformedonarecentassessment).Labelsshowthestudent’sname,thetestscoreinrawnumbersandpercentages,andalistoftheques5onsmissed,andalistofthestandards.Thepocketalsoincludedan“EdusodReportsStep-by-StepGuide”detailingtheprocessesonhowtocreateaperformanceband,itemanalysis,itemresponse,classlist,reportbuilder,andinterven5ongroupreport.

AClassListreportforRELAEndofQuarter1Benchmark“OverallStudentPerformance”printoutonbacksideofcoverpageinpocketsleeve.

Classlistreportteachersusedtoanalyzedatatrends.

TeachersusedanItemResponsereportreviewstudent’sperformanceonaspecifictestitem.Thereportdisplaystheresponsethestudentgaveandhighlightsthemostfrequentlychosenincorrectresponse.

Teachersusedthisreporttofindthestandardsstudentsfindmostchallengeanddesignedre-teachingstrategiestoaddressstudents’strengthsandweaknesses.

TeachersusedtheEdusodInterven5onGroupfunc5ontoviewstudentsinacertaincategory.

Teachers Used This Template During Data Utilization

Part 2: Aligning our

Questioning to Rigorous, Text-based Prompts


Bloom’sTaxonomyisabigpieceoftheCommonCoreStateStandardsandisusedtodefinetherequirementofstudentproficiencywithinastandard.ThesecondsessionofDataU5liza5onprovidedanopportunityforteacherstoevaluatethecogni5verigorofEndofQuarter1BenchmarkMUSTassessmentitemsinordertoensurethatdailyclassroominstruc5onisalignedtotheCommonCore.Thisprac5cewillensureourstudentsareequippedtomeetthedemandsofcomprehendingandwri5ngaboutcomplextexts.Teacherscreatedthefollowingques5onstemswhichmodeltheprecisionoflanguagestemsintheQBT.Teacherswillu5lizeques5onstemsforreviewaspartofaCorrec5veAc5onplantoaddresscommonlymissedassessmentitems.Theresultsofthissessionwillensurethatstudentsarefamiliarwithassessmentvocabularyandstyleandthatteachersinstruc5onmirrorsassessmentprompts.

Third Grade Quarter 1 QBT Question Stems q  Rereadthesesentences.Howdoes____________

(character)feelatthispointinthepassage?(abriefpassagefromthetext)(selectavocabularyword)

q WhichwordfromthesentencebestsupportstheanswertoPartA(thevocabwordstudentsselected)

q Whatmo5vated____________(character)todo____________(ac5on)

q WhichdetailfromthepassagebestsupportstheanswertoPartA?

q Whatcaused______________(character)to_______________(ac5on)

q WhichdetailsupportstheanswertoPartA?q Whatdoes________meanasusedinthissentence?q Whichdetailfromthepassagehelpsyouunderstandthe

meaningof_________(vocabword)q  Howare___________(character)and

__________________(character)different?q Whichdetailfromthepassagebestsupportstheanswer

toPartA?q  Basedonthestory,howdoes_____________

(character)feelabout_____________(character’s)_____________item

q Whichstatementfromthestorybestshows_____________character’sfeelingsabout________(character’s)habit?

Fourth Grade QBT Quarter 1 Question Stems q  Howdoes________feelabout__________________

(event)?q Whichdetailfromthepassagesupportstheanswerto

PartA?q Whydoyouthink_________(character)did

____________(ac5on)q Whichdetailfromthepassagebestsupportstheanswer

inPartA?q  Locatetheword__________(vocabword)inthefirst

paragraphofthepassage.__________(vocab)isamul5plemeaningword.

q Whichdetailfromthetexthelpsyouunderstandthemeaningofthe_________.

q  Inthepassage,theauthorstates,_______________(textexample).Whatisthemeaningoftheword____inthoselines?

q Whichdetailfromthepassagehelpsyouunderstandthemeaningof_____(vocab)

q  Whatisthenarrator’sreac5onto____________(event)?q Whichdetailfromthedetailfromtheselec5onbest

supportstheanswertoPartA?q Whatwastheeffectof__________(event)withthe

narratoron_________(event)?q Whichdetailfromthetextbestsupportsthisanswer?q  Basedonthedescrip5onoftheseingattheendofthe

story,whatconclusioncanyoudraw?

Fifth Grade Quarter 1 Question Stems

q  Whatisonemainideafromthetext?q  Whichsentencefromtheselec5onbestsupportsyouranswertoPartA?q  Whydid__________(character)askpeopleto__________(ac5on)?q  Whichsentencefromtheselec5onsupportsyouranswertoPartA?q  Thear5cleincludesthesedetailsabout____________(character’slife):

(listsseveralbulletpointdetailsfromthetext)q  Whatdothesedetailshelpyouinferabout_______(character’s)legacy?q  Whichaddi5onaldetailfromtheselec5onalsosupportsthisinference?q  Whichmeaningofthehomograph“bound”isusedinthefollowing

sentences?q  Whichphrasefromthepassagehelpsyouunderstandthemeaningofthe

word_____?q  Basedonthecontextclues,whatdoestheword_____(vocab)meaninthe

followinglines?q  Whichcontextcluefromtheparagraphhelpsyouunderstandingthe

meaningof_________(vocab)q  Thissentencefromtheselec5oncontainsametaphor.Whatdoesthe

metaphormean?q  Whichfactabouttheselec5onhelpedyouanswerPartA?q  Whatisthesignificanceoftheinterac5onbetween__________(character)

and________(character)?q  WhichphrasefromthestorybestsupportsyouanswertoPartA?q  Whichstatementbestcomparesandcontrasts__________(character)and

___________(character)q  ______________(character)isdescribedas(vocabterm).Whichwordfrom

thestoryisthebestsynonymfortheword_____(vocab)q  Whichmeaningoftheword_____(vocab)isusedinthelastparagraphof

thestory?q  Whichwordfromtheparagraphprovidesacluetothemeaningofthe

word(vocab)q  Whichcontextcluefoundintheselec5onhelpedyoufigureoutthe

meaning?

Sixth Grade Quarter 1 Question Stems q  Whichdescrip5onof_________(noun)isasimile?q  Inline____(number),thespeakerusesasimiletocomparethe_______(noun)

to_______?q  Whatdoestheword___________(vocabword)meaninline___ofthepoem?q  Rereadlines__-__fromthepoem.Thewordthatbestdescribesthetoneis_____.q  Whichofthephrasesfromthepoembesthelpsyouunderstandthetoneofthe

linesabove?q  Whatideadoesthespeakeremphasizebyrepea5ngthephrase__________?q  Rereadlines__-__fromthepoem.Whatarethe______beingcomparedto?q  Rereadlines__-__fromthepoem.Whatisthepurposeoftheselines?q  WhatotherlineinthepoemalsoservesthissamepurposefromPartA?q  Rereadlines__-___fromthepoem.Themetaphorintheselinescomparesthe

______(event)to_______(noun)q  Howdothe____(noun)andthe______(noun)feelaboutthe_________(event)?q  WhichlinefromthepoembestsupportstheanswerinPartA?q  Howdoesthespeakerofthepoemfeelabout_____(event)?q  Rereadthelinefromthepoembelow.Whattheword____(vocabulary)mean?q  Rereadlines__-___fromthepoem.Thedetailsinline___suggestthatthe“ladder

ofmuscle”is_______(descrip5on).q  Whichdetailisleasthelpfulinunderstandingtheseingofthispoem?q  Rereadlines__-__ofthepoembelow.Whichwordbestdescribestheauthor’s

tone?q  Thetwopoemssuggestthat______(noun)can...q  Inbothpoems,thedescrip5onof_____(noun)q  WhichsentencebeststatesanimportantthemeinBOTHpoems?q  Whichstatementbestdescribesacentralideaofthetext?q  Whichstatementbesthelpstodevelopthecentralidea?q  Rereadthesentencefromthetext.Whatdoestheword___________(vocabulary

word)meanasitisusedinthesentence?q  Rereadthesentencefromthetext.Whatdoestheword_______(vocabularyword)

meanasitisusedinthesentence?q  Whatdoestheword_____meanasitisusedinparagraph___of“TitleofPassage”

Seventh Grade Quarter 1 Question Stems q  Basedonthepoem,________(insert5tle),howdoesthespeakerfeelabout

______(noun/event)?q  Whichdetailismosthelpfulinunderstandingtheseingofthispoem?q  Whichlinefromthepoembestshowsthespeaker’sfeelingsfor_____

(noun/event)?q  Whichoneofthefollowingimagesisanexampleofsimile?q  Thepoetusestheexampleofsimileaboveto_____?q  Whatdoestheauthormeanbysaying,“________”(passagefrompoem)in

lines___-___?q  Rereadlines__-__inthepoem.Thetoneoftheselinesisoneof-q  Howdothestructureandshapeofthefirststanzacontributetotheeffect

of___________(descrip5onfrompoem)q  The_____(noun)inline___represents_____q  Rereadlines___to___inthepoem.Whatmoodisbestcreatedinthese

lines?q  Whichstatementbestdescribestheeffectoftherhymeschemeinthis

poem?q  Rereadlines__-__fromthepoem.Thepoetprobablyrepeatsthewords

___and___intheselinesto_________(reason)q  Whichdetailisleasthelpfulinunderstandingtheseingofthispoem?q  Rereadlines___to____fromthepoem.Theselinesmostlysuggest

that_______(statement).q  Whichlinehelpstodevelopthetone?q  WhichsentencebeststatesanimportantthemeinBOTHpoems?q  Readthesentencefrombelow.Whatdoestheword______(term)mean?q  Whatphrasefromthetextbestshowsthemeaningoftheword______

(term)?q  Whatisthemeaningof_____(term)asitisusedinparagraph___.q  Whichphrasefromtheparagraphbesthelpsthereadertounderstandthe

meaningof________.q  Whichstatementbestdescribesacentralideaofparagraph____?q  WhichstatementfromthetextbestsupportstheanswerinPartA?q  Whichquotefromthetextbestshows___________(character’sname)

immediatereac5ontothe____________(event)?q  Whatisthemainreasonthat________(character’sname)includesthe

_________(specificeventreference)

Eighth Grade Quarter 1 Question Stems

q  Inthefirststanza,thespeakerpersonifiesthe________(noun)as________.q Theseingofthelaststanzacontributestothecentralideaof_________?q Whichisthebestparaphraseoflines____to_____?q Whatdoestheword______(term)meanasitisusedinthepoem?q Whichofthephrasesfromthepoembesthelpsthereaderunderstandthemeaningof

_______(term)?q  Inlines____to_____thespeakersusesanextendedmetaphortocomparethe_____(noun)

to_______.q  Inlines____to____,the(noundescrip5on)isametaphorforthe______(noundescrip5on).q Whatdoestheword_____(term)meanasitisusedinthetext?q Whichofthephrasesfromthetextbesthelpsthereaderunderstandthemeaningoftheword

_____(term)?q Whichwordsbestdescribethetoneofstanza___?q Thespeakergivesthe____(noun)humanquali5esinorderto-q Whatanalogyisthepoetdrawingbetweenthe______(noun)andthe____(noun)q  Inlines___to____,thespeakercomparesthesoundofthe______(noun)tothe________.q Thetoneofthispoemis–q Thelines/sbelowthatprovide(s)evidenceofthetoneofthepoemis:q  Inlines____to____,thespeakerusesthephrase“_____________”toemphasize...q Rereadlines____to____.Whatisthebestparaphraseoftheselines?q Rereadlines___to____fromthepoem.Theseingoftheselinesmakesthereaderfeel---Whichdetailisleasthelpfulinunderstandingtheseingofthispoem?q Togivetheirdescrip5onof_______(specificdescrip5onreferencefromtext)a______

(descriptor)quality,bothpoetsuse...q WhichsentencebeststatesanimportantthemeinBOTHpoems.q Whichstatementbestdescribesacentralideaofthetext?q Whichstatementbesthelpstodevelopthecentralidea?q Whatdoestheword_______(term)meanasitisusedinthesentence?q Whatphrasefromthetextbesthelpsclarifythemeaningof________(term)?q Howdoesthechartbuildontheinforma5onprovidedinthepassage.q Howdoesthephotographofthe______(object)helpreadersunderstandinforma5on

presentedinthear5cle?q Accordingtothear5cle,__________________(cause-effectrela5onship).Whichbest

illustratesthisidea?q Rereadthedefini5onsinthechart.Which(noun)men5onedinthear5clehas(specific

descrip5on)?q Whatwastheauthor’smainpurposeinusingthesub-heading,“______”(subheading)

Part 3: Planning for

Effective Use of Collaborative

Planning


ThethirdsessionofDataU5liza5onprovidedanopportunityforteachersandspecialiststoincorporatetheinstruc5onalinsightsgarneredfromsessionsoneandtwotodetermineinstruc5onalimplica5ons.AtWilliamHallAcademy,Collabora5vePlanninginvolvesagradelevelteamandinstruc5onalfacilitatorworkingandlearningtogetherastheyplancurriculum,units,orlessonsincludingclassroom-basedassessmentsbyanalyzingstandardsandcrea5ng“Essen5alQues5ons”.TheInstruc5onalLeadTeacher,CassandraBailey,facilitatesCollabora5vePlanning.Thefollowingdocumentsrepresentthemodifica5onsintheuseofCollabora5vePlanning5meandiden5fiesthelessonplanningtemplateteacherswilluseduringthesession.Mrs.Baileyhasalsodesignedacomprehensionlessonplanningroom(G107)andonlinewebsiteEdmodogrouptowhichprovidesthoroughresourcestoassistteacher’sbuildlessonplanningcapacity.

Middle School

Lesson Plan Template

Part 4: Data Utilization

Feedback/ Next Steps

(Questions and Answers)


InthefinalsessionofDataU5liza5on,theInstruc5onalLeadTeacherteammeetswiththeAdministra5veteamtoprovide

feedbackandoutlinethenextstepsfortheupcomingquarter.Thefollowingques5onswereprovidedtoMrs.Baileyandaredocumentedthroughthisreportaswellasintheresponses

provided.

Teacher Leadership Team (Cassandra Bailey, ILT/PDLT)

responds to Administrator

Debriefing Questions about Quarter 1 Data

Utilization

Whatwentwell?ü  Teacherswerepreparedwithallmaterialsnecessaryforengaginginanalysisof

studentwork(datafolders,accesstoEdusodpasswords).ü  Teacherspar5cipatedinseveralassessmentsonDataWise.ü  Teachersaskedprobingques5onsanddisplayedownershipofstudentdata.Whatneedstobeimproved?ü  Teachersneeddocumenta5onthatindicatesinstruc5onisstandards-aligned,

differen5ated,andrequiresstudentstousetext-basedevidenceandAccountableTalk.

ü  Adherencetoworkshopmodel.

ü  Evidencethatstudentsareresponsibletomonitoringtheirdataandprogress(IntermediateElementaryandMiddleSchool).

ü  MoreTime!Let’saimforaonewholedayofDataU5liza5onforQuarter2.Whatspecificsupportdoyouallneedfromadministra9on?ü  Ensuringthatthesoleoutcomeandexpecta5onisthatCollabora5vePlanning5meis

forgeneralandspecialeduca5onteacherstoplaninstruc5onandleavewithadocumenttheywillu5lizeduringclass.

ü  Regularaccesstoofficesupplies(clips,s5ckynotes,pens,notebookpaper,chart

paper)ü  WorkingInterwriteBoardinMrs.Bailey’sroom.Whatareourinstruc9onalnextsteps?ü  Provideadministra5veteamwithdetailedagendafortheprocessandexpecta5onsfor

Collabora5vePlanning.ü  Rou5nelyimplementtheagendaandCollabora5vePlanningprocessandexpecta5ons

throughoutthedura5onofQuarter2.ü  Maintainaccountabilityfordailylessonplanning.

Summary Report

Quarter 1 Reading English Language Arts Data … · Intermediate Data Utilization Summary...

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