Quarter 1 Data U Report

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 PikeCapitol Heights, MD

mailto:[email protected]

mailto:[email protected]

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

8:15-11:15 a.m.

To help all students achieve, teachers need to systematically and routinely use data to guide instructional decisions and meet students’ learning needs. Data use is an ongoing cycle of collecting multiple data sources, interpreting data to formulate hypotheses about strategies to raise student achievement and implementing instructional changes to test hypotheses. Collaboration among teachers in each step of the data-based inquiry process can maximize the benefits of data use by helping teachers share effective practices, adopt collective expectations for students’ performance, gain a deeper understanding of students’ needs, and develop effective strategies to better serve students.

During the Quarter 1 Primary Elementary Data Utilization, participants met during a 3 hour facilitated session to achieve the following outcomes:

• Make data part of the ongoing cycle of instructional improvement; • Identify strategies to teach students to examine their own data and set learning goals; • Establish a clear vision for schoolwide data use; • Provide supports that foster a data- driven culture within the school; • Develop and maintain a data system utilizing the principles outlined in “DataWise. • Set clear expectations for lesson planning and

Collaborative Planning rituals and routines. The result of the 180 minute session achieved the following outcomes: • Teachers identified student performance groups

according to ‘advanced’, ‘proficient’, ‘basic’, and ‘intensive’ student proficiency with CCSS and skills.

• Teachers evaluated student answer choices and written responses to determine the 3 lowest performance standards and developed an action plan to tailor Quarter 2 instruction to meet student needs.

• Teachers engaged in a Book Study of Chapter 2 in “DataWise” and completed an assessment survey.

• Teachers reviewed the, ‘Common Core Collaborative Planning Toolkit’ essential processes for lesson design to clarify the stages of lesson design including pre-work; lesson design; follow-up; successes, challenges, and lessons learned; professional development; and related resources.

Intermediate Data Utilization Summary Wednesday, November 19, 2014

12:15-2:15 p.m.


During the Quarter 1 Intermediate Elementary Data Utilization, participants met during a 3 hour facilitated session to achieve the following outcomes:


Collaborative Planning rituals and routines. • Create a “Data Portfolio” and monitor student

performance using student data cards (located in the Testing Office)

The result of the 180 minute session achieved the following outcomes: • Teachers identified student performance groups

according to ‘advanced’, ‘proficient’, ‘basic’, and ‘intensive’ student proficiency with CCSS and skills.


• Teachers engaged in a Book Study of Chapter 2 in “DataWise” and completed an assessment survey.

• Teachers reviewed the, ‘Common Core Collaborative Planning Toolkit’ essential processes for lesson design to clarify the stages of lesson design including pre-work; lesson design; follow-up; successes, challenges, and lessons learned; professional development; and related resources.

Intermediate Data Utilization Summary Monday, November 18, 2014

8:15-11:15 a.m.


During the Quarter 1 Middle School Data Utilization, participants met during a 3 hour facilitated session to achieve the following outcomes:


Collaborative Planning rituals and routines. • Create a “Data Portfolio” and monitor student

performance using student data cards (located in the Testing Office)

• Teachers identified student performance groups according to ‘advanced’, ‘proficient’, ‘basic’, and ‘intensive’ student proficiency with CCSS and skills.


• Teachers engaged in a Book Study of Chapter 2 in “DataWise” and completed an assessment survey. • Teachers reviewed the, ‘Common Core Collaborative Planning Toolkit’ essential processes for lesson design

to clarify the stages of lesson design including pre-work; lesson design; follow-up; successes, challenges, and lessons learned; professional development; and related resources.

The result of the 180 minute session achieved the following outcomes:

Part 1:Data Analysis

(Analyzing Student Performance)


The structure of the Data Utilization Meeting following a four part session sequence. In part 1 of the session, teachers analyzed data by

evaluating various data reports tailored to deconstructing various components of student, class, and item response reports. Teachers

utilized these reports to complete a ‘Data Analysis’ document which provided a sequence of questions, instructional goals and outcomes, and reflection tasks designed to be implemented during Quarter 2 instruction

to provide measurable achievement gains for all students.

Teacher Data Utilization Portfolios

Each teacher prepared a Class List Report Data Folder for the End of Quarter 1 Benchmark (MUST).

The contents in the left side pocket included a guide to “Printing Exam Labels” (labels show how each student performed on a recent assessment). Labels show the student’s name, the test score in raw numbers and percentages, and a list of the questions missed, and a list of the standards. The pocket also included an “Edusoft Reports Step-by-Step Guide” detailing the processes on how to create a performance band, item analysis, item response, class list, report builder, and intervention group report.

A Class List report for RELA End of Quarter 1 Benchmark “Overall Student Performance” printout on back side of cover page in pocket sleeve.

Class list report teachers used to analyze data trends.

Teachers used an Item Response report review student’s performance on a specific test item. The report displays the response the student gave and highlights the most frequently chosen incorrect response.

Teachers used this report to find the standards students find most challenge and designed re-teaching strategies to address students’ strengths and weaknesses.

Teachers used the Edusoft Intervention Group function to view students in a certain category.

Teachers Used This Template During Data Utilization

Part 2:Aligning our

Questioning to Rigorous, Text-based Prompts


Bloom’s Taxonomy is a big piece of the Common Core State Standards and is used to define the requirement of student proficiency within a standard. The second session of Data Utilization provided an opportunity for teachers to evaluate the cognitive rigor of End of Quarter 1 Benchmark MUST assessment items in order to ensure that daily classroom instruction is aligned to the Common Core. This practice will ensure our students are equipped to meet the demands of comprehending and writing about complex texts. Teachers created the following question stems which model the precision of language stems in the QBT. Teachers will utilize question stems for review as part of a Corrective Action plan to address commonly missed assessment items. The results of this session will ensure that students are familiar with assessment vocabulary and style and that teachers instruction mirrors assessment prompts.

Third Grade Quarter 1 QBT Question Stems Reread these sentences. How does ____________

(character) feel at this point in the passage? (a brief passage from the text) (select a vocabulary word)

Which word from the sentence best supports the answer to Part A (the vocab word students selected)

What motivated ____________ (character) to do ____________ (action)

Which detail from the passage best supports the answer to Part A?

What caused ______________ (character) to _______________ (action)

Which detail supports the answer to Part A? What does ________ mean as used in this sentence? Which detail from the passage helps you understand the

meaning of _________ (vocab word) How are ___________ (character) and

__________________ (character) different? Which detail from the passage best supports the answer

to Part A? Based on the story, how does _____________ (character)

feel about _____________ (character’s) _____________ item

Which statement from the story best shows _____________ character’s feelings about ________ (character’s ) habit?

Fourth Grade QBT Quarter 1 Question Stems How does ________ feel about __________________

(event) ? Which detail from the passage supports the answer to

Part A? Why do you think _________ (character) did

____________ (action) Which detail from the passage best supports the answer

in Part A? Locate the word __________ (vocab word) in the first

paragraph of the passage. __________ (vocab) is a multiple meaning word.

Which detail from the text helps you understand the meaning of the _________.

In the passage, the author states, _______________ (text example). What is the meaning of the word ____ in those lines?

Which detail from the passage helps you understand the meaning of _____ (vocab)

What is the narrator’s reaction to ____________ (event)? Which detail from the detail from the selection best

supports the answer to Part A? What was the effect of __________ (event) with the

narrator on _________ (event)? Which detail from the text best supports this answer? Based on the description of the setting at the end of the

story, what conclusion can you draw?

Fifth Grade Quarter 1 Question Stems

What is one main idea from the text? Which sentence from the selection best supports your answer to Part A? Why did __________ (character) ask people to __________ (action)? Which sentence from the selection supports your answer to Part A? The article includes these details about ____________ (character’s life):

(lists several bullet point details from the text) What do these details help you infer about _______(character’s) legacy? Which additional detail from the selection also supports this inference? Which meaning of the homograph “bound” is used in the following

sentences? Which phrase from the passage helps you understand the meaning of the

word _____? Based on the context clues, what does the word _____ (vocab) mean in the

following lines? Which context clue from the paragraph helps you understanding the

meaning of _________ (vocab) This sentence from the selection contains a metaphor. What does the

metaphor mean? Which fact about the selection helped you answer Part A? What is the significance of the interaction between __________(character)

and ________ (character)? Which phrase from the story best supports you answer to Part A? Which statement best compares and contrasts __________(character) and

___________ (character) ______________(character) is described as (vocab term). Which word from

the story is the best synonym for the word _____ (vocab) Which meaning of the word _____ (vocab) is used in the last paragraph of

the story? Which word from the paragraph provides a clue to the meaning of the word

(vocab) Which context clue found in the selection helped you figure out the

meaning?

Sixth Grade Quarter 1 Question Stems Which description of _________ (noun) is a simile? In line ____ (number), the speaker uses a simile to compare the _______ (noun)

to_______ ? What does the word ___________ (vocab word) mean in line ___ of the poem? Reread lines __ - __ from the poem. The word that best describes the tone is_____. Which of the phrases from the poem best helps you understand the tone of the

lines above? What idea does the speaker emphasize by repeating the phrase __________? Reread lines __-__ from the poem. What are the ______ being compared to? Reread lines __ -__ from the poem. What is the purpose of these lines? What other line in the poem also serves this same purpose from Part A? Reread lines __ - ___ from the poem. The metaphor in these lines compares the

______ (event) to _______ (noun) How do the ____(noun) and the ______ (noun) feel about the _________ (event)? Which line from the poem best supports the answer in Part A? How does the speaker of the poem feel about _____ (event)? Reread the line from the poem below. What the word ____ (vocabulary) mean? Reread lines __ - ___ from the poem. The details in line ___ suggest that the “ladder

of muscle” is _______ (description). Which detail is least helpful in understanding the setting of this poem? Reread lines __ - __ of the poem below. Which word best describes the author’s

tone? The two poems suggest that ______ (noun) can... In both poems, the description of _____ (noun) Which sentence best states an important theme in BOTH poems? Which statement best describes a central idea of the text? Which statement best helps to develop the central idea? Reread the sentence from the text. What does the word ___________ (vocabulary

word) mean as it is used in the sentence? Reread the sentence from the text. What does the word _______ (vocabulary word)

mean as it is used in the sentence? What does the word _____ mean as it is used in paragraph ___ of “Title of Passage”

Seventh Grade Quarter 1 Question Stems Based on the poem, ________ (insert title), how does the speaker feel about

______ (noun/event)? Which detail is most helpful in understanding the setting of this poem? Which line from the poem best shows the speaker’s feelings for _____

(noun/event)? Which one of the following images is an example of simile? The poet uses the example of simile above to _____? What does the author mean by saying, “________” (passage from poem) in

lines ___ - ___? Reread lines __ - __ in the poem. The tone of these lines is one of- How do the structure and shape of the first stanza contribute to the effect of

___________ (description from poem) The _____ (noun) in line ___ represents _____ Reread lines ___ to ___ in the poem. What mood is best created in these

lines? Which statement best describes the effect of the rhyme scheme in this

poem? Reread lines __ - __ from the poem. The poet probably repeats the words

___ and ___ in these lines to _________ (reason) Which detail is least helpful in understanding the setting of this poem? Reread lines ___ to ____ from the poem. These lines mostly suggest

that_______ (statement). Which line helps to develop the tone? Which sentence best states an important theme in BOTH poems? Read the sentence from below. What does the word ______ (term) mean? What phrase from the text best shows the meaning of the word ______

(term)? What is the meaning of _____ (term) as it is used in paragraph ___. Which phrase from the paragraph best helps the reader to understand the

meaning of ________. Which statement best describes a central idea of paragraph ____? Which statement from the text best supports the answer in Part A? Which quote from the text best shows ___________ (character’s name)

immediate reaction to the ____________ (event)? What is the main reason that ________ (character’s name) includes the

_________ (specific event reference)

Eighth Grade Quarter 1 Question Stems In the first stanza, the speaker personifies the ________ (noun) as ________. The setting of the last stanza contributes to the central idea of_________? Which is the best paraphrase of lines ____ to _____? What does the word ______ (term) mean as it is used in the poem? Which of the phrases from the poem best helps the reader understand the meaning of

_______ (term)? In lines ____ to _____ the speakers uses an extended metaphor to compare the _____ (noun)

to _______. In lines ____ to ____, the (noun description) is a metaphor for the ______ (noun description). What does the word _____ (term) mean as it is used in the text? Which of the phrases from the text best helps the reader understand the meaning of the

word _____ (term)? Which words best describe the tone of stanza ___? The speaker gives the ____ (noun) human qualities in order to- What analogy is the poet drawing between the ______(noun) and the ____ (noun) In lines ___ to ____, the speaker compares the sound of the ______ (noun) to the ________. The tone of this poem is – The lines/s below that provide(s) evidence of the tone of the poem is: In lines ____ to ____ , the speaker uses the phrase “_____________” to emphasize... Reread lines ____ to ____. What is the best paraphrase of these lines? Reread lines ___ to ____ from the poem. The setting of these lines makes the reader feel---Which detail is least helpful in understanding the setting of this poem? To give their description of _______ (specific description reference from text) a ______

(descriptor) quality, both poets use... Which sentence best states an important theme in BOTH poems. Which statement best describes a central idea of the text? Which statement best helps to develop the central idea? What does the word _______ (term) mean as it is used in the sentence? What phrase from the text best helps clarify the meaning of ________ (term)? How does the chart build on the information provided in the passage. How does the photograph of the ______ (object) help readers understand information

presented in the article? According to the article,__________________ (cause-effect relationship). Which best

illustrates this idea? Reread the definitions in the chart. Which (noun) mentioned in the article has (specific

description)? What was the author’s main purpose in using the sub-heading, “ ______” (subheading)

Part 3:Planning for

Effective Use of Collaborative

Planning


The third session of Data Utilization provided an opportunity for teachers and specialists to incorporate the instructional insights garnered from sessions one and two to determine instructional implications. At William Hall Academy, Collaborative Planning involves a grade level team and instructional facilitator working and learning together as they plan curriculum, units, or lessons including classroom-based assessments by analyzing standards and creating “Essential Questions”. The Instructional Lead Teacher, Cassandra Bailey, facilitates Collaborative Planning. The following documents represent the modifications in the use of Collaborative Planning time and identifies the lesson planning template teachers will use during the session. Mrs. Bailey has also designed a comprehension lesson planning room (G107) and online website Edmodo group to which provides thorough resources to assist teacher’s build lesson planning capacity.

Revised

Middle School

Agenda

Middle School

Lesson Plan Template

Middle School

Lesson Plan Template

Revised

Element

ary

School

Agenda

Part 4:Data Utilization Feedback/ Next

Steps(Questions and Answers)


In the final session of Data Utilization, the Instructional Lead Teacher team meets with the Administrative team to provide

feedback and outline the next steps for the upcoming quarter. The following questions were provided to Mrs. Bailey and are

documented through this report as well as in the responses provided.

Teacher Leadership Team (Cassandra Bailey, ILT/PDLT)

responds to Administrator

Debriefing Questions about Quarter 1 Data

Utilization

What went well?

Teachers were prepared with all materials necessary for engaging in analysis of student work (data folders, access to Edusoft passwords).

Teachers participated in several assessments on Data Wise.

Teachers asked probing questions and displayed ownership of student data.

What needs to be improved?

Teachers need documentation that indicates instruction is standards-aligned, differentiated, and requires students to use text-based evidence and Accountable Talk.

Adherence to workshop model.

Evidence that students are responsible to monitoring their data and progress (Intermediate Elementary and Middle School).

More Time! Let’s aim for a one whole day of Data Utilization for Quarter 2.

What specific support do you all need from administration?

Ensuring that the sole outcome and expectation is that Collaborative Planning time is for general and special education teachers to plan instruction and leave with a document they will utilize during class.

Regular access to office supplies (clips, sticky notes, pens, notebook paper, chart paper)

Working Interwrite Board in Mrs. Bailey’s room.

What are our instructional next steps?

Provide administrative team with detailed agenda for the process and expectations for Collaborative Planning.

Routinely implement the agenda and Collaborative Planning process and expectations throughout the duration of Quarter 2.

Maintain accountability for daily lesson planning.

Summary Report

Documents

Quarter 1 Data U Report