1
Tracking Student Progress to
Meet the Bar for Every Student
2014 Leadership Institute
Day 2
Please connect to the internet using the
Leadership Institute network.
Network ID: BCPS
Password: baltimorecityschool$
If you have not already downloaded today’s materials,
please go to the conference website and download the
documents for the appropriate day and grade level.
Website: 365.bcpss.org/leadership
2
Agenda
3
Session Outcome
Activities
We will develop a common
understanding of how to
effectively use available
resources and apply a
data inquiry process to
increase the achievement
of every student.
 Connecting Standards
and Assessment
 Understanding and
Analyzing Data to
Prioritize Needs
 Identifying a Problem of
Practice
 Developing an Action Plan
to Address the Problem of
Practice
Group Norms
4
 Understand that those who work, learn.
 Recognize that everyone has expertise.
 Phrase questions for the benefit of everyone.
 Challenge ideas, not people.
 Share talk time
Recap of Day 1
5
Developing a common understanding of the urgency
of raising the bar for every student through a deeper
understanding of content and grade level
expectations for the Maryland College and Career
Ready Standards (MCCRS) through:
• Examination of PARCC tasks for rigor in ELA and
Mathematics
• Deconstruct the MCCRS aligned to the task
• Connections to the curriculum and Instructional Framework
6
Connecting Standards to
Assessment Items
PARCC Performance-Based Assessments
7
Literary
Analysis
Task
Narrative
Task
Research
Simulation
Task
• This task will ask students to carefully consider
literature worthy of close study and compose an
analytic essay.
• In this task, students may be asked to write a
story, detail a scientific process, write a historical
account of important figures, or describe an account
of events, scenes or objects, for example.
• In this task, students will analyze an informational
topic presented through several articles or multimedia
stimuli. Students will answer a series of questions and
synthesize information in order to write two analytic
essays.
3 Types of Questions
8
When taking the PARCC assessment, students will encounter
three question types:
•
Evidence-Based Selected Response (EBSR) items
•
Technology-Enhanced Constructed Response (TECR)
items
•
Prose Constructed Response (PCR) items
5th Grade Literacy Module 3 Assessment
9
 Independently complete this portion of the 5th grade
assessment by reading both articles and completing
questions
Work with a partner to do the following:
 Identify the question type (EBSR, TECR, or PCR) for each
of the assessment questions.
 Identify the cluster and the 5th grade standard for each
question.
Connecting Standards to Assessment Items
10
Question 5 Part A
Which fact is found in both articles about whales?
c. Whales live together in pods.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
Connecting Standards to Assessment Items
11
Question 5 Part B
Choose one detail from the article “Swimming with the Pod” and one detail from “Whale
Songs” to support the answer to Part A.
Supporting Detail from
“Swimming with the Pod”
Passage 1: Most orcas stay with the pod
they are born into for their whole lives.
Supporting detail from
“Whale Songs”
Passage 2: Both blue whales and
humpback whales live in groups
called pods.
Type of Question: Technology Enhanced Constructed
Response
Cluster: Key Ideas and Details
Standard: RI 5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Connecting Standards to Assessment Items
12
From Literacy Module 3 Assessment:
5A. Which fact is found in both articles about whales?
(RI.5.3)
5B. Choose one detail from the article “Swimming with
the Pod” and one detail from “Whale Songs” to support
the answer for Part A. (RI.5.1)
MCCRS for Mathematical Content
(Grades 9-12)
13
A-REI.6
Solve systems of linear equations exactly and
approximately (e.g., with graphs), focusing on pairs
of linear equations in two variables.
Question 7
14
The box office took in a total of $2905 in paid admissions for the
high-school musical. Adult tickets cost $8 each, and student
tickets cost $3 each. If 560 people attended the show, how
many were students?
Let s = the number of students attending, and let a = the
number of adults attending.
Which two equations can be used to solve this problem?
Select the two that apply.
A) 3a + 8s = 2905
B) a + s = 560
C) a + s = 2905
D) 8a + 3s = 2905
E) a = s − 560
Question 8
15
Use the table provided to solve the system of equations.
(- 2, -2)
(-5, 7)
(3, -2)
(0, -5)
Question 9
16
Mark wants to open a snow
cone booth in the
neighborhood over the
summer. He decides to sell
the snow cones for $1.50
each. The initial supplies will
cost $250 and each snow
cone will cost him $0.25.
Based on the graph of his
costs and earnings, how
many snow cones will Mark
need to sell before he begins
to make a profit ?
300 snow
cones
350 snow
cones
250 snow
cones
200 snow
cones
School Team Activity
17
 Within your ILT teams, begin analyzing data presented in the
end of year ILT tool.
 Questions to consider while beginning the initial analysis of
your data
 Looking across the data, what questions are
raised? What patterns and trends do you see?
 What additional data might we need to look at?
 What inferences can we draw from the data?
 What are the strengths and needs ?
 Look at DataLink if possible to drill down to standards level
data.
Inquiry Questions
18
Teaching:
• How effective were implemented strategies in raising achievement for all
students?
• What is the greatest area of strength for teachers?
• Did teachers implement the strategies effectively?
• What barriers got in the way of effective instruction?
• What is the greatest area for growth for teachers?
Student Learning:
• How did students in each subgroup show achievement towards the goals?
• What is the greatest area of strength for students?
• What is the greatest area for growth for students?
Leadership:
• How were teachers supported to implement selected strategies?
• What is the greatest area of strength of our school's leadership?
• What is the greatest area in need of growth (actions of leadership)?
Inquiry Questions
19
Teaching:
· What strategies could be used to ensure student
mastery of the standards?
Student Learning:
· How would students show achievement towards these
standards?
Leadership:
· How do we support teachers in implementing effective
strategies for teaching these standards?
Connecting the Standards to an Evidenced-Based
Inquiry Process
20
Evidence
Inquiry
Process
Standards
ILTs
Step 1:
Conduct a
Treasure
Hunt
Assessing
Student
Learning
Step 6:
Monitor
and
Evaluate
Results
Step 2:
Analyze
Data to
Prioritize
Needs
Step 5:
Determine
Results
Indicators
Step 3:
Establish
SMART
Goals
Strategies
Instruction
Teacher
Teams
Identifying and understanding data
21
Step 1:
Conduct a
Treasure
Hunt
Step 6:
Monitor
and
Evaluate
Results
DecisionMaking for
Results
Process
Step 5:
Determine
Results
Indicators
Step 2:
Analyze
Data to
Prioritize
Needs
Step 3:
Establish
SMART
Goals
Step 4:
Select
Specific
Strategies
Purpose:
• To g a t h e r a n d o r g a n i z e d a t a
in order to gain insights
about teaching, learning
and leadership practices
Considerations:
• What are the data sources
and where are they housed?
• What assessments are in
place to measure student
learning?
• What other data sources
should be considered?
• How can data be
disaggregated?
22
Data Literacy
What does it mean to be data literate?
23
Data Literacy is the ability to:
• B e a w a r e o f t h e d i s t r i c t ’s t o o l s a n d s y s t e m s
where data is housed
• Understand the purpose and use of data to solve
particular problems of practice
• I n t e r p r e t m u l t i p l e d a t a s o u r c e s f r o m d i s t r i c t ’s
tools and systems
• Use the multiple data sources available to
improve teaching and learning
• E xa m i n e t h e e xp e c t a t i o n s ( s t a n d a r d s m a s t e r y )
and connecting with the assessment used to
measure mastery
Assessment Landscape
24
An assessment is a tool to measure student learning
towards being college and career ready.
Assessment
Type
Diagnostic
Formative
(Includes Interim
and Unit)
Summative
Definition
City Schools Example
Assessments that occur prior to
instruction; allow instruction to be
planned according to each student's prior
knowledge in a given subject.
DIBELS, Agile Mind Unit
Pre-tests
Assessments that occur during
instruction; allow instruction to be
modified according to individual student
needs.
Literacy Module
assessments, in-class
“Checks for
Understanding”
Assessments that occur after instruction
is complete; allow measurement of
students mastery of a particular subject
or skill set.
HSAs, End of Course/Year
exams
Instructional Leadership Team Tool Overview
25
 Integrated reporting tool that
incorporates real time data
on school demographics,
climate and achievement.
 Designed to give
Instructional Leadership
Teams (ILTs) at each school
periodic reports so that they
can investigate the effect of
actions made based on
strategic decisions.
Data Link Overview
26
Instructional Management Suite (IMS)
 Three Primary Functions:
1. Reporting & Analysis
2. Assessment Management
3. Curriculum & Instruction (pilot phase)
 Accessible through the web at:
https://csdl.bcps.k12.md.us
o Usernames and passwords are the
same as network credentials for City
Schools employees
o Teachers and school staff are now able
to access the system from their
personal computers
o All users see a version of the same
site, depending on their role and
location.
27
Analyzing Data to Prioritize Needs
Analyze Data to Prioritize Needs
28
Step 1:
Conduct a
Treasure
Hunt
Step 6:
Monitor
and
Evaluate
Results
Step 2:
Analyze
Data to
Prioritize
Needs
Step 5:
Determine
Results
Indicators
Step 3:
Establish
SMART
Goals
Step 4:
Select
Specific
Strategies
Purpose:
• To i d e n t i f y c a u s e s f o r
celebration and to identify
areas of concern
Considerations:
• Looking across the data,
what questions are raised?
• What inferences can we
draw from the data? What
are the strengths and
needs?
• What needs should be
prioritized in order for
immediate action to be
taken?
29
Analyzing Data to Prioritize Needs
K8 Example
Analyzing Data Example–
Grade 5 Module 3
30
Module 1
Module 2
Module 3
Data Link – Standards Mastery
Grade 5 Module 3
31
2
1
3
Data Link – Standards Mastery
Grade 5 Module 3 - RI.5.1 and RI.5.3
32
MCCRS for Reading Informational Text
(Grade 5)
33
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between
two or more individuals, events, ideas, or concepts
in a historical, scientific, or technical text based on
specific information in the text.
CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
Standards Assessed
Grade 5, ELA Module 3
34
5A. Which fact is found in both articles about whales?
(RI.5.3)
5B. Choose one detail from the article “Swimming with
the Pod” and one detail from “Whale Songs” to support
the answer for Part A. (RI.5.1)
School Team Activity
35
 Within your ILT teams, begin analyzing data presented in the
end of year ILT tool.
 Questions to consider while beginning the initial analysis of
your data
 Looking across the data, what questions are
raised? What patterns and trends do you see?
 What additional data might we need to look at?
 What inferences can we draw from the data?
 What are the strengths and needs ?
 Look at DataLink if possible to drill down to standards level
data.
Inquiry Questions
36
Teaching:
• How effective were implemented strategies in raising achievement for all
students?
• What is the greatest area of strength for teachers?
• Did teachers implement the strategies effectively?
• What barriers got in the way of effective instruction?
• What is the greatest area for growth for teachers?
Student Learning:
• How did students in each subgroup show achievement towards the goals?
• What is the greatest area of strength for students?
• What is the greatest area for growth for students?
Leadership:
• How were teachers supported to implement selected strategies?
• What is the greatest area of strength of our school's leadership?
• What is the greatest area in need of growth (actions of leadership)?
37
Analyzing Data to Prioritize Needs
Secondary Example
Analyzing Data Example–
Intensified Algebra 1 Final
38
Data Link – Standards Mastery
Intensified Algebra 1 Final
39
1
2
3
Data Link – Standards Mastery
Intensified Algebra 1 Final – A-REI.6
40
MCCRS for Mathematical Content
(Grades 9-12)
41
A-REI.6
Solve systems of linear equations exactly and
approximately (e.g., with graphs), focusing on pairs
of linear equations in two variables.
Question 7
42
The box office took in a total of $2905 in paid admissions for the
high-school musical. Adult tickets cost $8 each, and student
tickets cost $3 each. If 560 people attended the show, how
many were students?
Let s = the number of students attending, and let a = the
number of adults attending.
Which two equations can be used to solve this problem?
Select the two that apply.
A) 3a + 8s = 2905
B) a + s = 560
C) a + s = 2905
D) 8a + 3s = 2905
E) a = s − 560
Question 8
43
Use the table provided to solve the system of equations.
(- 2, -2)
(-5, 7)
(3, -2)
(0, -5)
Question 9
44
Mark wants to open a snow
cone booth in the
neighborhood over the
summer. He decides to sell
the snow cones for $1.50
each. The initial supplies will
cost $250 and each snow
cone will cost him $0.25.
Based on the graph of his
costs and earnings, how
many snow cones will Mark
need to sell before he begins
to make a profit ?
300 snow
cones
350 snow
cones
250 snow
cones
200 snow
cones
School Team Activity
45
 Within your ILT teams, begin analyzing data presented in the
end of year ILT tool.
 Questions to consider while beginning the initial analysis of
your data
 Looking across the data, what questions are
raised? What patterns and trends do you see?
 What additional data might we need to look at?
 What inferences can we draw from the data?
 What are the strengths and needs ?
 Look at DataLink if possible to drill down to standards level
data.
Inquiry Questions
46
Teaching:
• How effective were implemented strategies in raising achievement for all
students?
• What is the greatest area of strength for teachers?
• Did teachers implement the strategies effectively?
• What barriers got in the way of effective instruction?
• What is the greatest area for growth for teachers?
Student Learning:
• How did students in each subgroup show achievement towards the goals?
• What is the greatest area of strength for students?
• What is the greatest area for growth for students?
Leadership:
• How were teachers supported to implement selected strategies?
• What is the greatest area of strength of our school's leadership?
• What is the greatest area in need of growth (actions of leadership)?
47
Identifying a Problem of Practice
Putting it into Practice
48
 ILTs should know the teacher team level data inquiry
process to inform the school level inquiry process
 ILTs analyze data through the ILT tool in order to
identify a problem of practice
 ILTs complete cycle of inquiry and create action plans
to improve problem of practice
Inquiry Questions
49
Teaching:
• How effective were implemented strategies in raising achievement for all
students?
• What is the greatest area of strength for teachers?
• Did teachers implement the strategies effectively?
• What barriers got in the way of effective instruction?
• What is the greatest area for growth for teachers?
Student Learning:
• How did students in each subgroup show achievement towards the goals?
• What is the greatest area of strength for students?
• What is the greatest area for growth for students?
Leadership:
• How were teachers supported to implement selected strategies?
• What is the greatest area of strength of our school's leadership?
• What is the greatest area in need of growth (actions of leadership)?
Conduct a Data Analysis
50
Examine & Discuss Data
 Assessments
 Achievement data
 Classroom observations, record reviews, and other data
Conduct Data Analysis – View objectively
 Patterns
 Trends
 Variability
Brainstorm - discussion
Two Types of Data
51
 Effect Data: Student achievement
results from various measurements
 Cause Data: Information based on
actions of the adults in the system
Drilling Down with Effect Data
What content area is
our highest priority?
Which sub-group of
students are most in
need of
improvement?
In what subcontent/skill area(s) do
most students need to
improve?
What skill set needs
additional support or
intervention?
Effect Data:
% of 8th grade students scoring
proficient or advanced on the state
reading assessment
Effect Data:
% of ELL students
Effect Data:
% of ELL students who will likely
be proficient in literary response
Effect Data Source:
% of students who will need
extensive support in literary
response
52
Activity: Drilling Down with Effect Data
What content area is
our highest priority?
Which sub-group of
students are most in
need of
improvement?
In what subcontent/skill area(s) do
most students need to
improve?
What skill set needs
additional support or
intervention?
Effect Data:
Effect Data:
Effect Data:
Effect Data Source:
53
Drilling Down with Cause Data
What content area is
our highest priority?
Which sub-group of
students are most in
need of
improvement?
In what subcontent/skill area(s) do
most students need to
improve?
What skill set needs
additional support or
intervention?
Adult action: Percentage of
instructional time focused on the
high-priority content area.
Adult action: Number of meetings
held for the purpose of making
student achievement decisions with
relevant, timely data.
Adult action: Frequency of team
meetings focused on differentiated
learning/instructional groups for
specific concepts and skills.
Adult action: Number of effective
teaching strategies implemented to
support specific concepts and skills.
54
Activity: Drilling Down with Cause Data
What content area is
our highest priority?
Which sub-group of
students are most in
need of
improvement?
In what subcontent/skill area(s) do
most students need to
improve?
What skill set needs
additional support or
intervention?
Adult action:
Adult action:
Adult action:
Adult action:.
55
IF you do the same thing over and over, and
expect to get different results, . . .
It might be time to try another approach.
Let’s get to the Root Cause.
56
Why Use Root Cause Analysis (RCA)?
57
Root Cause Analysis:
 Helps identify the problem or challenge
 Helps resolve the Problem
 Eliminates Patching
 Conserves Resources
 Facilitates Discussion (leading to solutions)
 Provides Rationale for Strategy Selection
Determining Root Cause
58
“Frequently, people in organizations persist in attacking
symptoms rather than problem sources.
Unfortunately, far too often, existing problem-solving
methodologies barely probe beneath the
surface…Thus the root causes of the problems
persist, undisturbed, to feed the symptoms and
grow.”
Creative Root Cause Analysis: Team Problem Solving, Dr. Jack L. Oxenrider
The Five Why’s
59
 To get to a possible root cause, ask, “Why?” five times.
 Use brainstorming to hear team members’ ideas
without judgment, then identify the group’s answer at
each stage.
 At each stage, the group will move to a deeper
understanding of the problem.
 Each new “problem” in the process should be an issue
that the team can impact.
Examples of Using the Five Why’s
60
Problem: On your way home from work, your car stops in the middle of the
road.
(1) Why did your car stop?
Because it ran out of gas.
(2) Why did it run out of gas?
Because I didn’t buy any gas on my way to work.
(3) Why didn’t you buy any gas this morning?
Because I didn’t have any money.
(4) Why didn’t you have any money?
Because I spent my last $30 on dinner last night.
(5) Why did you spend your last $30 on dinner?
Because I don’t have a monthly budget.
Examples of Using the Five Why’s
61
Problem – Average attendance is below 90% for all grade bands.
(1) Why is attendance below 90%?
Because students feel they are not learning and school feels like a waste of time.
(2) Why don’t students feel they are learning and think school is a waste of
time?
Because teachers aren’t planning differentiated lessons.
(3) Why aren’t teachers planning differentiated lessons?
Because they don’t know how.
(4) Why don’t teachers know how to differentiate?
Because previous professional development (PD) has not included peer support.
(5) Why doesn’t PD include peer support?
Because there isn’t a collaborative structure or structures to ensure collaboration
around implementing differentiated practices.
Activity: Using the Five Why’s
62
Problem – No students of color have earned a score of 3 or higher
on AP exams this spring.
(1) Why have no students of color earned a score of 3 or higher on an AP
exam?
63
Developing an Action Plan to
Address the Problem of Practice
Establishing SMART Goals
64
Step 1:
Conduct a
Treasure
Hunt
Step 6:
Monitor
and
Evaluate
Results
Step 2:
Analyze
Data to
Prioritize
Needs
Step 5:
Determine
Results
Indicators
Step 3:
Establish
SMART
Goals
Step 4:
Select
Specific
Strategies
Purpose:
• To i d e n t i f y y o u r m o s t
critical goals for student
achievement based on the
challenges and needs
identified
Criteria:
• Specific
• Measurable
• Achievable
• Relevant
• Timely
K-8 Example –
Establishing a SMART Goal
65
Recall:
Module 1
SMART Goal-Setting
Template
Proposed
SMART Goal
Module 2
Module 3
Percentage of (student group) scoring proficient or
advanced in (content area) will increase from ___% to
___% by the end of the ___ school year as measured by
(assessment tool) administered in (month,year).
Percentage of 5th grade students scoring proficient
or advanced in English Language Arts will increase
from 57% to 60% by the end of the SY 14-15 school
year as measured by Literacy Module 3
administered in April 2015.
Secondary Example Establishing a SMART Goal
66
Recall:
SMART Goal-Setting
Template

Percentage of (student group) scoring proficient or advanced in
(content area) will increase from ___% to ___% by the end of the
___ school year as measured by (assessment tool) administered
in (month,year).
Proposed SMART Goal

Percentage of 9th grade students scoring proficient or advanced
in Algebra I will increase from 37% to 50% by the end of the
SY 14-15 as measured by Intensified Algebra I Final
administered in May 2015.
Activity
67
Draft a S.M.A.R.T goal based on the inquiry process
completed from the data in your ILT Tool.
SMART Goal-Setting
Template
Percentage of (student group) scoring
proficient or advanced in (content area) will
increase from ___% to ___% by the end of
the ___ school year as measured by
(assessment tool) administered in
(month,year).
Mr. Holland’s Opus
Selecting Strategies
69
Purpose:
• Adult actions will impact
student achievements
Step 1:
Conduct a
Treasure
Hunt
Step 6:
Monitor
and
Evaluate
Results
Step 2:
Analyze
Data to
Prioritize
Needs
Step 5:
Determine
Results
Indicators
Step 3:
Establish
SMART
Goals
Step 4:
Select
Specific
Strategies
Considerations:
• How are the strategies
you’ve identified:
• Action-oriented
• Measurable/accountable
• Specific
• Research-based
• Consider strategies that are
instructional,
organizational,
programmatic, and focused
on evolved leadership
actions
Brainstorming The Four Types of Strategies
70
Four Types of Strategies
Instructional
Research-based strategies that
are implemented in the
classroom to activate the
knowledge of students, engage
the learner, and strengthen
reading, writing, speaking,
listening, and thinking.
Organizational
Strategies that will be used
throughout the school, district,
(organization). Strategies that
will impact all stakeholders.
Leadership
Strategies that involve the
principal/leader to take
specific actions that impact
implementation of
recommended strategies.
Programmatic
Strategies that are based on
the utilization of programs
that lead to student
improvement (academic and
non-academic success)
71
K-8 Example –
Selecting Specific Strategies
Recall:
Module 1
Module 2
Module 3
SMART GOAL
Percentage of 5th grade students scoring
proficient or advanced in English
Language Arts will increase from 57% to
60% by the end of the SY 14-15 school
year as measured by Literacy Module 3
administered in April 2015.
Instructional
• Explicit teaching
• Small group instruction
• Use of higher-order
questioning
Organizational
• Investigating the amount
of time spent on NonLinguistic
representations
Leadership
Programmatic
• Feedback to teachers on
instructional strategies
• Ensuring collaborative
planning time focuses on
standards
72
Secondary Example –
Selecting Specific Strategies
SMART GOAL
Recall:

Instructional
• Explicit teaching
• Small group instruction
• Use of higher-order
questioning
Leadership
• Feedback to teachers
on instructional
strategies
Percentage of 9th grade students
scoring proficient or advanced in
Algebra I will increase from 37% to
50% by the end of the SY 14-15 as
measured by Intensified Algebra I
Final administered in May 2015.
Organizational
• Investigating the
amount of time spent
on Non-Linguistic
representations
Programmatic
• Ensuring collaborative
planning time focuses
on standards
73
Activity: Numbered Heads Together
74
Four Types of Strategies
Instructional
Research-based strategies that
are implemented in the
classroom to activate the
knowledge of students, engage
the learner, and strengthen
reading, writing, speaking,
listening, and thinking.
Organizational
Strategies that will be used
throughout the school, district,
(organization). Strategies that
will impact all stakeholders.
Leadership
Strategies that involve the
principal/leader to take
specific actions that impact
implementation of
recommended strategies.
Programmatic
Strategies that are based on
the utilization of programs
that lead to student
improvement (academic and
non-academic success)
75
Determine Results Indicator
76
Step 1:
Conduct a
Treasure
Hunt
Step 6:
Monitor
and
Evaluate
Results
Step 2:
Analyze
Data to
Prioritize
Needs
Step 5:
Determine
Results
Indicators
Step 3:
Establish
SMART
Goals
Step 4:
Select
Specific
Strategies
Purpose:
• To m o n i t o r t h e d e g r e e o f
implementation of
strategies and evaluate the
effectiveness of the
strategies
Considerations:
• Are the strategies affecting
student outcomes based on
data from formative
assessments?
• Are mid-course corrections
being made?
K-8 Example –
Determine Results Indicator
77
Recall:
Instructional
• Explicit
teaching
• Small group
instruction
• Use of higherorder
questioning
 Strategies
Adult Action:
 Teacher asks questions with
multiple competencies ground
in text
 Student Action:
 Independent reading of
complex text.
 Students engaging in
discussions about complex text

Secondary Example –
Determine Results Indicator
78
Recall:
 Strategies

Instructional
• Non –Linguistic
representations
• Small group
instruction
• Use of higherorder
questioning

Adult Action:
 Teacher will model creating a non-linguistic
representation of the property and justify the
representation used. Teacher will then model
the abstract application of the property thinking
aloud and looking back to the recorded
visualization.
Student Action:
 Student will create multiple visual
representations of each property in their
journals; they will then think aloud (in writing)
as they apply those properties in solving
problems (I know the transitive property
means……)
Results indicators
79
Writing your results indicators
If we use the last block of the day for homework and
intervention then we will see increased student
attendance engagement and completion of work.
(organizational)
If we use questioning as a strategy to access prior
knowledge then we will see students including
inferences in their responses and teachers explicitly
planning opening questions. (instructional)
Results indicators
80
Writing your results indicators
If the school purchases intervention materials aligned
to student needs, then number of students scoring
proficient or above on the literacy formative
/summative assessment will increase. (programmatic)
If there are structures and systems in place to
monitor/adjust the SPP, then we will see the staff
continuously reviewing and revising the plan.
(leadership)
Quick Write
81
I n d i v i d ua l l y R e f l e c t o n yo u r l e a r n i n g f r o m t h e
p a s t t w o d a ys , w h a t a r e t h e k e y C o n n e c t i o n s
t h a t s u p p o r t yo u r R e a d i n e s s t o L e a d !
Please take the next 10-15 minutes to
complete the daily survey.
Website: 365.bcpss.org/leadership
Your responses are important for feedback
not only about today, but also for future
planning!
82
References
83
Barr, R., & Parrett, W.H. (2007). The kids left behind. Bloomington, IN: Solution Tree.
Delpit, L. (1995). Other People’s Children: Cultural Conflict in the Classroom
Learning 24/7 Observation Study (2005). What’s happening in schools? Or not?
Marzano, R. (2007). The art & science of teaching. Alexandria, VA: ASCD.
Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria,
VA: ASCD.
Perry, T., Steele, C. & Hilliard III, A. (2003). Young Gifted and Black: Promoting High
Achievement Among African-American Students
Reeves, D.B. (2003). 90/90/90 schools. Retrieved from www.LeadandLearn.com
Reeves, D.B. (2006). Ten things high schools can do right now to improve student
achievement. www.LeadandLearn.com
Reeves, D.B. (2010). Data Teams, 3rd Edition. www.LeadandLearn.com
Reeves, D.B. (2010). Decision Making for Results: Data-Driven Decision Making 2nd
Edition. www.LeadandLearn.com
Singleton, G. & Linton, C. (2006). Courageous Conversations About Race: A Field Guide
for Achieving Equity in Schools
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice. Portsmouth, NH:
Heinemann.
Appendix
84
EXTRA K8
QUESTIONS
Connecting Standards to Assessment Items
85
Question 1 Part A
What is the meaning of the word breach as it is used in
paragraph 4? c. Break through
Type of Question: Evidence Based Selected Response
Cluster: Craft and Structure
Standard: RI 5.4 Interpret words and phrases as they are
used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Connecting Standards to Assessment Items
86
Question 1 Part B
Which sentence from the passage best supports the answer from
Part A? b. He punches his head and upper body above the
water and looks around.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Connecting Standards to Assessment Items
87
Question 2 Part A
What is the purpose of “beach rubbing” as described in
paragraph 5? a. It is an enjoyable way to clean the skin of the
whale.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.3 Explain the relationships or interactions
between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based
on specific information in the text.
Connecting Standards to Assessment Items
88
Question 2 Part B
Which detail from the article helps support the answer to Part A?
d. Scientists think this feels good to orcas and may help keep
their skin clean.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Connecting Standards to Assessment Items
89
Question 3 Part A
What is the author’s main purpose in the article “Swimming
in the Pod”? b. To discuss how whales live and play
together.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.2 Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
Connecting Standards to Assessment Items
90
Question 3 Part B
Which sentence from “Swimming in the Pod” best supports the
answer in Part A? b. When orcas are not searching for food
they like to “talk” and socialize – even play.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Connecting Standards to Assessment Items
91
Question 4 Part A
What is the main idea of paragraph 1? b. The “who, what,
where, when, and why” of the blue whale.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.2 Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
Connecting Standards to Assessment Items
92
Question 4 Part B
Which detail from the passage best supports the answer for Part
A? a. Blue whales are the largest of all animals to ever live on
earth.
Type of Question: Evidence Based Selected Response
Cluster: Key Ideas and Details
Standard: RI 5.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.