Tracking Student Progress to Meet the Bar for Every Student 2014 Leadership Institute Day 2

1. Tracking Student Progress to Meet the Bar for Every Student2014 Leadership Institute Day 2

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

3. Agenda 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

4. Group Norms • 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

5. Recap of Day 1 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

7. PARCC Performance-Based Assessments

8. 3 Types of Questions 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

9. 5th Grade Literacy Module 3 Assessment • 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.

10. Connecting Standards to Assessment Items 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.

11. Connecting Standards to Assessment Items 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. 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.

12. Connecting Standards to Assessment Items 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)

13. MCCRS for Mathematical Content (Grades 9-12) A-REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

14. Question 7 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.

15. Question 8 Use the table provided to solve the system of equations.

16. Question 9 250 snow cones 200 snow cones 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

17. School Team Activity • 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.

18. Inquiry Questions

19. Inquiry Questions

20. Connecting the Standards to an Evidenced-Based Inquiry Process Evidence Inquiry Process ILTs Standards Assessing Student Learning Teacher Teams Instruction

21. Identifying and understanding data Purpose: • To gather and organize data 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? Decision-Making for Results Process

22. Data Literacy

23. What does it mean to be data literate? Data Literacy is the ability to: • Be aware of the district’s tools and systems where data is housed • Understand the purpose and use of data to solve particular problems of practice • Interpret multiple data sources from district’s tools and systems • Use the multiple data sources available to improve teaching and learning • Examine the expectations (standards mastery) and connecting with the assessment used to measure mastery

24. Assessment Landscape An assessment is a tool to measure student learning towards being college and career ready.

25. Instructional Leadership Team Tool Overview • 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.

26. Data Link Overview Instructional Management Suite (IMS) • Three Primary Functions: • Reporting & Analysis • Assessment Management • Curriculum & Instruction (pilot phase) • Accessible through the web at: https://csdl.bcps.k12.md.us • Usernames and passwords are the same as network credentials for City Schools employees • Teachers and school staff are now able to access the system from their personal computers • All users see a version of the same site, depending on their role and location.

27. Analyzing Data to Prioritize Needs

28. Analyze Data to Prioritize Needs Purpose: • To identify causes for 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 NeedsK8 Example

30. Analyzing Data Example– Grade 5 Module 3

31. Data Link – Standards MasteryGrade 5 Module 3 2 1 3

32. Data Link – Standards MasteryGrade 5 Module 3 - RI.5.1 and RI.5.3

33. MCCRS for Reading Informational Text (Grade 5) CCSS.ELA-LITERACY.RI.5.3Explain 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.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

34. Standards Assessed Grade 5, ELA Module 3 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)

35. School Team Activity • 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.

36. Inquiry Questions

37. Analyzing Data to Prioritize NeedsSecondary Example

38. Analyzing Data Example– Intensified Algebra 1 Final

39. Data Link – Standards MasteryIntensified Algebra 1 Final 1 2 3

40. Data Link – Standards Mastery Intensified Algebra 1 Final – A-REI.6

41. MCCRS for Mathematical Content (Grades 9-12) A-REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

42. Question 7 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.

43. Question 8 Use the table provided to solve the system of equations.

44. Question 9 250 snow cones 200 snow cones 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

45. School Team Activity • 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.

46. Inquiry Questions

47. Identifying a Problem of Practice

48. Putting it into Practice • 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

49. Inquiry Questions

50. Conduct a Data Analysis Examine & Discuss Data • Assessments • Achievement data • Classroom observations, record reviews, and other data Conduct Data Analysis – View objectively • Patterns • Trends • Variability Brainstorm - discussion