data team process muscogee county school district - mcsd
TRANSCRIPT
0
POWERFUL PRACTICES FOCUSED ON STUDENT RESULTS
Step 2. Analyze and
Prioritize Needs
Step 3. Establish, Review or
Revise SMART Goals
Step 1. Collect
and Chart Data
Step 6. Monitor and
Evaluate Results
Data Team
Process
Step 4. Select
Research-Based
Instructional Strategies
Step 5. Determine
Results Indicators
Muscogee County School District Division of Teaching and Learning
Secondary Education Department
manual Data Team
Data Team Manual 2013-2014
1 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Muscogee County School District
Mission
The Muscogee County School District is committed to
providing educational experiences that will enable each
student to become a lifelong learner, enter the work
force with necessary skills and achieve academic and
personal potential.
Muscogee County School District
Vision
We envision a School District in which:
Each student is given multiple opportunities to excel
in his/her academic, social, emotional and physical
development in a safe, nurturing environment.
Well-prepared, responsible and caring employees
are committed to excellence in education.
Parents, community members, staff and students are
full partners in the education of children.
Motto
Just as the lighthouse guides the ships at sea through safe channels, the Muscogee County School
District must carefully guide the students through the channels of learning enlightenment.
Beliefs: Division of Academics
All students learn when provided high-quality instruction that is engaging and challenging.
All students must have a physically and emotionally safe learning environment.
All district employees work collaboratively to improve student achievement.
All organizational and instructional decisions are data driven.
All district personnel are committed to continuous professional learning.
Data Team Manual 2013-2014
2 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Table Contents
Division of Teaching and Learning:
Top Three Topics for Instruction .................................................................................................................3
Preparing for Data Teams ............................................................................................................................4
Secondary Education Department:
Unit Assessment Overview ..........................................................................................................................5
Common UNIT Assessment Design Points .................................................................................................6
Frequently Asked Questions ........................................................................................................................7
Secondary Education Common UNIT Assessment Framework & Timelines.............................................9
Data Teams and Timelines Overview
Data Teams Schedules and Assessment Timelines ...................................................................................38
Data Team Leader Responsibilities ...........................................................................................................45
Data Team Meeting Cycle .........................................................................................................................46
Support Structures for Collaboration .........................................................................................................50
Suggested Data Team Conversations and Questions .................................................................................53
Six Step Process for Data Teams ...............................................................................................................57
First Steps in the Process ...........................................................................................................................59
More DETAILS
Step1: Collect and Chart Data ........................................................................................................60
Step 2: Analyze and Prioritize Needs .............................................................................................73
Step 3: SMART Goals .................................................................................................................... 93
Step 4: Design/Select Instructional Strategies .............................................................................99
Step 5: Determine Result Indicators ...........................................................................................131
Step 6: Monitor/Verity/Evaluate .................................................................................................133
School Improvement Plan .....................................................................................................................142
Resources and Research ........................................................................................................................143
Sections are colored coded by steps identified on cover page.
Data Team Manual 2013-2014
3 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Division of Teaching and Learning
Top Three Topics
Data
Decision
Making
Standards-Based Classrooms
Response to Intervention
Co-Teaching
Progress
Monitoring
Instructional
Software
Curricula
Maps
Data Team Manual 2013-2014
4 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Division of Teaching and Learning
Preparing for Data Teams
CRCT
EOCT
SLO
Assessments
The Plan
for
Data Teams
Standards-Based Classroom
* Curricula Maps
* Differentiated Instruction
Create
SIP
Based on
Data
Beginning of
Course End of
Course
Data/Progress
Monitoring
Formative Assessments
Focus Walks
-CRCT/EOCT
Data
in Classworks
-SLO
Assessments
-Unit Tests
Engage
Faculty
in
Review of
SIP RTI Process
Tiered
Interventions
Student
Achievement
Standards-
Mastery
Data Team Manual 2013-2014
5 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Secondary Education Department
Assessment Overview
District Common UNIT Assessments
District Common UNIT Assessments (CUA) are created for courses, in grades 6-12, which are
correlated to a CRCT or EOCT. These course CUAs are unit-based and are administered after
identified units through the course. The specific units which are grouped for the CUAs are
identified by course in the MCSD Secondary Education Common UNIT assessment
Frameworks.
The CUAs are teacher-created, based on course standards, and are reviewed each year. Various
Georgia Department of Education (GaDOE) and Partnership for Assessment of Readiness for
College and Career Indicators (PARCC) documents guide the creation of the CUAs.
EOCT or CRCT domain weights are identified for guiding test item selection
Georgia Performance Standards are correlated to test items
Course instruction timelines are reviewed for best possible administration dates
GaDOE Online Assessment System (OAS) and other available question databases are
used to select test items
Successful use of data to drive decision making is not random, but results from a strategic focus
on specific issues. Source:
Wayman, J. C., & Stringfield, S. (2006). Technology-supported involvement of entire faculties in examination of
student data for instructional improvement. American Journal of Education, 112, 549–571.
District Common UNIT Assessments Administration Schedule
Specific dates of instruction are provided for each Essential Curricula Map instructional
unit.
The length of each instructional unit, by course, dictates the schedule for administration
of the Common UNIT Benchmark Assessments.
The course-by-course schedule is provided in the Common UNIT Assessment
Framework for all CRCT or EOCT courses in middle and high schools.
Data Team Manual 2013-2014
6 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
MCSD Secondary Education
Common UNIT Assessments Design Points
Common UNIT Assessments are common, formative assessments. The
assessment results are used to guides for student achievement progress.
Common UNIT Assessments for grades 6-12 are not comprehensive
assessments for course content.
Common UNIT Assessments for grades 6-12 are aimed at standards
mastery.
It is possible for students to score 100% correct on these assessments.
Students not scoring at least 80% correct should receive additional
instruction and/or practice to address identified areas of need.
Common UNIT Assessments are designed to aim directly at the
standards correlated to units of the MCSD Essential Curricula Maps.
Direct correlation to the CRCT/EOCT weights are utilized in the
design of the instructional units.
Data Team Leaders’ discussions:
1) Data results are analyzed to identified student academic areas of need
2) Strategies are identified for correlated standards of need as noted by
Common UNIT Benchmark Assessment results and are noted in Data
Team Minutes.
Data informs and guides the modification of instructional design to
continue to address individual student needs.
Instructional strategies, with descriptions and templates are located on
http://www.secondaryinstruction.com/ (pages: Engaged Learner,
CALI/Literacy, Differentiated Instruction)
Data Team Manual 2013-2014
7 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Frequently Asked Questions:
Common Unit Assessments (CUA)
1. Who developed the CUA’s? MCSD teachers were recommended for this task.
2. Are the CUA’s aligned with
CRCT and EOCT?
Yes. Answer keys are available with the correlation of
test items to standards/elements.
3. Are the CUA’s
comprehensive?
No. Each CRCT/EOCT course is comprised of
instructional units. The instructional units are based on
GaDOE Framework recommendations, with MCSD
modifications. The MCSD instructional units are
correlated to the CUAs.
4. Why are we going to unit
based assess?
Unit based assessments identify standards-mastery
for each student throughout the year.
This information is vital for data analysis and
identification of specific students in need of
remediation BEFORE the high-stakes testing
occurs.
5. Why can’t we just use our
own CUA?
District CUAs provide consistency for instruction
of standards and expectations for students.
Teachers will continue to utilize their own
additional informal, formative assessments
throughout each instructional unit.
Teachers are encouraged to bring student-tested
questions to share in the design of the MCSD
Common Unit Assessments.
6. How will testing occur?
CUAs are administered through Classworks software.
Testing windows were established by the MCSD
Curriculum and Assessment Design Teams.
7. What happens if a student
fails the Post CUA?
Re-teaching, additional practice, mini-lessons and
differentiated instruction occurs for students who
have not met standard, as defined at the school
level.
After students have revisited the specific content
areas of need, as identified by the CUA and the
teacher, the student is re-assessed.
The second unit assessment can be teacher-
designed to address ONLY the standards/elements
of need per student as identified by the CUA. The
second assessment should not again address all
standards/elements of the unit.
Data Team Manual 2013-2014
8 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
FAQ continued ……
8. What if a student is absent
during the Pre- or Post-
CUA?
Students who are absent on a specific testing date
may be able to complete the test during a testing
window. The Classworks Champions are trained to
open and close the testing window for the CUAs.
Copies of the CUAs are available in MSWord form.
These must be secured by the school Data Team
Leader and may be printed for specific use as
needed.
9. What do I do with the results
of the Pre CUA?
Student results, from Pre-Assessments, may be
used to identify students who have prior knowledge
of the identified standards. Unit instruction should
be modified to challenge the student in this content
area.
These results, along with other varied assessments,
can be used to differentiate instruction.
10. Do I have to test my students
during the Pre or Post CUA
window?
The CUAs are District COMMON Assessments.
For the data to be utilized in a timely manner, the
testing windows, per course, must be followed.
The data will be discussed at the school level and at
the principals‘ meetings.
11. Will I get an item analysis of
the Pre or Post CUA?
Yes. As the MCSD questions were identified and
added to Classworks the DOK Levels and
Standards/Elements were correlated. This provides
item analysis information on Classworks Reports.
12. What happens if the Internet
goes out during testing?
The student will be directed to begin the assessment
over.
13. What accommodations are
made for SPED?
Copies of the CUAs are available in MSWord form.
These must be secured by the school Data Team Leader
and may be printed for specific use as needed.
14. Can a grade be assigned to a
Post CUA?
Yes. The CUA results may be utilized as a grade.
The weight of the results should be discussed at the
school level and be consistent across subject areas.
15. What do we do with the CUA
results?
A specific protocol for data analysis is defined for
MCSD Data Teams.
The results will be discussed at the School Level
Data Teams (course and/or subject meetings) and
during principals‘‘ meetings.
Data Team Manual 2013-2014
9 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Common Unit Assessment Framework
Grades Six through Twelve
(Unit Assessment Timelines)
Muscogee County School District Division of Teaching and Learning
Secondary Education Department
June 2013
Data Team Manual 2013-2014
10 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Common UNIT Assessment Framework Overview
The MCSD Secondary Education Common Assessment Framework (CAF) provides a timeline for common district assessments in
grades 6-12.
Course Identification:
♦ The CUAF only addresses courses in grades 6-12 which are identified for Georgia standardized testing (CRCT or ECOT).
♦ The Georgia College Career Readiness Performance Index will impact future course identifications.
Unit Identification:
♦ Common Unit Assessments (CUA), for each identified course, are correlated to specific instructional units.
♦ The instructional unit order and content are based on the Georgia Department of Education (GaDOE) Framework, but are not
limited to that design.
♦ Modifications to the GaDOE Framework have been addressed by MCSD teachers to better meet the needs of our students.
♦ Unit order and identification for Common Unit Assessments (CUA) are unique to each course.
♦ The final course assessment is the CRCT or EOCT and addresses all course content.
Administration Timelines:
♦ Common Unit Assessments (CUA) Administration Timelines provide consistency for the district and follow
recommendations by MCSD teachers. Timelines were identified by MCSD collaborative teacher teams.
♦ Administration Timelines are provided for each CRCT/EOCT course in grades 6-12.
♦ Administration Timelines provide a testing window for managing the assessments. The multi-day testing schedule provides
some flexibility for each school.
Method of Administration:
♦ Common Unit Assessments (CUA) are administered through Classworks software.
♦ MCSD teachers identified questions from Georgia‘s Online Assessment System (OAS), previous MCSD assessments and
other previously tested resources. These question items were entered in the Classworks software for the specific use on the
CUAs.
Data Analysis:
♦ Common Unit Assessment (CUA) results will be discussed during Data Team meetings.
♦ Common Unit Assessment (CUA) results are to be utilized for grading purposes that are reflected on student report cards.
Data Team Manual 2013-2014
11 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Common UNIT Assessment Administration
Secondary Education Department
Schedule Overview 2013-2014
Color-Code Key for Table Timelines
English Language Arts
Mathematics
Science
Social Studies
Data Team Manual 2013-2014
12 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
6th
Grade
ELA and Reading
August 12- 20 October 9-18 Unit 1, 9 weeks
Freedom and Triumph
October 9-18 December 11 - 20
Unit 2, 9 weeks
Determination and Perseverance or the
Individual and Communal Identity (Unit
2 offers a choice)
December 11 – 20 March 6 – March 17 Unit 3, 9 weeks
The American Dream
April 2014 CRCT
March 6- March 17 May 12 – 21, 2014 Unit 4, 9 weeks
Friendship and Fate
Data Team Manual 2013-2014
13 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
7th Grade
ELA and Reading
August 12- 20 October 9-18 Unit 1, 9 weeks
Government and Oppression
October 9-18 December 11 - 20 Unit 2, 9 weeks
Civil Rights
December 11 – 20 March 6 – March 17 Unit 3, 9 weeks
Identity Theft
April 2014 CRCT
March 6- March 17 May 12 – 21, 2014 Unit 4, 9 weeks
Survival
Data Team Manual 2013-2014
14 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
8th Grade
ELA and Reading
August 12- 20 October 9-18 Unit 1, 9 weeks
Coming of Age in Literature
October 9-18 December 11 - 20 Unit 2, 9 weeks
Georgia Authors
December 11 – 20 March 6 –17
Unit 3, 9 weeks
Success
April 2014 CRCT
March 6- 17 May 12 – 21 Unit 4, 9 weeks
Dystopian Literature
Data Team Manual 2013-2014
15 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st Semester
Post-Assessment Dates
1st Semester
Instructional Unit:
Weeks of Instruction
9th
Grade
ELA
August 9-16 September 11-17 Unit 1, 4.5 Weeks
The Masks of Humanity
September 11-17 October 10 - 17 Unit 2, 4.5 Weeks
Portraits of Courage
October 10-17 November 13-19 Unit 3, 4.5 Weeks
Paradoxes of Life and Language
November 13-19 December 16-20
Unit 4 4.5 Weeks
The Importance of Place in Life and
Literature
December EOCT
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester
Instructional Unit:
Weeks of Instruction
9th
Grade
ELA
January 8-14 February 5 -11 Unit 1, 4.5 Weeks
The Masks of Humanity
February 5-11 March 5 - 11 Unit 2, 4.5 Weeks
Portraits of Courage
March 5-11 April 16 - 22 Unit 3, 4.5 Weeks
Paradoxes of Life and Language
April 16-22 May 14-20
Unit 4 4.5 Weeks
The Importance of Place in Life and
Literature
May EOCT
Data Team Manual 2013-2014
16 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st Semester
Post-Assessment Dates
1st Semester
Instructional Unit:
Weeks of Instruction
11th
Grade
ELA
August 9-16 September 11-17
Unit 1, 4.5 Weeks
Origins of Authority and Control in
Early American Lit
September 11-17 October 10 - 17 Unit 2, 4.5 Weeks
The Individual vs. Society
October 10-17 November 13-19
Unit 3, 4.5 Weeks
The Aftermath of Destruction/
Reconstructing the American Dream
November 13-19 December 16-20 Unit 4, 4.5 Weeks
Modern Times, Modern Issues
December EOCT
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester
Instructional Unit:
Weeks of Instruction
11th
Grade
ELA
January 8-14 February 5 -11
Unit 1, 4.5 Weeks
Origins of Authority and Control in
Early American Lit
February 5-11 March 5 - 11 Unit 2, 4.5 Weeks
The Individual vs. Society
March 5-11 April 16 - 22
Unit 3, 4.5 Weeks
The Aftermath of Destruction/
Reconstructing the American Dream
April 16-22 May 14-20 Unit 4 4.5 Weeks
Modern Times, Modern Issues
May EOCT
Data Team Manual 2013-2014
17 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
6th
Grade
Mathematics,
CCGPS
August 12-20 (delay of dates to
accommodate schedule
changes)
September 16-20 Unit 1, Number: Number System Fluency, 4 weeks
September 16-20 October 16-23 Unit 2, Quantitative: Proportional Reasoning, 4 weeks
October 16-23 November 1-8 Unit 3, Number: Expressions 3 weeks
November 1-8 December 11-18 Unit 4, Number: One-Step Equations and Inequalities,
5 weeks
December 11-18 February 6-13 Unit 5, Geometry: area and Volume, 5 weeks
February 6-13 March 5-12 Unit 6, Data: Statistics, 6 weeks
March 5-12 March 20-28 Unit 7, Number: Explorations and Opposites, 2 weeks
April CRCT
No UNIT Assessment No UNIT Assessment Unit 8, final instruction is decided at the school level for
preparation to the next school year
* 6/7 Compacted Mathematics follows this schedule
Data Team Manual 2013-2014
18 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment
Dates Post-Assessment Dates
Instructional Unit:
Weeks of Instruction
7th
Grade
Mathematics,
CCGPS
August 12-20 (delay of dates to
accommodate schedule
changes)
October 10-18 Unit 1, Number: Operations with Rational Numbers, 9
weeks
October 10-18 November 18-22 Unit 2, Number: Expressions and Equations, 6 weeks
November 18-22 January 15-22 Unit 3, Quantitative: Rations and Proportional
Relationships, 5 weeks
January 15-22 February 3-12 Unit 4, Data: Inferences, 2 weeks
February 3-Feb. 12 March 6-13 Unit 5, Geometry: Geometry, 5 weeks
March 6-13 March 20-28 Unit 6, Data: Probability, 2 weeks
April CRCT
No UNIT Assessment No UNIT Assessment Unit 7, final instruction is decided at the school level for
preparation to the next school year
.
* 7/8 Compacted Mathematics follows this schedule
Data Team Manual 2013-2014
19 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
8th
Grade
Mathematics,
CCGPS
August 12-20 (delay of dates to
accommodate schedule
changes)
September 18-25 Unit 1, Geometry: Transformations, Congruence and
Similarity, 6.5 weeks
September 18-25 October 16-23 Unit 2, Number: Exponents/Equations, 4 weeks
October 16-23 November 14-20 Unit 3, Geometry: Applications of Exponents, 4 weeks
November 14-20 December 12-20 Unit 4, Quantitative: Functions, 4 weeks
December 12-20 January 28-Feb. 5 Unit 5, Quantitative: Linear Functions/Models/Tables, 3.5
weeks
January 28-Feb. 5 February 24-28 Unit 6, Data: Models and Tables, 4 weeks
February 24-28 March 24-28 Unit 7, Quantitative: Systems of Equations, 5 weeks
April CRCT
No UNIT Assessment No UNIT Assessment Unit 8, final instruction is decided at the school level for
preparation to the next school year
Data Team Manual 2013-2014
20 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit: Weeks of Instruction
Coordinate
Algebra
August 12-16 August 30-September 6 Unit 1, Relationships between Quantities, 3 weeks
August 30-September 6 September 11-18 Unit 2, Reasoning with Equations and Inequalities, 3 weeks
September 11-18 October 16-23 Unit 3, Linear and Exponential Functions, 5 weeks
October 16-23 November 6-15 Unit 4, Describing Data, 2 weeks
November 6-15 November 13-22 Unit 5, Transformations in the Coordinate Plane, 4 weeks
November 13-22 December 16-20
Unit 6, Connecting Algebra and Geometry Through
Coordinates, 2 weeks
(The Common Unit Assessment is administered after the EOCT.
Other assessments are utilized during the unit in preparation for
the EOCT. The FALs are another assessment incorporated in
each instructional unit.)
December EOCT
Course Pre-Assessment Dates
2nd semester
Post-Assessment Dates
2nd semester Instructional Unit: Weeks of Instruction
Coordinate
Algebra
January 8-14 January 21-27 Unit 1, Relationships between Quantities, 3 weeks
January 21-27 February 5-13 Unit 2, Reasoning with Equations and Inequalities, 3 weeks
February 5-13 March 5 – March 14 Unit 3, Linear and Exponential Functions, 5 weeks
March 5 – March 14 April 7-11 Unit 4, Describing Data, 2 weeks
April 7-11 April 14-18 Unit 5, Transformations in the Coordinate Plane, 4 weeks
April 14-28 May 14- 21
Unit 6, Connecting Algebra and Geometry Through
Coordinates, 2 weeks
(The Common Unit Assessment is administered after the EOCT.
Other assessments are utilized during the unit in preparation for
the EOCT. The FALs are another assessment incorporated in
each instructional unit.)
May EOCT
Data Team Manual 2013-2014
21 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
Year-Long
Post-Assessment Dates
Year-Long Instructional Unit
Coordinate
Algebra
August 12-16 September 18-27 Unit 1, Relationships between Quantities, 5.5 weeks
September 18-27 October 30-November 8 Unit 2, Reasoning with Equations and Inequalities, 5.5 weeks
October 30-November 8 January 22-31 Unit 3, Linear and Exponential Functions, 9 weeks
January 22-31 February 26-March 7 Unit 4, Describing Data, 5 weeks
February 26-March 7 March 19-March 26 Unit 5, Transformations in the Coordinate Plane, 5 weeks
March 19-March 26 May 13-22
Unit 6, Connecting Algebra and Geometry Through
Coordinates, 4 weeks
(The Common Unit Assessment is administered after the EOCT.
Other assessments are utilized during the unit in preparation for
the EOCT. The FALs are another assessment incorporated in
each instructional unit.)
May EOCT
No UNIT Assessment No UNIT Assessment Unit 7, final instruction is decided at the school level for
preparation to the next school year
Data Team Manual 2013-2014
22 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit: Weeks of Instruction
Analytic
Geometry
August 12-16 September 3-6 Unit 1, Similarity, Congruence, Proofs, 4 weeks
September 3-6 September 16-20 Unit 2, Right Triangle Trig, 2 weeks
September 16-20 October 2-8 Unit 3, Circles and Volume, 2 weeks
October 2-8 October 16-22 Unit 4, Extending the Number System, 2 weeks
October 16-22 November 4-8 Unit 5, Quadratic Functions, 2.5weeks
November 4-8 November 13-15 Unit 6, Modeling Geometry, 2 weeks
November 13-15 December 4-10 Unit 7, Applications of Probability, 2 weeks
December EOCT
Course Pre-Assessment Dates
2nd
semester
Post-Assessment Dates
2nd
semester Instructional Unit: Weeks of Instruction
Analytic
Geometry
January 8-14 January 29- February 4 Unit 1, Similarity, Congruence, Proofs, 4 weeks
January 28- February 7 February 18-21 Unit 2, Right Triangle Trig, 2 weeks
February 12-21 February 26- March 4 Unit 3, Circles and Volume, 2 weeks
February 26- March 7 March 13- 18 Unit 4, Extending the Number System, 2 weeks
March 12- 21 April 7-11 Unit 5, Quadratic Functions, 2.5 weeks
April 7-11 April 21-25 Unit 6, Modeling Geometry, 2 weeks
April 16-25 April 29-May 6 Unit 7, Applications of Probability, 2 weeks
May EOCT
Data Team Manual 2013-2014
23 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
Year-Long
Post-Assessment Dates
Year-Long Instructional Unit: Weeks of Instruction
Analytic
Geometry
August 12-16 September 25- October 3 Unit 1, Similarity, Congruence, Proofs, 7 weeks
September 25- October 3 October 16-23 Unit 2, Right Triangle Trig, 2.5 weeks
October 16- 23 November 18 – 22 Unit 3, Circles and Volume, 5 weeks
November 18 – 22 January 14-17 Unit 4, Extending the Number System, 4 weeks
January 14-17 March 4-11 Unit 5, Quadratic Functions, 7 weeks
March 4-11 March 24-28 Unit 6, Modeling Geometry, 3 weeks
March 24-28 April 23 – 30 Unit 7, Applications of Probability, 4 weeks
May EOCT
No UNIT Assessment No UNIT Assessment Unit 7, final instruction is decided at the school level for
preparation to the next school year
Data Team Manual 2013-2014
24 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit
Accelerated
(#1)
Coordinate
Algebra/
Analytic
Geometry A
August 8-14 August 21-27 Unit 1, Relationships between Quantities
August 21-27 September 11-17 Unit 2, Reasoning with Equations and Inequalities
September 11-17 October 2-11 Unit 3, Linear and Exponential Functions
October 2-11 October 21-25 Unit 4, Describing Data
October 21-25 November 4-8 Unit 5, Transformations in the Coordinate Plane
November 4-8 November 18-22 Unit 6,
Connecting Algebra and Geometry Through Coordinates
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 7,8,9 final instruction is decided at the school level for
preparation to the next school year. This Accelerated course is
correlated to the Coordinate Algebra EOCT.
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester Instructional Unit
Accelerated
(#1)
Coordinate
Algebra/
Analytic
Geometry A
January 8-14 January 21-27 Unit 1, Relationships between Quantities
January 21-27 February 6-12 Unit 2, Reasoning with Equations and Inequalities
February 6-12 March 3-7 Unit 3, Linear and Exponential Functions
March 3-7 March 17-21 Unit 4, Describing Data
March 17-21 April 7-11 Unit 5, Transformations in the Coordinate Plane
April 7-11 April 23-29 Unit 6,
Connecting Algebra and Geometry Through Coordinates
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 7, 8, 9 final instruction is decided at the school level for
preparation to the next school year. This Accelerated course is
correlated to the Coordinate Algebra EOCT.
Data Team Manual 2013-2014
25 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
Year-Long
Post-Assessment Dates
Year-Long Instructional Unit
Accelerated
(#1)
Coordinate
Algebra/A.
Geometry A
August 8-19 September 4-13 Unit 1, Relationships between Quantities
September 4-13 October 7-17 Unit 2, Reasoning with Equations and Inequalities
October 7-17 November 13-22 Unit 3, Linear and Exponential Functions
November 13-22 December 11-20 Unit 4, Describing Data
December 11-20 February 3-12 Unit 5, Transformations in the Coordinate Plane
February 3-12 March 4-13 Unit 6,
Connecting Algebra and Geometry Through Coordinates
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 7, 8, 9 are completed in April and May. These units
are correlated to the Geometry curriculum and are
assessed the next year. This Accelerated course is
correlated to the Coordinate Algebra EOCT.
Data Team Manual 2013-2014
26 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit
Accelerated
(#2) A.
Geometry/Adv.
Algebra
August 8-14 August 28-September 6 Unit 1, Extending the Number System
August 28-September 6 September 11-20 Unit 2, Quadratic Functions
September 11-20 September 25- October 4 Unit 3, Modeling Geometry
September 25- October 4 October 9-18 Unit 4 Applications of Probability
October 9-18 October 23- November 1 Unit 5, , Inferences and Conclusions from Data
October 23- November 1 November 6 – 15 Unit 6, Polynomial Functions
November 6 – 15 November 20 – December 4 Unit 7, Rational and Radical Relationships
December EOCT
No UNIT Assessment No UNIT Assessment
Units 8, 9, and 10: final instruction is decided at the school
level for preparation to the next school year. This
Accelerated course is correlated to the Analytic Geometry
EOCT.
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester Instructional Unit
Accelerated
(#2) A.
Geometry/Adv.
Algebra
January 8-14 January 29-February 7 Unit 1, Extending the Number System
January 28-February 7 February 12 -21 Unit 2, Quadratic Functions
February 6-12 February 26- March 7 Unit 3, Modeling Geometry
February 26- March 7 March 12-21 Unit 4 Applications of Probability
March 12-21 April 7-11 Unit 5, , Inferences and Conclusions from Data
April 7-11 April 16-April 25 Unit 6, Polynomial Functions
April 16-April 25 April 29- May 6 Unit 7, Rational and Radical Relationships
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 8, final instruction is decided at the school level for
preparation to the next school year. This Accelerated
course is correlated to the Analytic Geometry EOCT.
Data Team Manual 2013-2014
27 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
6th
Grade
Earth Science
NO Unit Assessment NO Unit Assessment Unit 1, Habits of Mind, 2 weeks
August 14-23 September 23-28 Unit 2, Astronomy, 4 weeks
September 23-28 October 15-22 Unit 3, The Earth, Sun and Moon, 3
weeks
October 15-22 November 14-22 Unit 4, Inside Earth, 6 weeks
November 14-22 January 16-24 Unit 5, Earth’s Surface, 5 weeks
January 16-24 February 20-28 Unit 6, Earth’s Water Processes, 6 weeks
February 20-28 April 21-29
Unit 7, Climate and Weather, 6 weeks
* Most of the content is learner prior to
CRCT. Additional time is provided in this
unit to allow for continued instruction and
assessment AFTER CRCT.
April 2013 CRCT
NO Unit Assessment NO Unit Assessment Unit 8, You are the Scientist, 4 weeks
Data Team Manual 2013-2014
28 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
7th
Grade
Life Science
NO Unit Assessment NO Unit Assessment Unit 1, Habits of Mind, 2 weeks
August 14-23 October 15-23 Unit 2, Cell and Organization of Life, 8 weeks
October 15-23 November 5-13 Unit 3, Genetics and Heredity, 3 weeks
November 5-13 December 4-12 Unit 4, Body Systems, 3 weeks
December 4-11 January 21-29 Unit 5, Intro to Interdependence of Life, 5 weeks
January 21-29 February 19-28 Unit 6, Biomes, 5 weeks
February 19-28 April 22-30
Unit 7, Evolution, 6 weeks
* Most of the content is learner prior to CRCT. Additional
time is provided in this unit to allow for continued
instruction and assessment AFTER CRCT.
April CRCT
NO Unit Assessment NO Unit Assessment Unit 8, You Are the Scientist, 4 weeks
Data Team Manual 2013-2014
29 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
8th
Grade
Physical Science
NO Unit Assessment NO Unit Assessment Unit 1, Habits of Mind, 2 weeks
August 14-23 October 22-30 Unit 2, Structure and Properties of Matter, 8
weeks
October 22-30 December 11-19 Unit 3, Transformation of Energy, 5 weeks
December 11-19 January 30- February 5 Unit 4, Waves, Electromagnetic/Sound, 5 weeks
January 30- February 5 February 26 - March 5 Unit 5, Force and Motion, 5 weeks
February 26- March 5 March 20 - 26
Unit 6, Force in Nature, 4 weeks
* All instruction and the assessment are completed
prior to CRCT.
April CRCT
No UNIT Assessment No UNIT Assessment
Unit 7, You Are the Scientist, 7 weeks
* CRCT review is included in this unit instruction
time.
Data Team Manual 2013-2014
30 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit:
Weeks of Instruction
Biology
August 9-16 (delay of dates to accommodate
schedule changes) September 9-13 Unit 1, Cells, 5 weeks
September 9-13 October 7-11 Unit 2, Genetics, 4 weeks
October 7-11 October 28-Nov. 1 Unit 3, Evolution and Organisms, 3 weeks
October 28-Nov. 1 November 18-22 Unit 4, Ecology, 3 weeks
December EOCT
No UNIT Assessment No UNIT Assessment
Unit 5, You Are the Scientist , 2 weeks
Design as a culminating instructional period with a continued focus on:
Habits of Mind
Nature of Science
Inquiry-Based Instruction and
Application through project-based learning
Course Pre-Assessment Dates
2nd semester
Post-Assessment Dates
2nd semester Instructional Unit:
Weeks of Instruction
Biology
January 8-14 February 10-18 Unit 1, Cells, 5 weeks
February 10-18 March 3-7 Unit 2, Genetics, 4 weeks
March 3-7 March 24-28 Unit 3, Evolution and Organisms, 3 weeks
March 24-28 April 21-25 Unit 4, Ecology, 3 weeks
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 5, 2 weeks,
You Are the Scientist, is design as a culminating instructional period
with a continued focus on:
Habits of Mind
Nature of Science
Inquiry-Based Instruction and
Application through project-based learning
Data Team Manual 2013-2014
31 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course
Pre-Assessment
Dates
Year Long
Post-Assessment
Dates
Year Long
Instructional Unit:
Weeks of Instruction
Biology
August 9- 16 (delay of dates to accommodate
schedule changes) October 14-18 Unit 1, Cells, 10 weeks
October 14-18 December 16-20 Unit 2, Genetics, 8 weeks
December 16-20 February 28-March 6 Unit 3, Evolution/Organisms, 8 weeks
February 28-March 6 April 22-April 29 Unit 4, Ecology, 8 weeks
May EOCT
No UNIT Assessment No UNIT Assessment
Unit 5, 2 weeks,
You Are the Scientist, is design as a culminating instructional period
with a continued focus on:
Habits of Mind
Nature of Science
Inquiry-Based Instruction and
Application through project-based learning
\
Data Team Manual 2013-2014
32 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st semester
Post-Assessment Dates
1st semester
Instructional Unit: Weeks of Instruction
Physical
Science
(high
school)
August 9-16 (delay of dates to accommodate
schedule changes) September 4-10 Unit 1, Matter, 4 weeks
September 4-10 September 24-30 Unit 2, Chemistry, 3 weeks
September 24-30 October 23-29 Unit 3, Motion, 4 weeks
October 23-29 November 18-22 Unit 4, Charged, 4 weeks
December EOCT
No UNIT Assessment No UNIT Assessment
* Unit 5, 3 weeks, You Are the Scientist, is design as a culminating
instructional period with a continued focus on:
Habits of Mind
Nature of Science
Inquiry-Based Instruction and
Application through project-based learning
Course Pre-Assessment Dates
2nd semester
Post-Assessment Dates
2nd semester Instructional Unit: Weeks of Instruction
Physical
Science
(high
school)
January 8-14 February 3-7 Unit 1, Matter, 4 weeks
February 3-7 February 24-28 Unit 2, Chemistry, 3 weeks
February 24-28 March 24-28 Unit 3, Motion, 4 weeks
March 24-28 April 23-29 Unit 4, Charged, 4 weeks
May EOCT
No UNIT Assessment No UNIT Assessment
* Unit 5, 3 weeks, You Are the Scientist, is design as a culminating
instructional period with a continued focus on:
Habits of Mind
Nature of Science
Inquiry-Based Instruction and
Application through project-based learning
This course is not offered as a Year-Long option at this time.
Data Team Manual 2013-2014
33 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
6th
grade
Social
Studies
World
Studies
NO Unit Assessment
NO Unit Assessment (The focus of this unit is on
the concepts and enduring
understandings rather than
specific standards.)
Unit 1, Weeks 1 and 2
Conflict & Change; Culture; Governance; Human Environmental
Interaction, Location; Production, Distribution & Consumption, Time;
Change & Continuity; Movement & Migration
August 12-23 October 4-16
Unit 2, Europe Today, Weeks 3-8
SS6CG4a,b,c; SS6CG5a,b; SS6G10a,b; SS6G11a,b,c; SS6G8a,b;
SS6H7b,c
October 4-16 October 25-November 5 Unit 3, Europe: Environmental and Economic Forces, Weeks 9-11
SS6E5a,b,c; SS6E6a,b; SS6E7a,b,c,d; SS6G9a
October 25-November 5 December 6-17 Unit 4, Europe’s Historical Influence Weeks 12-16
SS6H6a,b,c,d; SS6H7a
December 6-17 January 10 - 22
Unit 5, Australia, Weeks 17-19
SS6CG6a,b,c; SS6CG7a; SS6E8a,b,c; SS6E9a,b,c; SS6E10a,b,c,d;
SS6G13a,b; SS6G14a,b; SS6H8a; SS6H9a,b
January 10-22 January 31-Feb 11
Unit 6, Latin America Today, Weeks 20-22
SS6E2b,c; SS6G1a,b; SS6G3a,b; SS6G4a,b,c; SS6CG1a,b,c; SS6H3a,b;
SS6CG2a
January 31-February 11 February 21- March 4
Unit 7, Latin America Environmental and Economic Forces, Weeks
23-25
SS6G2a; SS6E1a,b,c; SS6E2a,b,c,d; SS6E3a,b,c,d
February 21- March 4 March 13-25 Unit 8: Latin America’s Cultural Legacy, Weeks 26-28
SS6H1b; SS6H2a,b,c
March 13- 25 March 28- April 15 Unit 9, Canada Today, Weeks 29-30
SS6H4a,b;SS6H5a; SS6CG1a,b,c; SS6CG3a
March 28- April 15 April 18 – April 29 Unit 10, Canada Environmental and Economic Forces, Weeks 31-32
SS6G5a; SS6G6a,b; SS6G7a; SS6E1a,b,c; SS6E2a,b,c,d; SS6E3a,b,c,d
April 2013 CRCT
NO Unit Assessment NO Unit Assessment Unit 11: Your Financial Future, Weeks 33-36
SS6E4
Data Team Manual 2013-2014
34 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit:
Weeks of Instruction
7th grade
Social
Studies
World
Studies
NO Unit Assessment
NO Unit Assessment (The focus of this unit is on
the concepts and enduring
understandings rather than
specific standards –
Connecting Themes used in
Global Studies.)
Unit 1, Week 1
Conflict & Change; Culture; Governance; Human Environmental
Interaction; Location; Production, Distribution & Consumption, Time;
Change & Continuity; Movement & Migration
August 12-20 September 20 – Oct. 1 Unit 2, The Origins of SW Asia and the Modern Middle East, Weeks 2-6
SS7H2 a,b,c,d; SS7g5a,b; SS7g7b; SS7G8a,b,c,d,e; SS7CG4a,b,c; SS7CG5a
September 20 – Oct. 1 October 23- 31 Unit 3, Impact of Environment and Economy on SW Asia, Weeks 6-10
SS7G6a; SS7G7a; SS7E6a,b,c,d; SS7G7a,b,c,d
October 23-October 31 November 12 –21
Unit 4, Southern and Eastern Asia in the 20th
Century and Today,
Weeks 11 - 13
SS7G9a,b; SS7G11a,b; SS7G12a,b,c; SS7CG6a,b,c; SS7CG7a
November 12 –
November 21 December 3- 11
Unit 5, Impact of Environment and Economy on Southern and Eastern
Asia, Weeks 14 - 16
SS7G10a,b; SS7E8a,b,c; SS7E9a,b,c; SS7E10 a,b,c,d
December 3- December
11 January 7 –15
Unit 6, Historical Background for Southern and Eastern Asia, Weeks
17- 19
SS7H3 a,b,c,d,e
January 7 – January 15 January 28 – Feb. 8 Unit 7, Africa Today, Weeks 20 - 23
SS7G1 a,b; SS7G3a; SS7G4a,b,c; SS7CG1a,b,c; SS7CG2a; SS7CG3a,b
January 28- Feb. 8 Feb. 20 – March 3
Unit 8, Impact of Environment and Economy on Africa Weeks, Weeks
24 - 28
SS7G2a,b,c; SS7E1a,b,c; SS7E2a,b,c; SS7E3a,b,c,d
February 20 – March 3 March 13 –25 Unit 9, Connecting Africa’s Past with Africa’s Present, Weeks 29 - 32
SS7H1a,b,c,d
March 13 – March 25 CRCT – April 16 Unit 10, Personal Finance and Overall Review, Weeks 33 - 36
SS7E4
April 2013 CRCT
Data Team Manual 2013-2014
35 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates Post-Assessment Dates Instructional Unit: Weeks of Instruction
8th grade
Social
Studies
Georgia
Studies
NO Unit Assessment
NO Unit Assessment (The focus of this unit is on
the concepts and enduring
understandings rather than
specific standards.)
Unit 1, Week 1
Conflict & Change; Culture; Governance; Human Environmental
Interaction; Location; Production, Distribution & Consumption; Time;
Change & Continuity; Rule of Law/ Technological Innovation
August 12-20 August 30 – Sept. 6 Unit 2, Georgia’s Beginnings – Understanding Geography and the
Early Inhabitants of Georgia SS8G1a; SS8H1; SS8E1
August 30 – Sept. 6 September 20 – 27
Unit 3, Georgia’s Exploration and Colonization- Reasons for and
Events Surrounding Early Exploration and Colonization
SS8G1d; SS8H1b,c; SS8H2; SS8G2; SS8E1; SS8E2a
September 20 - 27 October 25 – Nov. 1
Unit 4, Statehood and Revolution- Significant Events Leading up to
Independence for the U.S. and Georgia
SS8H3; SS8H4; SS8H5; SS8CG1; SS8E1; SS8E2a
October 25- Nov.1 November 22 – Dec. 6
Unit 5, The Civil War – The Impact of Significant Events and
Influential People of the Civil War SS8H6; SS8G2;
SS8E1; SS8E2a
November 22 – Dec. 6 December 13 - 20 Unit 6, New South: Social, Eco./ Political Changes of the New
South Era SS8H7a,b,c; SS8HG2a,b; SS8E3a,b
December 13-20 January 31 –Feb. 7 Unit 7, The 20
th Century – Depression and Recovery after WWI
SS8H8; SS8H9
January 31 – Feb. 7 February 7 – Feb.14
Unit 8, Post WWII Georgia – Political and Social Development
Leading to Growth of the State
SS8H10; SS8E1; SS8E2b; SS8E3a
February 7 –14 February 21 – 28 Unit 9, Civil Rights in Georgia SS8H11
February 21- 28 February 28 – March 7 Unit 10, Modern Georgia Significant Developments SS8H12
February 28 – March 7 March 21 – March 28 Unit 11, Distribution of Power
SS8H12a; SS8CG1; SS8CG2; SS8CG3; SS8CG5; SS8E4a,b,c
March 21 – March 28 April 25 – May 2 Unit 12, Adult and Juvenile Justice System
SS8CG4; SS8CG6
April 2013 CRCT
No Unit Assessment No Unit Assessment Unit 13, Personal Finance, Standards: SS8E5
Data Team Manual 2013-2014
36 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st Semester
Post-Assessment Dates
1st Semester
Instructional Unit:
Weeks of Instruction
U.S.
History
August 9-16 August 21 –27 Unit 1, 11 days
Colonization to American Revolution, SSUSH 1 – SSUSH4
August 21- August 27 September 5 - 11 Unit 2, 10 days
Young Growing Nation, SSUSH 5 – SSUSH7
September 5- 11 September 19 - 25 Unit 3, 10 Days
A Nation Divided, SSUSH 8 – SSUSH 10
September 19-25 October 1- 7 Unit 4, 8 Days
Industrial Revolution to Imperialism, SSUSH11 – SSUSH14
October 1-7 October 11- 21 Unit 5, 8 Days
WWI – Great Depression, SSUSH 15- SSUSH18
October 11- October 21 October 25- 31 Unit 6, 9 Days
WWI – Cold War, SSUSH 19 – SSUSH 21
October 25-31 November 13 - 19 Unit 7, 12 Days
Modern Era, SSUSH 22 – SSUSH 25
No Assessment No Assessment Unit 8 – Review for EOCT/ Projects
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester
Instructional Unit:
Weeks of Instruction
U.S.
History
January 8-14 January 23 – 28 Unit 1, 11 Days
Colonization to American Revolution, SSUSH 1 – SSUSH 4
January 23– 28 February 10 – 18 Unit 2, 10 Days
Young Growing Nation, SSUSH 5 – SSUSH 7
February 10 - 18 February 27 –March 5 Unit 3, 10 Days
A Nation Divided, SSUSH 8 – SSUSH 10
February 27 – March 5 March 11 -18 Unit 4, 8 Days
Industrial Revolution to Imperialism, SSUSH 11 – SSUSH 14
March 11 - 18 March 24 – 28 Unit 5, 8 Days
WWI – Great Depression, SSUSH 15- SSUSH 18
March 24- 28 April 14 - 18 Unit 6, 9 Days
WW1 – Cold War, SSUSH 19 – SSUSH 21
April 14 - 18 April 30 – May 6 Unit 7, 12 Days
Modern Era, SSUSH 22 – SSUSH 25
No Assessment No Assessment Unit 8, Review
Data Team Manual 2013-2014
37 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Course Pre-Assessment Dates
1st Semester
Post-Assessment Dates
1st Semester
Instructional Unit:
Weeks of Instruction
Economics
August 9-16 August 28 – Sept. 4 Unit 1, 13 days
Economic Foundations, SSEF 1-6
August 28-Sept. 4 September 26 – Oct. 2 Unit 2, 17 days
Microeconomics, SSEMI 14
September 26 – Oct. 2 October 28 - Nov. 4 Unit 3, 19 Days
Macroeconomics, SSEMA1-3
October 28 – Nov. 4 November 15 -21 Unit 4, 10 Days
International Economics, SSEIN 1-3
Nov. 15- 21 December 16-20 Unit 5, 10 Days
Personal Finance, SSEPF 1-6
Course Pre-Assessment Dates
2nd
Semester
Post-Assessment Dates
2nd
Semester
Instructional Unit:
Weeks of Instruction
Economics
January 8-14 January 29 – February 4 Unit 1, 13 Days
Economic Foundations, SSEF 1-6
January 29 – Feb. 4 February 26 – March 4
Unit 2, 17 Days
Microeconomics, SSEMI 14
February 26- March 4 March 27 –April 8 Unit 3, 19 Days
Macroeconomics, SSEMA1-3
March 27 – April 8 April 18 – 24 Unit 4, 10 Days
International Economics, SSEIN 1-3
April 18 – 24 May 2 – 8 Unit 5, 10 Days
Personal Finance, SSEPF 1-6
Data Team Manual 2013-2014
38 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Month Procedures Who Focus Materials/
Resources
June- July June 17-18 (TLA) Teacher Leader Academy Training for all Principals and Academic Coaches
Academic Coach or Assistant
Principal/Principal Planning for Data teams prior to school starting-
Review Standards, Standards-Based Classroom Model, District Curriculum Maps, Domain Data, SIP
Academic Coach/ Principal need to submit Data Team meeting schedule to Keith Seifert in Secondary Education (copy to Suzanne Evans and Kim Cason)
July 23 - Overview of Data
Team Manual
Academic Coaches or Assistant Principals /Principals Plan for the School Year Principals, Academic Coaches or Assistant Principals
Overview of Data Teams and Expectations Plan data teams schedule prior to school starting – Recommendation: Bi-monthly meetings for data teams Provide specific information related to Data Team Manual, expectations for CUA administration and Data Teams
Data Team Manual
Data Team Schedule and Assessment Schedule Overview
Data Team Manual 2013-2014
39 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
August August 7-22 SLOs will be administered in Classworks
Common UNIT Assessments Begin- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
CRCT data from previous year
will be uploaded in Classworks to provide ILPs for individual students
Teachers review Classworks
data, STAR data, SLOs, Common Unit Assessments, Curricula maps
Excel Spreadsheet training
Teachers administer SLOs and CUAs
Data Teams Review Data
Academic Coaches or Assistant Principals/ Principals
Show video at http://www.lissapijanowski.com/data-teams.html Step 1: Collect and Chart Data (See Suggested Data Team Conversations and Guided Questions) Step 2 : Analyze and Prioritize Needs (See Suggested Data Team Conversations and Guided Questions)
SLOs – Classworks
Common Unit Assessments in Classworks
See Data Team Manual, Step1, for Resources
See Data Team Manual, Step 2, for Spreadsheet Resources
September Begin Collecting, Analyzing and Charting Data
Begin Data Team Meetings
Review RTI Process
Data Teams Step 3: Review SMART Goals
Step 4: Instructional Strategies (Review and evaluate)
See Data Team Manual, Step 3, for Resources
Data Team Manual 2013-2014
40 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Preparation for the 8th grade Writing Assessment in January
Conduct Focus Walks using specific rubrics or checklists with common school-wide focus
Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
September 16-27 EOCT Mid-
Month /Retest Administration
September 25 GHSWT September 26 GHSWT make
up
Review Data
October Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each
Teachers Data Teams
Step 4: Instructional Strategies (Review of Student Work Samples)
Step 5: Determine Results Indicators
See Data Team Manual, Step 4, for Resources See Data Team Manual, Step 5,
Data Team Manual 2013-2014
41 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
course
Data teams will include discussions on Common Assessments, EOCT results, GHSWT results, etc.
October 14 - Send in Data Team Minutes and Reports (Spreadsheet) to Secondary Ed
Academic Coaches/ Principals
for Resources
November Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
Data teams will include discussions on Common Assessments
Teachers Data Teams
Step 6: Monitor and Evaluate Results (Review all Focus Walk results and Determine new direction for 2nd semester)
See Data Team Manual, Step 6, for Rubrics and Resources
December Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
Data Team Manual 2013-2014
42 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
December 2- 13 - EOCT Winter Administration
Data teams will include discussions on Common Assessments, and preparation for CRCT
December 14 - Send in Data Team Minutes and Reports (Spreadsheet) to Secondary Ed
Send Data Team minutes and reports, sign-in sheets, and agendas to district support personnel and send copies to Leslie Fedde in Professional Learning if your teachers are receiving PLU credit.
Academic Coaches or Assistant Principals / Principals
January Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
Data teams will include discussions on CRCT preparations, Common Assessment data, EOCT preparations
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
Data Team Manual 2013-2014
43 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
January 22 – 8th Grade Writing Test
February Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
February 10-13 – EOCT Mid-
Month Retest Administration
February 26 - GHSWT Retake
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
March Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
March 14 - Send in Data Team
Minutes and Reports (Spreadsheet) to Secondary Ed
March 17-21 –GHSGT
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
Data Team Manual 2013-2014
44 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
April
April
Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
April 8 – 22 – CRCT
April 30 – May 9 - EOCTs
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
May April 30 – May 9 – EOCTs
May 12 – CRCT Retest
Review Data May 14 - Send in Data Team
Minutes and Reports (Spreadsheet) to Secondary Ed
Administer Common Assessments- each unit in CRCT/EOCT courses begins with a pre-assessment and ends with a post assessment
Note: The Common Assessment Framework Document will guide the testing schedule for each course
Teachers Data Teams
Steps 1-6 See Data Team Manual for Resources
June Principal’s Academy to plan for 2014-15
Prepare for PARCC Assessment June 17th – Deadline for
student data to be uploaded
Principals/ Academic Coaches
Data Team Manual 2013-2014
45 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Data Team Leaders
Responsibility Overview
Primary Data Team Leader: Each middle and high school has assigned one Primary Data
Team Leader. The Primary Data Team Leader in schools is the Academic/Instructional Coach.
(Schools without Academic/Instructional Coaches identify a Magnet Coordinator or Curriculum
Assistant Principal as the Primary Data Team Leader.) The Primary Data Team Leader:
Submits of school-based UNIT Common Assessments to the Secondary Education
Department
Coordinates the administration of the MCSD Secondary Education Common UNIT
Assessments based on the CUA Schedule
Collects results
Analyzes data
Leads discussions
Coordinates the Data Decision Making Process at the school level
Shares the School Data Team Meeting Schedule with the Secondary Education Department
Submits District Common UNIT Assessment results to the Secondary Education
Department using the Data Team Minutes document provided by The Leadership and
Learning Center. No document substitution may be made.
Data Team Leaders: Each middle and high school also has several other Data Team Leaders
identified in their building. Depending on the student population in their school, principals may
identify Grade Level, Subject, or Course Data Team Leaders. These Data Team Leaders:
Are identified to guide small groups of teacher, by course or subject, in regular
discussions
Lead teacher sessions in the creation of school-based formative assessments
Lead teacher discussions in analysis of data
Support discussions to identify specific student needs
Assist to identify research-based strategies correlated to specific student needs
Provide leadership for collaborative teacher planning to modify instruction based on
priority needs
Guide the review of student work samples to identify rigor and ensure instruction is
meeting students‘ priority
Share course or subject progress with the Primary Data Team Leader
District Data Team Leaders: School Data Team Leaders are supported through the Data
Decision Making Process by District personnel, who are certified by The Leadership and
Learning Center, in the MCSD Data Team Process.
Data Team Manual 2013-2014
46 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Data Team Meeting Cycle Source: Drafted by Tony Flach, Center for Performance Assessment for New Haven Public Schools 2006
Includes some material from the Stupski Foundation and the Connecticut Department of Education DDDM/DT Indicators of Success
Steps/Components
Proficient Exemplary
(All Proficient Criteria PLUS)
1
Collect & Chart Data
& Results Data is generated from
common assessments. This
is the current state of
students‘ understanding of
concepts and application of skills. The charted data
should include: number of
students tested, number/
percentage/names of
students proficient and
higher, close to proficient,
and not proficient.
Data assembled in discussion
format prior to start of meeting
Data is disaggregated by teacher
Results include number,
percentage, and names of students
at multiple performance levels
Data supports, specific and
relevant feedback to teachers and
students to improve performance
Data includes student work samples from the assessment being
reviewed
Results are disaggregated
according to specific school needs
and subgroups present in the school
Multiple sources of data are
included
All team members have results
2
Analyze Strengths &
Obstacles and
prioritize needs Using student work, the
team identifies strengths,
trends, patterns, errors and
misconceptions, and lack
of proficient levels of skill
application. Teams also
collaboratively determine
root causes of proficient
student performance and
the root causes of non-
proficient performance.
Strengths become the basis
of celebrations. Obstacles
and challenges become the
priority or focus for the
teaching unit.
The inferring of strengths and
needs is based on a direct analysis
of student work
Identified strengths and
weaknesses (needs) are within the
direct influence of teachers
Team goes beyond labeling the
need or the ―what,‖ to infer the
root cause, or the ―why‖
Strengths and weaknesses are
identified for each performance
group
Weaknesses are prioritized to
reflect those areas that will have
the largest impact
Prioritized weaknesses (needs)
reflect areas that will have impact
within multiple skill areas
3
Goals: set, review, and
revise The team sets one or more SMART (Specific,
Measureable, Achievable,
Relevant, and Timely)
Specific targeted subject area,
grade level, and student group are
established
Measurable area of need is
established and assessment to be
used is identified
Achievable gains in student
Targeted needs have impact in
multiple skill areas
Data Team Manual 2013-2014
47 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
goals:
Choose the specific student
group and/or
specific content
skills and
application
Choose the
measurement tool
Establish the
relevance of the goal
Schedule the date
of assessment
Specify the desired
outcome
(percentage gains
or percentage of
students proficient
Validate that the
goal is achievable
Example: The percentage
of grade 4 students scoring
proficient and higher in
Author‘s Word Choice
will increase from 28
percent to 80 percent by the first of October as measured by the common
formative assessment
administered September
30.
learning are determined based on
the consideration of current
performance of all students
4
Select Common
Instructional Strategies Team members revisit the
misconceptions identified
in Step 2 and brainstorm
effective teaching
strategies and techniques
(experience and research-
based) to determine which
techniques, when
implemented
appropriately, will have
the desired effect on
student learning. These
strategies (teams should
choose one to three
Strategies directly target the
prioritized needs identified during
the analysis
Strategies chosen will modify
teachers‘ instructional practice
Strategies reflect actions of the
adults that change the thinking of
students
Team describes strategies for each
performance group
Team agrees on prioritized
research-based strategies that will
have greatest impact
Strategies selected impact multiple
content/skill areas
Modeling of how selected
strategies would be implemented
occurs
Team members anticipate/discuss
acceptable, ongoing adaptations to
strategy implementation – If….then….
Strategies selected will help the
most students and maximize
learning
Data Team Manual 2013-2014
48 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
strategies) are examined and those determined to be most effective are selected,
and agreed upon by
everyone, and will be
implemented during the
determined instructional
time.
5
Determine Results
Indicators Team members specify
how they will know if their
strategies are working:
―What will we see
in terms of teacher
actions if the
strategy is
implemented
properly?‖
―What will we see
in terms of student actions if the
strategy is
implemented?‖
―How will the
students be
engaged in using
the strategy?‖
―What should we
see in student work that will let
us know that the
strategy is
effective?
Results indicators illustrate
the impact of the strategy
and effectiveness of the
strategy. They serve as the
―picture of progress‖
between pre-and post-
assessments.
Result indicators are created for
each selected strategy
Result indicators describe teacher
and student behaviors that will be
seen if the selected strategies are implemented
Result indicators describe the
anticipated change in student
performance if the strategy is
having the desired impact on the
prioritized need
Team establishes interim time-
frame to monitor the
implementation of the strategy
Indicators contain clear and
detailed descriptions that allow
others to replicate the described practices
Indicators are specific enough to
allow teachers to predict student
performance on next assessment
Data Team Manual 2013-2014
49 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
6
Monitor and Evaluate
Results Monitoring serves as a vehicle for improvement.
Teachers reflect on the
processes used, clarify
Teachers bring student work
samples that provide evidence of
strategy implementation
Teachers describe their
implementation of the strategy
including frequency, direct instruction/modeling, and
Multiple work samples are
included that show the progression
of strategy implementation over time
Teachers observe colleagues in
their use of the strategy and
discuss observations during this
goals, collaboratively
discuss the effectiveness
of instructional
strategies, make
necessary adjustments,
and generate ideas to
improve teaching and
learning.
Begin cycle again.
feedback provided to students
Teachers examine the student
work samples to determine the
quality of strategy
implementation and whether the
strategy is having the desired
impact (effectiveness)
Teachers discuss the
effectiveness of the strategy
including whether to continue,
modify, or stop the
use of the selected strategy
meeting
Teachers discuss other situations
where the strategy may be used
Member Participation
Members actively listen and seek to understand instructional practices described in order to ensure appropriate implementation
Team openly reflects
on instructional
practices
Members share ideas, successes, and challenges
Members adhere to meeting time and purpose
Members bring student evidence and other required resources to meeting
Members apply learned practices to classrooms and serve as models for other team members or teachers
Members actively solicit ideas, successes, and challenges from each other
Members assist team members in adhering to stated timeframes and purpose of meeting
Norms
Team operates by clearly defined and collaboratively developed norms for professional behavior
Norms are referenced prior to
each meeting
Norms are reflected upon and modified as necessary
Agreed upon norms are internalized
Team serves as a model for professional behavior for other teams in school
Data Team Manual 2013-2014
50 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Support Structures for Collaboration Source: Drafted by Tony Flach, Center for Performance Assessment for New Haven Public Schools 2006
Includes some material from the Stupski Foundation and the Connecticut Department of Education DDDM/DT Indicators of Success
Steps/Components
Proficient Exemplary
(All Proficient Criteria PLUS)
Agenda
(included in
spreadsheet)
Outlines 5 steps of the data team
process
Indicates targeted instructional
area and accompanying standards
Includes next meeting date
Allocates time for each component
of meeting
Focused entirely on collaborative
analysis of student work
Includes reminders of agreed upon
norms
Includes reminders and
descriptions of role of facilitator and team leader
Includes reflections of current
team status against goal as
appropriate (results from previous
assessment, pre-assessment, etc.)
Indicates expected impact on other
standards from improvement in targeted standards (leverage)
Minutes
(included in
spreadsheet)
Accurate representation of
meeting process
Includes list of members present
Indicates prioritized needs for
team focus
Describes agreed upon strategies
Results indicators reflect desired
changes in student and teacher
behaviors
Descriptions of strategies and
results indicators are specific and
allow team members to
consistently implement agreed upon actions
Available to team within 48 hours
Descriptive enough for leadership
to be able to identify team needs
and required supports
Minutes are taken during the
meeting in order to capture group
thinking (not re-crated after the
meeting)
Available to team at the end of
meeting
Record of collaboration, analysis,
and strategies allows for
replication of practices by
professionals outside of the team
Minutes include models for
strategy use
Minutes include list of supporting
resources (websites, etc.)
Data Team Manual 2013-2014
51 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Support Structures for Collaboration continued….
Scheduling
Meetings are scheduled on a
regular, consistent basis
Meetings are held at least monthly
Meetings are within 3 days of
availability of data
A minimum of 30 uninterrupted
minutes is available for
collaboration
Meeting time is uninterrupted
Interim meetings are scheduled to
collaborate on strategy
implementation and make required
adjustments
Resource personnel scheduled to
support EACH meeting
Data
(shared with
Sec. Ed.)
Results are available within 3 days
of assessment
Disaggregated by standard and
indicator to support identification
of strengths and needs
Disaggregated by teacher
All team members have results
including support personnel who
may not be able to attend meeting
Targeted groups of students
identified by name
Supports timely, specific, and
relevant feedback to teachers and
students to improve performance
Disaggregated by significant sub-
groups
All stakeholders aware of data
All student needs identified
Supports independent student goal
setting
Follow-Up
Clear time lines and
responsibilities are delineated for resources/support identified during
data team meeting
Support is provided to team within
identified timelines
Data Team Leader/Facilitator
meets with building administrator
within one week of team meeting
to discuss needs, resources, etc.
Support is available to teams
immediately
Administrator is present during
meeting and leaves with clearly
identified action steps to support team decisions
Data Team Manual 2013-2014
52 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Support Structures for Collaboration continued….
Administration
Knowledgeable of data team process
Provides time and support for collaboration on a scheduled, consistent basis
Models an inquiry-based
approach
Aware of team goals and identified, prioritized areas of need
Aware of instructional practices selected and provides feedback on the appropriateness of the strategies
Able to articulate resources, materials identified by team in order to support selected practices
Promptly provides support identified
Attends meetings on a regular basis (at least one per month)
Is knowledgeable of effective teaching strategies and provides the coaching and feedback necessary for successful implementation
Publicly celebrates successes of teams
Provides support to team immediately
Attends meetings as frequently as possible and leaves with clearly identified action steps to support team‘s decisions
Serves as a model for administrative support of data team process
Provides regular opportunities
for team members to publicly
share their successes during
faculty meetings or through
other meetings
Provides structures that allow teacher modeling and observation of successful practices
Data Team Manual 2013-2014
53 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Suggested Data Team Conversations and Guiding Questions
for Data Team Meetings These are suggested questions to guide the first year of Data Team discussions when ALL
faculty are involved directly in The Six Step Data Team Process. Once all faculty
members are confident in The Six Step Process, multiple steps will be included in each
Data Team discussion.
August- Collect and Chart Data (Step 1)
What data sources are available?
How is the pre-loaded CRCT/EOCT in Classworks used to support the RTI process?
When will Common Unit Assessments be utilized in Data Team discussions?
How can formative assessment results be used to monitor student achievement?
How are teacher groups formed to create meaningful discussion groups to collect and
chart data?
Where will data be located for all teachers? Is there a Data Room?
What are we attempting to measure/monitor?
Did our assessment measure the skills and/or concepts that we need to monitor?
Did we notice anything unusual during the assessment that should be addressed?
Did we include too many items on the assessment, or was it the right length?
Did the assessment questions require rigorous thinking? (higher levels on Bloom‘s
Taxonomy: evaluation, synthesis, analysis)
Should we revise any questions for the post-assessment? (Remember that we want to
compare pre- and post-assessment results.)
September- Data Analysis and Prioritization of Needs (Step 2)
What assessment instruments are available to identify student achievement data?
What assessment instrument results are utilized to identify student achievement growth?
How will Common Unit Assessments be utilized to increase standards-mastery and
student achievement?
How are student academic strengths identified?
How are student academic needs identified?
When is item analysis on formative or summative assessments useful?
How are student group data results disaggregated to the subgroup and individual student
levels?
What additional questions can be generated to support the identification of student
strengths and needs?
What is a sample of an ideal/proficient student response? (Do we know what we
consider proficient? Do we agree on what proficiency looks like?)
Which questions had a high number of correct responses?
Which questions were left blank or had a very low response rate on a Common
Unit assessment? (We will consider these for targeted instructional/learning
objectives.)
What question or questions seem most difficult for students? On which concepts
will we need to give focused and direct instruction?
Data Team Manual 2013-2014
54 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Guiding Questions continued……
October – Review SMART Goals (Step 3)
What are SMART Goals?
Is our goal a SMART (Specific, Measurable, Achievable, Relevant, and Timely) goal?
Which SMART Goals are included in the School Improvement Plan (SIP)?
How was data used to establish the SIP SMART Goals?
What are the grade level, team, or department year-long (course) goals?
How do the SMART Goals impact classroom instruction?
What obstacles stand in the way of reaching our student learning goal?
October -Instructional Strategies (Step 4)
What research-based instructional strategies are identified in the School Improvement
Plan (SIP)? (These are common strategies for the school.)
How are strategies modified to assist students who did not demonstrate standards-
mastery on the Common Unit Assessments?
How can MCSD Essential Curricula Maps impact instruction?
How does collaboration in the design of MCSD Essential Curricula Maps provide for
instructional consistency across the District?
Does everyone know what the strategies look like in action?
Do we need to improve the classroom environment to increase the motivational level
for all students? How do we encourage risk-taking? How do we motivate students
who don‘t care? How do we invite students who have been disconnected for too long?
What strategies will we implement for those students who lack the foundation
necessary to be successful on the new material we will present? (Intervention strategies
are usually discussed here.) What short-term intervention should occur? What short-
term, flexible grouping is needed for targeted learning to occur? (These small, flexible
groups may last for only 20 minutes a day for 4 days, and must not be viewed as
permanent groups.) When we prioritize the instructional needs of our students, we
focus our efforts and increase the likelihood of their success.
What research-based instructional strategies ensure student engagement in the learning?
What specific instructional strategies are identified to differentiate instruction?
How does the Response To Intervention (RTI) Process impact classroom instruction?
How can performance tasks, authentic scenarios or labs be maximized to provide
opportunities for student application of content knowledge?
November- Instructional Strategies (Step 4)
Student Work Samples Guide Instruction
How can student work samples be utilized to inform instruction?
How can student work samples be used to collaborate and provide consistent instruction
from classroom to classroom?
How will exemplary student work samples be identified and shared to provide students
with models for quality work?
Data Team Manual 2013-2014
55 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Guiding Questions continued……
November- Determine Results Indicators (Step 5)
What indicators serve as monitoring tools ?
Which result indicators allow for mid-course corrections to ensure standards-mastery?
Which result indicators provide information for student growth progress between pre-
and post-assessments?
What adult behaviors serve as result indicators?
What student behaviors serve as result indicators?
What student work samples serve as result indicators?
How will we know if students are learning as a result of our specific instructional
strategies?
Exactly what should we see students applying after 5 days of instruction, 10 days of
instruction, 15 days of instruction?
What will directly link learning with specific strategies? (For example, teachers use
the flow map (a nonlinguistic representation) during instruction of concepts and ideas.
Teachers then assess student learning by giving students a flow map to complete, noting
the important information of cause/effect.)
In our quick-writes, administered at the end of each day/session/period, what questions
will reveal specific but on-target learning?
What overall application behaviors will we be able to see/note if the desired learning is
occurring as a result of our focused instruction and use of instructional strategies?
How will we confirm that the entire team has implemented the strategies that were
collaboratively and collectively agreed upon? To what degree will we know whether the
strategies are being implemented as intended and described during our team meeting?
(This is the teacher-to-teacher accountability key.)
December – Monitor and evaluate Results (Step 6)
What specific topics (SBC, SBC Opening, Differentiated Instruction, Rigor, etc.) have
been used for emphasis during Focus Walks?
Which Focus Walk templates were used this year?
What Focus Walk data has been collected this year?
How has Focus Walk data been shared with teachers?
How has the Focus walk data been utilized to increase standards-mastery?
When has peer-to-peer instructional review been conducting?
January - Steps 1-6
Step 1- What new Data and be Collected and Charted?
Step 2- What are new identified Priority Needs as a result of the Analysis of data?
Step 3- What new or different SMART GOALS may be needed for the next SIP a result
of the analysis of data?
Data Team Manual 2013-2014
56 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Guiding Questions continued……
Step 4 – What new or different Instructional Strategies (common to the entire school)
are needed as a result of the analysis of data?
Step 5 – Continue to review the Result Indicators. How do these identify instructional
strengths and needs?
Step 6- Continue to Monitor and Evaluate Results.
Steps 1-6 Suggested Resources
Ainsworth, L., & Viegut, D. (2006). Common formative assessments: How to connect
standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.
Introductory Level Piercy, T. (forthcoming). Compelling conversations. Englewood, CO: Advanced Learning
Press.
Advanced Level White, S. (2005). Beyond the numbers. Englewood, CO: Advanced
Learning Press. White, S. (2005). Show me the proof! Englewood, CO:
Advanced Learning Press.
Data Team Manual 2013-2014
57 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Overview: Six Steps of Data-Driven Instruction (modified from the Six Sigma Model of business) and
Six Steps of Decision Making for Results from
The Leadership and Learning Center)
The Six Steps of Data Decision Making are the foundation for the MCSD Data Team Process. For
more details, refer to The Leadership and Learning Center Data Team Manuals.
Stages/Steps Description Correlation to
Instruction 1: Define Data Teams:
Identify the problem and the objective.
(Essential Competencies for Data-
Driven Teachers) Develop data collection procedures.
Collect data.
2: Analyze Strengths and Needs:
Disaggregate data.
Identify variations of data.
Graph data summaries.
Generate potential causes.
Identify priority needs. Which are
urgent? Which can be addressed in the
next 9 weeks?
3: Goals (Define the
Measure of Progress)
Clarify goals:
SMART Goals are identified.
Teams set goals.
Correlate goals to needs/challenges.
Goals are revisited throughout the year.
4: Design/Select
Strategies
Design strategies and solutions.
Instructional strategies are identified to
address needs.
Instructional strategies are research-
based.
A specific timeline is created.
Strategies are revisited throughout the
year.
5: Result Indicators OR
Descriptors of
Improved Learning/
Teaching
Implementation of solutions.
Monitor strategies implementations.
(What indicates impact? What are
expected adult behaviors? What are
expected student behaviors?)
Determine effectiveness of strategies.
6: Verify/ Monitor,
Evaluate
Consider stages for change.
Monitor the results of strategies.
Reflect on progress toward Goals.
Determine if changes are needed.
Data Team Manual 2013-2014
58 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Six-Step Decision Making Process
Step 1: Data
Treasure Hunt-
Define the Problem
Step 2: Analyze
Step 3:
Goals (SMART) Step 4: Select Research-
Based Strategies
Step 5: Result
Indicators
Step 6: Monitor
and Evaluate
(throughout the
process)
Data Team Manual 2013-2014
59 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step Date of Action 1. Identify Data Team LEADERS and Meeting Schedules.
LEADERS
a. Principal
b. Academic Coach or AP for Curriculum
c. Department Chairs (for smaller Data Team
sessions)
SCHEDULES
d. How many small Data Teams are needed?
e. Who will be members on each of the Data Teams?
f. Communicate dates and locations of all Data
Team Meetings to teachers and Secondary
Education.
2. Learn the Data Team process.
a. All teachers are included.
b. Data Team Leaders establish consistent meeting
norms.
c. Data Team Leaders are trained on the specific
Data spreadsheet by The leadership and Learning
center.
3. START the Process
a. Identify Classworks Champions.
b. Assign classes in Classworks.
c. Pre-Assessments are administered (see the
Common UNIT Assessment Framework for
Timelines)
d. Assign assessments to teachers and students in
Classworks.
4. START the Data Team Meetings
a. Data Team Leaders communicate most recent data
from various sources including the most recent
UNIT assessments per course.
b. All teachers discuss strengths and needs.
c. Identify strategies correlated to needs.
5. CONTINUE the Data Team process:
a. Steps 1-6
Data Team FIRST STEPS……..
Data Team Manual 2013-2014
60 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and
Chart Data
Muscogee County School District
Division of Teaching and Learning
Secondary Education
Data Team Manual 2013-2014
61 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and Chart Data Preliminary Step:
What is a Balanced Approach to Assessment?
Does your instruction model Balanced Approach to Assessment?
A Self-Assessment Inventory 3 = Use frequently 2 = Use sometimes 1 = Use infrequently 0 = Almost never use
Directions: Use the following scale to rate your level of use of each of the following assessments
. 1. _____ Fill-in-the-blank quizzes or tests with word bank
2. _____ Project during which student creates a product (i.e., PowerPoint, piece of art, mobile, newspaper, etc.)
3. _____ Student evaluation of his/her own work (i.e., writing, reading comprehension, etc.)
4. _____ Matching quizzes or tests
5. _____ Oral group presentation (i.e., scene study, debate, panel discussion, etc.)
6. _____ Reflective journals or learning logs
7. _____ True-false quizzes or tests
8. _____ Teacher-student conferences
9. _____ Student-created mnemonics, illustrations, or examples that provide evidence of understanding
(i.e., of specific terminology, of reading comprehension, of a figure of speech, etc.)
10. ____ Observations of students working independently or in small groups
11. ____ Simulations
12. ____ Oral questioning (teacher asking students; students asking teacher)
13. ____Peer reviews and peer response using prescribed criteria checklist
14. ____ Student-completed (teacher-prepared) graphic organizers
15. ____ Multiple-choice quizzes or tests
16. ____ Short essay responses to quiz or test questions
17. ____ Group investigations (define a problem, research the problem, posit solutions, present findings)
18. ____ Process writings (plan, draft, revise, draft, edit, publish)
19. ____ Short answer quizzes or tests
20. ____ Word finds, crossword puzzles, etc.
Source: GaDOE GPS Day 3 Training Participant‘s Guide, Page 16 Selected Response Constructed Response Performance Assessment Informal & Self-Assessment
Item
Number
Your
Score (0-3)
Item
Number
Your
Score (0-3)
Item
Number
Your
Score (0-3)
Item
Number
Your Score (0-3)
1 9 2 3 4 13 5 6 7 14 11 8
15 16 17 10 20 19 18 12
TOTAL TOTAL TOTAL TOTAL Do you use a variety assessment tools? Is there a balance in your assessment tools?
Data Team Manual 2013-2014
62 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and Chart Data Balanced Assessment: A Self-Assessment Inventory
Reflection
Compare and contrast your totals for the various assessment formats.
Questions Responses
Does your classroom practice reflect a balance
of assessment types? HOW?
Which assessment formats might you add or
use more frequently in order to provide a more
balanced picture of students‘ knowledge, skills,
and understanding? WHY?
Which assessment formats might you use less
frequently in order to provide a more balanced
picture of students‘ knowledge, skills, and
understanding? WHY?
What is the difference between formative
and summative assessments?
Data Team Manual 2013-2014
63 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and Chart Data
How is assessment maximized for student learning?
Reflect on your classroom teachers. Evaluate the classroom practice for each of the statements below, according to the following scale:
1 = Teachers don’t do this, or this doesn’t happen in our classrooms. 2 = Teachers do this infrequently, or this happens infrequently in our classrooms. 3 = Teachers do this sometimes, or this sometimes happens in our classrooms. 4 = Teachers do this frequently, or this happens frequently in our classrooms. 5 = Teachers do this on an ongoing basis, or this happens all the time in our classrooms.
Rating Survey Statement
1. Teachers understand the relationship between assessment and student motivation and use assessment to build student confidence and mastery rather than failure and defeat.
2. Teachers can articulate, in advance of teaching, the achievement goals students are to master.
3. Teachers inform students about their progress toward goals on a regular basis.
4. Teachers correlate performance objectives, tasks, and assessments.
5. Teachers make sure that students can describe what targets they are to hit and what comes next in their learning.
6. Teachers use a variety of assessment tools.
7. Teachers consistently use classroom assessment information to revise and guide teaching and learning.
8. Feedback to students is frequent, descriptive, constructive, and immediate, helping students know how to improve learning.
9. Teachers actively, consistently, and effectively involve students in assessment, including teaching students to manage their own learning through development of skills for self-assessment.
10. Teachers correlate standards, standardized test descriptors and learning tasks to strengthen content instruction.
Review your ratings.
What are identified strengths at your school?
What is one assessment need?
Data Team Manual 2013-2014
64 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and Chart Data Essential Competencies for Data-Driven Teachers
Source:
http://www.microsoft.com/Education/ThoughtLeaders.aspx
Essential
Concepts
Collecting
and Analyzing
Summative Data
Setting
Measurable
Goals
Collecting
and Analyzing
Formative Data
Making
Changes
Data Transparency
and Safety
Alignment
for Results
Understand the
conceptual differences
between data-driven decision-making and
federal / state accountability
Understand the
importance and impact on student
learning of
summative assessment
practices
Understand the importance of
establishing
SMART goals for instructional success
Understand the
importance and
impact on student learning of frequent
formative assessment practices
Implement focused interventions in
instruction to
improve student learning
Facilitate the creation of school
climates where data
visibility is frequent and important
Understand the importance of results-
driven practice and
how that is different than previous practice
Articulate what
effective data-driven instruction looks like
Get relevant
summative data out
of district DMA
systems for
analytical and reporting purposes
Understand the six
key characteristics of SMART goals
Select key formative indicators
of success to
measure school and student progress
during the school
year
Ensure that
instructional
interventions are
aligned with state
standards and district curricula
Ensure that relevant
data are accessible
to parents and students (i.e., no
gate keeping)
Understand the
importance and impact
on student learning of
continuous and
progressive SMART goal-setting
Understand how the
following elements
interact to improve student learning:
(1) summative baseline
data, (2) measurable goals, (3) frequent
formative assessment,
(4) professional learning communities,
and (5) making
instructional and organizational changes
based on formative and
summative data
Select key summative
indicators of
success for their classrooms
Utilize summative
data to set SMART goals for their
classrooms
Use appropriate
technologies to
collect, organize, analyze, and report
student formative
assessment data
Ensure that
instructional interventions are
aligned with
content-specific instructional best
practices
Facilitate the
creation of school climates of data
safety (i.e., data are
used for feedback and/or information,
not for evaluation)
Ensure that personal professional
development is aligned
to student, school, and district needs
Understand the
importance of utilizing multiple measures, and
multiple indicators
within measures, when assessing school and
student success
Are familiar with
relevant assessment literacy concepts
and can
appropriately interpret summative
data
Meet regularly and
frequently for
collaborative, data-based discussion of
student progress and
identification of appropriate
instructional
interventions
Utilize print and
electronic
communication channels to
disseminate status
and progress information on key
summative and
formative assessment
indicators to parents
and students
Ensure that curricular design and delivery are
aligned to student,
school, and district needs
Are familiar with
relevant assessment literacy concepts
and can
appropriately
interpret formative
assessment data
Utilize data to
celebrate instructional
progress and
successes, not just to
identify continuing
needs
Identify emergent patterns from
formative
assessment data
Engage in root
cause analysis to identify appropriate
interventions
Data Team Manual 2013-2014
65 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1: Collect and Chart Data DATA-DRIVEN TEACHERS
Dr. Scott McLeod, Director
School Technology Leadership Initiative
University of Minnesota
Sources:
http://principalville.blogspot.com/2008/07/teaching-craft-or-science.html
Innovative Teachers /Thought Leaders
What is Data-Driven Decision-Making?
Data-driven decision-making (DDDM) is a system of teaching and management practices that
gets better information about students into the hands of classroom teachers. Schools and districts
across the country are seeing substantial improvements in student learning and achievement as
they incorporate data-driven practices. Intelligent and pervasive uses of data can improve
instructional interventions for students and enhance standards-mastery.
Data-driven decision-making requires an important paradigm shift for teachers – a shift from
day-to-day instruction that emphasizes process and delivery in the classroom to pedagogy that is
dedicated to the achievement of results.
Data-driven educators should be able to articulate the essential elements of effective data-driven
education outlined in the diagram below. The five major elements of data-driven instruction
are:
good baseline data,
measurable instructional goals,
frequent formative assessments, (formal and informal)
professional learning communities, and
focused instructional interventions.
These elements interact to enhance student learning and to inform teacher practice.
* Multiple measures, and multiple indicators within measures, are needed when assessing school
and student success (Bernhardt, 2004).
Data Team Manual 2013-2014
66 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect and Chart Data
How can Common Assessment results be used in the Data Decision process?
Data Decisions
What data are available from
Common Assessments?
How are data used to inform
instruction?
Who analyzes the data?
How are instructional strategies
identified?
What are research-based
instructional strategies identified?
How are data used to set SMART
Goals?
How is instruction monitored to
ensure the identified research-
based strategies are maximized?
How is academic progress
monitored to ensure academic
growth?
Data Team Manual 2013-2014
67 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Identify Collect and Chart Data Data Sources and Collect Data from
Varied Assessment Tools
What varied assessments can be identified?
Diagnostics or Pre-assessments
Source Items Standards
Feedback for Students
Source Items Standards
Post-Assessments
Source Items Standards
Data Team Manual 2013-2014
68 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1:
Collect Data: Qualitative and Quantitative
Pre-Assessments (informal, formative)
teacher prepared pretest
KWL charts and other graphic organizers
writing prompts/samples
questioning
guess box
picture interpretation
prediction
teacher observation/checklists
student demonstrations and discussions
initiating activities
informational surveys/questionnaires/inventories
student interviews
student products and work samples
self-evaluations
portfolio analysis
show of hands to determine understanding: every pupil response
drawing related to topic or content
reader response survey
anticipation journals
Formal Summative
standardized test data
What happens between pre- and
post-assessments?
Circle the informal formative strategies you can
use to review identified standards that are
taught but not mastered between pre- and post-.
Data Team Manual 2013-2014
69 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Step 1: Collect Data (Common Vocabulary supports data collection and discussion of findings.)
Standards-Based Education Glossary of Commonly Used Terms
Anchor Paper(s) - A sample of student work that exemplifies a specific level of
performance. Raters use anchors to score student work, usually comparing the student
performance to the anchor. For example, if student work was being scored on a scale of 1-5,
there would typically be anchors (previously scored student work) exemplifying each point
on the scale.
Benchmark - A detailed description of a specific level of student performance expected of
students at particular ages, grades, or developmental levels. Benchmarks are often
represented by samples of student work. A set of benchmarks can be used as "checkpoints"
to monitor progress toward meeting performance goals within and across grade levels, i.e.,
benchmarks for expected mathematics capabilities at grades three, seven, ten, and
graduation.
Benchmark Assessments - Student assessments used throughout a unit or course to monitor
progress toward learning goals and to guide instruction. Effective benchmark assessments
check understanding and application of knowledge and skills rather than recall;
consequently, effective benchmark assessments include performance tasks. Benchmark
assessments may involve pre and post-assessments.
Benchmark Papers – Another term used for anchor papers.
Commentary - Oral or written feedback that identifies the features of a work sample that
illustrate the relevant parts of a standard(s). Commentary draws attention to the qualities of
student work with direct reference to the performance descriptions for the relevant standards.
Student Commentary - Oral or written self-reflective, metacognitive comments made by
the student that self-assess his or her progress toward the specified standard(s) and that
provide feedback to the teacher in terms of student understanding; as a result of effective
self-assessment, students develop the skills necessary to self-adjust and become more
independent learners.
Teacher Commentary - Oral or written comments made by the teacher that provide
feedback to the student regarding his/her progress toward the specified standard(s);
comments may include praise in addition to feedback and will often include guidance in
addition to the feedback.
Note: Public commentary is posted commentary that specifies the evidence in student work
that effectively illustrates relevant parts of the standard(s). Private commentary is
commentary that identifies the features of a work sample that illustrate the relevant parts of
a standard(s) as well as feedback and guidance for next steps. Private commentary is meant
for the student, teacher and parent, not the public.
Data Team Manual 2013-2014
70 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Common Assessment - Common assessments are the result of teachers collaborating and
coming to consensus about what students should know, understand and be able to do
according to the standards. Common assessments assess the standards and provide teachers
a means for looking at student work.
Differentiation - Differentiation is simply attending to the learning needs of a particular
student or small group of students rather than the more typical pattern of teaching the class
as though all individuals in it were basically alike. To differentiate instruction is to
recognize students varying interests, readiness levels and learning profiles and to react
responsively. There are three elements of the curriculum that can be differentiated: content,
process, products and learning environment.
Evaluation - The process of making judgments about the level of student understanding or
performance.
Feedback - Descriptive comments provided to or by a student that provides very specific
information about what a student is/is not doing in terms of performance needed to meet
identified standards/learning goals.
Guidance - Information provided to the student about what to do next, including steps or
strategies to try in order to improve and progress toward identified standards/learning goals.
Organizing Framework - An organizing framework guides teachers as they plan for
instruction
ensuring that all standards are addressed and achieved by the end of the year.
Performance Standards - Performance standards provide clear expectations for
assessment, instruction, and student work. They define the level of work that demonstrates
achievement of the standards, enabling a teacher to know ―how good is good enough.‖
Performance standards incorporate content standards, but expand upon them by providing
suggested tasks, sample student work, and teacher commentary.
Performance Task - A performance task is a formative assessment that checks for student
understanding/misunderstanding and or progress toward the standards/learning goals at
different points during a unit of instruction. Performance tasks involve the application of
knowledge and skills rather than recall and result in tangible products or observable
performances. They involve meaning-making, encourage self-evaluation and revision,
require judgment to score, and are evaluated using predetermined criteria (rubrics).
Performance tasks are generally assessed.
Culminating Performance Task - Culminating performance tasks differ from other
performance tasks in that they are created over time during the unit. Culminating
performance tasks measure conceptual understanding of the standards/learning goals
specified for a specific unit and usually involve multiple modalities.
Data Team Manual 2013-2014
71 Muscogee County School District, Division of Teaching and Learning, Secondary Education Department
Rubrics - Based on a continuum of performance quality and a scale of different possible
score points, the rubric identifies the key traits or dimensions to be examined and assessed
and provides key features of performance for each level of scoring.
Scoring Rubric - A scoring guide that enables teachers to make reliable judgments about
student work and enables students to self-assess their work. A rubric is based on a
continuum of performance quality, built upon a scale of different possible score points to be
assigned; identifies the key traits or dimensions to be examined and assessed; and provides
key features of performance for each level of scoring (descriptors) which signify the degree
to which the criteria have been met.
Teaching Rubric - Teaching rubrics are explicitly designed to support as well as to evaluate
student learning. Teaching rubrics have several features that support learning:
Teaching rubrics are written in language that students can understand;
Teaching rubrics are created with students as a result of the teaching that has
occurred in the
classroom (not before the teaching takes place);
Teaching rubrics define and describe quality work;
Teaching rubrics refer to common weaknesses in students' work and indicate how
such weaknesses
can be avoided, and;
Teaching rubrics can be used by students to assess their works-in-progress and
thereby guide revision and improvement.
Standards-Based Classroom - A standards-based classroom is a classroom where teachers
and students have a clear understanding of the expectations (standards). They know what
they are teaching/learning each day, why the day‘s learning is an important thing to know or
know how to do, and how to do it. They also know that they are working toward meeting
standards throughout the year…that standards-based learning is a process not an event.
Standards-Based Instructional Bulletin Boards - A strategically placed bulletin board
in the classroom that provides examples of student work that have been correlated to the
standards by elements. Generally, the student work, the task, the standard, and the
commentary on the work are posted on the bulletin board for students and others to refer to
as a model or exemplar of student work that meets or approaches meeting the standard(s).
Source:
Georgia Department of Education, GAPSS Analysis, Kathy Cox, State Superintendent, Page
26 of 156
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 72
Step 1: Collect and Chart Data Data Sources and Collection of data Sets
Data Rooms
(Photos)
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 73
Step 2: Analyze
and
Prioritize Needs
Muscogee County School District
Secondary Education
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 74
Step 2: Analyze and Prioritize
Analyzing Formative Data
Frequent formative assessments are needed in order to benchmark the progress
of their students during the school year toward the set goals.
Using baseline data to set measurable year-end goals, without a system for frequent analysis and
adjustment of instructional is not going to result in academic improvement or standards-mastery.
Teacher Data Teams
To utilize the data from formative assessments, educators need the opportunity to meet regularly and
frequently to have data-based discussions about student progress.
During these meetings, educators:
Identify emergent patterns from the formative data
Discuss what the data tell them about students‘ progress toward learning goals
Collaboratively identify instructional strategies which directly correlate to the identified learning
needs
Set a specific timeline for the next instructional units
Identify a plan to monitor the selected instructional strategies.
Report Forms and Documentation
Previous Protocols NEW Protocols
Documentation of
Results
Data analysis was documented
on SALT Data Reports and
Learning Logs.
Spreadsheet, by The Leadership and
Learning Center, includes all
documentation: agendas, minutes,
data.
Data Analysis
Data was analyzed by SALTs
with assistance from
Department Chairs.
Data will be analyzed by various
school Data Teams. These Data
Teams may be created by course,
subject or grade level. The team
creations depend on the schools and
the student populations.
Data Review
Assessment results were
reviewed by SALTs/Dept.
Chairs and shared with
teachers.
ALL teachers will be on a Data Team.
ALL teachers will review assessment
results. Various Data Team Leaders
will be identified per school.
Submission of
Reports
Data Reports and Learning
Logs were submitted by
SALTs.
Data Spreadsheets will be submitted
by principals during the regularly
scheduled Principals‘ Meetings.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 75
Step 2: Analyze and Prioritize
Communication of assessment results can sometimes be enhanced by the appropriate vocabulary.
Statistical & Measurement Terms by GaDOE
1. Analytic scoring: The use of a scoring key containing an ideal response to judge the competence or
proficiency of student responses on an assessment. Example: Georgia writing assessments in grades
8 and 11.
2. Concurrent Validity: A type of criterion-related validity. The degree to which test scores are related
to scores on another current assessment or current criterion measure.
3. Construct Validity: The degree to which a test measures an unobservable construct or trait.
4. Content Validity: The degree to which a test measures an intended content area.
5. Correlation: Measures the strength and direction of a relationship between two variables. Uses the
correlation coefficient to describe the relationship.
6. Correlation Coefficient: Ranges from -1.00 to 1.00. A positive correlation means that as one
variable increases, the other variable increases. A negative correlation means that as one variable
increases, the other variable decreases. The closer the correlation coefficient is to 1.00, either
positive or negative, the stronger the relation ship is. If a correlation coefficient is 0, no linear
relationship exists.
7. Criterion Referenced: Performance interpreted in relation to a specified standard. Examples include
(but not limited to): state assessments such as the CRCT, EOCT, GHSGT and writing assessments.
Teacher tests that employ a ‗cut score‘ for passing or mastery are also Criterion-referenced.
8. Criterion-related Validity: The extent to which a test-score is related to an outcome
measure/criterion.
9. Cronbach’s Alpha: A measure of internal consistency of a test. Used to measure reliability.
10. Curvilinear Relationship: A relationship exists between two variables but not in a linear manner.
For example, one variable increases as another variable increases, only up to a point. After that point
is reached, as the variable continues to increase, the other variable decreases. You may see this with
hours of study time and test performance.
11. Dependent Variable: The variable that is expected to change as a result of the independent variable.
Test scores are expected to change as a result of hours of study.
12. Descriptive Statistics: Statistics that summarize or describe a set of scores in a sample. Measures
of central tendency and measures of dispersion are descriptive statistics.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 76
13. Diagnostic Test: An achievement test used to determine a student‘s strengths and weaknesses in a
content area.
14. Distracter: An incorrect choice within a multiple choice item.
15. Equivalent Forms: Forms of a test that measure the same content and objectives with items of
similar difficulty.
16. Equivalent Forms Reliability (Alternate Form Reliability): Students are tested on two alternate
forms of a test. The scores on the alternate forms are correlated.
17. Error of Measurement: The difference between a student‘s observed score and the student‘s true
score.
18. Evaluation: Process used to judge information from one source such as assessment scores or from
multiple sources.
19. Formative evaluation: Evaluation conducted while a creative process is under way, designed and
used to promote growth and improvement in a student‘s performance or in a program‘s
development. Examples include (but not limited to): pre/post tests, portfolios, benchmark tests,
quizzes, teacher observations.
20. Hard Copy: Paper reports distributed from a testing company. Provides performance information
for an individual student, classroom, school, system or state.
21. Holistic Scoring: Method of scoring essays, products, and performances in which a single score is
given to represent the overall quality of the product or performance without reference to specific
criteria. Example: Georgia writing assessments in grades 3 and 5.
22. Independent Variable: The variable that affects the dependent variable. The variable that is
manipulated in an experiment.
23. Inferential Statistics: Using the results found in a sample to infer about the entire population.
24. Interval Scale: A scale that has equal units but only an arbitrary zero point. Example, an
IQ/achievement score.
25. Item Response Analysis: Analyzing the percent of students who answered an item correctly as
compared to the percent of students who answered each distracter. Provides information on which
items proved difficult for students.
26. Likert Scale: A perception or attitude scale that asks participants to rate their level of agreement on
a scale.
27. Linear Relationship: A relationship that takes the form of a straight line. As one variable
increases, the other increases. Or alternately, as one variable increases, the other decreases.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 77
28. Mean: A measure of central tendency; the arithmetic average of all of the scores.
29. Measures of Central Tendency: A typical or representative score of a set of scores.
30. Measures of Variability or dispersion: Measure of the dispersion of a distribution.
31. Median: A measure of central tendency; the middle point in an ordered distribution. 50% of the
scores fall above the median and 50% of the scores are below the median.
32. Mode: A measure of central tendency; the most frequently occurring score in a distribution.
33. Multiple Regression Equation: Using multiple input variables to predict an outcome variable.
34. Negatively Skewed Distribution: The mean is lower than the median. Therefore, low extreme
scores are pulling the distribution down the number line (to the left).
35. Nominal Scale: A measurement scale that provides names or categories. It cannot be ordered or
arranged.
36. Observational Research: Research that takes place in a natural setting. Observing how students
or subjects interact with their environment.
37. Ordinal Scale: A measurement scale that has the property of order but does not have equal
distances between the scores. Example (class rank, dress sizes)
38. Pearson r: The statistical operation used to yield the correlation coefficient on interval or ratio
data.
39. Percentile Rank: Scores are ranked and range from 1-99. A percentile reveals the percentage of
students who score at or below a particular score. If a student achieves at the 60th
percentile,
he/she has performed better than 60% of the data set or norm group.
40. Performance assessment: A formal assessment method in which a student‘s skill in carrying out
an activity and producing a product is observed and judged. Examples include (but not limited to):
construction of a project; completion of an essay, research paper, or a science lab).
41. Pilot Test: A test administered to gain information on the appropriateness of the items,
administration guidelines, or other aspect of the test before it becomes operational.
42. Positively Skewed Distribution: The mean is above the median. There are extreme high scores
pulling the distribution up the number line (to the right).
43. Predictive Validity: A type of criterion-related validity. The degree to which test scores
correlate to future criterion measures.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 78
44. Qualitative Research: Gathering historical or current subjective information. An in-depth study
of relatively few cases where the information gained cannot easily be changed to numbers.
45. Quantitative Research: Gathering and analyzing information that is quantifiable or can easily be
converted to numbers.
46. Range: A measure of dispersion. The distance between the highest and lowest scores of a
distribution.
47. Ratio Scale: A measurement scale that has a true zero point and equal units between scores.
48. Reliability: The degree to which test scores are consistent, reliable, and replicable.
49. Research: Using scientific inquiry to gain factual information.
50. Sample: A sub-set of data taken from a parent population.
51. Skewed Distribution: A distribution that is not a normal bell-shaped curve. It is not
symmetrical.
52. Split-half Reliability: Students take one test, but the test is divided in half. The performance on
each half is correlated. Because only the halves are correlated, a statistical procedure is used to
correct the correlation for the full assessment.
53. Standard Deviation: A numerical value that describes the ‗average‘ deviation of all scores in a
distribution. It provides a value that describes the spread of scores from the mean and is
expressed in the same unit of measurement as the original scores.
54. Standard Error of Measurement (SEM): The application of a test‘s reliability to an individual
student score. It is used to provide a range where a student‘s true test score falls.
55. Standard Score: Describes the location of a score within a set of scores. The distance of the
score from the mean is described in standard deviation units.
56. Stanines: A 9 point standard score scale with a mean of 5 and a standard deviation of 2.
57. Statistical Significance: What is observed in the sample has met a specific probability level of
occurring by chance in the population. The typical probability level is < .05. Therefore, if a test
has met this significance level, we can expect the observed difference to occur in the population
less than 5% of the time.
58. Summative evaluation: An evaluation designed to present conclusions about the merit or worth
of a student‘s performance. Examples include (but not limited to): End-of-unit tests, state
assessments, final exams.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 79
59. Survey: An instrument used to gather perception data.
60. T Score: A standard score that has a mean of 50 and a standard deviation of 10.
61. Test-retest Reliability: The same test is administered twice and the results of the two
administrations are correlated.
62. Validity: The extent to which a test measures what it intends to measure and the inferences that
can be made from the assessment are meaningful.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 80
Step 2: Analyze and Prioritize
Data Team Minutes
(Updated version of the previous SALT Reports)
A specially designed spreadsheet is provided by The Leadership and Learning Center.
Secondary Education is using this tool to replace the previous SALT Data Report
templates and Learning Log templates.
General Directions
Please save a clean copy of this file in a safe location as a backup.
The template is a macro-enabled file. Macros are program codes that automate repetitive tasks. Your
computer may prompt you to enable macros when you open this file. Respond yes or enable. You can use
this file without enabling macros, but some of the automatic features will be disabled.
Only enter data into cells that are highlighted in yellow. Most other cells are protected to prevent
inadvertent data deletion.
Navigate between pages using the tabs at the bottom of the workbook or by clicking on the hyperlink for
the teacher page required.
The minutes pages are currently formatted to print on four letter sized sheets with portrait orientation.
Click on the link labeled ―Return to Cover‖ on any teacher page in order to go back to the cover page, or
use the tabs at the bottom.
The worksheet has several spreadsheet tabs. Be sure to observe the differences.
Begin with the Cover tab.
Screenshot of Worksheet:
Tabs
Hyperlink
s
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 81
Data Team Minutes spreadsheet formatting
Cover Page
Team and teacher info Enter the school and team name, and the names of the teachers on the team, in the yellow cells.
Subject and assessment Enter the subject being assessed.
Enter the name of the assessments and the dates they were given in the appropriate cells.
o Note that the names entered here will be the titles on top of the graphs automatically produced
on the Graphs page.
Assessment score range Enter the maximum score for the assessments.
o Example: ―100‖ or ―4‖
Enter the minimum score for proficiency or the lowest score a student could get and still be considered to
have passed the assessment.
Enter the minimum score at which you would like to count a student as being ―close‖ to proficiency.
o Example: Enter a score of ―50‖ if you would like any student scoring between a 50 and the minimum
passing score as being ―close‖ to proficient.
Enter the other minimum scores as appropriate. Note that Excel will count the students who score in the
ranges created by your entries.
o Example: If you enter 80 as the minimum score for proficiency and 60 as the minimum score for close
to proficiency, Excel will only count those students with scores between 60 and 79 as being close to
proficient.
o NOTE: You will need to enter the lowest possible score in the row labeled Far to Go Not Likely to be
Proficient. In most cases this will be a 0.
Group and graph
Labels
Assessment
score range
Automatic feature
controls
Subject and
assessment
Team and teacher
info
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 82
Data Team Minutes spreadsheet formatting
Group and graph labels
Enter the desired label for each performance group of students. This label will show up on the minutes
pages in the appropriate areas.
o Example: You may wish to call the group of students who score the minimum score for
proficiency or higher ―Proficient and Better‖ or ―Goal >‖
Enter the desired labels for each performance group to be displayed on the graphs. You may wish to use
abbreviations or shorter labels here.
o Example: ―Proficient or Better‖ may be shortened to ―Prof. +.‖
Automatic feature controls
Note: All control buttons work by activating the Print Preview feature in Excel. You will then only need
to click the printer button to begin printing the desired section of the workbook.
This feature selects the default printer on your computer automatically. You will
need to print manually if you wish to use a printer other than the current default.
Print Cover—This button will begin to print the cover page of the workbook
including teacher names, scores, dates, etc.
Print Minutes—This button will print the selected set of minutes. The minutes are
currently set to print on letter-sized paper in a landscape orientation.
Print Graphs—This button will print the six automatic graphs on two landscape
oriented, letter-sized pages.
Acceptable performance level
Enter the minimum percentage of students desired before moving on the next area of focus. This is for
informational purposes only.
o Example: Enter 90 if your team has decided that they will move on to another unit of
instruction after 90% or more of the teams‘ students are proficient or better on this unit.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 83
Data Team Minutes spreadsheet formatting
Teacher Pages
Teacher name
The teacher name entered on the Cover worksheet will be displayed here.
Assessment data tables
Teachers enter the results of their first assessment in the appropriate yellow cells. Please note that all
labels entered into the Cover worksheet will appear in these columns.
Status update data table
This table would be used to record the results of any reassessment of students after an intervention has
been provided.
Actions for intervention students after assessment 2
table (not pictured)
This table provides space to record the names and appropriate actions to be taken for those students who
are still not proficient after assessment 2 has been administered.
Navigation
A hyperlink is included here to ease navigation back to the cover page if desired. You may also navigate
by clicking on the appropriate tab at the bottom of the Excel window.
Status update data
table
Navigation
Assessment 1
data table
Assessment 2
data table
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 84
Data Team Minutes spreadsheet formatting
Minutes Pages
The teachers‘ names, team name, and assessment title will automatically appear on top of the assessment
page as they are entered on the cover page.
Enter the date of the meeting in the yellow cell at the top right corner of the page.
Step 1: Data
All calculations in the data table under Step 1 will be performed automatically based on the data entered
on the individual teacher pages.
Step 2: Analysis
Record your analysis of strengths and needs in the tables. There is a table for each performance group i.e.,
―Close to Proficient,‖ ―Far but Likely,‖ etc.
The inference column is intended to guide team thinking to the underlying reason for the strength or the
need. Think about this as the ―why‖ for the ―what‖ students are doing well or poorly.
Once you have recorded all of your needs, indicate the highest priority need by placing a ―1,‖ ―2,‖ or ―3‖
in the adjacent column. Your prioritized need for each performance group will appear again farther down
on the minutes pages as you begin to select instructional strategies and generate results indicators.
Prioritized need
indication
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 85
Data Team Minutes spreadsheet formatting
Minutes Pages continued…..
Step 3: Goals
The goal statement section is designed to collect information from the team and suggest a possible goal
statement.
Enter the requested information in the appropriate yellow cells. That information will automatically
appear in the bolded goal statement.
o Enter the date as text such as ―Oct. 25th.‖ Excel treats dates in a different manner than other
numeric data. If you use a format like ―10/25/2010‖ Excel will change that to an output like
―41255‖ in the suggested goal statement.
The number next to ―Projected Goal‖ indicates the percentage of students expected to be proficient if only
those who are ―close‖ to proficiency currently are added to the percentage of students who are currently
proficient or better. The projected goal can be modified up or down by entering a numerical adjustment in
the cell marked ―Adjustment.‖ Use a negative sign (-) before the number being entered if you wish to
adjust the projected goal down. There is no need to enter a percentage sign (%) after the number.
Step 4: Instructional Strategies
Note that the list of instructional strategies included is not intended to be exhaustive but
rather to serve as a brainstorming prompt. The prioritized need for each group of students is listed here as a reminder of the target of the selected
instructional strategy.
Once the team has completed brainstorming possible instructional responses, record only the agreed upon
instructional strategy in the first column and then record other information in the subsequent columns as
needed.
There is room for up to three instructional strategies (one per prioritized need).
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 86
Data Team Minutes spreadsheet formatting
Minutes Pages continued…………..
Step 5: Results Indicators
Note that the prioritized need and agreed upon instructional practice are repeated here to serve as
reminders while completing this step of the process.
Describe the adult and student behaviors that would provide evidence of the actual use of the strategy as
well as the ―look-fors‖ in student work that indicate that the selected strategy is having the desired impact.
Record in the appropriate yellow highlighted cells.
Graphs Page
Several types of graphs are automatically created on the Graphs Page. Titles for those graphs are created
based upon the information entered on the Cover Page of the workbook.
To print graphs, simply click the Print Graphs button on the Cover worksheet.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 87
Step 2: Analyze and Prioritize
School: Grade Level:
SALT: Date:
Administration: (Check one.) CBA I CBA II
Principal’s signature: (Signature verifies principal is
aware of identified standards, instructional strategies to address identified standards and implementation timeline.)
Identify teacher by number code at the school level. Provide data by teacher identification.
Assessments
Results
Reported by
Grade
Level/Teacher
Teacher ID (SALT and Principal know
Teacher ID.)
CBA I (course %
correct average
by teacher)
CBA II (course % correct
average by
teacher)
Georgia Criterion Reference
Test (CRCT) Results
Spring
previous
year
Spring
this year
Reading Reading Teacher 1
Reading Teacher 2
Reading Teacher 3
Reading Teacher 4
Reading Teacher 5
English/LA
English/LA Teacher 1
English/LA Teacher 2
English/LA Teacher 3
English/LA Teacher 4
English/LA Teacher 5
Mathematics
Mathematics Teacher 1
Mathematics Teacher 2
Mathematics Teacher 3
Mathematics Teacher 4
Mathematics Teacher 5
Science
Science Teacher 1
Science Teacher 2
Science Teacher 3
Science Teacher 4
Science Teacher 5
Social Studies
Social Studies Teacher 1
Social Studies Teacher 2
Social Studies Teacher 3
Social Studies Teacher 4
Social Studies Teacher 5 STAPLE this report to the TOP of the corresponding Course Learning Log and submit to the MCSD Secondary Education .
Reports are due 10 days after the last day of the Benchmark administrations.
(Digital copies of the form are located on the Assessment page of www.secondaryinstruction.com.)
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 88
Step 2: Analyze and Prioritize (PREVIOUS REPORT FORMS)
Learning Log for Benchmark Review Meetings (held the week after assessments are completed)
School Name:
Meeting Date:
SALT’s Name
Course Name:
Discipline: (check one) English/Language Arts Mathematics Science Social Studies
Learning Log Directions:
A digital copy of the Learning Log is located at www.secondaryinstruction.com. Digital or hard copies may be used.
An example of a completed Learning Log is included in the SALT Manual.
Assign a team member to record findings on the Learning Log during the meeting.
Learning Logs document grade level, team, discipline, standards and strategies to improve student learning.
Each team member keeps a copy of the completed Learning Log to guide future instruction.
Principal signature is required prior to submitting to Secondary Education.
Copies of completed Learning Logs are submitted to the principal and sent to Secondary Education.
An item analysis must be attached to the Learning Log copy which is submitted to Secondary Education.
Results: First BENCHMARK: (overview of BENCHMARK results including strengths or needs)
Second BENCHMARK: (include identification of needs and description of measurable impact of instructional strategies) Strengths:
Needs:
Targeted Area of Identified Student Needs for students not scoring a minimum of 80% correct: (specific standards, elements and/or objectives LANGUAGE)
Instructional Strategies directly correlated to identified student needs of students not scoring a minimum of 80% correct: (description of strategies to address identified target areas of need discovered through BENCHMARK results)
Timeline: (dates members plan to implement instructional strategies identified to improve student achievement and BENCHMARK results)
Team Members’ Printed Name:
Team Members’ Signatures :
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 89
Step 2: Analyze and Prioritize
Maximize Assessments
How is assessment maximized for student learning?
Reflect on your classroom teachers. Evaluate the classroom practice for each of the statements
below, according to the following scale:
1 = Teachers don’t do this, or this doesn‘t happen in our classrooms.
2 = Teachers do this infrequently, or this happens infrequently in our classrooms.
3 = Teachers do this sometimes, or this sometimes happens in our classrooms.
4 = Teachers do this frequently, or this happens frequently in our classrooms.
5 = Teachers do this on an ongoing basis, or this happens all the time in our
classrooms.
Rating Survey Statement
1. Teachers understand the relationship between assessment and student motivation and
use assessment to build student confidence rather than failure and defeat.
2. Teachers can articulate, in advance of teaching, the achievement goals students are to
master.
3. Teachers inform students about their progress toward goals on a regular basis.
4. Teachers correlate performance objectives, tasks, assessments.
5. Teachers make sure that students can describe what targets they are to hit and what
comes next in their learning.
6. Teachers use a variety of assessment tools.
7. Teachers consistently use classroom assessment information to revise and guide
teaching and learning.
8. Feedback to students is frequent, descriptive, constructive, and immediate, helping
students know how to improve learning.
9. Teachers actively, consistently, and effectively involve students in assessment,
including teaching students to manage their own learning through development of
skills for self-assessment.
10. Teachers correlate standards, standardized test descriptors and learning tasks to
strengthen content instruction.
Review your ratings.
What are identified strengths at your school?
What is one assessment need?
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 90
Step 2: Analyze and Prioritize
Formative vs. Summative Assessment
Formative Assessment: An assessment used to guide current/ongoing instruction. A teacher uses
formative assessment many times throughout the year. He/she may assess students after one specific unit
of instruction. Results influence decisions regarding continued individual instruction.
Summative Assessment: An assessment used to measure students‘ absolute comprehension of the
curriculum as a whole. A summative assessment is administered at the end of a course or larger unit of
instruction. It summarizes the students‘ learning experiences.
Assessments are not definitively formative or summative. Instead, they can be thought of as being on a
continuum according to the characteristics they possess.
Formative Summative
Therefore, an assessment can be more similar to formative, yet have summative characteristics. Or
alternately, they can be more similar to summative, yet can be utilized to guide instruction.
Characteristics Formative Assessment Summative Assessment
Time Frame Frequent intervals
After small units of instruction.
Administered throughout
instructional process.
Infrequently throughout the year
At either the end of a course or at
the end of a large amount of
instruction.
Administered after instruction is
completed.
Information Assessed Tests every objective within a
specific unit of study
Tests broad concepts
Samples the covered objectives
Rationale Diagnosis: reveals needs of the
student in terms of remediation
and learning style/instructional
strategy to be used
Can be used to predict
performance on the summative
assessment
Provides immediate results
Provides information on
overall/general comprehension of
course material.
Assists in the evaluation of group
instruction or program effectiveness
Can be used to predict future
success with other
courses/standards
REFLECTION:
What Formative and
Summative
Assessments do you
use?
Source: http://principalville.blogspot.com/2008/07/teaching-craft-or-science.html
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 91
Step 2: Analyze and Prioritize
Performance Tasks as Assessments
Performance Tasks
Applied skills by
students are measured
through application of
concepts.
Standards mastery can
be measured through
performance tasks.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 92
Step 2: Analyze and Prioritize
Rubric Design
Where are rubric templates located?
What are qualities of well-designed rubric? http://www.park.edu/cetl/quicktips/rubrics.html#Steps%20in%20Rubric%20Development
http://rubistar.4teachers.org/index.php
http://www.rcampus.com/rubricshellc.cfm?mode=gallery&sms=publicrub&
http://www.teach-nology.com/web_tools/rubrics/
Examples of Science Rubrics:
http://www.geocities.com/Athens/Delphi/1993/rubrics/teresa/rubrics.htm
http://roobrix.com/
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 93
Step 3: SMART Goals
Muscogee County School District
Secondary Education
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 94
Step 3: SMART Goals
Setting Measurable Goals Measurable year-end instructional goals serve as meaningful targets to guide instructional strategies.
These goals are often referred to as SMART goals: Specific, Measurable, Attainable, Results-Oriented,
and Time-Bound.
An example SMART goal might be:
The percentage of third grade students scoring at Level 3 or higher on the state mathematics test
will increase from 64% in Spring 2004 to 82% in Spring 2005.
Formalized goal-setting can lead to improved student learning outcomes.
SMART goals have the following six components:
1. A measurable baseline (64%);
2. A measurable target (82%);
3. A specific time frame (Spring 2004 to Spring 2005);
4. Specificity about what is being assessed (percentage of third grade students scoring at Level 3 or
higher);
5. Specificity about the method of assessment (the state mathematics test); and
6. Focus areas that guide future action needed to reach the learning target (number sense,
computation, and measurement).
SMART goals can be used with common assessments and teacher-made rubrics.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 99
Step 4: Select Instructional Strategies
Muscogee County School District
Secondary Education
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 100
Step 4: Select Instructional Strategies
Making Changes Is Sometimes Unsettling
Data analysis is meaningless if it does not result in meaningful, timely, instructional change.
Information transparency is necessary for successful data-driven instruction.
Data-driven decision-making practices include ensuring data are valued and visible. Data Rooms
are a strategy to address this need.
Teachers and administrators must confront the brutal truths about their performance, and the
reasons underlying lack of progress.
Data is feedback, not indictments.
Data is used on a regular basis to modify instruction to meet the specific needs of students.
Teachers must be willing to discuss their instructional strengths and weaknesses with peers.
The mental paradigm shift from instructional delivery to a focus on achievement of results is
required for data-driven teams to be successful.
Principals ensure a school climate where it is professionally and emotionally safe to look at student
data.
Administrators are responsibility for fostering an environment where data are recognized as a
strong useful tool.
Two questions that can guide change:
What evidence do we have that what we’re doing is working?, and
How will we respond when we find out that what we’re doing is not working? (see, e.g., DuFour,
Eaker, & DuFour, 2005).
Research:
Bernhardt, V. L. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont,
NY: Eye on Education. [available at http://www.eyeoneducation.com]
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappan, 80(2), 139-148. [available at
http://www.pdkintl.org/kappan/kbla9810.htm]
DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of
professional learning communities. Bloomington, IN: National Educational Service.
[available at http://www.nesonline.com]
Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria,
VA: Association for Supervision and Curriculum Development. [particularly pages 1-55;
available at http://shop.ascd.org]
Supovitz, J. A., & Klein, V. (2003). Mapping a course for improved student learning: How
innovative schools systematically use student performance data to guide improvement.
Philadelphia, PA. [available at http://www.cpre.org/Publications/AC-08.pdf]
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 101
Step 4: Select Instructional Strategies Essential Competencies for Data-Driven Teachers
Source:
http://www.microsoft.com/Education/ThoughtLeaders.aspx
Essential
Concepts
Collecting
and Analyzing
Summative Data
Setting
Measurable
Goals
Collecting
and Analyzing
Formative Data
Making
Changes
Data Transparency
and Safety
Alignment
for Results
Understand the conceptual differences
between data-driven
decision-making and federal / state
accountability
Understand the
importance and
impact on student learning of
summative
assessment practices
Understand the
importance of establishing
SMART goals for
instructional success
Understand the importance and
impact on student
learning of frequent formative
assessment practices
Implement focused
interventions in instruction to
improve student
learning
Facilitate the
creation of school climates where data
visibility is frequent
and important
Understand the
importance of results-driven practice and
how that is different
than previous practice
Articulate what
effective data-driven
instruction looks like
Get relevant
summative data out
of district DMA systems for
analytical and
reporting purposes
Understand the six
key characteristics
of SMART goals
Select key
formative indicators of success to
measure school and
student progress during the school
year
Ensure that
instructional
interventions are aligned with state
standards and
district curricula
Ensure that relevant data are accessible
to parents and
students (i.e., no gate keeping)
Understand the
importance and impact
on student learning of continuous and
progressive SMART
goal-setting
Understand how the
following elements interact to improve
student learning:
(1) summative baseline data, (2) measurable
goals, (3) frequent
formative assessment, (4) professional
learning communities,
and (5) making instructional and
organizational changes
based on formative and summative data
Select key
summative
indicators of success for their
classrooms
Utilize summative data to set SMART
goals for their
classrooms
Use appropriate
technologies to collect, organize,
analyze, and report
student formative assessment data
Ensure that instructional
interventions are
aligned with content-specific
instructional best
practices
Facilitate the creation of school
climates of data
safety (i.e., data are used for feedback
and/or information,
not for evaluation)
Ensure that personal
professional
development is aligned to student, school, and
district needs
Understand the importance of utilizing
multiple measures, and
multiple indicators within measures, when
assessing school and
student success
Are familiar with relevant assessment
literacy concepts
and can appropriately
interpret summative
data
Meet regularly and
frequently for collaborative, data-
based discussion of
student progress and identification of
appropriate
instructional interventions
Utilize print and
electronic communication
channels to
disseminate status and progress
information on key
summative and formative
assessment
indicators to parents and students
Ensure that curricular
design and delivery are
aligned to student, school, and district
needs
Are familiar with relevant assessment
literacy concepts
and can
appropriately
interpret formative
assessment data
Utilize data to celebrate
instructional
progress and
successes, not just to
identify continuing
needs
Identify emergent
patterns from
formative assessment data
Engage in root
cause analysis to
identify appropriate interventions
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 102
Step 4: Select Instructional Strategies
Research-Based Strategies
The Secondary Instruction Site, secondaryinstruction.com, provides links to Research-Based Strategies.
Visit these sites, which are listed on the left of the home page.
Engaged Learner
Literacy
Differentiated Instruction
Instructional Strategies
Examples:
Authors
Hattie, John and Timperley, Helen; The Power of Feedback, URL:
http://rer.sagepub.com/content/77/1/81
Marzano's Nine Essential Instructional Strategies
Payne, Ruby; Research-Based Strategies (principals have a copy)
Strategies
Bloom‘s Taxonomy
Depth of Knowledge Levels
Project-Based Learning
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 103
VI- Curriculum Maps
share best-practices for addressing literacy
provide building consistency
IV- Editing and Revising
self-assessment
improves communication skills (21st Century skill)
V- Speaking and Listening in
Groups
Teacher led questioning is not discussion
True discussions increase critical thinking skills
VI- Speaking and Listening Skills
classroom partners are vital to increasing skills
III- Creative Note Taking
Copying is not note taking
Highlighting is not note taking
Identify strategies for the building
Teach vocabulary in content
NO unattached words
Group words
verbalize in dialog
sketch meaning
include in content writing and discussions
II- 3 types of Active Vocab:
high-frequency (see Bloom’s Verb List)
specialized terms- content
embellishments – content descriptors
I- Every k-12 teacher is a Language
Arts teacher.
Vocab = 3 categories
notetaking is interactive
editing and revising
formal instruction for speaking
curriculum mapping for consistency
Active Literacy
Heidi Hayes Jacobs Standards-Based Classroom: Work Session
Every K-12 teacher is a Literacy teacher.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 104
Step 4: Select Research-Based Strategies
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 105
Step 4: Select Instructional Strategies
Standards-Based Classroom
Instructional Strategies
http://secondaryinstruction.com/StandardsBasedClassroom.html
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 106
Step 4: Select Instructional Strategies
Standards-Based Classroom Standards-Based Education Glossary of Commonly Used Terms
Anchor Paper(s) - A sample of student work that exemplifies a specific level of performance.
Raters use anchors to score student work, usually comparing the student performance to the
anchor. For example, if student work was being scored on a scale of 1-5, there would typically
be anchors (previously scored student work) exemplifying each point on the scale.
Benchmark - A detailed description of a specific level of student performance expected of
students at particular ages, grades, or developmental levels. Benchmarks are often represented
by samples of student work. A set of benchmarks can be used as "checkpoints" to monitor
progress toward meeting performance goals within and across grade levels, i.e., benchmarks for
expected mathematics capabilities at grades three, seven, ten, and graduation.
Benchmark Assessments - Student assessments used throughout a unit or course to monitor progress
toward learning goals and to guide instruction. Effective benchmark assessments check understanding
and application of knowledge and skills rather than recall; consequently, effective benchmark
assessments include performance tasks. Benchmark assessments may involve pre and post-
assessments.
Benchmark Papers – Another term used for anchor papers.
Commentary - Oral or written feedback that identifies the features of a work sample that
illustrate the relevant parts of a standard(s). Commentary draws attention to the qualities of
student work with direct reference to the performance descriptions for the relevant standards.
Student Commentary - Oral or written self-reflective, metacognitive comments made by the
student that self-assess his or her progress toward the specified standard(s) and that provide
feedback to the teacher in terms of student understanding; as a result of effective self-assessment,
students develop the skills necessary to self-adjust and become more independent learners.
Teacher Commentary - Oral or written comments made by the teacher that provide feedback to the
student regarding his/her progress toward the specified standard(s); comments may include praise in
addition to feedback and will often include guidance in addition to the feedback.
Note: Public commentary is posted commentary that specifies the evidence in student work that
effectively illustrates relevant parts of the standard(s). Private commentary is commentary that
identifies the features of a work sample that illustrate the relevant parts of a standard(s) as well as
feedback and guidance for next steps. Private commentary is meant for the student, teacher and
parent, not the public.
Common Assessment - Common assessments are the result of teachers collaborating and coming to
consensus about what students should know, understand and be able to do according to the standards.
Common assessments assess the standards and provide teachers a means for looking at student work.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 107
Differentiation - Differentiation is simply attending to the learning needs of a particular student or
small group of students rather than the more typical pattern of teaching the class as though all
individuals in it were basically alike. To differentiate instruction is to recognize students varying
interests, readiness levels and learning profiles and to react responsively. There are three elements of
the curriculum that can be differentiated: content, process, products and learning environment.
Evaluation - The process of making judgments about the level of student understanding or
performance.
Feedback - Descriptive comments provided to or by a student that provides very specific information
about what a student is/is not doing in terms of performance needed to meet identified
standards/learning goals.
Guidance - Information provided to the student about what to do next, including steps or
strategies to try in order to improve and progress toward identified standards/learning goals.
Organizing Framework - An organizing framework guides teachers as they plan for instruction
ensuring that all standards are addressed and achieved by the end of the year.
Performance Standards - Performance standards provide clear expectations for assessment,
instruction, and student work. They define the level of work that demonstrates achievement of
the standards, enabling a teacher to know ―how good is good enough.‖ Performance standards
incorporate content standards, but expand upon them by providing suggested tasks, sample
student work, and teacher commentary.
Performance Task - A performance task is a formative assessment that checks for student
understanding/misunderstanding and or progress toward the standards/learning goals at different
points during a unit of instruction. Performance tasks involve the application of knowledge and skills
rather than recall and result in tangible products or observable performances. They involve
meaning-making, encourage self-evaluation and revision, require judgment to score, and are
evaluated using predetermined criteria (rubrics). Performance tasks are generally assessed.
Culminating Performance Task - Culminating performance tasks differ from other
performance tasks in that they are created over time during the unit. Culminating performance
tasks measure conceptual understanding of the standards/learning goals specified for a specific
unit and usually involve multiple modalities.
Rubrics - Based on a continuum of performance quality and a scale of different possible score points,
the rubric identifies the key traits or dimensions to be examined and assessed and provides key
features of performance for each level of scoring.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 108
Scoring Rubric - A scoring guide that enables teachers to make reliable judgments about student
work and enables students to self-assess their work. A rubric is based on a continuum of
performance quality, built upon a scale of different possible score points to be assigned;
identifies the key traits or dimensions to be examined and assessed; and provides key features of
performance for each level of scoring (descriptors) which signify the degree to which the criteria have
been met.
Teaching Rubric - Teaching rubrics are explicitly designed to support as well as to evaluate
student learning. Teaching rubrics have several features that support learning:
• Teaching rubrics are written in language that students can understand;
• Teaching rubrics are created with students as a result of the teaching that has occurred in the
classroom (not before the teaching takes place);
• Teaching rubrics define and describe quality work;
• Teaching rubrics refer to common weaknesses in students' work and indicate how such weaknesses
can be avoided, and;
• Teaching rubrics can be used by students to assess their works-in-progress and
thereby guide revision and improvement.
Standards-Based Classroom - A standards-based classroom is a classroom where teachers and
students have a clear understanding of the expectations (standards). They know what they are
teaching/learning each day, why the day‘s learning is an important thing to know or know how to do,
and how to do it. They also know that they are working toward meeting standards throughout the
year…that standards-based learning is a process not an event.
Standards-Based Instructional Bulletin Boards - A strategically placed bulletin board
in the classroom that provides examples of student work that have been correlated to the
standards by elements. Generally, the student work, the task, the standard, and the commentary
on the work are posted on the bulletin board for students and others to refer to as a model or
exemplar of student work that meets or approaches meeting the standard(s).
Source:
Georgia Department of Education, GAPSS Analysis, Kathy Cox, State Superintendent, Page 26 of 156
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 109
Step 4: Select Instructional Strategies
Criteria for Excellent Teacher Commentary
Commentary is part of assessment for learning rather than of assessment of learning.
To maximize student learning, not only do we need to provide effective feedback and
commentary, we also need to train students to provide effective feedback and commentary for
their own work and the work of their peers.
Timely
User-friendly- in approach and amount
Descriptive and specific in regard to performance
Consistent
Expert
Accurate
Honest, yet constructive
Derived from concrete standards
All effective teacher commentary:
Uses the language of the standards.
No single standard or element must be stated verbatim. The language of the standards will be
pervasive, however, in the performance goals for an assignment or unit of instruction, and
consequently, in any commentary related to the assignment.
Includes specific and descriptive feedback, guidance regarding what students are to do next
May include praise, but it should be specifically related to progress toward the learning goals
Is often comprised of some feedback, some guidance, and some praise; and while feedback is effective
alone, neither guidance nor praise is effective in helping students develop skills in self-assessing and
self-adjusting unless the guidance and/or praise is provided along with feedback.
Does NOT offer praise or guidance alone
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 110
Step 4: Select Instructional Strategies
Teacher Commentary SAMPLES
SAMPLE 1: ELA ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student
b. Uses content vocabulary in writing and speaking.
Matt,
Your children’s story and your reflective, expository essay clearly demonstrate your understanding of the
characteristics of Romanticism.
You have clearly identified three Romantic ideals in your thesis in the first paragraph and you have developed these
points in the subsequent paragraphs through your analysis of your short story, which is very well supported by
specific and detailed references to the children’s story itself, and through your explanation of your rationale for
including certain details and ideas in the story.
In addition, your reflective, expository essay correctly employs content vocabulary related to our study of
Romanticism.
SAMPLE 2: Mathematics
Although the estimate of the surface area of the cylinder is reasonable, there is no explanation of the
process. (M6M4c)
Even with a slight computational error, it is evident that you understand the meaning of addition and
multiplication as related to positive rational numbers and are able to use these concepts to solve
problems. (M6N1)
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 111
Step 4: Select Instructional Strategies Rigor: What is it?
Resource: Rigor Is Not A Four Letter Word by Barbara R. Blackburn
The process of increasing rigor is connected to how people define rigor.
Some believe rigor is about courses or course content.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 112
Step 4: Select Instructional Strategies
Rigor Through Bloom’s Taxonomy Suggested Verb List
Knowledge: Recall the
basic facts. The
simplest level of
thinking
tell, list, show, find, label, say, recite, check, locate, choose, select, name, identify, read, write, match,
cite, count, define, draw, indicate, name, point, quote, recognize, record, relate, repeat, state, tabulate
Comprehension:
Understanding the idea
is the key
translate, retell, define, interpret, outline, expand, reward, qualify, alter, change, spell-out, account for,
associate, classify compare, compute, contrast, describe, differentiate, discuss, distinguish, explain,
estimate, express, locate, interpolate, predict, report, restate
Application: Using
facts to find solutions to
problems
solve, adopt, use, try, relate, illustrate, diagram, construct, employ, report, interview, record, apply,
calculate, complete, demonstrate, dramatize, employ, examine, illustrate, interpret, locate, interpolate,
operate, order, predict, practice, relate, report, restate, review, schedule, sketch, solve, translate, utilize
Analysis: Examining
parts in
relationship
to the whole
breakdown, uncover, dissect, examine, take apart, classify,
simplify, inspect, categorize compare, contrast, analyze,
appraise, contract, criticize, debate, detect, diagram,
differentiate, distinguish, experiment, infer, inspect,
inventory, question, separate ,summarize
Synthesis: Creating new
or original
ideas for
products
invent, compose, combine, reorganize, develop, blend,
form, originate, reorder, produce, design, predict, arrange,
assemble, collect, construct, create, generalize, integrate,
manage, organize, plan, prepare, prescribe, propose,
specify
Evaluation: Judging the
value of ideas
or products
translate, debate, evaluate, grade, select, reject, determine,
judge, criticize, recommend, rank, editorialize, appraise,
assess, choose, critique, estimate, measure, rank, rate,
revise, score, test
R I G O R
is addressed through higher-order thinking as identified in
Analysis, Synthesis and Evaluation.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 113
Step 4: Select Instructional Strategies Depth of Knowledge Levels
Level 1 (Recall of Information) asks students to recall facts, terms, concepts, and trends or to
recognize or identify specific information contained in graphics. This level generally requires
students to identify, list, or define. The items at this level usually ask the student to recall who,
what, when, and where. Items that require students to "describe" and/or "explain" could be
classified at Level I or Level2, depending on what is to be described and/or explained. A Level I
"describe and/or explain" would require students to recall, recite, or reproduce information. Items
that require students to recognize or identify specific information contained in documents, excerpts,
quotations, maps, charts, tables, graphs, or illustrations are generally Level I.
Level 2 (Basic Reasoning) includes the engagement of some mental processing beyond recalling or
reproducing a response. This Level generally requires students to: contrast or compare people,
places, events, and concepts; convert information from one form to· another; give an example;
classify or sort items into meaningful categories; draw simple conclusions; or describe, interpret, or
explain issues and problems, patterns, reasons, cause and effect, significance or impact,
relationships, points of view, or processes. A Level2 "describe and/or explain" would require
students to go beyond a description or explanation of recalled information to describe and/or explain
a result or "how" or "why."
Level 3 (Complex Reasoning) requires reasoning, using evidence, and a higher level of thinking
than Level I and Level 2. Students will go beyond explaining or describing "how and why" to
justifying the "how and why" through application and evidence. The cognitive demands at Level 3
are more complex and more abstract than Level I or Level 2. Items at Level 3 can include: drawing
conclusions from multiple or complex stimuli; citing evidence; applying concepts to new situations;
using concepts to solve problems; analyzing similarities and differences in issues and problems;
proposing and evaluating solutions to problems; recognizing and explaining misconceptions; or
making connections across time and place to explain a concept or "big idea."
Level 4 (Extended Reasoning) requires the complex reasoning of Level 3 with the addition of
planning, investigating, or developing that will most likely require an extended period of time. The
extended time period is not a distinguishing factor if the required work is only repetitive and does
not require applying significant conceptual understanding and higher-order thinking. At this level
the cognitive demands should be high and the work should be very complex. Students should be
required to connect and relate ideas and concepts within the content area or among content areas in
order to be at this highest level. The distinguishing factor for Level 4 would be evidence through a
task or product that the cognitive demands have been met. A Level 4 performance will require
students to analyze and synthesize information from multiple sources, examine and explain
alternative perspectives across a variety of sources and/or describe and illustrate how common
themes and concepts are found across time and place. In some Level 4 performance students will
make predictions with evidence as support, develop a logical argument, or plan and develop
solutions to problems.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 114
Many on-demand assessment instruments will not include assessment activities that could be
classified as Level4. However, standards, goals, and objectives can be stated so as to expect
students to perform thinking at this level. On-demand assessments that do include tasks, products,
or extended responses would be classified as Level 4 when the task or response requires evidence
that the cognitive requirements have been met.
Source: http://facstaff.wcer.wisc.edu/normw
(
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 115
Source: Norman Webb, University of Wisconsin
Depth of Knowledge – DOK
Level 1 - Requires students to recite or recall of information including fact, formula, or simple procedure.
May be asked to demonstrate a rote response, use a well-known formula, follow a set procedure
(like a recipe), or perform a clearly defined series of steps.
Level 2 -
Requires some mental processing beyond a habitual response.
Requires students to make some decisions on how to approach a task or problem
Level 3 - Requires reasoning, planning, using evidence and in most cases to ―explain their thinking.‖
Requires students to go beyond; to explain, to generalize, or connect ideas
Level 4 - Requires some complex reasoning, planning, developing and thinking over an extended period of
time.
May be asked to develop a hypothesis and perform complex analysis
Mathematics Depth of Knowledge Descriptions
The levels represent a hierarchy based on complexity not difficulty. Level 1 (Recall)
Recall of information such as a fact, definition, term, or a simple procedure, as well as performing a
simple algorithm or applying a formula.
Other key words that signify Level 1 include ―identify,‖ ―recall,‖ ―recognize,‖ ―use,‖ and ―measure.‖
Verbs such as ―describe‖ and ―explain‖ could be classified at different levels, depending on what is to be
described and explained.
Level 2 (Skill/Concept) Engagement of some mental processing beyond a habitual response. Assessment item requires students to
make some decisions as to how to approach the problem or activity.
Keywords that generally distinguish a Level 2 item include ―classify,‖ ―organize,‖ ‖estimate,‖ ―make
observations,‖ ―collect and display data,‖ and ―compare data.‖ These actions imply more than one step.
Level 3 (Strategic Thinking) Reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most
instances, requiring students to explain their thinking is at Level 3. Activities that require students to make
conjectures are also at this level.
Level 4 (Extended Thinking) Complex reasoning, planning, developing, and thinking, most likely over an extended period of time and
requires application of significant conceptual understanding and higher-order thinking. Students are
required to make connections.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 116
Step 4: Design Select Strategies
Source: Norman Webb, University of Wisconsin
Depth of Knowledge
Level 1 - Requires students to recite or recall of information including fact, formula, or simple procedure.
May be asked to demonstrate a rote response, use a well-known formula, follow a set procedure
(like a recipe), or perform a clearly defined series of steps.
Level 2 -
Requires some mental processing beyond a habitual response.
Requires students to make some decisions on how to approach a task or problem
Level 3 - Requires reasoning, planning, using evidence and in most cases to ―explain their thinking.‖
Requires students to go beyond; to explain, to generalize, or connect ideas
Level 4 - Requires some complex reasoning, planning, developing and thinking over an extended period of
time.
May be asked to develop a hypothesis and perform complex analysis
Science Depth of Knowledge Descriptions
Four levels of depth-of-knowledge are used in this analysis. The levels represent a hierarchy based on
complexity (rather than difficulty). This difference takes some time to ponder and refine. The hierarchy is
based on two main factors: 1) sophistication and complexity, and 2) the likelihood that students at the
grade level tested would have received prior instruction or would have had an opportunity to learn the
content. Some assessment items have a low depth-of-knowledge level because the knowledge required is
commonly known and student with normal instruction at a grade level should have had the opportunity to
learn how to routinely perform what is being asked
Level 1 (Recall and Reproduction) Requires the recall of information, such as a fact, definition, term, or a simple procedure, as well as
performance of a simple science process or procedure. Level 1 only requires students to demonstrate a rote
response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined
series of steps.
A ―simple‖ procedure is well defined and typically involves only one step. Verbs such as ―identify,‖
―recall,‖ ―recognize,‖ ―use,‖ ―calculate,‖ and ―measure‖ generally represent cognitive work at the recall
and reproduction level. Simple word problems that can be directly translated into and solved by a formula
are considered Level 1. Verbs such as ―describe‖ and ―explain‖ could be classified at different DOK
levels, depending on the complexity of what is to be described and explained.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 117
A student answering a Level 1 item either knows the answer or does not: that is, the item does not need to
be ―figured out‖ or ―solved.‖ In other words, if the knowledge necessary to answer an item automatically
provides the answer to it, then the item is at Level 1. If the knowledge needed to answer the item is not
automatically provided in the stem, the item is at least at Level 2. Some examples that represent, but do
not constitute all of, Level 1 performance are:
Recall or recognize a fact, term, or property.
Represent in words or diagrams a scientific concept or relationship.
Provide or recognize a standard scientific representation for simple phenomenon.
Perform a routine procedure, such as measuring length.
Level 2 (Skills and Concepts)
Includes the engagement of some mental processing beyond recalling or reproducing a response. The
content knowledge or process involved is more complex than in Level 1. Items require students to make
some decisions as to how to approach the question or problem. Keywords that generally distinguish a
Level 2 item include ―classify,‖ ―organize,‖ ‖estimate,‖ ―make observations,‖ ―collect and display data,‖
and ―compare data.‖
These actions imply more than one step. For example, to compare data requires first identifying
characteristics of the objects or phenomena and then grouping or ordering the objects. Level 2 activities
include making observations and collecting data; classifying, organizing, and comparing data; and
organizing and displaying data in tables, graphs, and charts. Some action verbs, such as ―explain,‖
―describe,‖ or ―interpret,‖ could be classified at different DOK levels, depending on the complexity of the
action.
For example, interpreting information from a simple graph, requiring reading information from the graph,
is a Level 2. An item that requires interpretation from a complex graph, such as making decisions
regarding features of the graph that need to be considered and how information from the graph can be
aggregated, is at Level 3. Some examples that represent, but do not constitute all of, Level 2 performance,
are:
Specify and explain the relationship between facts, terms, properties, or variables.
Describe and explain examples and non-examples of science concepts.
Select a procedure according to specified criteria and perform it.
Formulate a routine problem, given data and conditions.
Organize, represent, and interpret data.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 118
Level 3 (Strategic Thinking) Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels.
The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the
fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step
task requires more demanding reasoning.
In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple
explanation or a word or two should be at Level 2. An activity that has more than one possible answer and
requires students to justify the response they give would most likely be a Level 3. Experimental designs in
Level 3 typically involve more than one dependent variable.
Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a
logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve
non-routine problems. Some examples that represent, but do not constitute all of Level 3 performance, are:
Identify research questions and design investigations for a scientific problem.
Solve non-routine problems.
Develop a scientific model for a complex situation.
Form conclusions from experimental data.
Level 4 (Extended Thinking)
Involves high cognitive demands and complexity. Students are required to make several connections—
relate ideas within the content area or among content areas—and have to select or devise one approach
among many alternatives to solve the problem. Many on-demand assessment instruments will not include
any assessment activities that could be classified as Level 4.
However, standards, goals, and objectives can be stated in such a way as to expect students to perform
extended thinking. ―Develop generalizations of the results obtained and the strategies used and apply them
to new problem situations,‖ is an example of a grade 8 objective that is a Level 4. Many, but not all,
performance assessments and open-ended assessment activities requiring significant thought will be Level
4.
Level 4 requires complex reasoning, experimental design and planning, and probably will require an
extended period of time either for the science investigation required by an objective, or for carrying out
the multiple steps of an assessment item. However, the extended time period is not a distinguishing factor
if the required work is only repetitive and does not require applying significant conceptual understanding
and higher-order thinking.
For example, if a student has to take the water temperature from a river each day for a month and then
construct a graph, this would be classified as a Level 2 activity. However, if the student conducts a river
study that requires taking into consideration a number of variables, this would be a Level 4. Some
examples that represent, but do not constitute all of, a Level 4 performance are:
Based on data provided from a complex experiment that is novel to the student, deduct the
fundamental relationship between several controlled variables.
Conduct an investigation, from specifying a problem to designing and carrying out an experiment,
to analyzing its data and forming conclusions.
Data Team Manual 2013-2014
Division of Teaching and Learning, Secondary Education Department 119
Social Studies
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 121
Step 4: Select Instructional Strategies
Immediate Feedback
Interactive software and web sites can provide students
with immediate feedback to the solutions they provide.
Immediate feedback helps to keep the student on the
correct path to learning new skills.
Accelerated Math is an example of software that provides
immediate feedback to student answers. Teachers must be
sure to discuss results with students.
Interactive materials do not always need to be technology
based. Students enjoy solving problems and receiving
immediate feedback from various methods. Teacher
designed self-evaluation folders or punch cards are just a
few examples.
Immediate Feedback strategies should be incorporated into
at least one of the unit designs.
Post unit name and strategy on the wall chart.
(per person)
For High-Tech and Low-Tech suggestions,
Visit:
www.secondaryinstruction.com, Curriculum Strategies
Punch Cards
File Folder Feedback
Flip Chutes
And More………
Remember, students can create immediate feedback tools as
homework projects to address assigned problems or
situations. The tools can then be shared with peers!
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 122
Step 4: Select Instructional Strategies
High-Tech Examples of Immediate Feedback How is an interactive slideshow made?
1. Open Fractions slideshow template.
2. Locate slide 7. Copy and paste this slide 4 times in the slide view on the left of the screen. Slide 8
will be for answer A, slide 9 for answer B, slide 10 = C, and slide 11 = D.
3. On slide 7 highlight the answer A. Select Insert, Hyperlink from the top menu bar.
4. Find "Place in this document‖ . Select the number of the corresponding slide. (Example: A = Slide
8)
5. Continue this for each answer of b, c, and d.
6. On slide answer A, add a text box to LINK the students to the next problem. On slides for b, c, and
d, add a text box that LINKS the students to the original problem.
7. To test your links, select the Slide Show icon at the bottom left of the screen.
8. Find the slides with the links. They should now appear underlined.
9. Double click on the links. Check to be sure you are linked to the appropriate slide.
10. Continue to create the other slides for the remaining problems.
11. Be sure to use Spell Check under the Tools Button at the top menu bar.
12. Save your work to the Immediate Feedback network folder AND to the unit in Atlas.
13. To view all of the slides at one time, click on the Slide Sorter View button found in he lower left
corner.
14. Print a copy for your file by printing 6 slides per page for the Session Files Crate. File> Print. At the
Print window click on the drop down menu by What: select Handouts, 6 slides per page
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 123
Step 4: Design, Select Strategies
What Does Differentiation Look Like, A T/F Quiz
Directions: Mark the item T if it is TRUE for a differentiated classroom or F if it is FALSE for a
differentiated classroom. After you have responded individually, compare your answers to the others in your
table group. When you disagree, discuss your various points and attempt to reach consensus.
_____ 1. All students in the class completing the same work for a unit/chapter.
_____ 2. Assessing students before a unit of instruction to determine what they already know.
_____ 3. Adjusting the core curriculum by content (below to above grade level).
_____ 4. Limiting how and what is taught by teaching to the average student.
_____ 5. Providing assignments tailored for students of different levels of achievement.
_____ 6. Having high expectations for ALL students.
_____ 7. Providing educational experiences which extend, replace, or supplement standard curriculum.
_____ 8. Assigning more work at the same level to high achieving students.
_____ 9. Focusing on student weaknesses and ignoring student strengths.
_____ 10. Providing activities that all students will be able to do.
_____ 11. Structuring class assignments so they require high levels of critical thinking and allow for a range
of responses.
_____ 12. Giving the same kind of problems or questions and expecting more.
_____ 13. Creating more work-extra credit, to do when done.
_____ 14. Students participating in respectful work.
_____ 15. Putting students in situations where they don't know the answer- often.
_____ 16. Students and teachers collaborating in learning.
_____ 17. Providing free-time challenge activities.
_____ 18. Differing the pace of instruction.
_____ 19. Using capable students as tutors.
_____ 20. Using higher standards when grading.
_____ 21. Including a blend of whole class, group, and independent learning.
_____ 22. Using individualized instruction.
How can differentiated instruction
IMPROVE student achievement?
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 124
Step 4: Select Instructional Strategies
Some Underlying Assumptions of Differentiated Instruction
Read each assumption and assess your own ―way of thinking about teaching‖ by marking the star if this
assumption is implicit in your practice throughout an instructional unit, the smiley face if you‘ve taken this
assumption into consideration in some way for an instructional unit, and the question mark if you need to think
about your practice in terms of this assumption.
Underlying Assumptions ?
1. I have planned an instructional unit to accommodate multiple and varied
learning needs (social as well as cognitive), rather than attempting to
accommodate them after student frustration or failure.
2. I work to create and maintain a classroom community where students
feel safe and valued as they are; at the same time I support each student
in order to maximize his or her potential.
3. I interact with each student with positive regard and positive
expectations.
4. I recognize every student has both talents and areas of need, and I
emphasize the student‘s strengths rather than accentuating labels,
deficits, or differences. At the same time, I do not call attention to the
differentiation, but rather I help students appreciate varied ways in
which all of them can find personal success with important goals.
5. I use multiple and alternative forms of assessment at all stages of student
learning in this unit in order to uncover and address a full range of
learning needs and strengths.
6. I gather and employ knowledge and information about my students in
order to identify and address their varied readiness levels, interests, and
learning profiles during this unit.
7. I find ways to provide access for all students to meaningful and
powerful ideas, information, and skills in this unit rather than reducing
the standards, watering down the curriculum, or assigning busy work.
8. I use multiple methods in this unit to engage students in active learning.
Although I may employ whole-class instruction, I know that
differentiation does not take place during whole class instruction.
9. I work to develop classroom management skills that allow 1) multiple
tasks to proceed smoothly in the classroom, 2) students to take
increasing responsibility for their learning, and 3) the time to monitor
student activity and coach for student growth and quality work.
Based on the work of Stephanie Corrigan, Utah Valley State College. Adapted from ―The Facilitator‘s Guide,‖ At Work in the Differentiated
Classroom, Alexandria: ASCD, 2001, 57-58.
What other instructional strategies will be helpful when using data to modify instruction? 1.
2.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 125
Step 4: Design, Select Strategies
Strategies for Differentiated Instruction
Low-Prep Differentiation
Choices of assignments
Homework options
Varied journal prompts
Varied pacing with anchor options
Student-teacher goal setting
Work alone/together
Whole-to-part explanations
Flexible seating
Varied computer programs
Design-A-day
Varied supplementary materials
Varying scaffolding on same organizer
Computer mentors
Think-pair-share
Use of collaboration
Open-ended activities
Jigsaw
Negotiated criteria
Explorations by interest
Multiple levels of questions
More Resources:
http://www.secondaryinstruction.com/DifferentiatedInstruction.html
High-Prep Differentiation
Tiered tasks: (ex: 21st Century
Skills)
Tiered activities and labs
Tiered student-product
Tiered Feedback Folders
Varying graphic organizers
Independent studies
Multiple texts
Alternative assessments
Learning contracts
Multiple-intelligence options
Personal agendas
Literature circles
Complex instructions
Group investigations
Tape-recorded materials
Teams, games, and tournaments
Choice boards
Simulations
Problem-based learning
Graduated rubrics
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 126
Step 4: Design, Select Strategies Source: GaDOE GPS Manual
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 127
Step 4: Design, Select Strategies
Variable Indicator of
Engaged Learning
Indicator Definition
Vision of
Learning
Responsible for
learning
Strategic
Energized by
learning
Collaborative
Learner involved in setting goals, choosing tasks,
developing assessments and standards for the
tasks; has big picture of learning and next steps in
mind
Learner actively develops repertoire of
thinking/learning strategies
Learner is not dependent on rewards from others,
has a passion for learning
Learner develops new ideas and understanding in
conversations and work with others
Tasks
Authentic
Challenging
Multidisciplinary
Pertains to real world, may be addressed to
personal interest
Difficult enough to be interesting by not totally
frustrating, usually sustained
Involves integrating disciplines to solve problems
and address issues
Assessment
Performance-based
Generative
Seamless and
ongoing
Equitable
Involving a performance or demonstration, usually
for a real audience and useful purpose
Assessments having meaning for learner; maybe
produce information, product, service
Assessment is part of instruction and vice versa;
students learn during assessment
Assessment is culture fair
Instructional
Model
Interactive
Generative
Teacher or technology program responsive to
student needs, requests (e.g., menu driven)
Instruction oriented to constructing meaning;
providing meaningful activities/experiences
NCREL’s Indicators of Engaged Learning
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 128
Learning Context
Collaborative
Knowledge-building
Empathetic
Instruction conceptualizes students as part of
learning community, activities are collaborative
Learning experiences set up to bring multiple
perspectives to solve problems such that each
perspective contributes to shared understanding for
all, goes beyond brainstorming
Learning environment and experiences set up for
valuing diversity, multiple perspectives, strengths
Grouping
Heterogeneous
Equitable
Flexible
Small groups with persons from different ability
levels and backgrounds
Small groups organized so that over time all
students have challenging learning
tasks/experiences
Different groups organized for different
instructional purposes so each person is member
of different groups, works with different people
Teacher Roles
Facilitator
Guide
Co-learner/co-
investigator
Engages in negotiation, stimulates and monitors
discussion and project work but does not control
Helps student to construct their own meaning by
modeling, mediating, explaining when needed,
redirecting focus, providing options
Teacher considers self as learner; willing to take
risks to explore areas outside his or her expertise;
collaborates with other teachers and practicing
professionals
Student Roles
Explorer
Cognitive
Apprentice
Teacher
Producer
Students have opportunities to explore new
ideas/tools; push the envelope in ideas and research
Learning is situated in relationship with mentor
who coaches students to develop ideas and skills
that simulate the role of practicing professionals
(i.e., engage in real research)
Students encouraged to teach others in formal and
informal contexts
Students develop products of real use to
themselves and others
Source: North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved
December 12, 2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 129
Step 4: Select Strategies
Engaged Learning Environment
Does my classroom model engaged learning?
Variable Indicator of Engaged
Learning
Yes
Example Needs
Attention
Vision of Learning
Responsible for
learning
Strategic
Energized by learning
Collaborative
Tasks
Authentic
Challenging
Multidisciplinary
Assessment
Performance-based
Generative
Seamless and ongoing
Equitable
Instructional
Model
Interactive
Generative
Learning Context
Collaborative
Knowledge-building
Empathetic
Grouping
Heterogeneous
Equitable
Flexible
Teacher Roles
Facilitator
Guide
Co-Learner/co-
investigator
Student Roles
Explorer
Cognitive Apprentice
Teacher
Producer
Source: North Central Regional Educational Laboratory. Indicators of Engaged Learning. Retrieved
December 12, 2003. http://www.ncrel.org/sdrs/edtalk/engtab1.htm,
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 130
Step 4: Select Strategies
Nine Instructional Strategies that Improve Student Achievement
Across all Content Areas and Grade Levels
Researchers at Mid-Continent Research for Education and Learning (McREL) have identified nine
instructional strategies that are most likely to improve student achievement across all content areas and
across all grade levels. These strategies are explained in the book, Classroom Instruction That Works, by
Robert Marzano, Debra Pickering, and Jane Pollock. Note the presence of cooperative learning in this list.
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
.
For the complete article:
http://www.secondaryinstruction.com/InstructionalStrategies.html
How can Marzano‘s Strategies IMPROVE student
achievement?
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 131
Step 5: Determine Result Indicators OR
Descriptors of Improved Learning
Muscogee County School District
Secondary Education
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 132
Which Result Indicators are the focus NOW?
What adult behaviors may need to be addressed or replaced with research-based strategies?
What student behaviors may need to be addressed to meet or exceed standards?
The identified Result Indicators may change throughout the year.
Prioritized Need:
Selected Instructional Focus:
Strategy to be Monitored:
Result
Indicators
Listen for:
Look for:
Adult
Behaviors
Student
Behaviors
Additional information is located in the Data Teams Training Manual
by The Leadership and Learning Center.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 133
Step 6: Monitor and Evaluate
Muscogee County School District
Secondary Education
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 134
GAPSS Classroom Instruction Observation Form
Date: _____________________ Time In: ______________ Time Out: ______________ Beginning Middle End
Instruction Strand Observed Examples
C
1.1
Lesson/units are clearly aligned with
GPS/QCC.
Units of study and/or lesson plans are available and show clear alignment to the standards.
I
1.3
Learning goals are aligned with
GPS/QCC and are communicated by the
instructor.
Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Standards, essential questions, etc. are explicit and referenced
often during instruction.
Students apply learning goals in
performance tasks aligned to the
standards.
Performance tasks, culminating performance tasks, student work, portfolios, rubrics, and/or graphic organizers, etc. are clearly aligned to
the GPS/QCC.
I
2.1
Sequencing of the instructional period is
predictable and logical.
Instruction begins by activating prior knowledge, including experienced-based activities, followed by spiraling and scaffolded tasks that
move students toward conceptual understanding and independent use of what they are learning, and ends by summarizing learning.
The lesson begins with a clearly defined
opening to strengthen learning.
Instruction explicitly states learning goals and makes connections to prior knowledge, subject areas, and/or student experiences,
incorporates modeling or demonstration, and/or assesses student understanding (such as questioning, informal written assessments,
charting), etc.
Instruction has a defined work period. The work period provides opportunities to practice, review, and apply new knowledge and receive feedback (for example: independent
practice, guided practice, small group, conferencing, hands-on learning, problem solving, etc.).
Instruction ends with a summary activity
that reinforces the learning.
The lesson closing summarizes the learning goal(s), clarifies concepts, and addresses misconceptions. Students may share their work that
relates to the learning goal(s).
Content specific vocabulary is
developed in context.
The instructor provides rich information about new vocabulary words and how the new words function. New vocabulary is presented and
reinforced in the context of the standards being taught. Students are provided opportunities to use the new words in their writing, reading,
and conversations.
I
2.2
Higher order thinking skills and
processes are utilized in instruction.
Instructor‘s questioning techniques require students to compare, classify, analyze different perspectives, induce, investigate, problem solve,
inquire, research, make decisions, etc.
Higher order thinking skills and
processes are evident in student work.
All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction, investigation, problem solving,
inquiry, research, decision making, etc.
I
2.3
Instruction is differentiated to meet
student readiness levels, learning
profiles, and interests.
The standards are the expectation for learning for all students, but within a class period instruction is paced and presented differently with
the use of varying materials, resources, and tasks. (Instruction may be differentiated through content, process, product, and/or learning
environment.)
I
2.4
Instruction and tasks reinforce students‘
understanding of the purpose for what
they are learning and its connection to
the world beyond the classroom.
Instruction is explicitly made relevant to students. For example, classroom instruction is differentiated to reflect student interests, leads to
the creation of products that are useful in real-world problem solving, emphasizes inter-disciplinary connections, leads to authentic
assessments, and/or further reveals real-world problems and their potential solutions. (I-2.4: Operational Descriptor F: Relevance and
authenticity)
I
2.5
The classroom instructor implements
grouping strategies.
The instructor uses flexible grouping and sub-grouping of students related to readiness levels, interests, and learning style preferences.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 135
Instruction Strand Observed Examples
I
2.7
The use of technology is integrated
effectively into instruction.
Teacher effectively uses technology to provide real-world, relevant application, to enhance students‘ research skills and to
differentiate instruction to maximize student learning. Technology is used to enhance student learning of the grade/content
standards. (e.g. Interactive boards, computers, digital cameras, projection systems, calculators, probeware, software, interactive
games, voting systems, Palm Pilots, Online Assessment, etc.) Students effectively use technology during
the class period.
Students use technology to research, create documents and/or projects, and to demonstrate a greater understanding of the learning
goals. (e.g. PowerPoint, webpages, etc.)
I
3.1
Instructional goals, activities, interactions,
and classroom environment convey high
expectations for student achievement.
Students are engaged in rigorous work. Students interact with other students and teachers concerning their work and the
standards. The standards are held as the expectation for all students and are evident in classroom practices.
I
3.3
Students demonstrate personal efficacy and
responsibility.
Students evaluate their own work aligned to the standards, elements, benchmark work, anchor papers or rubrics and are provided
the opportunity to revise their work. Students are on task and may use resources available in the room (content maps, rubrics,
computers, posted exemplary work, etc.)
Assessment Strand Observed Examples
A
2.2
Formative assessments are utilized during
instruction to provide immediate evidence
of student learning and to provide specific
feedback to students.
The teacher is monitoring for student understanding throughout the instructional period, conferencing with students, asking
questions, and/or engaging students in KWLs, 3-2-1 activities, quick write, ticket out the door, etc. The formative assessments
are used to provide students with frequent and specific feedback.
Written commentary is aligned to the GPS
standard(s) and elements or QCC content
standards.
Commentary uses the language of the standard providing specific feedback by describing the quality of the student work when
compared to the desired learning goals. Commentary goes beyond ―good job‖, ―great work‖, etc.
Planning and Organization Strand Observed Examples
PO
3.2
Materials and resources are effectively
allocated.
Student support materials and resources are easily accessible to students (classroom library, technology, etc.). Materials and
resources to support content area lessons are visible. Human resources (co-teachers, paraprofessionals, instructional coaches,
etc.) are effectively utilized to maximize instruction for all learners.
PO
4.1
Classroom management is conducive to
student learning.
Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary). Classroom
practices and procedures are understood and followed.
PO
4.3
Instruction is provided in a safe and orderly
environment. The classroom is clean and conducive to learning.
PO
4.2
Instructional time is maximized. Classroom instruction has no or minimal interruptions.
The teacher maximizes instructional time.
Instruction begins and ends on time. Student transitions during instruction are smooth with no loss of instructional time. The
teacher is monitoring student learning and actively engaged with students.
School Culture Strand Observed Examples
SC
1.1
The culture of the classroom reflects a risk-
free learning environment.
Students feel comfortable sharing their work and receiving feedback from the teacher and other students regarding their work,
students ask clarifying questions, etc.
Student Question:
I
1.3
Learning goals/standards are
clearly communicated to
students.
The student can explain the learning goals or standards/elements that he/she is
working on. The student is able to explain the substance of what is being learned and
show how the learning is embedded in their work.
What standard(s) or element(s) are you working
on today? What does your teacher want you to
learn? What is your learning goal today?
Student A NA
Student B NA
Student C NA
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 136
Step 6: Monitor and Evaluate
Standards-Based Classroom: ENVIRONMENT
Artifacts and Evidence Checklist
Artifacts on Display or Posted Comments are Required
Room arranged to support individual work
Room arranged to support cooperative groups
or peer partners
Classroom procedures
Bulletin Boards support instructional design
Behavior Management System and Procedures
Standards: Language of the Standards is
clearly communicated in various ways to the
students including classroom postings
Essential Questions
Unit Plans available
Word Wall and/or vocabulary
Graphic Organizers completed by students
Materials and Resources
Student Work
Teacher Commentary
Rubrics
Sharing the Standards-Based Classroom
Be sure to provide at least five (5) written comments which:
detail identified evidence or
ask questions for clarification of items observed.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 137
Step 6: Monitor and Evaluate
Standards-Based Classroom: ENVIRONMENT
Artifacts on Display or Posted Comment Hints for
Strengths
Comment Hints for Areas
of Improvement
Room arranged to support individual work
Room arranged to support cooperative groups or
peer partners
Classroom procedures
Bulletin Boards support instructional design
Behavior Management System and Procedures
Standards: Language of the Standards is clearly
communicated in various ways to the students
including classroom postings
Standards/elements are clearly
visible when entering the room
Standards are obviously center
stage of instruction
Font is appropriate
Students write and speak the
actual wording from the
standard
ELEMENTS are included with
the standard.
Standards are posted on the bulletin
board, but are only legible within 2
feet
Standards seem to be an
afterthought
Students can‘t articulate the wording
of the identified standard
Textbook driven learning is not
appropriate.
Essential Questions
The questions are open-ended
and promote discussion.
Postings are directed to the
student.
Posted questions have specific
answers.
Questions are directed to the teacher
and not the learner.
Unit Plans available
Word Wall and/or vocabulary
Wording from the standards are
posted and student generated.
3 components are evident:
word, definition, graphic
Teacher printed words only
Words posted do not show the Heidi
Hayes Jacobs 3 levels
Vocabulary emphasis could not be
seen.
Vocabulary did not correspond to
the selected standard.
Graphic Organizers completed by students
Materials and Resources
Student Work
Student work is current and
correlated to the unit standards.
Work models authentic
application of standards.
Work demonstrates high
expectations.
Scantrons are not student work
samples.
Student work can‘t be seen.
Purpose of selected student work
samples is not obvious.
Teacher Commentary
The language of the
standards/elements are the focus
of the commentary.
Commentary was seen and
heard.
Good job and/or nice should not be
a part of teacher commentary.
Commentary uses the WORDS from
the standard or element.
Rubrics
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 138
Step 6: Monitor and Evaluate
School:
Teacher:
Standards-Based Classroom: OPENING
Checklist
Evidence Comments
1. Begin instruction with a clearly defined Opening
session
(lesson does not start with the Work Session)
2. Limit Opening to less than 15% of the instructional
period
(An Opening for a 60 minute class is usually 5-10
minutes.)
3. Include researched-based strategies in student
instructions (grouping, differentiation, menu selections,
goal setting, etc.)
4. Clearly communicate Language of the Standards more
than once
5. Clearly communicate Language of the Standards in
more than one way
6. Assess student knowledge of the Standards (KWL
Chart, Do-Now, Warm-Up, etc.)
7. Guide students to address/communicate Language of
the Standards (rewording, recording, reading,
questioning, goal setting, applying, etc.)
8. Develop vocabulary, specific to the Standards (Word
Walls, Mental Models, etc.)
9. Communicate high expectations and goals for
(identified student goals, student goal charts, standards
mastery)
10. Reinforce procedures to maximize instructional time
during the Opening
SBC Opening should include at least 6 of the 10 identified Opening elements identified in the table.
The Opening elements may be observed being directly addressed by the teacher or by the students.
At least 5 comments are provided by the observer to guide the enhancement of the SBC Opening.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 139
Step 6: Monitor and Evaluate School:
Teacher:
Standards-Based Classroom: WORK SESSION
Checklist
Evidence Comments
1. Use Language of the Standards: teachers and students
(High Impact Practice Implementation Rubric, Concept
1, 2, 3)
2. Demonstrate grouping strategies: teachers
(High Impact Practice Implementation Rubric, Concept
4)
3. Work independently: students
(Standards-Based Classroom Framework)
4. Work in small groups: students
(Standards-Based Classroom Framework)
5. Engage in performance tasks: students
(Standards-Based Classroom Framework)
6. Explain how student work meets the Standards:
teachers and students
(High Impact Practice Implementation Rubric, Concept
5)
7. Set learning goals from the results of formative and
summative assessments: teachers and students
(High Impact Practice Implementation Rubric, Concept
6, 7)
8. Demonstrate authentic application of content through
the use of performance tasks: students
(High Impact Practice Implementation Rubric, Concept
8)
9. Engage in conversations with the teacher and peers
using the language of the Standards: students
10. Revise work/products based on peer and/or teacher
feedback to create quality work: students
(High Impact Practice Implementation Rubric, Concept
9, 10)
At least 5 comments are provided by the observer to guide the enhancement of
Standards-Based Classroom Instruction.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 140
Step 6: Monitor and Evaluate
School:
Teacher:
Step 6: Monitor and Evaluate
Standards-Based Classroom: CLOSING
Checklist
Evidence Comments
1. End lesson with a clearly defined Closing session
(Work Session ends 5-6 minutes before the end of the class
period)
2. Limit Closing session to less than 10% of the instructional
period (A Closing for a 60 minute class is usually 5-6
minutes.)
3. Provide feedback to students using the Language of the
Standards (commentary to students addressing day‘s work)
4. Clarify Misconceptions (students ask questions, teacher
provides clarifying statements, etc.)
5. Provide Informal assessment of student learning
(Ticket-Out-The-Door, Self-Check, Immediate Feedback
strategies etc.)
6. Analyze work quality (group assessment, rubrics, etc.)
7. Update goal charts, assignment lists, etc.
8. Celebrate student progress toward standards mastery
9. Link summary of the day‘s learning to the Standards
10. Identify next steps for students and/or instruction
SBC Closing should include at least 6 of the 10 identified Closing elements identified in the table. The
Closing elements may be observed being directly addressed by the teacher or by the students.
At least 5 comments are provided by the observer to guide the enhancement of the SBC Closing.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 141
Step 6: Monitor and Evaluate Content Tasks and Rigor in the Classroom
PARCC Expectations
Prompt Possible
Observations
Evidence in
Classroom Comments to Teacher
How do these activities
support students in the
development of critical
thinking/ higher-order
thinking skills?
TKES, Performance
Standard 3
questioning techniques with wait time
students allowed to struggle
tasks for application
other:
How does instruction
promote active, engaged
learning for students?
TKES, Performance
Standard 3
student collaboration
students discuss possibilities with peers
other:
How does instruction meet
the needs of the individual
student?
TKES, Performance
Standard 4
grouping by identified needs
auditory, kinesthetic and visual presentations
other:
How does the teacher
provide informal feedback
to the students to validate
the learning?
TKES, Performance
Standard 5
verbal feedback is provided to groups
verbal feedback during class discussion
written comments
How does the classroom
environment encourage
students to be self-directed
learners?
TKES, Performance
Standard 7
struggle time during tasks
teacher ask questions to guide discovery (direct answers are limited by teachers)
other:
How does the learning
environment and instruction
challenge students?
TKES, Performance
Standard 8
discovery through tasks
collaboration with peers to create product or problem solve
When did students have an
opportunity to use the
content language?
TKES, Performance
Standard 8
group discussions
teacher interaction
other:
Teaching Channel: Discovering Angle Relationships in Reflections, CCGPS 9th
grade, Mathematics
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 142
________(School Name)________ School Improvement Action Plan Muscogee County School District
School-wide Problem-of-Practice: (Abbreviated Data Analysis Narrative)
Department/Grade Level:
SMART Goal Statement # _____
System Focus Area Alignment ______ Response to Intervention _______ Co-Teaching ________ Standards Based Classrooms
Georgia Keys Alignment _______ Curriculum _________ Instruction _________ Assessment __________ Planning & Organization
_______ Professional Learning _______ Leadership ____________ Student, Family & Community Support
_______ School Culture
Prioritized Strategies for Improvement
(Insert your 1-3 measurable instructional, programmatic, organizational, or leadership
strategies)
Results Indicators (A measurable, percent,
increase in student learning results)
Primary Leadership
(Designate the team, teacher and/or leader responsible)
Evidence (Create descriptors
of proficient teacher/leader
practices to look for.)
Artifacts (Insert what
student/adult data you will monitor)
Budget (Insert what budget
funds will come from and projected cost)
What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection frequency and practices, resources, etc.)
© 2010 by The Leadership and Learning Center All rights reserved. Copy only with permission. (866) 399-601
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 143
Resources and Research
Muscogee County School District
Division of Teaching and Learning
Secondary Education Department
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 144
Leader Keys Effectiveness System
Correlation to Data Teams
# Performance Standard
What it means… The Leader… Data Team Process
1 Instructional Leadership
The leader fosters the success of all
students by
facilitating the
development,
communication,
implementation
and evaluation of a
shared vision of
teaching and
learning that leads
to school
improvement.
1. Creates a shared vision for the school 2. Establishes learning goals from the vision
3. Communicates that learning is the most important school
goal 4. Expects teachers and students to attain goals.
5. Seeks goal attainment through individual and group effort 6. Provides opportunities for stakeholders to participate
in decision- making 7. Taps the expertise of the school‘s teacher leaders
8. Develops collaborative opportunities among teachers 9. Leading a Learning Community
10. Prioritizes student learning 11. Focuses instructional attention on curriculum,
instruction, and assessment. 12. Promotes and plans professional growth for self and
staff
13. Learns alongside and with faculty 14. Monitoring Curriculum and Instruction 15. Monitors teacher practice and student learning
through regular classroom visits 16. Serves as a role model for expected behaviors of
school staff 17. Limits activities that diminish instructional time
18. Ensures continuity in the school instructional
program
Provide a weekly common planning time for all grade levels
Knowledgeable of data team process
Share Data Team
Process and
Expectations with
Faculty and Staff Models an inquiry-
based attitude Aware of team goals
and identified,
prioritized areas of
need Aware of
instructional strategies
Able to articulate resources, materials identified by team in order to support selected practices
Attends data meetings as frequently as possible
Serves as a model
for administrative
support of data
team process
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 145
Planning and Assessment
The leader effectively gathers, analyzes, and uses a variety of data to inform planning and decision making consistent with established guidelines, policies, and procedures.
Establishes and implements standard operating procedures and routines.
Demonstrates efficient daily planning resulting in smooth school operations.
Develops comprehensive long-range plans focused on goal attainment.
Monitors effectiveness of school programs. Ensures data is disaggregated so that lessons are
planned to address learning deficits. Uses data to inform collaboration efforts to maximize
learning. Uses multiple sources of data to track the progress
of individual students over time. Uses multiple sources of student data to maximize student
outcomes. Uses assessment data to measure student
progress in meeting instructional goals. Uses assessment data to determine instructional needs
of particular groups within the school. Uses assessment data to drive school improvement. Establishes procedures for disseminating student results
to parents and community members.
Share CCRPI data with faculty
Discuss importance of data team process to progress
monitor student growth Share Data Team
Process and
Expectations with
Faculty and Staff
Aware of team goals
and identified,
prioritized areas of
need
Aware of
instructional
strategies at each
Tier to support
maximum
instruction Attends data
meetings as frequently as possible
Serves as a model
for administrative
support of data
team process Support and protect
weekly common planning time
Communicate with
Academic Coach and
Data Team Leader
about instruction and
student growth
2 School Climate
The leader promotes the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders.
Cultivates a positive environment focused on student learning.
Models respect and high expectations for all community members.
Shares decision making to maintain high morale in the
school. Maintains a current crisis and conflict action plan and
implements it as necessary. Fosters and sustains a positive school climate by
seeking assistance from community members. Builds professional relationships between school leaders
and staff. Builds positive relations between parents and the school. Provides outreach to parents and the greater community. Cultivates a trusting environment by sharing
information, power, and decision-making with teachers. Remains open and amenable to new ideas from all
members of the school community. Reaches out to the larger community to build and sustain
trust. Develops multiple leaders within the school. Distributes administrative tasks among school faculty. Facilitates shared decision making between staff
members. Regularly reviews school programs.
Promptly provides support
Publicly celebrates successes of teams
Provides regular opportunities for team members to publicly share their successes
Provides structures
that allow teacher
modeling and
observation of
successful practices
Support and protect
weekly common
planning time Communicate with
Academic Coach and Data Team Leader about instruction and
student growth
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 146
4 Organiza-
tional Management
The leader fosters the success of all students by supporting, managing, and overseeing the school‘s organization, operation, and use of resources.
Prioritizes safety of students and staff above all else. Creates and implements routines and procedures to
ensure a safe, orderly, and positive environment. Sets clear expectations for student behavior. Enforces discipline fairly and consistently. Grants teachers the authority to maintain the
established discipline policies. Maintains a current crisis management plan. Ensures a trained school crisis management team is
on board and prepared. Develops a master schedule that maximizes blocks of
instructional time. Includes key personnel in the collaborative
creation of a master schedule. Ensures the efficiency of school operations and routine
maintenance. Understands local and state school board fiscal policies. Reviews previous budgets. Creates an annual budget. Manages and allocates resources responsibly by
setting expense priorities. Ensures technology training is provided to teachers. Ensures technology is accessible and in working
order for students and staff. Ensures instructionally appropriate allocation,
equity, and sustainability of technology.
Able to articulate
resources, materials
identified by team in
order to support
selected practices Attends data
meetings as frequently as possible
Serves as a model for
administrative support
of data team process
Provide a weekly
common planning
time for all grade
levels Provides structures that
allow teacher modeling and observation of successful practices
Support and protect weekly common planning time
Communicate with Academic Coach and Data Team Leader about instructional needs for student growth
5 Human Resources Management
The leader fosters effective human resources management through the selection, induction, support, and retention of quality instructional and support personnel.
Understands the school district‘s hiring plans and uses them to the school‘s advantage.
Selects competent and capable teachers/support staff. Uses research-based hiring practices to include: multiple
interviewers, prepared questions, and scoring rubrics. Fosters and sustains the induction program. Matches mentors and mentees by teaching specialty
where practical. Identifies new teachers‘ strengths and weaknesses. Provides systematic training and support to
teachers throughout induction. Provides a culture of support where new teachers are
supported by all staff. Retention Supports innovation and risk-taking. Works to retain quality staff. Ensures working conditions are positive. Supports and encourages ongoing collaborative efforts.
Knowledgeable of data team process
Share Data Team
Process and
Expectations with
Faculty and Staff Models an inquiry-
based attitude Aware of team goals
and identified,
prioritized areas of
needs Attends data
meetings as frequently as possible
Serves as a model for administrative support of data team process
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 147
6 Teacher/
Staff Evaluation
The leader fairly and consistently evaluates school personnel in accordance with state and district guidelines and provides them with timely and constructive feedback focused on improved student learning.
Fosters mutual trust between the evaluator and the teacher being evaluated.
Encourages two-way communications where both parties share ideas and interpretations.
Focuses on growth and accountability. Participates in both formal and informal conferences. Uses multiple data sources to document standards. Conducts both formal and informal observations. Offers feedback following observations. Uses evaluation as a means to remediate or remove
low-performing or unsatisfactory teachers. Adheres to district guidelines regarding teacher
evaluation. Documents adherence to designated standards. Maintains objectivity during the evaluation process. Describes existing deficiencies clearly. Offers remediation actions for identified deficiencies.
Utilize all data team documentation as a formative piece to the TKES evaluation process.(Growth and Accountability)
Develop and maintain a
high level of trust that
encourages two-way
communication that
focuses on teacher
effectiveness and
student growth
7 Profession- alism
The leader fosters the success of students by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession.
Adheres to and demonstrates the professional standards set forth in the Georgia Leader Keys
Ethical Behavior serves as a role model for ethical behavior.
Shares ethical beliefs with faculty, staff, parents, and students.
Carries out duties with competence and integrity. Views professional development as ongoing and
continuous. Participates in a variety of professional development
opportunities. Networks with other principals to provide support. Willingly participates in peer observations. Visits other schools.
Provides regular
opportunities for team
members to publicly
share their successes Provides structures that
allow teacher modeling and observation of successful practices
Support and protect weekly common planning time
Communicate with
Academic Coach and
Data Team Leader
about instruction and
student growth
Provide a weekly
common planning
time for all grades
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 148
8 Com-
munication and Community Relations
The leader fosters the success of all
students by
communicating and
collaborating
effectively with
stakeholders
Ensures two-way, open communications with faculty and staff.
Listens to suggestions of faculty and staff. Adopts suggestions of faculty and staff, when
appropriate. Makes communication planning a top priority. Emphasizes the partnership between parents
and the school community. Develops parent programs focused on instruction. Works to engage parents of disadvantaged students
who may not be active participants. Uses all media to open the lines of communication to
build parent and community trust. Establishes relationships with the larger community
that is mutually beneficial. Builds a positive relationship with the media.
Attends data meetings as frequently as possible
Serves as a model for administrative support of data team process
Promptly provides support Publicly celebrates
successes of teams Provides regular
opportunities for team members to publicly share their successes
Provides structures that allow teacher modeling and observation of successful practices
Support and protect weekly common planning time
Communicate with
Academic Coach and
Data Team Leader
about instruction and
student
growth
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 149
Top Ten Things High Schools Can Do
To Improve Achievement NOW By Douglas B. Reeves∗
1. Start a WIN – Work in Now! – Program. The reason many high school students fail is missing
homework. Some schools are dramatically reducing course failures by requiring SAME DAY after-
school detention for ANY missing homework.
2. DOUBLE the time devoted to literacy and math. When students are struggling in 9th
grade English
and math classes, they are very likely struggling in every other class as well. Schools that have doubled
time in these subjects significantly reduce the failure rate. Sometimes, this means moving a science and
social studies sequence from grades 9, 10, 11 to grades 10, 11, 12. Increasing time on literacy reduces the
dropout rate because it reduces grade 9 failures.
3. EXTEND the time when grades are due from teachers to the administration after final exams. One high
school reduced 9th
grade course failures from over 1,000 to fewer than 400 when it gave teachers four
weeks after finals to turn in grades. During that time, students facing failure were able to complete
missing labs, finish term papers, or do other projects. If they were missing only a single major project, it
did not make sense for them to repeat the entire class.
4. TEACH project management, time management, and self-discipline. One recent study found that these
skills are significantly more influential on high school success than IQ in predicting high school grades and
post-secondary education participation.
5. RESTRICT student choice for any student reading below grade level. Students do not have a constitutional right to electives. In fact, the best way to increase electives is to decrease choice for students who are risking failure.
6. Require NON-FICTION WRITING in every class. One high school developed a simplified rubric for non-
fiction writing and required every class – no exceptions – to have at least one nonfiction writing assessment
every semester.
7. INCREASE student feedback, providing daily or weekly feedback. The typical 9- week report card is too
late – an educational autopsy. If students are to use feedback to improve performance, then the feedback
must be immediate.
8. COLLABORATE among teachers for the evaluation of core skills. If teachers do not agree on what the
word ―proficient‖ means, then students will get mixed messages about what level of quality is acceptable.
Only when teachers look at the same piece of anonymous student work and collaboratively score that work
will there be a true professional learning community.
9. Create COMMON ASSESSMENTS at least once per quarter. Certainly teachers can have freedom and
flexibility in many areas, but the core expectations of a class must be consistent. It is the only way that
students have an equal and fair opportunity to be prepared for the next level of instruction. Curriculum
mapping is not enough. Teachers must have Power Standards and common assessments, agreeing on the
most important standards and agreeing on what they will assess.
10. BAN ADMINISTRATIVE ANNOUNCEMENTS in faculty meetings. Time in meetings is too precious to
waste on announcements that could be made by e-mail or delivered in writing. Use every second of
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 150
meeting time for professional collaboration.
Best Practice: Today’s Standards for Teaching and Learning in America’s Schools
Steven Zemelman, Harvey Daniels, and Arthur Hyde
The Seven Structures of Best Practice Teaching
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 152
Advanced Placement (AP) Course Topics
Rigor and Vertical Alignment
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
What's Here
The College Board® Advanced Placement Program offers 37 courses in 22 disciplines. In this section, you
can select the official AP Course Description for the most up-to-date information about each course and exam.
To access the course of your choice, choose it from the table below.
Course Descriptions Index
Art History Biology Calculus AB Calculus BC Chemistry
Chinese Language
and Culture Computer Science A
Computer Science
AB
English Language
and Composition
English Literature
and Composition
Environmental
Science European History French Language French Literature German Language
Government and
Politics: Comparative
Government and
Politics: United
States
Human Geography Italian Language and
Culture
Japanese Language
and Culture
Latin Literature Latin: Vergil Macroeconomics Microeconomics Music Theory
Physics B
* Errata Notice
Physics C: Electricity
and Magnetism
Physics C:
Mechanics
* Errata Notice
Psychology Spanish Language
Spanish Literature Statistics Studio Art: 2-D
Design
Studio Art: 3-D
Design Studio Art: Drawing
United States History World History
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 153
Working on the Work
Correlations
Working on the Work (WOW):
WOW School Standards (Schlechty, Phillip. Working on the Work)
Indicators of Engaged Learner (IEL):
Variables (NCREL http://www.ncrel.org/sdrs/edtalk/engtab1.htm)
Standard 1: Patterns of Engagement Vision of Learning, Tasks, Instructional Model
Standard 2: Student Achievement Tasks, Assessment
Standard 3: Content and Substance Vision of Learning,
Tasks, Instructional Model
Standard 4: Organization of Knowledge Teacher Roles, Instructional Model
Standard 5: Product Focus Student Role
Standard 6: Clear and Compelling Product Grouping, Tasks, Student Role
Standard 7: Safe Environment Teacher Roles, Student Role
Standard 8: Affirmation of Performances Learning Context, Student Roles
Standard 9: Affiliation Grouping, Student Role
Standard 10: Novelty and Variety Instructional Model
Standard 11: Choice Vision of Learning,
Instructional Model, Student Role
Standard 12: Authenticity Learning Context, Tasks
Muscogee County School District
Mission
The Muscogee County School District is committed to providing educational experiences that will enable
each student to become a lifelong learner, enter the work force with necessary skills and achieve academic
and personal potential.
Muscogee County School District
Vision
We envision a School District in which:
Each student is given multiple opportunities to excel in his/her academic, social, emotional and physical
development in a safe, nurturing environment.
Well-prepared, responsible and caring employees are committed to excellence in education.
Parents, community members, staff and students are full partners in the education of children.
Data Team Guide 2013-2014
Division of Teaching and Learning, Secondary Education Department 154
National Assessment of Educational Progress (NAEP) NAEP QUESTION TOOL
http://nces.ed.gov/nationsreportcard/itmrls/
In an era of accountability and assessments, educators, parents and students are continuously searching for
ways to improve student performance. To assist in this effort, many states have developed on-line item
banks. These item banks were created by the states to enhance instruction and prepare students for the
various assessments administered in the state. Most teachers would agree that a state item bank is
extremely helpful but may have limited capabilities. One resource teachers across the nation have
discovered to be a valuable tool is the NAEP Question Tool.
The NAEP Question Tool provides easy access to NAEP questions, student responses, and scoring guides.
It allows users to view items and their associated scoring guides, keys, classification information,
performance data, subgroup data, and actual student responses. After every assessment cycle, NAEP
releases a portion of the assessment to the public.
The purpose of the NAEP Question Tool is to provide teachers, researchers, educators, parents, and
students with greater access to NAEP assessment exercises. The items are presented as:
examples of what NAEP asks students at 4th, 8th, and 12th grades,
exemplars of questions that probe students‘ knowledge of specific content area, and
a way to compare one‘s performance on a specific question to that of the students across the nation
and in the state.
Some of the enhanced capabilities of the NAEP Question Tool include:
Many different types of assessments can be created from the NAEP Question Tool. Teachers are
not required to build their assessments by cutting and pasting questions.
The NAEP Question Tool will sort items by domains, objectives, cognitive ability, and difficulty
level.
The number of items in the bank is extensive and represents many different content areas.
The NAEP Question Tool includes various types of items such as multiple choices, short-
constructed and extended-constructed response.
The NAEP Question Tool provides items based upon what a student should know and be able to do
in grades four, eight and twelve across the nation. The items in the NAEP item bank are not
limited to grades four, eight and twelve, but are appropriate for other grade levels as well.
The NAEP items align with the High Schools That Work frameworks.
NAEP writing prompts have been used in classrooms to assist students with their writing skills.
Examples of student writing responses have also been implemented in the classrooms as anchor
papers. These anchor papers have assisted educators in the teaching of the various stages in the
writing process. In addition, some schools have utilized the scorer‘s commentary to provide staff
development to educators in the scoring of writing rubrics