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

Tracking Student Progress to Meet the Bar for Every Student

2014 Leadership Institute Day 2

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Please connect to the internet using the

Leadership Institute network.

Network ID: BCPS

Password: baltimorecityschool$

If you have not already downloaded today’s materials, please go to the conference website and download the

documents for the appropriate day and grade level.

Website: 365.bcpss.org/leadership

Session Outcome Activities

We will develop a common understanding of how to effectively use available resources and apply a data inquiry process to

increase the achievement of every student.

Connecting Standards and Assessment

Understanding and Analyzing Data to Prioritize Needs

Identifying a Problem of Practice

Developing an Action Plan to Address the Problem of Practice

Agenda

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Group Norms

Understand that those who work, learn.Recognize that everyone has expertise.Phrase questions for the benefit of everyone.Challenge ideas, not people.Share talk time

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Recap of Day 1

Developing a common understanding of the urgency of raising the bar for every student through a deeper

understanding of content and grade level expectations for the Maryland College and Career

Ready Standards (MCCRS) through:

• Examination of PARCC tasks for rigor in ELA and Mathematics

• Deconstruct the MCCRS aligned to the task• Connections to the curriculum and Instructional Framework

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Connecting Standards to Assessment Items

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PARCC Performance-Based Assessments

•This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.

Literary Analysis

Task

•In this task, students may be asked to write a story, detail a scientific process, write a historical account of important figures, or describe an account of events, scenes or objects, for example.

Narrative Task

•In this task, students will analyze an informational topic presented through several articles or multimedia stimuli. Students will answer a series of questions and synthesize information in order to write two analytic essays.

Research Simulation

Task

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When taking the PARCC assessment, students will encounter three question types:

• Evidence-Based Selected Response (EBSR) items

• Technology-Enhanced Constructed Response (TECR) items

• Prose Constructed Response (PCR) items

3 Types of Questions8

5th Grade Literacy Module 3 Assessment

Independently complete this portion of the 5th grade assessment by reading both articles and completing questions

Work with a partner to do the following:

Identify the question type (EBSR, TECR, or PCR) for each of the assessment questions.

Identify the cluster and the 5th grade standard for each question.

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Question 5 Part A

Which fact is found in both articles about whales? c. Whales live together in pods.

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Type of Question: Evidence Based Selected Response Cluster: Key Ideas and DetailsStandard: RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Question 5 Part B

Choose one detail from the article “Swimming with the Pod” and one detail from “Whale Songs” to support the answer to Part A.

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Type of Question: Technology Enhanced Constructed Response Cluster: Key Ideas and DetailsStandard: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Supporting Detail from “Swimming with the Pod”

Supporting detail from “Whale Songs”

Passage 1: Most orcas stay with the pod they are born into for their whole lives.

Passage 2: Both blue whales and humpback whales live in groups called pods.


From Literacy Module 3 Assessment:

5A. Which fact is found in both articles about whales? (RI.5.3)

5B. Choose one detail from the article “Swimming with the Pod” and one detail from “Whale Songs” to support the answer for Part A. (RI.5.1)

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MCCRS for Mathematical Content (Grades 9-12)

A-REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

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Question 7

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The box office took in a total of $2905 in paid admissions for the high-school musical. Adult tickets cost $8 each, and student tickets cost $3 each. If 560 people attended the show, how many were students?

Let s = the number of students attending, and let a = the number of adults attending.

Which two equations can be used to solve this problem? Select the two that apply. A) 3a + 8s = 2905

B) a + s = 560

C) a + s = 2905

D) 8a + 3s = 2905

E) a = s − 560

Question 8

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Use the table provided to solve the system of equations.

(- 2, -2) (-5, 7) (3, -2) (0, -5)

Question 9

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Mark wants to open a snow cone booth in the neighborhood over the summer. He decides to sell the snow cones for $1.50 each. The initial supplies will cost $250 and each snow cone will cost him $0.25. Based on the graph of his costs and earnings, how many snow cones will Mark need to sell before he begins to make a profit ?

300 snow cones

350 snow cones

250 snow cones

200 snow cones

School Team Activity

Within your ILT teams, begin analyzing data presented in the end of year ILT tool.

Questions to consider while beginning the initial analysis of your data Looking across the data, what quest ions are

ra ised? What pat terns and t rends do you see? What addi t ional data might we need to look at? What inferences can we draw f rom the data? What are the st rengths and needs?

Look at DataLink if possible to drill down to standards level data.

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Inquiry Questions

Teaching: • How effective were implemented strategies in raising achievement for all students? • What is the greatest area of strength for teachers?• Did teachers implement the strategies effectively?• What barriers got in the way of effective instruction? • What is the greatest area for growth for teachers?

Student Learning:• How did students in each subgroup show achievement towards the

goals?• What is the greatest area of strength for students?• What is the greatest area for growth for students?

Leadership:• How were teachers supported to implement selected strategies?• What is the greatest area of strength of our school's leadership?• What is the greatest area in need of growth (actions of leadership)?

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Inquiry Questions

Teaching: · What strategies could be used to ensure student mastery of the standards?

Student Learning:· How would students show achievement towards

these standards?

Leadership:· How do we support teachers in implementing

effective strategies for teaching these standards?

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Connecting the Standards to an Evidenced-Based Inquiry Process

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Evidence

Standards

Assessing Student Learning

Instruction

Inquiry Process

Step 1: Conduct a

Treasure Hunt

Step 2: Analyze Data to

Prioritize Needs

Step 3: Establish

SMART Goals

Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor and

Evaluate Results

ILTs

Teacher Teams

Identifying and understanding data

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Step 1: Conduct a

Treasure Hunt

Step 2: Analyze Data to

Prioritize Needs

Step 3: Establish SMART Goals

Step 4: Select Specific

Strategies

Step 5: Determine

Results Indicators

Step 6: Monitor and Evaluate

Results

Pu rp o se: • To ga t he r and o rgan i ze da t a

i n o rde r t o ga in i ns i gh t s abou t t each ing , l ea rn ing and l eade rsh ip p rac t i ces

Co n s i d era t i o n s :• W ha t a re t he da t a sou rces

and whe re a re t hey housed? • W ha t assessmen t s a re i n

p l ace t o measu re s t uden t l ea rn ing?

• W ha t o t he r da t a sou rces shou ld be cons ide red?

• How can da t a be d i sagg rega t ed?

Decision-Making for

Results Process

Data Literacy

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What does it mean to be data literate?

Data Literacy is the abil ity to: • Be aware of the dist r ic t ’s tools and systems

where data is housed • Understand the purpose and use of data to solve

part icular problems of pract ice• Interpret mul t ip le data sources f rom dist r ic t ’s

tools and systems• Use the mult ip le data sources avai lable to

improve teaching and learning• Examine the expectat ions (standards mastery)

and connect ing wi th the assessment used to measure mastery

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Assessment Landscape

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

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Assessment Type

Definition City Schools Example

Diagnostic

Assessments that occur prior to instruction; allow instruction to be planned according to each student's prior knowledge in a given subject.

DIBELS, Agile Mind Unit Pre-tests

Formative(Includes Interim and Unit)

Assessments that occur during instruction; allow instruction to be modified according to individual student needs.

Literacy Module assessments, in-class “Checks for Understanding”

Summative

Assessments that occur after instruction is complete; allow measurement of students mastery of a particular subject or skill set.

HSAs, End of Course/Year exams

Instructional Leadership Team Tool Overview

Integrated reporting tool that incorporates real time data on school demographics, climate and achievement.

Designed to give Instructional Leadership Teams (ILTs) at each school periodic reports so that they can investigate the effect of actions made based on strategic decisions.

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Data Link Overview

Instructional Management Suite (IMS) Three Primary Functions:

1. Reporting & Analysis

2. Assessment Management

3. Curriculum & Instruction (pilot phase) Accessible through the web at:

https://csdl.bcps.k12.md.uso Usernames and passwords are the

same as network credentials for City Schools employees

o Teachers and school staff are now able to access the system from their personal computers

o All users see a version of the same site, depending on their role and location.

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https://csdl.bcps.k12.md.us/

Analyzing Data to Prioritize Needs

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Analyze Data to Prioritize Needs

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Step 1: Condu

ct a Treasure Hunt Step 2:

Analyze Data

to Prioriti

ze Needs

Step 3: Establi

sh SMART GoalsStep 4:

Select Specifi

c Strateg

ies

Step 5: Determ

ine Result

s Indicat

ors

Step 6: Monitor and

Evaluate

Results

Pu rp o se: • To i den t i f y causes f o r

ce leb ra t i on and t o i den t i f y a reas o f conce rn

Co n s i d era t i o n s :• Look ing ac ross t he da t a ,

wha t ques t i ons a re r a i sed? • W ha t i n f e rences can we

d raw f r om t he da t a? W ha t a re t he s t r eng t hs and needs?

• W ha t needs shou ld be p r i o r i t i zed i n o rde r f o r immed ia t e ac t i on t o be t aken?

Analyzing Data to Prioritize NeedsK8 Example

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Analyzing Data Example– Grade 5 Module 3

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Module 1 Module 2 Module 3

Data Link – Standards MasteryGrade 5 Module 3

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

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MCCRS for Reading Informational Text (Grade 5)

CCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-LITERACY.RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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http://www.corestandards.org/ELA-Literacy/RI/5/3/

http://www.corestandards.org/ELA-Literacy/RI/5/1/

Standards Assessed Grade 5, ELA Module 3

5A. Which fact is found in both articles about whales? (RI.5.3)

5B. Choose one detail from the article “Swimming with the Pod” and one detail from “Whale Songs” to support the answer for Part A. (RI.5.1)

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Inquiry Questions





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Analyzing Data to Prioritize NeedsSecondary Example

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Analyzing Data Example– Intensified Algebra 1 Final

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Data Link – Standards MasteryIntensified Algebra 1 Final

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1

2

3

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

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MCCRS for Mathematical Content (Grades 9-12)

A-REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

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Question 7

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The box office took in a total of $2905 in paid admissions for the high-school musical. Adult tickets cost $8 each, and student tickets cost $3 each. If 560 people attended the show, how many were students?

Let s = the number of students attending, and let a = the number of adults attending.

Which two equations can be used to solve this problem? Select the two that apply. A) 3a + 8s = 2905

B) a + s = 560

C) a + s = 2905

D) 8a + 3s = 2905

E) a = s − 560

Question 8

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Use the table provided to solve the system of equations.

(- 2, -2) (-5, 7) (3, -2) (0, -5)

Question 9

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Mark wants to open a snow cone booth in the neighborhood over the summer. He decides to sell the snow cones for $1.50 each. The initial supplies will cost $250 and each snow cone will cost him $0.25. Based on the graph of his costs and earnings, how many snow cones will Mark need to sell before he begins to make a profit ?

300 snow cones

350 snow cones

250 snow cones

200 snow cones






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Inquiry Questions





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Identifying a Problem of Practice

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Putting it into Practice

ILTs should know the teacher team level data inquiry process to inform the school level inquiry process

ILTs analyze data through the ILT tool in order to identify a problem of practice

ILTs complete cycle of inquiry and create action plans to improve problem of practice

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Inquiry Questions





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Conduct a Data Analysis

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Examine & Discuss DataAssessmentsAchievement dataClassroom observations, record reviews, and other data

Conduct Data Analysis – View objectivelyPatternsTrendsVariability

Brainstorm - discussion

Two Types of Data

Effect Data: Student achievement results from various measurements

Cause Data: Information based on actions of the adults in the system

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What content area is our highest priority?

Which sub-group of students are most in need of improvement?

In what sub-content/skill area(s) do most students need to improve?

What skill set needs additional support or intervention?

Effect Data:% of ELL students

Effect Data: % of 8th grade students scoring proficient or advanced on the state reading assessment

Effect Data:% of ELL students who will likely be proficient in literary response

Effect Data Source:% of students who will need extensive support in literary response

Drilling Down with Effect Data

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Effect Data:

Effect Data:

Effect Data:

Effect Data Source:

Activity: Drilling Down with Effect Data

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Adult action: Number of meetings held for the purpose of making student achievement decisions with relevant, timely data.

Adult action: Percentage of instructional time focused on the high-priority content area.

Adult action: Frequency of team meetings focused on differentiated learning/instructional groups for specific concepts and skills.

Adult action: Number of effective teaching strategies implemented to support specific concepts and skills.

Drilling Down with Cause Data

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Adult action:

Adult action:

Adult action:

Adult action:.

Activity: Drilling Down with Cause Data

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IF you do the same thing over and over, and expect to get different results, . . .

It might be time to try another approach.

Let’s get to the Root Cause.

Why Use Root Cause Analysis (RCA)?57

Root Cause Analysis: Helps identify the problem or challengeHelps resolve the ProblemEliminates PatchingConserves ResourcesFacilitates Discussion (leading to solutions)Provides Rationale for Strategy Selection

Determining Root Cause58

“Frequently, people in organizations persist in attacking symptoms rather than problem sources.

Unfortunately, far too often, existing problem-solving methodologies barely probe beneath the surface…

Thus the root causes of the problems persist, undisturbed, to feed the symptoms and grow.”

Creative Root Cause Analysis: Team Problem Solving, Dr. Jack L. Oxenrider

The Five Why’s59

To get to a possible root cause, ask, “Why?” five times.Use brainstorming to hear team members’ ideas

without judgment, then identify the group’s answer at each stage.

At each stage, the group will move to a deeper understanding of the problem.

Each new “problem” in the process should be an issue that the team can impact.

Examples of Using the Five Why’s

Problem: On your way home from work, your car stops in the middle of the road.

(1) Why did your car stop?Because it ran out of gas.

(2) Why did it run out of gas?Because I didn’t buy any gas on my way to work.

(3) Why didn’t you buy any gas this morning?Because I didn’t have any money.

(4) Why didn’t you have any money?Because I spent my last $30 on dinner last night.

(5) Why did you spend your last $30 on dinner?Because I don’t have a monthly budget.

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Examples of Using the Five Why’s61

Problem – Average attendance is below 90% for all grade bands.

(1) Why is attendance below 90%?Because students feel they are not learning and school feels like a waste of time.

(2) Why don’t students feel they are learning and think school is a waste of time?Because teachers aren’t planning differentiated lessons.

(3) Why aren’t teachers planning differentiated lessons?Because they don’t know how.

(4) Why don’t teachers know how to differentiate?Because previous professional development (PD) has not included peer support.

(5) Why doesn’t PD include peer support?Because there isn’t a collaborative structure or structures to ensure collaboration around implementing differentiated practices.

Activity: Using the Five Why’s62

Problem – No students of color have earned a score of 3 or higher on AP exams this spring.

(1) Why have no students of color earned a score of 3 or higher on an AP exam?

Developing an Action Plan to Address the Problem of Practice

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Establishing SMART Goals

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Step 1: Condu


Analyze Data

to Prioriti

ze Needs

Step 3: Establi


Select Specifi

c Strateg

ies

Step 5: Determ

ine Result

s Indicat

ors

Step 6: Monitor and

Evaluate

Results

Pu rp o se: • To i den t i f y you r mos t

c r i t i ca l goa l s f o r s t uden t ach ievemen t based on t he cha l l enges and needs i den t i f i ed

Cr i te r i a :• S pec i f i c• M easu rab le • Ach ievab le• Re levan t• T ime l y

K-8 Example – Establishing a SMART Goal

Percentage of 5th grade students scoring proficient or advanced in English Language Arts will increase from 57% to 60% by the end of the SY 14-15 school year as measured by Literacy Module 3 administered in April 2015.

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Module 1 Module 2 Module 3Recall:

SMART Goal-Setting Template

Proposed SMART Goal

Percentage of (student group) scoring proficient or advanced in (content area) will increase from ___% to ___% by the end of the ___ school year as measured by (assessment tool) administered in (month,year).

Secondary Example - Establishing a SMART Goal

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Recall:


Proposed SMART Goal


Percentage of 9th grade students scoring proficient or advanced in Algebra I will increase from 37% to 50% by the end of the SY 14-15 as measured by Intensified Algebra I Final administered in May 2015.

Activity

Draft a S.M.A.R.T goal based on the inquiry process completed from the data in your ILT Tool.

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Mr. Holland’s Opus

Selecting Strategies

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Step 1: Condu


Analyze Data

to Prioriti

ze Needs

Step 3: Establi


Select Specifi

c Strateg

ies

Step 5: Determ

ine Result

s Indicat

ors

Step 6: Monitor and

Evaluate

Results

Pu rp o se: • Adu l t ac t i ons w i l l impac t

s t uden t ach ievemen t s

Co n s i d era t i o n s : • How a re t he s t r a t eg ies

you ’ ve i den t i f i ed : • Ac t i on -o r i en t ed • Measu rab le / accoun t ab le • Spec i f i c• Resea rch -based

• Cons ide r s t r a t eg ies t ha t a re i ns t r uc t i ona l , o rgan i za t i ona l , p rog rammat i c , and f ocused on evo l ved l eade rsh ip ac t i ons

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Brainstorming The Four Types of Strategies

Instructional Organizational

Leadership Programmatic

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Four Types of StrategiesInstructional

Research-based

strategies that are

implemented in the

classroom to activate the

knowledge of students,

engage the learner, and strengthen

reading, writing,

speaking, listening,

and thinking.

Organizational

Strategies that will be

used throughout the school,

district, (organization). Strategies

that will impact all

stakeholders.

LeadershipStrategies

that involve the

principal/leader to take

specific actions that

impact implementati

on of recommended strategies.

Programmatic

Strategies that are

based on the utilization of

programs that lead to

student improvement

(academic and non-academic success)

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K-8 Example – Selecting Specific Strategies

Instructional•Explicit teaching •Small group instruction •Use of higher-order questioning

Organizational•Investigating the amount of time spent on Non-Linguistic representations

Leadership•Feedback to teachers

on instructional strategies

Programmatic•Ensuring collaborative planning time focuses on standards

Module 1 Module 2 Module 3Recall:

Percentage of 5th grade students scoring proficient or advanced in English Language Arts will increase from 57% to 60% by the end of the SY 14-15 school year as measured by Literacy Module 3 administered in April 2015.

SMART GOAL

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Secondary Example – Selecting Specific Strategies

Instructional•Explicit teaching •Small group instruction •Use of higher-order questioning

Organizational•Investigating the amount of time spent on Non-Linguistic representations

Leadership•Feedback to teachers on instructional strategies

Programmatic•Ensuring collaborative planning time focuses on standards

Recall:

Percentage of 9th grade students scoring proficient or advanced in Algebra I will increase from 37% to 50% by the end of the SY 14-15 as measured by Intensified Algebra I Final administered in May 2015.

SMART GOAL

Activity: Numbered Heads Together

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Four Types of StrategiesInstructional

Research-based

strategies that are

implemented in the

classroom to activate the

knowledge of students,

engage the learner, and strengthen

reading, writing,

speaking, listening,

and thinking.

Organizational

Strategies that will be

used throughout the school,

district, (organization). Strategies

that will impact all

stakeholders.

LeadershipStrategies

that involve the

principal/leader to take

specific actions that

impact implementati

on of recommended strategies.

Programmatic

Strategies that are

based on the utilization of

programs that lead to

student improvement

(academic and non-academic success)

Determine Results Indicator

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Step 1: Condu


Analyze Data

to Prioriti

ze Needs

Step 3: Establi


Select Specifi

c Strateg

ies

Step 5: Determ

ine Result

s Indicat

ors

Step 6: Monitor and

Evaluate

Results

Pu rp o se: • To mon i t o r t he deg ree o f

imp lemen t a t i on o f s t r a t eg ies and eva lua t e t he e f f ec t i veness o f t he s t r a t eg ies

Co n s i d era t i o n s : • A re t he s t r a t eg ies a f f ec t i ng

s t uden t ou t comes based on da t a f r om f o rm a t i ve assessmen t s?

• A re m id - cou rse co r rec t i ons be ing made?

Strategies Adult Action:

Teacher asks questions with multiple competencies ground in text

Student Action: Independent reading of

complex text. Students engaging in

discussions about complex text

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K-8 Example – Determine Results Indicator

Recall:

Instructional• Explicit

teaching • Small group

instruction • Use of higher-

order questioning

Strategies Adult Action:

Teacher will model creating a non-linguistic representation of the property and justify the representation used. Teacher will then model the abstract application of the property thinking aloud and looking back to the recorded visualization.

Student Action: Student will create multiple visual

representations of each property in their journals; they will then think aloud (in writing) as they apply those properties in solving problems (I know the transitive property means……)

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Secondary Example – Determine Results Indicator

Recall:

Instructional• Non –Linguistic

representations

• Small group instruction

• Use of higher-order questioning

Writing your results indicators

If we use the last block of the day for homework and intervention then we will see increased student attendance engagement and completion of work.(organizational)

If we use questioning as a strategy to access prior knowledge then we will see students including inferences in their responses and teachers explicitly planning opening questions. (instructional)

Results indicators

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If the school purchases intervention materials aligned to student needs, then number of students scoring proficient or above on the literacy formative /summative assessment will increase. (programmatic)

If there are structures and systems in place to monitor/adjust the SPP, then we will see the staff continuously reviewing and revising the plan. (leadership)

Results indicators

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Writing your results indicators

Individual ly Reflect on your learning from the past two days, what are the key Connections

that support your Readiness to Lead!

Quick Write

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Please take the next 10-15 minutes to complete the daily survey.

Website: 365.bcpss.org/leadership

Your responses are important for feedback not only about today, but also for future

planning!

References

Barr, R., & Parrett, W.H. (2007). The kids left behind. Bloomington, IN: Solution Tree.Delpit, L. (1995). Other People’s Children: Cultural Conflict in the ClassroomLearning 24/7 Observation Study (2005). What’s happening in schools? Or not?Marzano, R. (2007). The art & science of teaching. Alexandria, VA: ASCD.Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria,

VA: ASCD.Perry, T., Steele, C. & Hilliard III, A. (2003). Young Gifted and Black: Promoting High

Achievement Among African-American Students Reeves, D.B. (2003). 90/90/90 schools. Retrieved from www.LeadandLearn.com Reeves, D.B. (2006). Ten things high schools can do right now to improve student

achievement. www.LeadandLearn.com Reeves, D.B. (2010). Data Teams, 3rd Edition. www.LeadandLearn.com Reeves, D.B. (2010). Decision Making for Results: Data-Driven Decision Making 2nd

Edition. www.LeadandLearn.com Singleton, G. & Linton, C. (2006). Courageous Conversations About Race: A Field Guide

for Achieving Equity in SchoolsZemelman, S., Daniels, H., & Hyde, A. (2005). Best practice. Portsmouth, NH:

Heinemann.

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EXTRA K8 QUESTIONS

Appendix

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Question 1 Part A

What is the meaning of the word breach as it is used in paragraph 4? c. Break through

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Type of Question: Evidence Based Selected Response Cluster: Craft and StructureStandard: RI 5.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Question 1 Part B

Which sentence from the passage best supports the answer from Part A? b. He punches his head and upper body above the water and looks around.

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Type of Question: Evidence Based Selected Response Cluster: Key Ideas and DetailsStandard: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


Question 2 Part A

What is the purpose of “beach rubbing” as described in paragraph 5? a. It is an enjoyable way to clean the skin of the whale.

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Type of Question: Evidence Based Selected Response Cluster: Key Ideas and DetailsStandard: RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Question 2 Part B

Which detail from the article helps support the answer to Part A? d. Scientists think this feels good to orcas and may help keep their skin clean.

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Question 3 Part A

What is the author’s main purpose in the article “Swimming in the Pod”? b. To discuss how whales live and play together.

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Type of Question: Evidence Based Selected Response Cluster: Key Ideas and DetailsStandard: RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Question 3 Part B

Which sentence from “Swimming in the Pod” best supports the answer in Part A? b. When orcas are not searching for food they like to “talk” and socialize – even play.

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Question 4 Part A

What is the main idea of paragraph 1? b. The “who, what, where, when, and why” of the blue whale.

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Type of Question: Evidence Based Selected Response Cluster: Key Ideas and DetailsStandard: RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Question 4 Part B

Which detail from the passage best supports the answer for Part A? a. Blue whales are the largest of all animals to ever live on earth.

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

Documents

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