DDI Session II: Analyzing and Tracking Data

ELA 3‐8

May 2014

Presenter: David Abel, Fellow for Curriculum and Assessment/ELA

1 irections 308017P D Read this article. Then answer questions XX through XX. Brain : Amazing and Ravens

by Terry Krautwurst

No matter where you live, they’re your neighbors. You might want to watch them—carefully.

Let me introduce you to the Corvid family. Like all families, they have their faults. But I think you’ll like them 5 anyway, once you get to know them. They’re sociable—if a bit loud, especially at gatherings. They’re smart and perceptive—though some might say cunning and deceptive. And they’re 10 exceedingly resourceful—come to think of it, you might keep a close eye on your possessions. They’ve been known to steal—food, trinkets, baby . Don’t worry. I’m speaking not of any human family, but of the family , 15 and particularly the crows and ravens in the clan . Like most members of that genus—which in North America also includes , nutcrackers and jays—crows and ravens are sturdy, stout-beaked, long-legged birds with powerful wings. They also have something of an attitude, which can vary from aloof to in-your-face. You can forgive them for their superior airs1 though, when you consider their 20 resumes. Crows and ravens are the stuff of legend; for centuries, they have been revered and reviled, fawned over and feared by humans. Shakespeare wrote them into his plays, Thoreau into his musings2, Poe into his horror tales. Shrines have been built to them; songs sung; chants chanted. Oh—and one more thing: Crows and ravens are the eggheads of the bird world and thus the darlings of avian science. With the arguable exception of 25 parrots, they’re the smartest winged species on the planet. They’ve even outperformed monkeys in some psychological tests. Truth be told, they’ve outsmarted many a human, too.

1superior airs: showing an attitude of self-importance or overconfidence 2musings: thoughts

17 2 THEY’RE EVERYWHERE Some 40-plus species of crows and ravens inhabit the skies worldwide over virtually every terrain, from desert to tropics to tundra. In the contiguous United States, the 30 American (Corvus brachyrhynchos) is easily the most common. Three other crows claim American territory: The slightly smaller (C. ossifragus) ranges along the East Coast and through the Gulf States east of Texas; the (C. caurinus) occupies the Pacific Seacoast from upper British Columbia to the northwestern tip of Washington; and the Mexican or (C. imparatus) calls southernmost 35 Texas its home. Geographically, the crow’s larger cousin, the common raven (C. corax), is more broadly distributed. Its overall range encompasses almost all of Canada and Alaska; most of the western United States; and New England and the Appalachian mountains. In reality, though, the common raven is less common across its range as a whole, except in higher 40 elevations. Like hawks and eagles, ravens prefer high places from which to search for food. Although crows and ravens apparently have no trouble telling one another apart, humans have a harder time discerning the distinctions. Size 45 would seem to matter, since an average raven is far larger (2 to 4 pounds, with a wingspan up to 4 feet) than a correspondingly average crow (1 to 1½ pounds, with a wingspan up to 3 feet). 50 But if you judge strictly by size, you can easily mistake a small raven for a large crow or vice versa. A raven steals a ski cap. Finally, listen to the bird’s calls. The crow’s trademark caw caw doesn’t remotely resemble the raven’s characteristic utterance, a deep guttural crrroak or naaaaahk. SPEAKING OF INTELLIGENCE 55 That crows and ravens are classified as songbirds may come as a surprise, but it is the presence of a voice box, or syrinx, rather than talent for melody that qualifies them. They use their vocal equipment to communicate with a large vocabulary of expressive calls for courting, gathering, warning and more. Ornithologists3 have identified as many as 24 crow calls and up to 64 distinct raven vocalizations. 60 But it’s brainpower, not bravado vocals, that really sets crows and ravens apart from other animals. They have the largest cerebral hemispheres, relative to body size, of any birds—the raven’s brain is the same size in relation to its body as a chimpanzee’s. More

3Ornithologists: scientists who study birds

18 3 significantly, crows and ravens apply their brainpower; they learn quickly, solve problems and store knowledge in long-term memories. 65 Furthermore, crows and ravens understand cause and effect. In the South Pacific, New Caledonian crows sculpt twigs into hooked probes that they use to pry out otherwise inaccessible grubs—they make their own “crowbars.” The same crows nip the edges of rigid leaves to create sawlike teeth, then shove barbed tools beneath leaf litter to spear prey. They also carry their tools with them on foraging4 expeditions, and store them for 70 later use. Stories abound of crows or ravens dropping nuts or clam shells onto highways and other hard surfaces to break them open. In Japan, crows are 75 reported to have taken the strategy a step further by placing nuts in front of the tires of cars stopped at red lights. Scientific research confirms much of the anecdotal5 evidence. In one study 80 of captive birds, scientist Bernd Heinrich dangled bits of meat from the end of a 2-foot-long string tied to a perch. He then watched his test subjects—first a pair of American crows, and later five common ravens—attempt to bring home the bacon (in this case, it was actually salami). The crows tried flying at the food, then tugged at the 85 string a few times, but gave up within 15 minutes. Time to study the situation didn’t help; after 30 days, they still hadn’t solved the problem. The ravens spent a few hours glancing at the puzzle, as if weighing the possibilities. Then one bird flew to the perch, hoisted a length of string up with its beak, stepped on the loop, pulled up another length, stepped on that loop, and so on until it had reeled in the food. Ultimately, three more ravens also 90 solved the problem. Two improved on the technique by simply grabbing the string and side-stepping along the perch. None of this would surprise ice fishermen in Finland, where hooded crows use the same pull-step-pull-step method to haul in fish on abandoned baited lines.

4foraging: wandering around to search for food 5anecdotal: something that is based on a personal account of an incident

19 4 123080024 Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

MEASURES CCLS: RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

HOW THIS QUESTION MEASURES RI.8.1: This question measures RI.8.1 by asking students to locate and cite evidence from the text that most strongly supports analysis about how crows and ravens use their intelligence to help find, capture, and eat food.

CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT: This question asks the student to locate and organize specific and relevant details in a text to elaborate on how crows and ravens find, capture, and eat food. Students can cite specific details about how crows and ravens use their intelligence to find, capture, and eat food. There are several examples in the text that discuss the intelligence of crows and ravens. An essay that receives full credit will use any of these relevant details to support an explanation of the birds’ intelligence. Details that may be chosen to show that crows and ravens use their intelligence to find, capture, and eat food include:

•• New Caledonian crows use twigs to create “crowbars” that help them pull out grubs. These birds also create leaves with saw-like edges that can be used to spear prey.

•• Crows drop nuts and clam shells in front of cars to break the nuts open; some birds have even learned to place nuts in front of the tires of cars parked at stop lights.

20 5 •• In one study, captive ravens figured out how to reel in a string of dangling meat in a way similar to crows observed in Finland that used a pull-step-pull-step method to haul up fish dangling on lines dropped in holes in the ice.

There is no single “correct” response, but rather responses that are defensible based on the Short-Response (2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance, accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner. Student responses should include relevant inferences and conclusions. Responses should be in complete sentences where errors, if present, do not impact readability.

SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:

21 6 5

New English Language Arts Rubrics

The 2013 Grade 8 Common Core English Language Arts Test will be scored using new rubrics. Both the English Language Arts 2-Point and 4-Point Rubrics have changed to reflect the new demands called for by the CCLS.

Short-Response (2-Point) Holistic Rubric Short-response questions will ask students to make a claim, take a position, or draw a conclusion, and then support it with details. This structure forms the foundation of the CCLS. As such, the 2- point Rubric focuses on both the inference and evidence a student provides. This structure allows students to have wide latitude in responding to each prompt so long as their response is supported by the text.

Additionally, the expectation for all short responses will be complete, coherent sentences. By weaving these elements together, the questions, responses, and scores remain firmly focused on student reading ability.

2-Point Rubric—Short-Response Score Response Features 2 Point The features of a 2-point response are  Valid inferences and/or claims from the text where required by the prompt  Evidence of analysis of the text where required by the prompt  Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt  Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt  Complete sentences where errors do not impact readability 1 Point The features of a 1-point response are  A mostly literal recounting of events or details from the text as required by the prompt  Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt  Incomplete sentences or bullets 0 Point The features of a 0-point response are  A response that does not address any of the requirements of the prompt or is totally inaccurate  No response (blank answer)  A response that is not written in English  A response that is unintelligible or indecipherable  If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1.

Grade 8 Common Core English Language Arts Test Guide 12 7 Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 2 (out of 2 points) This response demonstrates evidence of analysis of the text where required by the prompt to explain how both crows and ravens use their intelligence to find, capture, and eat food (They would sometimes drop nuts or clamshells on hard surfaces to break them open). The response provides a sufficient number of concrete details from the text for support as required by the prompt (There were also rumors that in Japan, crows would drop nuts in front of tires and crows also make weapons from twigs). The response includes complete sentences where errors do not impact readability.

23 8 Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 1 (out of 2 points) This response provides a mostly literal recounting of details from the text to explain how crows and ravens use their intelligence to find, capture, and eat food (drops nuts/shells on the highways. Puts nuts underneath stopped cars).

Guide Paper 4

Page 83

24 9 Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 1 (out of 2 points) This response provides a mostly literal recounting of details from the text to explain how crows and ravens use their intelligence to find, capture, and eat food (They drop nuts onto hard surfaces to break them open). This response contains complete sentences where errors do not impact readability.

25 10 Explain how crows and ravens use their intelligence to help them find, capture, and eat food in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to support your answer.

Score Point 0 (out of 2 points) This response does not address any of the requirements of the prompt (they know when something get put on the ground. Ravens have intelligence by seeing the mice).

26 11 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA STUDENT SCORE POINT #1] POINT #2] POINT #3] POINT #4] POINT #5] POINT #6] POINT #7] POINT #8] NAME

Student 2 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA #1 DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR]

Student 1 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA #2 DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] Student# 1 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA 3 DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR]

Student 0 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA #4 DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR] DESCRIPTOR]

DATAPOINTS: the WHAT of what you are capturing

DATA DESCRIPTORS: the HOW/HOW MUCH of what you are capturing

12

STUDENT SCORE NAME

Student 2 #1

Student 1 #2

Student# 1 3

Student 0 #4

DATAPOINTS: the WHAT of what you are capturing

DATA DESCRIPTORS: the HOW/HOW MUCH of what you are capturing

13

GRADE 5: MODULE 4: UNIT 2: LESSON 16

End of Unit 2 Assessment: Analysis of How Different Narrators Describe Similar Events

How do authors use a narrator to describe events in literature? After reading Eight Days and Dark Water Rising, write an essay that compares and contrasts Junior’s description of the earthquake in Haiti to Seth’s description of the Galveston hurricane in 1900 in order to demonstrate your understanding of how different narrators describe natural disasters through literature.

In your essay be sure to:

• Include an introduction paragraph. • Write one paragraph that compares each narrator’s description of events. • Write one paragraph that contrasts each narrator’s description of events. • Write a conclusion statement. • Use details from each story to support your ideas. • Use key words, phrases, and figurative language from the texts. • Include all elements of the Analysis Essay rubric.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS14 Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 • 9

GRADE 5: MODULE 4: UNIT 2: LESSON 16

Analysis Essay Rubric

Score Point 3 Score Point 2 Score Point 1 Score Point 0

The main topic of The main topic of The main topic of The main topic of the both stories is clearly both stories is stated both stories is stated stories is not stated in stated in the in the introduction; in the introduction the introduction, or introduction; includes details about but includes details does not include any includes key details each story and each about only one of the details about the about each story and narrator. stories or narrators. stories or narrators. each narrator; includes key words

Introduction Paragraph and phrases from the texts.

Includes a topic Includes a topic Includes a topic Does not include a sentence; describes at sentence; describes sentence; describes topic sentence, or least two ways the two ways the one way the narrators’ does not describe at narrators’ narrators’ descriptions of a least one way the descriptions of a descriptions of a natural disaster are narrators’ natural disaster are natural disaster are similar. descriptions of a similar; descriptions similar; descriptions natural disaster are are supported with are supported with similar. examples from the examples from the text; includes key text. Comparison Paragraph vocabulary, figurative language, and details from each story.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS15 Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 • 10

GRADE 5: MODULE 4: UNIT 2: LESSON 16

Analysis Essay Rubric

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Includes a topic Includes a topic Includes a topic Does not include a sentence; describes sentence; describes sentence; describes topic sentence, or at least two ways the two ways the one way the does not describe at narrators’ narrators’ narrators’ least one way the

descriptions of a descriptions of a descriptions of a narrators’ natural disaster are natural disaster are natural disaster are descriptions of a different; different; different. natural disaster are descriptions are descriptions are different. supported with supported with examples from the examples from the

Contrast Paragraph text; includes key text. vocabulary, figurative language, and details from each story.

There is a There is a There is a There is no conclusion conclusion conclusion conclusion statement that statement that statement, but it statement. clearly restates the restates the topic of does not restate the topic of both stories both stories, but it is topic of both stories. in a different way the same as or very from the similar to the

Conclusion Statement introduction introduction paragraph. paragraph.

There are almost no There are a few There are errors in There are many errors in grammar, errors in grammar, grammar, spelling, errors in grammar,

spelling, and spelling, and and punctuation, spelling, and punctuation; the punctuation, but the demonstrating punctuation, meaning is clear meaning is minimal control demonstrating little throughout the generally clear. over language. The or no control over essay. errors sometimes language. The errors Punctuation) Grammar, and distract the reader often distract the Mechanics (Spelling,Mechanics and cause reader and cause Language ConventionsLanguage and misunderstanding. misunderstanding.

Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS16 Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 • 11

PROMPT:

FOUNDATIONAL SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND OF GRAMMAR/MECHANICS

Assessment Prompt Element RESPONSE

FOUNDATIONAL UNDERSTANDING I What vocabulary of the discipline do you need to know and understand in order to answer the prompt? FOUNDATIONAL UNDERSTANDING II What conceptual understandings of the text do you need in order to answer the prompt? What are the components of the response needed to answer the question? ANSWER (Claim)

SUPPORTING EVIDENCE (textual evidence that supports claim)

REASONING (connection of evidence to claim)

SUPPORTING EVIDENCE

(textual evidence that supports claim)

REASONING

(connection of evidence to claim)

SUPPORTING EVIDENCE (textual evidence that supports claim)

REASONING

(connection of evidence to claim) 17

FOUR STEPS FOR DATA-DRIVEN ANALYSIS MEETINGS: Leading Effective Meetings

LEADER SHOULD BRING: TEACHER SHOULD BRING:

What to Bring

1 Starters

Praise 1-2 min Probing Analysis – Deep Dive On Key Standards

Opening Probe:

IF THEY DON’T ID ACTION STEP: Scaffolded Follow-up Questions:

2 Probe

2-6 min

Classroom Evidence/Data Question to refocus:

Make Explicit Action Steps – Review Six-Week Plan

3

Action Step 1 min

Schedule Follow-Up

4 Follow-up

1-3 min

18 Results Meeting Protocol Worksheet For Data Driven Instruction

Meeting Date: ______

Identify Objectives

Instructional * What worked so far? Practices

* What are instructional practices that you could be using?

Brainstorming: * What are the chief challenges? Challenges Faced

* What might be solutions to these challenges?

Adapted from Paul Bambrick‐Santoyo Facilitated by Integrated Education Services team Erie 2‐Chautauqua‐Cattaraugus BOCES

Action Plan * Identify key actions from brainstorming session above and decide what actions will be done.

* Decide what tasks needed to be ready to teach. (Who & When)

* Date for re-teaching:

Elements of * Do Nows Lesson Plan

* Decide what questions to ask the students of how to structure the activity.

* Student guides, homework, etc.

Adapted from Paul Bambrick‐Santoyo Facilitated by Integrated Education Services team Erie 2‐Chautauqua‐Cattaraugus BOCES

Defining the Target Population and Setting Goals

School Wide Focus Group

Skill

Sub-Skill(s)

Target Population

Long Term Goal:

T.Gray (IES/E2CCB)

Skill

Sub-Skill(s)

Learning Targets

Short Term Goals (should each align to a learning target)

T.Gray (IES/E2CCB)

Action Plan Template – RTI – Inquiry

Learning Target #1 – Questions the Data Raises Instructional Strategies Action Plan Place Value

Students will be able WHO? to read and write 3- digit numbers, including regrouping, with 80% accuracy by the beginning of

February.

WHEN? Learning Target #2 – Numeracy

Students will be able to add or subtract 10 or 100 when given a 3-digit number with 80% accuracy by the beginning of

Learning Target #3 – EVIDENCE TO BRING NEXT TIME

Properties of

Numbers

Students will be able to write the 4 number sentences when given three numbers that create a fact family with 80% accuracy by the beginning of February.

Integrated Education Services Erie 2‐Chautauqua‐Cattaraugus BOCES Developed by Karen Kondrick