The document summarizes data utilization meetings held at William Hall Academy to analyze student performance data from quarter 1 benchmark assessments. Teachers met in groups for their grade levels (K-2, 3-5, 6-8) to identify student performance levels, evaluate answers on specific test items, and develop plans to address weaknesses in quarter 2 instruction. The meetings followed a structured process where teachers analyzed data, aligned questioning to text-based prompts, and created question stems modeled on the quarter 1 benchmark assessments. The goal was to use data to guide instruction and ensure it prepared students for the level of thinking required on assessments.

1. Quarter 1
Reading English Language Arts
Data Utilization Report
Designed and Written by
Cassandra Bailey, Instructional Lead Teacher/Professional
Development Lead Teacher
cassandra.daniel@pgcps.org
William Hall Academy
5200 Marlboro Pike
Capitol Heights, MD

2. K-2 Data Utilization Summary
Tuesday, November 18, 2014
8:15-11:15 a.m.
To help all students achieve, teachers need to
systematically and routinely use data to guide instructional
decisions and meet students’ learning needs. Data use is an
ongoing cycle of collecting multiple data sources,
interpreting data to formulate hypotheses about strategies
to raise student achievement and implementing
instructional changes to test hypotheses. Collaboration
among teachers in each step of the data-based inquiry
process can maximize the benefits of data use by helping
teachers share effective practices, adopt collective
expectations for students’ performance, gain a deeper
understanding of students’ needs, and develop effective
strategies to better serve students.
During the Quarter 1 Primary Elementary Data
Utilization, participants met during a 3 hour
facilitated session to achieve the following
outcomes:
• Make data part of the ongoing cycle of
instructional improvement;
• Identify strategies to teach students to examine
their own data and set learning goals;
• Establish a clear vision for schoolwide data use;
• Provide supports that foster a data- driven
culture within the school;
• Develop and maintain a data system utilizing
the principles outlined in “DataWise.
• Set clear expectations for lesson planning and
Collaborative Planning rituals and routines. The result of the 180 minute session achieved the
following outcomes:
• Teachers identified student performance groups
according to ‘advanced’, ‘proficient’, ‘basic’, and
‘intensive’ student proficiency with CCSS and skills.
• Teachers evaluated student answer choices and
written responses to determine the 3 lowest
performance standards and developed an action
plan to tailor Quarter 2 instruction to meet student
needs.
• Teachers engaged in a Book Study of Chapter 2 in
“DataWise” and completed an assessment survey.
• Teachers reviewed the, ‘Common Core Collaborative
Planning Toolkit’ essential processes for lesson
design to clarify the stages of lesson design including
pre-work; lesson design; follow-up; successes,
challenges, and lessons learned; professional
development; and related resources.

3. Intermediate Data Utilization Summary
Wednesday, November 19, 2014
12:15-2:15 p.m.
To help all students achieve, teachers need to
systematically and routinely use data to guide
instructional decisions and meet students’ learning
needs. Data use is an ongoing cycle of collecting multiple
data sources, interpreting data to formulate hypotheses
about strategies to raise student achievement and
implementing instructional changes to test hypotheses.
Collaboration among teachers in each step of the data-
based inquiry process can maximize the benefits of data
use by helping teachers share effective practices, adopt
collective expectations for students’ performance, gain a
deeper understanding of students’ needs, and develop
effective strategies to better serve students.
During the Quarter 1 Intermediate Elementary Data
Utilization, participants met during a 3 hour facilitated
session to achieve the following outcomes:
• Make data part of the ongoing cycle of instructional
improvement;
• Identify strategies to teach students to examine their
own data and set learning goals;
• Establish a clear vision for schoolwide data use;
• Provide supports that foster a data- driven culture
within the school;
• Develop and maintain a data system utilizing the
principles outlined in “DataWise.
• Set clear expectations for lesson planning and
Collaborative Planning rituals and routines.
• Create a “Data Portfolio” and monitor student
performance using student data cards (located in the
Testing Office)
The result of the 180 minute session achieved the
following outcomes:
• Teachers identified student performance groups
according to ‘advanced’, ‘proficient’, ‘basic’, and
‘intensive’ student proficiency with CCSS and skills.
• Teachers evaluated student answer choices and
written responses to determine the 3 lowest
performance standards and developed an action
plan to tailor Quarter 2 instruction to meet student
needs.
• Teachers engaged in a Book Study of Chapter 2 in
“DataWise” and completed an assessment survey.
• Teachers reviewed the, ‘Common Core Collaborative
Planning Toolkit’ essential processes for lesson
design to clarify the stages of lesson design including
pre-work; lesson design; follow-up; successes,
challenges, and lessons learned; professional
development; and related resources.

4. Intermediate Data Utilization Summary
Monday, November 18, 2014
8:15-11:15 a.m.
To help all students achieve, teachers need to systematically
and routinely use data to guide instructional decisions and
meet students’ learning needs. Data use is an ongoing cycle
of collecting multiple data sources, interpreting data to
formulate hypotheses about strategies to raise student
achievement and implementing instructional changes to test
hypotheses. Collaboration among teachers in each step of
the data-based inquiry process can maximize the benefits of
data use by helping teachers share effective practices, adopt
collective expectations for students’ performance, gain a
deeper understanding of students’ needs, and develop
effective strategies to better serve students.
During the Quarter 1 Middle School Data Utilization,
participants met during a 3 hour facilitated session to
achieve the following outcomes:
• Make data part of the ongoing cycle of instructional
improvement;
• Identify strategies to teach students to examine their
own data and set learning goals;
• Establish a clear vision for schoolwide data use;
• Provide supports that foster a data- driven culture
within the school;
• Develop and maintain a data system utilizing the
principles outlined in “DataWise.
• Set clear expectations for lesson planning and
Collaborative Planning rituals and routines.
• Create a “Data Portfolio” and monitor student
performance using student data cards (located in the
Testing Office)
• Teachers identified student performance groups according to ‘advanced’, ‘proficient’, ‘basic’, and
‘intensive’ student proficiency with CCSS and skills.
• Teachers evaluated student answer choices and written responses to determine the 3 lowest performance
standards and developed an action plan to tailor Quarter 2 instruction to meet student needs.
• Teachers engaged in a Book Study of Chapter 2 in “DataWise” and completed an assessment survey.
• Teachers reviewed the, ‘Common Core Collaborative Planning Toolkit’ essential processes for lesson design
to clarify the stages of lesson design including pre-work; lesson design; follow-up; successes, challenges,
and lessons learned; professional development; and related resources.
The result of the 180 minute session achieved the following outcomes:

5. Part 1:
Data Analysis
(Analyzing Student Performance)
William Hall Academy
5200 Marlboro Pike
Capitol Heights, MD
The structure of the Data Utilization Meeting following a four part
session sequence. In part 1 of the session, teachers analyzed data by
evaluating various data reports tailored to deconstructing various
components of student, class, and item response reports. Teachers
utilized these reports to complete a ‘Data Analysis’ document which
provided a sequence of questions, instructional goals and outcomes, and
reflection tasks designed to be implemented during Quarter 2 instruction
to provide measurable achievement gains for all students.

6. Teacher Data Utilization Portfolios
Each teacher
prepared a Class
List Report Data
Folder for the End
of Quarter 1
Benchmark
(MUST).
The contents in the left side pocket
included a guide to “Printing Exam Labels”
(labels show how each student performed
on a recent assessment). Labels show the
student’s name, the test score in raw
numbers and percentages, and a list of
the questions missed, and a list of the
standards. The pocket also included an
“Edusoft Reports Step-by-Step Guide”
detailing the processes on how to create a
performance band, item analysis, item
response, class list, report builder, and
intervention group report.
A Class List report
for RELA End of
Quarter 1
Benchmark
“Overall Student
Performance”
printout on back
side of cover page
in pocket sleeve.

7. Class list report teachers
used to analyze data
trends.
Teachers used an Item Response report
review student’s performance on a specific
test item. The report displays the response
the student gave and highlights the most
frequently chosen incorrect response.
Teachers used this report to find the standards
students find most challenge and designed re-
teaching strategies to address students’ strengths
and weaknesses.
Teachers used the Edusoft
Intervention Group function to
view students in a certain
category.

8. Teachers Used This Template During Data Utilization

12. Part 2:
Aligning our
Questioning to
Rigorous, Text-based
Prompts
William Hall Academy
5200 Marlboro Pike
Capitol Heights, MD
Bloom’s Taxonomy is a big piece of the Common Core State Standards and is used to define
the requirement of student proficiency within a standard. The second session of Data
Utilization provided an opportunity for teachers to evaluate the cognitive rigor of End of
Quarter 1 Benchmark MUST assessment items in order to ensure that daily classroom
instruction is aligned to the Common Core. This practice will ensure our students are
equipped to meet the demands of comprehending and writing about complex texts. Teachers
created the following question stems which model the precision of language stems in the
QBT. Teachers will utilize question stems for review as part of a Corrective Action plan to
address commonly missed assessment items. The results of this session will ensure that
students are familiar with assessment vocabulary and style and that teachers instruction
mirrors assessment prompts.

13. Third Grade Quarter 1 QBT Question Stems
 Reread these sentences. How does ____________
(character) feel at this point in the passage? (a brief
passage from the text) (select a vocabulary word)
 Which word from the sentence best supports the answer
to Part A (the vocab word students selected)
 What motivated ____________ (character) to do
____________ (action)
 Which detail from the passage best supports the answer
to Part A?
 What caused ______________ (character) to
_______________ (action)
 Which detail supports the answer to Part A?
 What does ________ mean as used in this sentence?
 Which detail from the passage helps you understand the
meaning of _________ (vocab word)
 How are ___________ (character) and
__________________ (character) different?
 Which detail from the passage best supports the answer
to Part A?
 Based on the story, how does _____________
(character) feel about _____________ (character’s)
_____________ item
 Which statement from the story best shows
_____________ character’s feelings about ________
(character’s ) habit?

14. Fourth Grade QBT Quarter 1 Question Stems
 How does ________ feel about __________________
(event) ?
 Which detail from the passage supports the answer to
Part A?
 Why do you think _________ (character) did
____________ (action)
 Which detail from the passage best supports the answer
in Part A?
 Locate the word __________ (vocab word) in the first
paragraph of the passage. __________ (vocab) is a
multiple meaning word.
 Which detail from the text helps you understand the
meaning of the _________.
 In the passage, the author states, _______________ (text
example). What is the meaning of the word ____ in those
lines?
 Which detail from the passage helps you understand the
meaning of _____ (vocab)
 What is the narrator’s reaction to ____________ (event)?
 Which detail from the detail from the selection best
supports the answer to Part A?
 What was the effect of __________ (event) with the
narrator on _________ (event)?
 Which detail from the text best supports this answer?
 Based on the description of the setting at the end of the
story, what conclusion can you draw?

15. Fifth Grade Quarter 1 Question Stems
 What is one main idea from the text?
 Which sentence from the selection best supports your answer to Part A?
 Why did __________ (character) ask people to __________ (action)?
 Which sentence from the selection supports your answer to Part A?
 The article includes these details about ____________ (character’s life):
(lists several bullet point details from the text)
 What do these details help you infer about _______(character’s) legacy?
 Which additional detail from the selection also supports this inference?
 Which meaning of the homograph “bound” is used in the following
sentences?
 Which phrase from the passage helps you understand the meaning of the
word _____?
 Based on the context clues, what does the word _____ (vocab) mean in the
following lines?
 Which context clue from the paragraph helps you understanding the
meaning of _________ (vocab)
 This sentence from the selection contains a metaphor. What does the
metaphor mean?
 Which fact about the selection helped you answer Part A?
 What is the significance of the interaction between __________(character)
and ________ (character)?
 Which phrase from the story best supports you answer to Part A?
 Which statement best compares and contrasts __________(character) and
___________ (character)
 ______________(character) is described as (vocab term). Which word from
the story is the best synonym for the word _____ (vocab)
 Which meaning of the word _____ (vocab) is used in the last paragraph of
the story?
 Which word from the paragraph provides a clue to the meaning of the
word (vocab)
 Which context clue found in the selection helped you figure out the
meaning?

16. Sixth Grade Quarter 1 Question Stems
 Which description of _________ (noun) is a simile?
 In line ____ (number), the speaker uses a simile to compare the _______ (noun)
to_______ ?
 What does the word ___________ (vocab word) mean in line ___ of the poem?
 Reread lines __ - __ from the poem. The word that best describes the tone is_____.
 Which of the phrases from the poem best helps you understand the tone of the
lines above?
 What idea does the speaker emphasize by repeating the phrase __________?
 Reread lines __-__ from the poem. What are the ______ being compared to?
 Reread lines __ -__ from the poem. What is the purpose of these lines?
 What other line in the poem also serves this same purpose from Part A?
 Reread lines __ - ___ from the poem. The metaphor in these lines compares the
______ (event) to _______ (noun)
 How do the ____(noun) and the ______ (noun) feel about the _________ (event)?
 Which line from the poem best supports the answer in Part A?
 How does the speaker of the poem feel about _____ (event)?
 Reread the line from the poem below. What the word ____ (vocabulary) mean?
 Reread lines __ - ___ from the poem. The details in line ___ suggest that the “ladder
of muscle” is _______ (description).
 Which detail is least helpful in understanding the setting of this poem?
 Reread lines __ - __ of the poem below. Which word best describes the author’s
tone?
 The two poems suggest that ______ (noun) can...
 In both poems, the description of _____ (noun)
 Which sentence best states an important theme in BOTH poems?
 Which statement best describes a central idea of the text?
 Which statement best helps to develop the central idea?
 Reread the sentence from the text. What does the word ___________ (vocabulary
word) mean as it is used in the sentence?
 Reread the sentence from the text. What does the word _______ (vocabulary word)
mean as it is used in the sentence?
 What does the word _____ mean as it is used in paragraph ___ of “Title of Passage”

17. Seventh Grade Quarter 1 Question Stems
 Based on the poem, ________ (insert title), how does the speaker feel
about ______ (noun/event)?
 Which detail is most helpful in understanding the setting of this poem?
 Which line from the poem best shows the speaker’s feelings for _____
(noun/event)?
 Which one of the following images is an example of simile?
 The poet uses the example of simile above to _____?
 What does the author mean by saying, “________” (passage from poem) in
lines ___ - ___?
 Reread lines __ - __ in the poem. The tone of these lines is one of-
 How do the structure and shape of the first stanza contribute to the effect of
___________ (description from poem)
 The _____ (noun) in line ___ represents _____
 Reread lines ___ to ___ in the poem. What mood is best created in these
lines?
 Which statement best describes the effect of the rhyme scheme in this
poem?
 Reread lines __ - __ from the poem. The poet probably repeats the words
___ and ___ in these lines to _________ (reason)
 Which detail is least helpful in understanding the setting of this poem?
 Reread lines ___ to ____ from the poem. These lines mostly suggest
that_______ (statement).
 Which line helps to develop the tone?
 Which sentence best states an important theme in BOTH poems?
 Read the sentence from below. What does the word ______ (term) mean?
 What phrase from the text best shows the meaning of the word ______
(term)?
 What is the meaning of _____ (term) as it is used in paragraph ___.
 Which phrase from the paragraph best helps the reader to understand the
meaning of ________.
 Which statement best describes a central idea of paragraph ____?
 Which statement from the text best supports the answer in Part A?
 Which quote from the text best shows ___________ (character’s name)
immediate reaction to the ____________ (event)?
 What is the main reason that ________ (character’s name) includes the
_________ (specific event reference)

18. Eighth Grade Quarter 1 Question Stems
 In the first stanza, the speaker personifies the ________ (noun) as ________.
 The setting of the last stanza contributes to the central idea of_________?
 Which is the best paraphrase of lines ____ to _____?
 What does the word ______ (term) mean as it is used in the poem?
 Which of the phrases from the poem best helps the reader understand the meaning of
_______ (term)?
 In lines ____ to _____ the speakers uses an extended metaphor to compare the _____ (noun)
to _______.
 In lines ____ to ____, the (noun description) is a metaphor for the ______ (noun description).
 What does the word _____ (term) mean as it is used in the text?
 Which of the phrases from the text best helps the reader understand the meaning of the word
_____ (term)?
 Which words best describe the tone of stanza ___?
 The speaker gives the ____ (noun) human qualities in order to-
 What analogy is the poet drawing between the ______(noun) and the ____ (noun)
 In lines ___ to ____, the speaker compares the sound of the ______ (noun) to the ________.
 The tone of this poem is –
 The lines/s below that provide(s) evidence of the tone of the poem is:
 In lines ____ to ____ , the speaker uses the phrase “_____________” to emphasize...
 Reread lines ____ to ____. What is the best paraphrase of these lines?
 Reread lines ___ to ____ from the poem. The setting of these lines makes the reader feel---
Which detail is least helpful in understanding the setting of this poem?
 To give their description of _______ (specific description reference from text) a ______
(descriptor) quality, both poets use...
 Which sentence best states an important theme in BOTH poems.
 Which statement best describes a central idea of the text?
 Which statement best helps to develop the central idea?
 What does the word _______ (term) mean as it is used in the sentence?
 What phrase from the text best helps clarify the meaning of ________ (term)?
 How does the chart build on the information provided in the passage.
 How does the photograph of the ______ (object) help readers understand information
presented in the article?
 According to the article,__________________ (cause-effect relationship). Which best
illustrates this idea?
 Reread the definitions in the chart. Which (noun) mentioned in the article has (specific
description)?
 What was the author’s main purpose in using the sub-heading, “ ______” (subheading)

19. Part 3:
Planning for Effective
Use of Collaborative
Planning
William Hall Academy
5200 Marlboro Pike
Capitol Heights, MD
The third session of Data Utilization provided an opportunity for teachers and
specialists to incorporate the instructional insights garnered from sessions one
and two to determine instructional implications. At William Hall Academy,
Collaborative Planning involves a grade level team and instructional facilitator
working and learning together as they plan curriculum, units, or lessons including
classroom-based assessments by analyzing standards and creating “Essential
Questions”. The Instructional Lead Teacher, Cassandra Bailey, facilitates
Collaborative Planning. The following documents represent the modifications in
the use of Collaborative Planning time and identifies the lesson planning template
teachers will use during the session. Mrs. Bailey has also designed a
comprehension lesson planning room (G107) and online website Edmodo group
to which provides thorough resources to assist teacher’s build lesson planning
capacity.

21. Middle School
Lesson Plan
Template

22. Middle School
Lesson Plan
Template

24. Part 4:
Data Utilization
Feedback/ Next Steps
(Questions and Answers)
William Hall Academy
5200 Marlboro Pike
Capitol Heights, MD
In the final session of Data Utilization, the Instructional Lead
Teacher team meets with the Administrative team to provide
feedback and outline the next steps for the upcoming quarter. The
following questions were provided to Mrs. Bailey and are
documented through this report as well as in the responses
provided.

25. Teacher Leadership
Team (Cassandra Bailey,
ILT/PDLT) responds to
Administrator Debriefing
Questions about Quarter
1 Data Utilization

26. What went well?
 Teachers were prepared with all materials necessary for engaging in analysis of
student work (data folders, access to Edusoft passwords).
 Teachers participated in several assessments on Data Wise.
 Teachers asked probing questions and displayed ownership of student data.
What needs to be improved?
 Teachers need documentation that indicates instruction is standards-aligned,
differentiated, and requires students to use text-based evidence and Accountable Talk.
 Adherence to workshop model.
 Evidence that students are responsible to monitoring their data and progress
(Intermediate Elementary and Middle School).
 More Time! Let’s aim for a one whole day of Data Utilization for Quarter 2.
What specific support do you all need from administration?
 Ensuring that the sole outcome and expectation is that Collaborative Planning time is
for general and special education teachers to plan instruction and leave with a
document they will utilize during class.
 Regular access to office supplies (clips, sticky notes, pens, notebook paper, chart
paper)
 Working Interwrite Board in Mrs. Bailey’s room.
What are our instructional next steps?
 Provide administrative team with detailed agenda for the process and expectations for
Collaborative Planning.
 Routinely implement the agenda and Collaborative Planning process and expectations
throughout the duration of Quarter 2.
 Maintain accountability for daily lesson planning.
Summary Report