Investigator Phase - DLL 8
Learners at DLL 8 interpret multi-feature graphs, recognize anomalies, and justify interpretations using both numeric and narrative reasoning. They learn that accuracy without empathy risks distortion, and empathy without accuracy risks confusion. Balance between the two defines true investigation.
Standards version 1.0 · Released 1/1/2025
Standards
DLL 8 Standards (10)
| Strand | Code | Standard Statement | Observable Evidence | DOK | Global Links |
|---|---|---|---|---|---|
Foundations F | INV.F.8.1 | Learner identifies composite visuals (dual-axis, stacked-line, or multi-panel) and states what each feature represents. | Points to elements and names variable pairs, units, and panels correctly. | 3 | CCSS · 8.SP ISTE · 1a |
Foundations F | INV.F.8.2 | Learner distinguishes between correlation and coincidence. | Explains that "two things can rise together but not cause each other." | 4 | NGSS · SEP Analyzing Data OECD_LC2030 · (Critical Thinking) |
Reading & Interpreting R | INV.R.8.1 | Learner interprets dual-line or paired-bar charts to compare related variables over time. | Describes aligned or diverging trends accurately. | 3-4 | CCSS · 8.SP.B ISTE · 3a |
Reading & Interpreting R | INV.R.8.2 | Learner analyzes clusters and outliers to explain variation. | Identifies points that deviate and suggests possible reasons. | 4 | C3 · D3 (Evidence Analysis) NGSS · SEP Using Mathematics |
Creating & Communicating C | INV.C.8.1 | Learner designs a multi-series visual (e.g., dual-line) that maintains consistent scales and legends. | Creates chart where both datasets share proportional axes. | 4 | ISTE · 6a UNESCO_MIL · (Visual Integrity) |
Creating & Communicating C | INV.C.8.2 | Learner includes contextual notes or captions explaining trends. | Adds annotation "Data reflect survey of 100 students, 2025." | 4 | ISTE · 6b UNESCO_MIL · (Context Disclosure) |
Critical & Ethical CR | INV.CR.8.1 | Learner critiques external reports for incomplete data context or misleading framing. | Points out missing denominators or selective time ranges. | 4 | ISTE · 2a UNESCO_MIL · Integrity 2.1 |
Critical & Ethical CR | INV.CR.8.2 | Learner articulates how misrepresentation affects public perception or group equity. | Explains "Leaving out smaller schools makes them look unimportant." | 4 | CASEL · Ethical Decision OECD_LC2030 · (Equity & Representation) |
Leadership & Application L | INV.L.8.1 | Learner facilitates peer review of multi-variable displays for clarity and fairness. | Leads checklist discussion correcting mislabeled scales. | 4 | C3 · D2 (Civic Evaluation) CASEL · Collaboration |
Leadership & Application L | INV.L.8.2 | Learner communicates findings with transparency about data limits and uncertainties. | States "These results apply to our sample, not the whole city." | 4 | ISTE · 7a (Open Communication) UNESCO_SDG · 4.7 |
INV.F.8.1
Foundations · F
Learner identifies composite visuals (dual-axis, stacked-line, or multi-panel) and states what each feature represents.
Evidence
Points to elements and names variable pairs, units, and panels correctly.
Global Links
INV.F.8.2
Foundations · F
Learner distinguishes between correlation and coincidence.
Evidence
Explains that "two things can rise together but not cause each other."
Global Links
INV.R.8.1
Reading & Interpreting · R
Learner interprets dual-line or paired-bar charts to compare related variables over time.
Evidence
Describes aligned or diverging trends accurately.
Global Links
INV.R.8.2
Reading & Interpreting · R
Learner analyzes clusters and outliers to explain variation.
Evidence
Identifies points that deviate and suggests possible reasons.
Global Links
INV.C.8.1
Creating & Communicating · C
Learner designs a multi-series visual (e.g., dual-line) that maintains consistent scales and legends.
Evidence
Creates chart where both datasets share proportional axes.
Global Links
INV.C.8.2
Creating & Communicating · C
Learner includes contextual notes or captions explaining trends.
Evidence
Adds annotation "Data reflect survey of 100 students, 2025."
Global Links
INV.CR.8.1
Critical & Ethical · CR
Learner critiques external reports for incomplete data context or misleading framing.
Evidence
Points out missing denominators or selective time ranges.
Global Links
INV.CR.8.2
Critical & Ethical · CR
Learner articulates how misrepresentation affects public perception or group equity.
Evidence
Explains "Leaving out smaller schools makes them look unimportant."
Global Links
INV.L.8.1
Leadership & Application · L
Learner facilitates peer review of multi-variable displays for clarity and fairness.
Evidence
Leads checklist discussion correcting mislabeled scales.
Global Links
INV.L.8.2
Leadership & Application · L
Learner communicates findings with transparency about data limits and uncertainties.
Evidence
States "These results apply to our sample, not the whole city."
Global Links
Level Summary
At DLL 8, learners act as ethical interpreters. They recognize complexity, test patterns, and qualify conclusions responsibly—practicing the humility that accompanies evidence. Here, integrity becomes accountability: every explanation carries the duty to represent truth in proportion and in kindness.