aassa buenos aires

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MAP – Your Classroom GPS

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Featured in this sessionSession 8:30 – 10:00Introduction – The 3 P’sWho am I?How have you used MAP?Pros and Cons of MAPWhat would you like to take away from this session?Test your MAP knowledge and know-how

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Learning ObjectivesGetting to know one another

Our background knowledge on MAP

What we teach

Use everyday strategies to reinforce learning and promote total participation

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3 P’s – Pet Peeve, Pride, PlaceOn your whiteboard, write one item for each of the 3 P’s

Your greatest Pet PeeveSomething you are proud ofThe strangest place you’ve ever visited

Don’t share your answers - yet!

Group Sharing - small/whole

1. Students: stand up and silently mix around the room.

2. Teacher says, “Pair”.

3. Students: pair up with the person closest to you and give a high five. If you don’t have a partner, keep your hand

up until you do.

4. Teacher asks a question and gives “think time”.

5. Partners share using:

• RallyRobin

• Timed Pair Share

• RallyCoach

Rally Robin

J. Naccio 2007

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Who am I?Minnesotan stranded in a tropical climate

Taught grade levels ranging from three – eight

Taught in Minnesota, Venezuela, and am now headed for Saudi Arabia

I am not a trained NWEA professional

I have no dog in this fight, I am simply trying to advocate for the test and the teachers who use it

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MAP is a GPS, not a compass

Not like other standardized tests

Immediate feedback

Feedback is immediately useful

Results can be argued or they can be used

Even took me a little while to warm up to

Quote of the Day

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In regards to MAP, I see myself as...........Contium Dialogue (Line-Up)

Line up from Novice to Expert

Defend your position

After hearing answers, readjust

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One Stray MAP SurveyPros of MAP useCons of MAP use

What I want from this session

MAP has influenced my instruction by

I teach _________ and the test I use is

How do I get my students to “buy in”?

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Test your MAP knowledge here.Fan and Pick Activity

Pre-quiz to examine background knowledge

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Fan and Pick

Roles 1 fans cards and says, “Pick a card”2 picks the card and reads it3 answers the question4 plays role of coach - agrees or disagrees and offers feedback

Switch roles

Timed

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Questions?I wonder wall......

Jot your questions on a Post-It and attach it to the wonder wall

Hand signals1 = comfortable2 = somewhat comfortable3 = not sure

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HousekeepingEmail me at: map@ciplc.org- name, email, levelSign up for Google Docs using that address if you haven’t

done soLog on to NWEA and retrieve your most recent data (if you

don’t have it)

Sites used:Dropbox.com - Sign in:map@ciplc.org, pass:ciplcgeckosSites.google.com/site/mrjuddsclass - MAP Info.Slideshare - Sign in: map@ciplc.org, pass: ciplcgeckos

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Featured In The Next SessionSession time 10:30 – 12:00I. A MAP process from start to finish

A. Data Synthesis (Reading and Math focus) 1.RIT scores 2. Student Growth Levels 3. Lexile Numbers 4. Classroom Strengths and Weaknesses 5. Standard DeviationB. Goal Setting

1. Reviewing Results as a Class2. Class Goals Poster3. Progress Review

a. Sharing with Students b. Sharing with Parents

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Let’s take a breather.Next session begins at 10:30.

Make sure you get out your most recent MAP results.

Don’t forget to email and sign up for Google Docs.

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Getting Your Hands On Some DataMAP Process from Start to Finish

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Featured In This SessionSession time 10:30 – 12:00I. A MAP process from start to finish

A. Data Synthesis (Reading and Math focus) 1.RIT scores 2. Student Growth Levels 3. Lexile Range 4. Classroom Strengths and Weaknesses 5. Standard DeviationB. Goal Setting

1. Reviewing Results as a Class2. Class Goals Poster3. Progress Review

a. Sharing with Students b. Sharing with Parents

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Learning ObjectivesReading MAP data

Goal Setting

Effective classroom strategies

Total participation

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Find Someone WhoPurpose

Promote movementDiscussionAscertain background knowledgeBegin thinking about your MAP experience

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Examine the RIT Scores

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Examine the RIT Scores

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Student Goal Descriptors

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Student Goal Descriptors

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2011 Student Normative Data

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Checking Your Lexile Range

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Correlation to Reading Levels

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Where are our strengths and weaknesses?

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How does standard deviation come into play?

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Reflection – Quick Write Describe your level of comfort in reading a teacher report.

How do your own RIT scores compare to the normative data?

How does your class’ strengths and weaknesses affect your classroom instruction?

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Pair and Share (K)Timed

Pairs

One sharer, one listener

Switch roles

Ask clarifying questions

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Featured In This SessionSession time 10:30 – 12:00I. A MAP process from start to finish

B. Goal Setting1. Reviewing Results as a Class2. Class Goals Poster3. Progress Review

a. Sharing with Students b. Sharing with Parents

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Brain BreakClass Yoga

Simple Stretches

Handshakes

Brain Gym

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Setting Your Goals in the Right Direction

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Reviewing Results as a ClassThis is a fantastic way to get student buy in and it actively involves them.

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Class Goals PosterEstablish strengths and weaknesses with the whole group

Provides visual aid for learners

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NWEA Student Goal Setting Sheet

NWEA Student Goal Setting Sheet

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Where do I locate the growth calculator?

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Student Monitor of Progress

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Where do I find that report?

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Individual Student Plans

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Student Growth CalculatorCan obtain from NWEA

Great tool for determining growth and goal setting

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Where do I locate the growth calculator?

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Sharing with Parents

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Sharing With Parents

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CIPLC Teacher Goal Setting

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Teachers Leading the Charge

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Goal Setting

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Questions?

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Featured In Next SessionSession time 1:00 – 2:30Grouping Types Activity and DiscussionCurriculum Vocabulary and Descartes VocabularyDifferentiation – “The Elephant in the Room”

If there is time, if not, we will save this for tomorrow morning

Putting It All Together

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Using Data to Drive InstructionIt truly is important to think before we act!

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Featured In This SessionSession time 1:00 – 2:30

Grouping Types Activity and Discussion

Curriculum Vocabulary and Descartes Vocabulary

Differentiation – “The Elephant in the Room”

The Differentiation Challenge

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Learning ObjectiveMovement to Aid Digestion

Grouping Methods

Curriculum vs. DesCartes vs. DesCartes Vocab

Differentiation

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Inside - Outside Circle (K)Purpose

Movement

Give an example of how you currently or have previously grouped students and why you did it.

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What’s the best way to group?

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Grouping ActivityJot Thoughts - brainstorming ways to group children

Meant to be done in a group

Post-Its to help with categorizing

Strategy

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Looking at your own results

How can you use your data to arrange your students in instructional groups?Take some time to create instructional groups based on your

data

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Examine the RIT Scores

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Share your ideasDiscuss your options with your tables

Explain your favorite grouping method

Explain one variable you considered while putting students in groups

Whole group share

DesCartes Vocab, DesCartes, Curriculum -

What am I supposed to teach?

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DesCartes Vocabulary

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Quiz, Quiz, Trade (K)DesCartes Vocabulary

Pick a DesCartes word

Select one from below:

1. Write a multiple choice question2. Paraphrase the definition3. Act it out definition4. List synonyms or antonyms for your word

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Strategy

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Where do I find the Descartes Vocabulary?

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DesCartes Vocabulary/Framework

Can also be found:o Sites.google.com/site/mrjuddsclasso MAP Informationo MAP Resources

o Dropbox Account

o www.dropbox.como sign in: map@ciplc.orgo password: ciplcgeckos

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Why do we focus on vocabulary and not the whole DesCartes?

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Foridahoteachers….An alternative?

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Foridahoteachers…An alternative?

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Highlighting ActivityAimed to connect vocabulary to DesCartes

Highlight words found in DesCartes, which you already use in class or are from your curriculum (yellow)

Highlight words in DesCartes, which you DON’T use, but could (orange)

Student Self Reflection

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Classroom Vocabulary vs. DesCartes

Classroom DesCartes I Can Add

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Connecting Curriculum

• Classroom to DesCartes

• Classroom to foridahoteachers.org

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Finding Common Ground My Curriculum DesCartes Curriculum

Do you really know vs. What is in here?what is in here?

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What is in the DesCartes?

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Various DesCartes Subjects

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Then broken into strands

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Further broken into strand score

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The Mighty DesCartes

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What’s really in Descartes?

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A little better explanation

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I would encourage you to do this

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Finding Common Ground is SimilarForidahoteachers.org

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Curriculum Ladder

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Further up the ladder

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DesCartes Vocabulary/Framework

Can also be found:o Sites.google.com/site/mrjuddsclass

o Dropbox Account

o www.dropbox.como sign in: map@ciplc.orgo password: ciplcgeckos

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Questions???

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Brain BreakClass Yoga

Simple Stretches

Handshakes

Brain Gym

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Featured In This SessionSession time 1:00 – 2:30

Grouping Types Activity and Discussion

Curriculum Vocabulary and Descartes Vocabulary

Differentiation

Putting It All Together (Time Permitting)

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Differentiated InstructionBecause the differences really do matter.

Individualized differentiation made simple

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Differentiation with Math

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www.ixl.com

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Differentiation with Reading

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www.lexile.com

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How can I use differentiation with the whole class?

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Introduce, Develop and EnhanceOne Topic, 2-3 objectives/lessons

Create two or three lesson objectivesENHANCE -Identify a polygon based on the number of sides

and vertices it has

DEVELOP – Sort polygons into three groups, create a group name based on their characteristics

Introduce – Find and describe the lines which make up polygons

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Try it on your ownChoose one area of Math you’d like to improve

Select a Goal Strand

Select a RIT Range

See if you can create two to three lesson objectives

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Bloom’s Taxonomy Verbs

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DesCartes Framework MathTopic – FACTORS AND FACTORING

How can you write a focus lesson question which allows you to differentiate on 2 - 3 levels?

Introduce (highest)Develop/Maintain (middle)Enhance (lowest)

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Foridaho Framework Reading

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Create two or three lesson objectivesINTRODUCE – What is a story theme?

DEVELOP – Explain how theme is important to a story?

ENHANCE – Preview the statement and decide on the best theme to describe it.

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DesCartes Framework ReadingTopic – AUTHOR PURPOSE

How can you write a focus lesson question which differentiates on 2 - 3 levels?

Enhance (lowest)Develop/Maintain (middle)Introduce (high)

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Same Lesson – Three Levels

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Reading - Cause and Effect Lesson

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Differentiated Reading LessonINTRODUCE – Define cause and effect.

MAINTAIN - Explain the difference between cause and effect.

ENHANCE - Review the text. Identify each cause and each effect found in the text.

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Try it on your own. Choose one area of Reading you’d like to improve

Select a Goal Strand

Select a RIT Range

See if you can create two to three lesson objectives

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Questions?

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Featured In Next SessionSession Time 3:00 – 4:00Putting it all together

A. Teacher ReportB. Student GoalsC. GroupingD. Curriculum, Vocabulary, DescartesE. Differentiated Instruction(Math or Reading)

Time Permitting (Group Game)

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The MAP ChallengeTaking everything, mixing it together, and helping it fit.

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Featured In This SessionSession Time 3:00 – 4:00Putting it all together

A. Teacher ReportB. Student GoalsC. GroupingD. Curriculum, Vocabulary, DescartesE. Differentiated Instruction(Math or Reading)

Time Permitting (Group Game)

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Purpose In Putting It TogetherThe idea of this activity is to grasp all the different ways your

MAP data can be used to craft lessons, guide instruction, and drive learning.

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Learning ObjectiveUsing MAP data, create a classroom framework which takes the folowing into account:

timegroupingvocabularycontent instructionDesCartesdifferentiation

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What will you need?Access to DesCartes or foridahoteachers

MAP data

Present curriculum

Some creativity

A bottle of wine perhaps?

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Things to considerTime frame

Map data

Teaching staff

While I teach, what are the others doing?

Differentiation

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What would my plan look like?Time:

MAP Data:

Instructional Groups:

Areas to Work on:

Class Structure: Whole Group: Small Groups:

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Where should I start?

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Crafting Instructional Groups

IDAHO Slide - Introduce

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IDAHO Slide - Develop

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IDAHO Slide – Enhance/Whole Group

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Sharing Your PlanNumbered Heads Together

Mix in groups of three to four

Share your plan

Offer comments for improvement

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What’s on tap for tomorrow?

More reports!!!!!!!!!!!!

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What’s on tap for tomorrow?8:30 – 10:00

Finish putting it all together, ESL vocabulary strategies10:30 – 12:00

How should we use the data? Breaking the questions apart

1:00 – 2:30 Reviewing resources and technologyBuilding a data base of resources

3:00 – 4:00Understanding abnormal growth, Accreditation

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Day TwoYou decided to actually come back. Thanks!

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Featured In This SessionSession time 8:30 – 10:00

Finish putting it all together

ESL vocabulary strategies

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Learning ObjectivesWe want to target our ELLs

Get creative with vocabulary

Provide some learning structure

Total Participation

Context is heavily embedded (+ for ELLs)

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Kagan StructuresIn/Out CircleFan and PickFind Someone WhoRally CoachTip-Tell-RepeatOne StrayNumber Heads Together

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Cooperative LearningWhat have you done that works?

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Graphic Organizers/Mind MapsSummariesCause and EffectMain Idea/Supporting DetailsOutlinePlot MapWord AnalysisSequencing EventsTimelineT ChartCornell NotesVenn DiagramMath Word Problems

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Numbered Heads Together (K)Number off into groups of four

Answer question on plastic sleeve

Quick!

Put heads together and share ideas

Decide on best option - share with class

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Games and ActivitiesJeopardy

Anagrams

Pictionary

Draw It, Act It

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Word Wall Sample

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Word Skills

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Games and ActivitiesClue and Guess - Who Am I?Word Groups - Word WallTallies3 Word Read AloudContext CluesStudent self assessmentsFact and Fiction (K)

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Sample of Tallies

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Three Word Read Aloud

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Context Clues SampleThe author was biased toward boys in his essay. From the

evidence he presented, girls were not as good at sports.

Part of Speech Synonyms

Definition

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Games and Vocabulary ActivitiesWhat works for you?

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TPT’sAll Write - How have you used vocabulary?Highlighters - Shout out!Hand Signals - Math StrandsNotecards - Reading StrandsFact and Fiction (K)GIST - Humanities ArticleSWBST - Somebody, Wanted, But, So, Then

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GIST Article

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Somebody Wanted, But, So, Then, Finally

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Total ParticipationHow are all of your kids involved and held accountable?

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Questions?

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Featured In The Next SessionSession time 10:30 – 12:00

Useful websites

Media Resources

Technology

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Featured In The Next SessionSession time 10:30 – 12:00

What do the questions look like?

Is there any tricky language within the questions?

How are we going to use our data?

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Perhaps you are feeling like this?Time for a break!

See you at 10:30!

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If this doesn’t make sense, it will at the end.

Addressing Questions and Data

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Featured In This SessionSession time 10:30 – 3:00

What do the questions look like?

Is there tricky language within the questions?

What should we do with our data?

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Resources – The Web and 21st Century LearningNo comment.

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Brain BreakClass Yoga

Simple Stretches

Handshakes

Brain Gym

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Featured In This SessionSession time 1:00 – 2:30

Useful websites

Media Resources

Wireless Technology

Learning objective is to obtain useful websites, resources and technology in relation to MAP.

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Where can I find this?Sites.google.com/site/mrjuddsclass

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Smartboard ExchangeThis benefits users with a SmartboardMultiple lessons on a huge variety of topicsAssorted by grade level

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NWEA SparkCommunity.nwea.org

NWEA Spark is a site created to help MAP users

It uses blogs, forums, and resources

Pro – It is up to date and current

Con – Difficult to locate specifically what you are looking for (things I found were purely chance)

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NWEA – General WebsiteSpecific focus on Dynamic Reports

DesCartes

Data Reports

Pros – lots of data

Cons- lots of data (not all of it is useful) and time consuming to navigate

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Foridahoteachers.orgThey have taken DesCartes and the vocabulary and created a

format which is more user friendly

Pros – very easy to use and easily transfers to the classroom

Cons - you craft the lessons (time consuming)

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South Washington County – Royal Oakshttp://www.sowashco.k12.mn.us/ro/Pages/studentlinks

Actually our old school

Reading and Math specific MAP activities

Pros – links, all done on internet, no worksheets

Cons – not all links are equally useful

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Lexile Levelswww.lexile.com

Pros – very easy to look up book Lexile levelsCan be done by parents, students, at school, or at homeGives book lists to users, type in a level and it gives you a list

of books

Cons – limited in use

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Belle Plaine, MN SchoolsGoogle Belle Plaine, MN Schools, Mr. Fraser’s NWEA Links

Pros – links, all done on internet, no worksheets

Cons – limited categories

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IXLwww.ixl.com

Pros – student focusedAligns to curriculum and DesCartesCan be done anywhereEasy to monitor progress

Cons – have to pay for it

Sign up for a free trial

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Raz-Kidswww.raz-kids.com

Pros- interactive reading siteCan read, listen or record a storyComprehension questions align with DesCartesEasy for teachers to trackLeveled

Cons – have to pay for it, doesn’t hook older students

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Media ResourcesYoutube.com

Brainpop.com

Quizlet.com

Khanacademy.org

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BrainPop.com

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Khanacademy.org

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iPad + iPod ApplicationsPun Intended

FourPlay

Signs HD

Slice It!

About a million others

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Resource Challenge We will be giving you time to look around and see what you

can use.

Email us at: map@ciplc.org

In your email:1. Share one helpful website2. Share one MAP related media resource (Youtube)3. If you use them, share one iPad or iPod app.4. Give a brief explanation of how you’d use them

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Questions?

Understanding Negative Growth

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Last session!!!!!!!!Session time 3:00 – 4:00

Understanding Negative Growth article

Case Study

Accreditation

Reflection and Evaluation

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Learning ObjectivesProblem Solving

Reflection

Putting into practice

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Understanding Negative GrowthIt will happen.

What do you do?

Five Most Important Points (Highlight)

What went wrong?

How can you address those concerns?

Todaysmeet.comLog on to www.todaysmeet.com/mapusersgroup

Sign in with your nameAnswer the two questions below:

Why does negative growth occur?

How do we address those concerns which arise from examining the data?

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Case Study SampleDo you have a situations that look like these?

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Simple Case StudyDo you have a situation you would like to focus on?

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Allowing the data to speakHow will you address this with students and with the parent?

MAP and AccreditationHow can MAP enhance your part in the accreditation process?

Which pieces of data are helpful in accreditation?

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ReflectionFan and Pick Quiz

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Questions?

Time to wrap up!

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Special Thanks To…AASSA, Paul Poore, and Esther Nicolau

All of you

NWEA

Kagan

CIPLC

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Evaluations

Feeling like this?

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