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Climbing the Data LadderClimbing the Data LadderMeasures of Academic ProgressMeasures of Academic Progress®® (MAP (MAP®®))

Lexile and Lexile Analyzer are registered trademarks of MetaMetrics, Inc. NWEA is neither affiliated nor associated with MetaMetrics, Inc.

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Setting the StageSetting the Stage

Welcome/introductions

Structure for the day

Materials review

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Reports

Activity

Web ResourcesW

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Virtual ObservationV

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Activate Prior KnowledgeActivate Prior Knowledge

1. Measures of Academic Progress® (MAP®) as an adaptive growth measure

2. Student RIT scores

3. RIT scale

4. Normative Data

5. RIT to Reading Range Reports

6. DesCartes: A Continuum of Learning®

7. Primary Grades Instructional Data

8. Instructional level

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Sustaining the Momentum Sustaining the Momentum

Consider how you will implement what you’ve learned in the:

Next month

Next semester

Next year

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Terry PlannerMy

Building xx/xx/xxxx

Schedule meeting to plan for sharing/ teaching other teachers key concepts:

Share Differentiation video clips

Build Instructional Ladder Lessons with grade level teams

Schedule meeting with my principal to discuss this info and plan

Me

Paula Principal

•Workbook from this workshop

Finding available time/Schedule over lunch

xx/xx/xxxx

Other teacher leaders, grade/ department heads and me

•Workbook from this workshop

•Sustaining the Momentum document

Hectic schedules/ be persistent and prioritize– this is important!

xx/xx/xxxx

Other teacher leaders, grade/ department heads and me

Other teacher leaders, grade/ department heads and me

Sustaining the MomentumSustaining the MomentumPlanning DocumentPlanning Document

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Topics for TodayTopics for Today

Instructional Ladders

Instructional Ladders

Differentiated Instruction

Differentiated Instruction

Supporting DifferentiationSupporting Differentiation

Assessing resource needs

Developing collegial conversations

Structuring next steps

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Intended AccomplishmentsIntended Accomplishments

Explore key principles of differentiated instruction

Investigate and evaluate practices for differentiating content and process

Develop strategies to support differentiation

Discuss managing the differentiated classroom

Differentiated Instruction Workbook p. 1M

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Taking Stock Taking Stock

1. I’m committed to offering a variety of opportunities for my students to learn how they learn best.

2. I’m comfortable using many instructional strategies in my classroom.

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1 2 3 4 5

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- Carol Ann Tomlinson

“Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and

the most effective teachers do whatever it takes to hook the whole

range of kids on learning.”

Differentiated Instruction Workbook p. 1M

Differentiated InstructionDifferentiated Instruction

A teacher’s response to learners’ needs is guided by

three key principles of differentiation

Respectful tasks

Respectful tasks

Flexible grouping

Flexible grouping

Ongoing assessment &

adjustment

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

Differentiated Instruction Workbook p. 1 M 11

According to Student’s

Through a Range of Instructional and Management Strategies

Source: The Differentiated Classroom, Tomlinson 1999

ContentContent ProcessProcess ProductProduct

InterestsInterestsReadinessReadiness Learning Profile

Learning Profile

Teachers Can Differentiate

Virtual Observation: Virtual Observation: Content DifferentiationContent Differentiation

How do these teachers meet the diverse needs of their students?

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Content DifferentiationContent Differentiation

Pose questions for relevance and focus

Use data to identify learners’ needs

Adjust instruction frequently Student work

Classroom observation

Keep learning objectives clearly in focus

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Using Reading Ranges to Using Reading Ranges to DifferentiateDifferentiate

Provide data to inform instructional decisions

Assist in identifying resources that support differentiated instruction

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Dynamic Reporting SuiteDynamic Reporting Suite

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Dynamic Reporting Suite:Dynamic Reporting Suite:RIT to Reading Range ReportRIT to Reading Range Report

Differentiated Instruction Workbook p. 2M 17

Dynamic Reporting Suite:Dynamic Reporting Suite:Student BooklistStudent Booklist

18Differentiated Instruction Workbook p. 3M

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Reading Ranges Across Content Reading Ranges Across Content AreasAreas

Mathematics

Science

Social Studies

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Virtual Observation: Virtual Observation: Using LexilesUsing Lexiles®® to Differentiate to Differentiate

How can using Reading Range data support better learning for all students?

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Differentiated Instruction Workbook p. 3M

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Differentiating Tom SawyerDifferentiating Tom Sawyer

Student ReadingRange

The Adventures of Tom Sawyer

[Various Text/ Authors]

Lexile®

300-450 Kulling, Monica 370

500-650 Suter, Joanne 450

700-850 Twain, Mark 750

900-1150 Twain, Mark 950

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Tiered Reading ResourcesTiered Reading Resources

Student Reading Ranges can be used to create a tiered reading resource that supports the teaching of a specific standard.

Differentiated Instruction Workbook p. 4M 22

Process DifferentiationProcess Differentiation

Structure of the Activity

Format of the Discussion

Learning Materials

Detailed directions Inquiry driven with few directions

Teacher-led with modeling

Discussion questions provided

Word problems and hypothetical situations

Manipulatives and concrete examples

Differentiated Instruction Workbook p. 5M

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Virtual Observation: Virtual Observation: Flexible Grouping…Flexible Grouping…

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Within the classroom

Across the grade

In multiple grades

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Options for RegroupingOptions for Regrouping

Students show indicators of content mastery

Students work in preferred learning styles

Students work in areas of high interest

Improved Student

Achievement

Learning Objectives and State Standards

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Assessing Student Learning Profiles Assessing Student Learning Profiles and Interestsand Interests

Observation

Teacher-created assessments

Resources on the Internet

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Virtual Observation: Virtual Observation: Managing the Differentiated Classroom Managing the Differentiated Classroom

Physical space Activities and work time Supervision

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Managing the Differentiated Managing the Differentiated Classroom Classroom

Involve students

Put everything in writing

Post early bird list

Provide anchoring activities

Grade selectively

Schedule quiet days

Differentiated Instruction Workbook p. 7M 28

Strategies for the Differentiated Strategies for the Differentiated ClassroomClassroom

Anchoring activities

Learning contracts

Tiered assignments

Curriculum compacting

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Differentiated Instruction Workbook pp. 7-9M 29

Approaches to DifferentiationApproaches to Differentiation

Lo-Prep Differentiation Varying Text

Anchoring

Tiered Homework

Hi-Prep Differentiation Curriculum Compacting

Tiered Assignments

Laddered Thematic Units

Differentiated Instruction Workbook p. 9M 30

Virtual Observation: Virtual Observation: Talking with StudentsTalking with Students

Address starting point - not ability Identify strengths / Target missing skills Focus on growth for all

Differentiated Instruction Workbook p. 10M

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Make a “One-Degree Shift”Make a “One-Degree Shift”

Consider differentiating only a SINGLE element

Projects

Discussion questions

Homework

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Virtual Observation:Virtual Observation:Benefits of DifferentiationBenefits of Differentiation

Growth becomes a visible part of classroom culture Increased engagement = decreased discipline issues Increases student ownership for learning Engages reluctant learners

Differentiated Instruction Workbook p. 10M

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Sustaining the Momentum Sustaining the Momentum

Consider how you will implement what you’ve learned:

Explore key principles of differentiated instruction

Investigate and evaluate practices for differentiating content and process

Develop strategies to support effective differentiation

Discuss managing the differentiated classroom

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Differentiated Instruction Workbook p. 1034

Topics for TodayTopics for Today

Instructional Ladders

Instructional Ladders

Differentiated Instruction

Instructional Ladders

Intended AccomplishmentsIntended Accomplishments

Use standards with DesCartes or Primary Grades Instructional Data

Design instruction to meet diverse needs of learners

Identify and access resources for diverse instructional needs

Instructional Ladders Workbook p. 1M 36

Taking Stock Taking Stock

Grade-level standards are the focus of all my instruction.

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Building the Instructional LadderBuilding the Instructional Ladder

Data-informed instructional design

Extended scaffolding

Appropriate entry points

Instructional Ladders Workbook pp. 1-2 M

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Virtual Observation: Virtual Observation: Laddered InstructionLaddered Instruction

Content focus Resources for decision-making Using DesCartes

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Instructional Ladders Workbook p. 2

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What is the What is the “Zone of Proximal Development”?“Zone of Proximal Development”?

Match of learners’ level of prior knowledge to new information to produce maximum growth

Instructional Ladders Workbook pp. 3-4 M 40

Standard DeviationStandard Deviation Smaller standard deviations indicate that students

are more alike.

How might this impact instruction?

Larger standard deviations indicate more academic diversity.

How might this impact instruction?

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Determining Instructional ContentDetermining Instructional Content

Standards

Local curriculum documents

School improvement initiatives

Student academic needs

Triangulation of data

Instructional Ladders Workbook p. 5 M 42

DesCartes, Primary Grades Instructional DesCartes, Primary Grades Instructional

Data, and StandardsData, and Standards

Placing students on the ladder

Diagnosing key skill deficiencies

Planning for differentiation

Moving students beyond grade-level standards

Instructional Ladders Workbook pp. 5-7 M 43

Building Instructional LaddersBuilding Instructional Ladders

Standard

DesCartes or Primary Grades Instructional Data

Concept

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ConceptConcept

For a concept and its relevant standard, determine:

What is it that all of my students know?

What is it that most of my students know?

What is it that a few of my students know?

What is it that none of my students know?

Instructional Ladders Workbook p. 8 M 45

StandardStandard

The student will use the scientific process to answer questions:

What is an experiment?

How do you pose a hypothesis?

How do you control for a variable?

What is the difference between an independent and a dependent variable?

Instructional Ladders Workbook p. 8M 46

Standard and DesCartesStandard and DesCartes Geometry – Properties of two and three dimensional

objects (points, rays, lines, and angles including congruency, similarities and transformations)

201-210: Identifies right angles

211-220: Identifies geometric transformations (rotations)

231-240: Understands meaning andrepresentation of a dilation

241-250: Identifies symmetry of a sphereNone

191-200: Identifies figures with line symmetrical parts

All

Instructional Ladders Workbook p. 8 M 47

Instructional Ladder SamplesInstructional Ladder Samples

Science

Mathematics

Reading

Social Studies

Thematic units

Instructional Ladders Workbook p. 9 M

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Previewing the Instructional LadderPreviewing the Instructional Ladder

3. Match skills/learning needs to content you will teach

2. Identify RIT bands/skill levels present in your class

1. Identify skill/standard/goal to be addressed in the lesson or unit

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Building the Instructional LadderBuilding the Instructional LadderStandard Activity GroupStandard Activity Group

3. Match RIT band to DesCartes statements or Primary Grades Instructional Data for that skill/standard/goal

2. Identify RIT bands present in class

1. Identify skill/standard/goal to be addressed in the lesson or unit

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Building the Instructional Ladder Building the Instructional Ladder Secondary Activity GroupSecondary Activity Group

Developing an Instructional Ladder Select ladder which matches your content

Highlight RIT ranges that match your Class Breakdown by Goal or Teacher Report

Using Normative Data and State Proficiency Tables

Circle typical performance range

Make a square around state proficiency benchmark range

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Building the Instructional Ladder Building the Instructional Ladder Primary Activity Group – Screening/Skills ChecklistPrimary Activity Group – Screening/Skills Checklist

Use your Teacher Report to identify the range of skills present in your class

Choose an instructional topic

Identify a series of activities related to the topic you selected

Transfer student names to the ladder template

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Building a Ladder packet pp. 27-3052

Building the Instructional Ladder Building the Instructional Ladder Primary Activity Group – Survey w/ GoalsPrimary Activity Group – Survey w/ Goals

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Building a Ladder packet pp. 31-4053

Group ReportingGroup Reporting

Share Observations of student data

Examples of laddered skills

Examples of strategies and approaches

Instructional Ladders Workbook p. 10M

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Additional Resources for Additional Resources for Instructional LaddersInstructional Ladders

www.foridahoteachers.org Ladders

Differentiation

Grouping

Rubrics and assessment

Instructional Ladders Workbook p. 10 M

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Assessing Student Growth in Assessing Student Growth in Laddered InstructionLaddered Instruction

Examine in-class assessments and student work through observation

Student self-assessments

Compare fall-to-spring MAP data and reports

Instructional Ladders Workbook p. 11 M 56

The Goal is For All Students to The Goal is For All Students to Move AheadMove Ahead

Red = Beginning of year

Green = End of year

Class Breakdown by Overall RIT Score

161-170 171-180 181-190 191-200 201-210 211-220 221-230 231-240 241-250 251-260 261-270 271-280

Justin B

Andrew

Neal

Billy

Chris

Tom

Alisha

Marc

Shelby

Cody

Susannah

John

Donovan

Grant

Allison

Tyler

Randy

Chelsea

Anna

Sydney

Ty

Justin S

Taylor

SarahJustin B Andrew

John

Chris

Alisha

Neal

Billy

Amber

Tom

James

Allison

Grant

Sydney

Marc

Shelby

Taylor

Chelsea

Sarah

Donovan

April

Randy

Susannah

Anna

Tyler

Ty

Justin Taylor

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ResourcesResources

Instructional Ladders Workbook p. 11 M

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- Internet & Beyond -- NWEA Web Site-

- Community -

- District -

- Building -

- Teacher -- Classroom -

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Sustaining the MomentumSustaining the Momentum

Consider how you will implement what you’ve learned: Use standards with DesCartes and Primary Grades

Instructional Data

Design instruction to meet diverse needs of learners

Identify and access resources for diverse instructional needs

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Building Internal Capacity Building Internal Capacity

Find Time:

Early release days

Use substitute teachers creatively

Streamline “administrivia”

Learn More:

Professional development

Curriculum & data planning teams

Study groups

Data coaches

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Leading High Performing Learning Leading High Performing Learning CommunitiesCommunities

Mission driven

Culture and ownership

Answerability

Expert use of data

Staff development

Effective instruction

Quality student assessment

Dynamic learning environment

High quality curriculum

Strategic use of resources

Culture and OwnershipANSWERABILITY

Mission: Growth and Learning for Every Student

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Sustaining the MomentumSustaining the Momentum

What will your realized plan look like?

How will you make the plan visible?

What evidence of success will you see?

How will you celebrate your success?

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Help Us Learn From You

Complete the Evaluation Form and leave it in the designated location.

Thanks for your attention and hard work.

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