climbing the data ladder measures of academic progress ® (map ® ) lexile and lexile analyzer are...
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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.
The names of other companies and their products mentioned are the trademarks of their respective owners. There is no relationship or association between NWEA and those companies and products referred in this presentation.
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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- 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
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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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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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Instructional Ladder Workbook p. 12M 59
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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