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using nwea map scores to differentiate by readiness

Michelle Wrona. using nwea map scores to differentiate by readiness. Understand: Teachers will understand that MAP scores can be used to design and implement differentiated activities.

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using nwea map scores to differentiate by readiness

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  1. Michelle Wrona using nwea map scores to differentiate by readiness

  2. Understand: Teachers will understand that MAP scores can be used to design and implement differentiated activities. KNOW: Teachers will know the components of a tiered lesson & how to develop a tiered lesson using MAP Scores. Do: Teachers will create instructional activities suited for each tier of your readiness group. Today’s kud:

  3. Show & Tell of my differentiated activities. Use MAP scores to assign our students. Create a KUD for our activity. Design the activity. Share our ideas. Today’s AGENDA:

  4. “A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).” What is Differentiation? It is not what we teach, it is HOW WE TEACH

  5. Differentiating by READINESS Why? • To appropriately challenge all learners Goal: “make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge” When we differentiate by Readiness we should consider student: • “Attitude (toward school & topic) • Experience with the topic (outside of school or previous courses) • Knowledge, understanding, and skill with the topic • Misunderstandings about the topic • Overgeneralizations about the topic • General communication, thinking, & reasoning skills” Strickland, p. 8-9 Tomlinson & Strickland, p. 6

  6. Folder from Previous Session Includes: • RIT Score Chart • Unique to each teacher based on their class • Descartes Packet • Subject specific • To access another subject – visit the NWEA map website. • Ladder Document • Template for your differentiation by readiness What is needed to differentiate? 3 Things

  7. INSTRUCTIONAL LADDER(as defined by NWEA Map) Levels of Readiness: NO ONE KNOWS? (Expert/Mastery) A FEW KNOW? (Intermediate) MOST KNOW? (Emerging) ALL KNOW? (Beginner) Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8

  8. INSTRUCTIONAL LADDERS (as defined by NWEA Map) 215 is the MEAN for 10th Grade General Science Fall This would typically make the 211-220 Range Rung 2 Examine the grade level norm for your content area. Considering that this is where most of the students should be, use this and the distribution of your students’ RIT scores to determine the cut scores for each rung of the ladder. 231 + 221-230 211-220 Below 210 Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8

  9. YELLOW Sheet

  10. INSTRUCTIONAL LADDER PLACE YOUR STUDENTS ON THE APPROPRIATE RUNG OF THE LADDER (Using your Class by RIT Reports) Please take out: -Blank Ladder Document -RIT Scores Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8

  11. Start with KUD Planning Your Differentiated Lesson: Focus your attention on the Respirometer Lab (white) example. Remember your Know, Understand & Do should be the same for all students!

  12. Example: RespirometerLab (YELLOW) Lowest Rung

  13. Example: Respirometer Lab (YELLOW) Middle Rung

  14. Example: Respirometer Lab (YELLOW) Top Rung

  15. Lab data collection was the same for all students. Example: Respirometer Lab (PINK)

  16. Differentiated Post-Lab: • application of the data the students collected varied by readiness level. Example: Respirometer Lab (PINK)

  17. Lower Rung – Lower RIT Score range (≤210) (PINK)

  18. Middle Rung – Middle RIT Score range (220-211) (PINK)

  19. Top Rung – Highest RIT Score (221-230) (PINK)

  20. BLUE Sheet EXAMPLE 2: This activity was designed from the MAP reading scores.

  21. Example #2 Omnivores' dilemma (blue)

  22. Example #2 Omnivores' dilemma (blue) Lower Rung

  23. Example #2 Omnivores' dilemma (blue) Middle Rung

  24. Example #2 Omnivores' dilemma(blue) Top Rung

  25. Lower Rung – Lower RIT Score range (≤220) (GolD)

  26. Middle Rung – Middle RIT Score range (230-221) (GolD)

  27. Top Rung – Highest RIT Score (Above 230) (GolD)

  28. Write your KUD • Design activities for each rung of your ladder • Consult the Descarte Packet • Share ideas. Now It’s Your Turn

  29. Resources for Idaho Teachers www.foridahoteachers.org Helpful Websites

  30. The DI Team has been utilizing and learning from Carol A. Tomlinson & Cindy A. Strickland Helpful Text

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