Your Journey to Differentiated Instruction using MAP

1. Your Journey to Differentiated Instruction using MAP

2. Setting the Stage • Welcome and introductions • Structure for the morning • Agenda • Self Assessment • Vocabulary • Reports • Differentiated Instruction

3. An Introduction to DI

4. Self Assessment of DI I am aware I understand I can apply I can teach others

5. Differentiated Questions Aware: What would move you to the understanding level? Be specific. Understand: Come up with a concise definition for Differentiated Instruction Apply: What questions might teachers have when trying to implement DI strategies in their classrooms? Teach: Share 3 DI strategies that you have used.

6. A Rationale for Differentiation in Today’s Schools

7. Self-Assessment I use DesCartes: A Continuum of Learning® for lesson planning and goal setting. I use the Class Breakdown by RIT Report for lesson planning and grouping. I use the Teacher Report to make instructional decisions. I can identify strengths and areas of need using MAP data. I know how to access and understand growth projections for students. I set goals with my classes and students.

8. Activating Prior Knowledge Adaptive Assessment RIT Scale as a Growth Measure Normative Data Instructional Readiness DesCartes: A Continuum of Learning Primary Grades Instructional Data

9. Teacher Report Displays the teacher’s class data for the current testing term, by RIT score

10. Accessing the Teacher Report

11. Accessing the Class Report

12. Standard Deviation • Smaller standard deviations indicate that students are more alike. • How might this impact instruction? Larger standard deviation indicates more academic diversity How might this impact instruction?

13. Class Breakdown by RIT Reports Displays the teacher’s class data by subject and horizontally by RIT for current test term.

14. Accessing Instructional Resources: Class by RIT Reports Class Breakdown by Goal for Reading

15. BREAK TAKE A 10 MINUTE BREAK When you return, go to computer labs and log in to your NWEA reports.

16. Class Breakdown Reports and DesCartes: A Continuum of Learning®

17. Connecting Data to Instruction

18. What is Differentiation? “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.” -Carol Ann Tomlinson CDL, DI

19. Teachers Can Differentiate Content Process Product According to Students’ Learning Profile Readiness Interests Through a Range of Instructional and Management Strategies Source: The Differentiated Classroom, Tomlinson 1999

20. Differentiating Content Content is what students learn Reflects state and/or national standards (usually) Includes curriculum facts, concepts, attitudes, skills, and materials related to the subject Gives students choices to add depth to learning Gives students additional resources that match their levels of understanding CDL, DI

21. Process Process is how students learn: How they make sense of, understand, and own key facts and skills Reflects students’ learning styles and preferences Varies the learning process depending on how students learn Synonymous with activity

22. Process Differentiation • Structure Activity Detailed directions Inquiry-driven with few directions • Discussion Format Teacher-led with modeling Discussion questions provided • Learning Materials Manipulatives and concrete examples Word problems and hypothetical situations

23. Product Tends to be tangible (i.e., reports, speeches, tests, or skits) Draws on knowledge and skill achieved over time (usually) Requires students to apply or extend understanding and skill (usually) Reflects student understanding Provides challenge, variety, and choice

24. Wiki Walk Begin on ESU 8 Home Page Go under Departments to Staff Development Go to Staff Development Wiki and on the right hand side down toward the bottom are the school wiki pages Click on Battle Creek

25. Sample Differentiated Strategies http://resources-for-differentiation.wikispaces.com/Teacher+Tool+Box Source: The Differentiated Classroom, Tomlinson 1999

26. Report Back Share what the strategy is Give an example of how it can be used in a classroom

27. Your Afternoon Assignment • Take the Google Survey • http://bit.ly/XwoznR • Use your MAP data to design a differentiated lesson • Enjoy your afternoon

28. - - - + + + + + The MAP® Adaptive Assessment AdultReading MAP Test x x x x x x x 6th Grade - x x x x x - x x - 195 x Beginning Literacy

29. Achievement scale is an equal-interval scale Used to show growth over time Independent of grade level Rasch unIT (RIT) Scale Grade-Level Norms RIT Skills Data 250 DesCartes or Primary Grades Instructional Data 10 9 8 7 7 6 6 5 4 3 2 1 K 120

30. Measuring Growth 221-230

31. Grade-level norms Typical performance Beginning-of-Year, Middle-of-Year, and End-of-Year Normative Data: Bringing Context to the Data

32. NWEA™ Research typical • What are expected RIT and growth scores? • Normative Data, grades K-10 • Scale Alignment Studies • Aligns RIT scale with state proficiency benchmarks • NWEA Goal Structures

33. Instructional Level vs. Mastery • The MAP test: • Provides information about the instructional level of the student. • Provides a road map for students toward achieving mastery. • Is not a test for determining mastery of skills.

34. Ready for Instruction Today RIT Skills and Concepts • Ready for • Instruction • Today 250 DesCartesor Primary Grades Instructional Data 195 120

35. DesCartes: A Continuum of Learning®

36. Primary Grades Instructional Data