1. Instructional Ladders
Measures of Academic Progress® (MAP®)
Instructional Ladders
Materials: None
Reports:
To derive maximum benefit from the day, participants should bring their User Name and Password for the Northwest Evaluation Association™ (NWEA™) Reports Site and copies of the reports listed below. When those who are attending are not assigned to a specific class, they should obtain reports from a teacher with whom they work.
If administering Measures of Academic Progress® (MAP®) or MAP® for Primary Grades Survey w/ Goals tests:
Teacher Report (by RIT Ranges) – one per participant
Class Breakdown by Overall RIT Report – one per participant
If administering MAP® for Primary Grades Screening and Skills Checklist tests:
Teacher Report – one per participant
Sub-skill Performance Report – one per participant
Talking Points: None
Activity: None
Facilitator Notes:
Prior to the training session, post chart papers on the wall labeled Parking Lot and Activating Prior Knowledge exercise stations (reference Activate Prior Knowledge slide Facilitator Notes for topics); ensure markers, highlighters, and 3x3 sticky notes are pre-set on tables.
Lexile is a registered trademark 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.
Lexile is a registered trademark 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.
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

2. Setting the Stage Welcome/introductions Structure for the day
Materials review
Materials: Instructional Ladders materials set
Reports: None
Key Concepts:
To familiarize participants with the structure of the day and materials
Talking Points:
Thank you for being here today to engage in dialogue, inquiry, and investigation of concepts and content that will support the use of your NWEA data in the context of improving learning for all your students.
Let’s take this opportunity to welcome your district leaders and invite them to share their thoughts, suggestions and expectations for this day of learning.
As we begin our session, we’ll use the chart paper posted around the room to help us develop some common understandings as a foundation to our learning and exploration today and to capture important questions we’ll answer periodically as we work.
The circular icons on this slide will be seen throughout the presentation to point out the use of a variety of resources we’ll use and to orient you to pages in the workbook as we progress.
M – Materials, R – Reports that participants bring, A – Activity, W – Web resources other than NWEA Reports Site and web site, V – Virtual Observation
Activity: Materials Review (5 minutes)
Your materials set includes a workbook and several documents we’ll use throughout our work today. We’ll take a few minutes now to examine those materials together.
Facilitator Notes:
If time permits, do a quick “around-the-room” introduction by participants.
Allow District Leadership to share their thoughts prior to getting into materials overview. M
Materials R
Reports A
Activity
Web Resources W
Virtual Observation V A M
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

3. Activate Prior Knowledge
Measures of Academic Progress® (MAP®) as an adaptive growth measure
Student RIT scores
RIT scale
Normative Data
RIT to Reading Range Reports
DesCartes: A Continuum of Learning®
Primary Grades Instructional Data
Instructional level
Materials: None
Reports: None
Key Concepts:
To create baseline understanding of the critical prior knowledge needed for this training
Talking Points:
Our goal is to ensure that everyone has similar foundational knowledge as we approach the new content of the training session together.
The points on the slide represent topics presented at the MAP® Administration training as well as within the MAP® Basics online course.
Let’s begin with a brief exercise to activate your prior knowledge on these concepts.
Activity: Activate Prior Knowledge (20 minutes)
As a table group, move to one of the chart papers listing key prior knowledge concepts.
Assign a recorder for your group, then spend two minutes discussing the concepts on each page of chart paper.
Have your recorder note any questions your group has about the concepts or information you can share.
Rotate to the next chart paper and repeat by adding any information or questions that are not already listed.
Repeat until you have visited each station.
Assign a spokesperson from your group to assist with debriefing on each concept.
Facilitator Notes:
Use a timer to allow 2 minutes at each station for each group.
Have each spokesperson share what they see on their chart paper.
Be sure that the key ideas below are reflected in the information shared.
MAP as an adaptive growth measure
Adaptive test conforms to current level of student
Gives accurate data for students at all levels of achievement
Makes student academic growth visible regardless of starting point
Student RIT scores
Indicate students’ current instructional level
Aligns with content and skills that are most appropriate for student instruction
Aligns with national normative data
May be aligned with proficiency benchmarks for your state test
Reported for subject area tested as well as goal areas as defined by your standards
RIT scale
Equal-interval scale
Measures academic growth like a yardstick measures physical growth
Not grade-level dependant
Aligns with both normative data and instructional content and skills
Normative Data
Indicates typical RIT scores for students in grades K – 11
RIT to Reading Range Reports
Provides visual representation of literacy diversity in a classroom
Identifies reading resources that are appropriate to each individual student’s reading level
DesCartes: A Continuum of Learning®
Indicates skills and concepts that parallel the RIT scale
Identifies content at students’ instructional levels
Aligned to the goal structures and content of your state standards
Primary Grades Instructional Data
Instructional level
Student RIT scores align with content and skills in DesCartes/Primary Grades Instructional Data which are most appropriate for the student’s current instructional level. RIT scores do not indicate a mastery level. A
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

4. Sustaining the Momentum
Consider how you will implement what you’ve learned in the:
Next month
Next semester
Next year
Materials: Sustaining the Momentum handout
Reports: None
Key Concepts:
To introduce the Sustaining the Momentum handout and the way we will use it in this training
Talking Points:
We will be asking you to plan for how you will take action based upon what you learn today.
This form will be especially important if you are expected to “teach back” what you learn to others. Action items can become a plan for how this will happen.
Consider immediate goals and long-term goals for instructional practice and students’ achievement.
Activity: None
Facilitator Notes: None M
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

5. Sustaining the Momentum Planning Document
Terry Planner
My Building
xx/xx/xxxx
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
Materials: None
Reports: None
Key Concepts:
To show an example of using the Sustaining the Momentum handout
Talking Points:
This is an example of what you might decide to include in your Sustaining the Momentum plan.
Activity: None
Facilitator Notes: None
Schedule meeting to plan for sharing/ teaching other teachers key concepts:
Complete Recorded Online Ladder Activity
Build Instructional Ladder Lessons with grade-level teams
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
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

6. Topics for Today
Applications for DesCartes and Primary Grades Instructional Data
Instructional Ladder Design
Explore Resource Options
Materials: None
Reports: None
Key Concepts:
To introduce the topics of the Instructional Ladders session
Talking Points:
These concepts are presented in Instructional Ladders session:
Applications for DesCartes and Primary Grades Instructional Data
Instructional ladder design
Exploring resource options
Activity: None
Facilitator Notes:
You may wish to prepare a chart with these three big ideas ahead of time.
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

7. Taking Stock
Disagree
Somewhat Disagree
Neutral
Somewhat Agree
Agree
Materials: None
Reports: None
Key Concepts:
To encourage participants to reflect on the way they focus on standards as a part of instructional planning
Talking Points: None
Activity: Taking Stock / Poll (3 minutes)
Reflect on the statement and respond by raising your hand and showing one finger (representing disagree) all the way up to five fingers (representing agree).
Facilitator Notes: None
Grade-level standards are the focus of all my instruction. A
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

8. Building the Instructional Ladder
Data-informed instructional design
Extended scaffolding
Appropriate entry points
Materials: Instructional Ladders Workbook pp. 1-2
Reports: None
Key Concepts:
To introduce the concepts of:
Data-informed instructional design
Extended scaffolding
Appropriate entry points
Talking Points:
When designing this workshop, we looked for specific content that would act as the glue in tying all of this together.
This article served that purpose. The message ended up having a profound effect on us. The Standards and Curriculum Differentiation article soon became the focus of this workshop.
Activity: Concept of Instructional Ladders (10 minutes)
Read the Standards and Curriculum Differentiation article.
Highlight or underline any passages that strike you as important.
Debrief with the large group by designating a spokesperson to share what your group identified as important parts of the article.
Facilitator Notes:
Allow 5 minutes for silent reading and 5 minutes for large group debrief. A M
Instructional Ladders Workbook pp. 1-2
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

9. Virtual Observation: Laddered Instruction
Content focus
Resources for decision-making
Using DesCartes
Materials: Instructional Ladders Workbook p. 2
Reports: None
Key Concepts:
To provide opportunity to observe and explore approaches to laddered instructional design using MAP data and resources
Talking Points:
Now let’s look at some teachers who are using MAP data and resources to develop tiered instruction.
Activity: Concept of Instructional Ladders (15 minutes)
Think about the following questions while watching the video clip.
What criteria is mentioned for selection of the content focus for laddered instructional plans?
What resources do Cindy and her team use to determine the various activities for their lesson?
What tip for getting started using DesCartes does Michelle point out?
What benefits does Erin mention related to using DesCartes to inform her writing instruction?
What do you observe in these approaches that exemplifies aspects of the article you just read?
Discuss with a partner which of these strategies and approaches you have used before in your classroom.
Facilitator Notes:
Video time is approximately 5 minutes.
Allow approximately 10 minutes for activity and debrief. V A M
Instructional Ladders Workbook p. 2
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

10. What is the “Zone of Proximal Development”?
Match of learners’ level of prior knowledge to new information to produce maximum growth
Materials: Instructional Ladders Workbook pp. 3-4
Reports: None
Key Concepts:
To develop understanding that a central concept in Vygotsky’s Zone of Proximal Development theory is that determining the optimal match between the learner’s background knowledge and the introduction of new ideas and skills is an effective way to maximize academic growth
Talking Points:
Think about the concept of proximity – putting learning within reach for all students.
If the student’s current knowledge and skill is a rung on a ladder, and the new skills we want them to learn are the next step up, it must be in close enough proximity to allow the student to reach it. We must teach in that zone.
Have you ever been in a class where you already knew everything that was being taught? What was your reaction? What did you take away from the experience?
Have you had the opposite experience – one where you knew nothing of the content being taught in a course and were completely lost? Consider how engaged you would be right now if this workshop was on better jet-engine design. What might you take away from the experience?
How does this concept tie into instructional levels as defined by MAP results?
How is it reflected in most of the instructional planning in your school today?
Activity: None
Facilitator Notes: None M
Instructional Ladders Workbook pp. 3-4
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

11. Standard Deviation
Larger standard deviations indicate more academic diversity.
How might this impact instruction?
Smaller standard deviations indicate that students are more alike.
How might this impact instruction?
Materials: None
Reports: None
Key Concepts:
To illustrate the instructional impact of Standard Deviation
Talking Points:
Standard deviation is another way to identify the academic diversity in a class. Larger standard deviations as seen on your Teacher Report indicate that the group is more diverse in this instructional area.
Your Class Breakdown by Overall RIT and Class Breakdown by Goal Reports will show you this distribution by providing a visual display of students’ names across the continuum of RIT bands at the top of the report.
Here is an example of an actual class of students with high standard deviations across the reading goals. Notice that student names are very spread out across the columns.
Given that each column represents a distinct instructional level, how might this impact instruction?
It is likely that small group instruction, or differentiated instruction, may be more appropriate in this case than whole group instruction.
Conversely, the next example shows a class of students with a smaller standard deviation.
We can quickly see that this group of students is more homogeneous in regard to their skills in some of the goal areas. For this goal, whole group instruction might be more appropriate and successful.
In which goals might this teacher find laddered lessons most helpful?
We’ll soon examine your own reports to examine the academic diversity of your classes. Consider how this may influence the lesson objective or content focus you’ll choose to develop.
Activity: None
Facilitator Notes:
If questions arise regarding Standard Deviation, it may help to say:
First we establish the mean score for the group.
Then we examine what scores comprise 66% of all student scores nearest the mean. [The figure of 66% is used to eliminate outliers statistically. In education, as opposed to statistics, however, we often find that we need to teach these outliers too.]
Finally we “center” that 66% - we call the outmost score for the 33% who are higher than the mean 1 standard deviation. Same for the score on the lower side of the mean.
The further the scores at the outmost point of those ranges are, the more diverse the scores are within the group .
For example, if the mean is 200 with an SD of 5, then 66% of scores in the class fall between 195 and 205.
However, if the mean is 200 with an SD of 20, then 66% of scores fall between 180 and 220 – a much greater range.
Hide this slide if no explanation of standard deviation is needed.
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

12. Determining Instructional Content
Standards
Local curriculum documents
School improvement initiatives
Student academic needs
Triangulation of data
Materials: Instructional Ladders Workbook p. 5
Reports: None
Key Concepts:
To consider factors important in determining instructional content
Talking Points:
Your instructional content will be determined by state standards, local curriculum standards, and various school and district improvement initiatives.
As you design laddered instruction, you will add a fourth dimension to that picture – the needs of your students.
Remember that while you’ll be examining MAP data as a key point of information relative to understanding students’ readiness, triangulation of data with other types of information is always an essential part of decision-making.
Activity: None
Facilitator Notes:
Standards may be also called learning objectives or benchmarks depending on the terminology used in the school. Don’t let this terminology deter from the point which is that you begin with the larger picture of what you want students to learn and build from there by adding DesCartes statements that align to the desired learning outcome. M
Instructional Ladders Workbook p. 5
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

13. DesCartes, Primary Grades Instructional Data, and Standards
Placing students on the ladder
Diagnosing key skill deficiencies
Planning for differentiation
Moving students beyond grade-level standards
Materials: Instructional Ladders Workbook pp. 5-7
Reports: None
Key Concepts:
To focus on the uses of DesCartes/Primary Grades Instructional Data in instructional planning and design
Talking Points:
What does DesCartes/Primary Grades Instructional Data offer to support your instruction?
Identifies skills at students’ instructional level.
DesCartes aligns with the goal structures and content of your state standards.
Presents skills and concepts not by grade level, but by difficulty level on the RIT scale.
DesCartes includes skills and concepts that are represented by your state standards.
Identifies appropriate entry points for students into your core curriculum.
Identifies key skill deficiencies that may be impeding students’ progress toward the standards.
Offers key pre-assessment information to support planning for differentiating instruction.
What DesCartes/Primary Grades Instructional Data cannot/should not do:
DesCartes /Primary Grades Instructional Data should not replace state standards or local curriculum – there may be requirements in both that are not assessed via a multiple choice format test, and therefore would not be reflected in DesCartes/Primary Grades Instructional Data, such as “students will collaborate to solve problems” or “students will make oral presentations.”
Activity: None
Facilitator Notes:
Primary Grades Instructional Data contains data statements calibrated to the RIT scale which can inform instruction, much like DesCartes. Teachers using MAP® for Primary Grades assessments will use either Screening/Skills Checklist Test results or Primary Grades Instructional Data to create their ladders.
International Talking Points:
Since there are numerous international standards sets which can vary widely between countries and even schools, most international schools are using the NWEA nationally aligned version of MAP.
The NWEA nationally aligned version of MAP® and DesCartes are based on a compilation of standards, skills, and benchmarks derived from many resources including, but not limited to, the National Council of Teachers of Mathematics, National Council of Teachers of English, International Reading Association, National Science Education Standards, and the American Association for the Advancement of Science.
Skills and concepts tested by items contained in the NWEA test item banks are listed in DesCartes. The skills and concepts are grouped along the continuum according to the NWEA measurement scale. DesCartes is then used to translate RIT scores into the skills and concepts a student may be ready to learn allowing educators to better target instruction.
Your schools may have set their own standards, benchmarks, and learning objectives. Many of these benchmarks and learning objectives can be found within the DesCartes learning statements. To help identify where in DesCartes your objective might be found, use the framework documents.
For more information on National Education Standards, go to: national/index.shtml. M
Instructional Ladders Workbook pp. 5-7
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

14. Building Instructional Ladders
DesCartes or Primary Grades Instructional Data
Standard
Materials: None
Reports: None
Key Concepts:
To develop an understanding that the instructional ladder becomes most effective as we move from the level of teaching a concept to considering the standards we are addressing
Talking Points:
This illustration of the ladder building sequence is meant to help you conceptualize the process we are preparing to move through with the next few slides.
The process takes us from general information about your students’ prior knowledge and instructional needs, to a more detailed focus prior to planning for instruction.
The ladder building process becomes most effective when you use DesCartes or Primary Grades Instructional Data to help articulate the steps on the ladders needed for the students in your classes.
Activity: None
Facilitator Notes:
It is valuable for primary grades teachers to learn a little about Primary Grades Instructional Data even though they may not yet be giving the Survey w/ Goals Tests in the MAP® for Primary Grades assessment system.
Screening and Skills Checklist Tests give item analysis data for foundational skills, which are used to inform instruction similarly, as we will demonstrate in the differentiated ladder activity.
Concept
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

15. Concept For a concept and its relevant standard, determine:
What is it that none of my students know?
Materials: Instructional Ladders Workbook p. 8
Reports: None
Key Concepts:
To provide an opportunity for participants to think about the importance of identifying student readiness for learning before you begin to plan for instruction
Talking Points:
The illustration on the slide shows that as you develop an instructional plan you must:
Establish a common baseline for the lesson or unit.
Establish a high enough ceiling for the lesson or unit.
Identify the steps between the baseline and the ceiling.
Design learning experiences to address each step.
Activity: None
Facilitator Notes: None
What is it that a few of my students know?
What is it that most of my students know?
What is it that all of my students know? M
Instructional Ladders Workbook p. 8
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

16. Standard
The student will use the scientific process to answer questions:
What is the difference between an independent and a dependent variable?
Materials: Instructional Ladders Workbook p. 8
Reports: None
Key Concepts:
To illustrate the example from the article that you read on standards and curriculum differentiation
Talking Points:
This ladder shows what you might know after administering a teacher-designed pretest on the scientific process to a class.
Next we’ll think about what the process we just examined looks like when you have identified the standard.
Activity: None
Facilitator Notes: None
How do you control for a variable?
How do you pose a hypothesis?
What is an experiment? M
Instructional Ladders Workbook p. 8
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

17. Standard and DesCartes
Geometry – Properties of two and three dimensional objects (points, rays, lines, and angles including congruency, similarities and transformations)
None
: Identifies symmetry of a sphere
Materials: Instructional Ladders Workbook p. 8
Reports: None
Key Concepts:
To explain how RIT ranges present in your class will lead you to the appropriate entry point for instruction for every student
Talking Points:
DesCartes helps you to create a pathway to developing students’ understanding and skills.
Presenting lessons and units to students in the laddered form makes the way to higher performance visible to all and gives students more ownership and awareness of their progress along the way.
MAP® for Primary Grades teachers will use Primary Grades Instructional Data in place of DesCartes in this activity if they gave Survey w/ Goals Tests.
With Screening and Skills Checklist Tests, we will use item analysis breakdowns to inform your laddered lessons, allowing you to build similarly tiered plans to address skill development for your youngest students.
This illustration uses the ladder concept with student RIT scores and DesCartes statements to help you articulate specific skills along the continuum in relation to a standard in mathematics.
Where would you place yourself on this ladder?
Is the ceiling of this ladder high enough for everyone in this group?
Activity: None
Facilitator Notes:
You may want to refer back to the laddering concept – what is it that all of my students know, etc. and how it relates to this part of the ladder building process.
Option for extended learning: The completed laddered lesson plan can be used as a means to allow students to pre-assess themselves prior to the start of a new unit. Teachers can make copies of a ladder like the one above and ask students to write their own name next to the rung of the ladder that best represents where they believe they are ready to begin work now. When the ladder is the pre-assessment there is no need to create or find another tool.
The student’s self-assessment can be another point of data to triangulate (in addition to the RIT score and evaluation of student work, for example) when the teacher creates initial student work groups.
: Understands meaning and representation of a dilation
: Identifies geometric transformations (rotations)
: Identifies right angles
All
: Identifies figures with line symmetrical parts M
Instructional Ladders Workbook p. 8
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

18. Instructional Ladder Samples
Science
Mathematics
Reading
Social Studies
Thematic units
Materials: Instructional Ladders Workbook p. 9, Sample Ladders packet
Reports: None
Key Concepts:
To inform participants that instructional ladders can be built in any content area and to clarify the difference between good and bad approaches to ladder building
Talking Points:
Instructional ladders provide a variety of entry points for all students in a class as well as scaffolding of concepts/skills/ideas in order to move all students forward.
Let’s now explore some samples and investigate other teachers’ ideas.
Activity: Contrast Effective and Non-effective Approaches to Laddering (5 minutes)
Review Science Ladder #1 (water cycle) – Sample Ladders packet pp which is intended as a non-example of effective laddered instructional planning.
Now look at Science Ladder #2 (also on the water cycle) – pp. 3-4 which is intended as an effective example.
Review the examples and discuss how delivering instruction from each of the examples would be different.
Debrief ideas with your group and capture them on chart pack.
Discussion questions:
How would it be different in each of these lesson plans to:
Manage the classroom?
Follow students’ concept development?
Connect ideas for whole group instruction?
Facilitator Notes: None A M
Instructional Ladders Workbook p. 9
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

19. Previewing the Instructional Ladder
3. Match skills/learning needs to content you will teach
2. Identify RIT bands/skill levels present in your class
Materials: Instructional Ladders Workbook p. 9, Building a Ladder packet
Reports:
If administering MAP® or MAP® for Primary Grades Survey w/ Goals tests:
Teacher Report (by RIT Ranges) – one per participant
Class Breakdown by Goal Report – one per participant
If administering MAP® for Primary Grades Screening and/or Skills Checklist tests:
Teacher Report – one per participant
Sub-skill Performance Report – one per participant
Key Concepts:
To identify the three basic steps to building the instructional ladder
Talking Points:
This slide shows the three basic steps involved in designing an instructional ladder using various MAP® assessments and data:
Identify skill/standard/goal to be addressed in the lesson or unit
Identify RIT bands/skill levels present in your class
Match skills/learning needs to content you will teach
Activity: None
Facilitator Notes:
In districts where teachers of high school and primary grades (who have given MAP® for Primary Grades tests) are in attendance (after previewing the ladder process) explain that the activity has been differentiated to use the ladder concept across all levels and types of assessments in the MAP system.
You will release all groups to the lab as follows below:
Ask grade 2-6 teachers to form groups of two or three by similar grade level.
Ask secondary teachers to form groups of two or three by similar content and/or grade level.
Primary teachers who have given Screening or Skills Checklist Tests should gather in groups of two or three.
Primary teachers who have given MAP® for Primary Grades Survey w/ Goals Tests should gather in groups of two or three.
Each group will use a computer in the lab to access to the appropriate recorded activity segment by connecting to the Internet and typing the URL printed on the appropriate section of the packet into the computer’s browser window.
A recorded facilitator will lead you through the steps to complete the appropriate ladder building activity.
Direct participants to take their workbook and Building a Ladder packet to the lab with them.
Try to space out groups when you get to the lab to diminish the likelihood of audio distractions from other groups as they work.
We will allow 50 minutes for completion of the activity.
Small groups will then share back with the larger group in a 20 minute debrief.
International Talking Points:
For international schools, participants will complete the Standard Ladder Activity.
If administering MAP® for Primary Grades Screening or Skills Checklist Tests, participants may access the Recorded Online Training at at a later time to complete the activity specific to these tests.
It is not recommended that participants complete the Secondary Ladder Activity as it is heavily dependent on state proficiency.
1. Identify skill/standard/goal to be addressed in the lesson or unit R M
Instructional Ladders Workbook p. 9
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

20. Building the Instructional Ladder Standard Activity Group
3. Match RIT band to DesCartes statements or Primary Grades Instructional Data for that skill/standard/goal
Materials: Building a Ladder packet pp. 1-10
Reports: Teacher Report (by RIT Ranges) and Class Breakdown by Goal Report
Key Concepts:
To facilitate the standard ladder activity process with participants
Talking Points:
When you have finished this activity, you will have a picture of your class that includes best entry level skills for your students for a lesson or unit you teach
Activity: Designing an Instructional Ladder (50 minutes)
Follow the directions on the first page of the Building a Ladder packet. The sample documents in the packet represent the reports and resources to be referenced in this process.
Pages 2 and 3 include a sample Teacher Report and Class Breakdown by Goal Report for 8th grade mathematics.
Page 4 lists skills from DesCartes for symmetry and transformations. Page 5 lists state standards that address the same.
Teacher created pre-assessments are one option to use to obtain an additional data point. Pages 6-7 are an example of one for this lesson.
Examine the sample ladder template on page 8 to see how it was constructed. The header of the page identifies the standard and the skill it addresses. Notice that we have created three student groups from the RIT bands present in the class by combining those which are closest and considering other factors (size of each group, etc.).
Be sure to emphasize that the student’s goal area score is used to place them on the ladder. Use the midpoint of the range, and err to lower RIT range over higher if in question.
DesCartes statements have been transcribed into the larger boxes.
Page 9 is an additional ladder template filled in with resources for each rung of the ladder.
Page 10 is a blank template to be used during the ladder activity.
Using your Teacher Report or Class Breakdown by Goal Report, focus on a skill or concept area. Determine how many rungs you will need on your ladder and decide how you will create your flexible groups based on the student’s RIT scores.
Using the template on page 10, you will design your instructional ladder using the Class Breakdown by Goal Report, DesCartes, and standards.
Facilitator Notes:
Allow approximately 50 minutes for this activity.
2. Identify RIT bands present in class
1. Identify skill/standard/goal to be addressed in the lesson or unit R A M
Building a Ladder packet pp. 1-10
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

21. Building the Instructional Ladder Secondary 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
Materials: Building a Ladder packet pp ; State Proficiency Tables (if available)
Reports: Teacher Report (by RIT Ranges) and Class Breakdown by Goal Report
Key Concepts:
To facilitate the ladder activity with secondary level teachers
Talking Points:
When you have finished this part of the activity, you will have a picture of your class that includes:
Best entry level skills for your class for a lesson or unit you teach
Visibility of the skill levels typical of grade level performance nationally and skill levels associated with success on your state test (where available)
Activity: Identify Indicators of Students’ Learning Needs and Entry Level Skills (50 minutes)
Page 11 of the Building a Ladder packet provides instructions for the Secondary Groups Ladder Activity.
2. Select a ladder example from pages in the Building a Ladder packet which best matches your teaching content.
Highlight the RIT ranges that most closely match your Teacher Report or Class Breakdown by Goal Report for one of your classes.
Using the Normative Data sample on page 22, circle the RIT band which includes 50% performance for students at the grade level you teach.
Using the State Proficiency Table handout from the state Scale Alignment Study (if available), draw a square around the RIT band that includes the state proficiency cut score for the grade at (or nearest to) that of the class you selected. (See page 23 for instructions on Accessing State Scale Alignment Studies.)
If you teach honors or AP classes, you’ll want to consider the highest indicators for your state
Transfer student names from your Class Breakdown by Goal Report to the appropriate boxes on the sample instructional ladder.
The last part of the activity involves evaluating and responding to the academic diversity you see represented by your instructional ladders. In your packets, you’ll find a page that looks like the menu you see on the screen. We’ll use this document to guide our evaluative discussions.
Discuss with your table group the skills associated with those scores you identified on your ladders.
Where in your state standards do you see the skills associated with the highlighted ranges in your ladder reflected?
Make observations about your student data in relation to those points on the ladder. Are most students learning needs on grade level, higher, or lower?
Are scores equally or unequally distributed within the classes you examined? Across classes?
Discuss the questions and record your observations on chart pack paper or the template in your packet to share later with the larger group.
Review and discuss the menu of organizational approaches to address student diversity on page 24 with your group.
Which of the listed organizational approaches are currently in use in your school?
Record your observations in Quadrant 2.
Evaluate other organizational approaches listed on the menu. Do you see any that might better address the academic diversity you have observed? Evaluate each of the listed approaches and select your top three to list in Quadrant 4 of your chart pack paper.
Record your observations at the top of Quadrant 4 to share later with the larger group.
Review and discuss the menu of instructional approaches to address student diversity with your group.
Which of the listed instructional approaches do you frequently observe in classrooms in your school?
Record this list on Quadrant 3 of your chart pack paper.
Discuss pros and cons of each approach listed, then select one or two of the instructional approaches you might utilize to address the tiered readiness levels on the instructional ladder you just completed.
Record your group members’ selections on the bottom of Quadrant 4 to share later with the larger group.
Facilitator Notes:
Allow approximately 50 minutes for this activity.
Hide slide when not working with all secondary teachers. R A M
Building a Ladder Packet pp
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

22. Building the Instructional Ladder Primary 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
Materials: Building a Ladder packet pp
Reports: Teacher Report and Sub-skill Performance Report
Key Concepts:
To facilitate the ladder activity for primary grades teachers using Sub-skill Performance Reports to group students
Talking Points:
When you have finished this activity, you will have a plan for teaching your class that helps you to meet the individual needs of your students.
Activity: Use MAP® for Primary Grades Assessment System to Inform Instruction (50 minutes)
Page 27 in the Building a Ladder packet provides instructions for the Primary Groups Ladder Activities.
Choose an instructional area from those in which you’ve given MAP® for Primary Grades Screening or Skills Checklist Tests. Write that area for focus on the subject line on the ladder template on page 28.
Using your Teacher Report, identify the range of skills present in your class.
Transfer student names from the Low – Medium– High sections of your report into the corresponding boxes marked Students on the ladder template.
Transfer the skills from reports that each group of students will work on into the corresponding box on the template.
Add activities and resources for each section.
Review the Assessment/Instruction Planning Page on page 29. Identify where your ongoing instructional plans and additional learning sections might fit within that flowchart pattern and complete the template on page 30.
Prepare to share your Differentiated Instruction Ladder and Assessment/Instruction Planning Page with the large group.
Facilitator Notes:
Allow approximately 50 minutes for this activity.
Hide slide when not working only with all teachers using MAP® for Primary Grades Screening or Skills Checklist Tests. R A M
Building a Ladder packet pp
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

23. Building the Instructional Ladder Primary Activity Group – Survey w/ Goals
Materials: Building a Ladder packet pp , Primary Grades Instructional Data
Reports: Teacher Report and Class Breakdown by Goal Report
Key Concepts:
To facilitate the development of a plan for instruction with primary teachers who have given Survey w/ Goals Tests
Talking Points:
When you have finished this activity, you will have a plan for teaching your class that helps you to meet the individual needs of your students.
Activity: Plan for Instructional Entry Points (50 minutes)
Select a goal for focus. Use your Teacher Report or Class Breakdown by Goal Report to identify the goal area with greatest academic diversity. When using Teacher Reports, look in summary data for the largest standard deviation (Std Dev) or for the lowest mean score to select an area of relative weakness for the class. When using your Class Breakdown by Goal Report, find the area with the most RIT bands filled to identify greatest academic diversity, or you may choose an area for focus based on your own criteria. Pause now and take five minutes to complete this task.
Identify the score ranges present in your class using the Class Breakdown by Goal Report.
Highlight the RIT scores that are present in your class in the chosen goal area.
Write the RIT ranges for students in your class into the boxes on the ladder template on page 31.
Be sure to include a box for any ranges between your students, since you’ll want to prepare activities to tier students through these skills on their way up the ladder.
It’s okay to cluster more than one RIT range together on the ladder as needed. The idea is to give yourself roughly three or four tiers of skill development through which your students will travel, but ensuring that all students have room to grow.
Transfer student names into the boxes that correspond to their RIT ranges.
Using the Primary Grades Instructional Data sample pages or a page you print from the document at the Reports Site, highlight the RIT ranges that are present in your class in the chosen goal area.
Write those skills into the skills boxes on your ladder.
Facilitator Notes:
Allow approximately 50 minutes for this activity.
Hide slide when not working only with all teachers using MAP® for Primary Grades Survey w/ Goals tests. R A M
Building a Ladder packet pp
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

24. Group Reporting Share Observations of student data
Examples of laddered skills
Examples of strategies and approaches
Materials: Instructional Ladders Workbook p. 10
Reports: None
Key Concepts:
To ensure that the whole group benefits from the work of the subgroups
Talking Points: None
Activity: Share Ladders and Observations (20 minutes)
What observations did you make around student data as you worked through this process? High school groups, what did you add to the first quadrant of your chart pack reports? Other groups – did you have similar or different findings around student readiness and academic diversity?
What were the topics and skills you incorporated into your ladders? Middle grades teachers – how broadly did the skills needed to address student readiness vary? What discussions did you have around these skills related to grade-level standards and typical on grade-level lesson content?
What approaches did you envision using to address student needs on the ladders? What activities or structure for activities did you incorporate into your laddered plans? Primary teachers – what instructional strategies did you think of as you planned for student needs?
Facilitator Notes: None A M
Instructional Ladders Workbook p. 10
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

25. Additional Resources for Instructional Ladders
Ladders
Differentiation
Grouping
Rubrics and assessment
Materials: Instructional Ladders Workbook p. 10, Resources of Interest handout
Reports: None
Web Resources:
Key Concepts:
To share that information from DesCartes has been reformatted into ladders in the state of Idaho. These ladders might provide a starting point for teachers in thinking about DesCartes in new ways.
Talking Points:
Additional information regarding ladders can be accessed through
This site is referenced on your Resources of Interest handout.
It provides ladders on content strands in math, reading, and language usage subject areas, as well as extended resources for delivering laddered instruction.
Activity: None
Facilitator Notes: None W M
Instructional Ladders Workbook p. 10
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

26. Assessing Student Growth in Laddered Instruction
Examine in-class assessments and student work through observation
Student self-assessments
Compare fall-to-spring MAP data and reports
Materials: Instructional Ladders Workbook p. 11
Reports: None
Key Concepts:
To help participants assess student progress resulting from laddered instruction
Talking Points:
How can we assess whether or not each of our students has moved up at least one rung of the ladder?
Examine in-class assessments and student work through observation
Evaluate state, local and student self-assessments
Compare fall-to-spring MAP data and reports
Activity: None
Facilitator Notes: None M
Instructional Ladders Workbook p. 11
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

27. The Goal is For All Students to Move Ahead
Class Breakdown by Overall RIT Score
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
Sarah
Justin 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
Materials: None
Reports: None
Key Concepts:
To illustrate academic growth for all students
Talking Points:
Here is actual data from that fifth grade class that shows growth from the beginning of the year to the end of the year.
Notice how the students move upward on the RIT scale – individually and as a group – from the beginning to the end of the year.
Growth is not limited only to the kids in the middle.
It appears that instruction was appropriate for nearly all of the students in this class, as growth can be observed for nearly every student.
Activity: None
Facilitator Notes: None
Red = Beginning of year
Green = End of year
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

28. Resources - Community - - District - - Building - - Teacher -
Internet & Beyond -
NWEA Web Site-
- Community -
- District -
- Building -
Resources
Materials: Instructional Ladders Workbook p. 11
Reports: None
Key Concepts:
To find resources to meet diverse instructional needs
Talking Points:
We’ll use this process to explore resources you may have available to support this approach to instruction.
We’ll work in ever expanding circles moving outward from the classroom to assess what you have access to in your environment.
Assess what I have: What is on my bookshelf, what do I read at home, where are my old college textbooks?
Assess what we have globally: What does my neighbor have? The special education teacher, reading specialist, Title I teacher, teachers at the next and previous grade levels? What is in our library?
Access local outside resources: What’s at the public library? What can I pick up at the next textbook fair? What sample materials might I request to evaluate? What’s in the newspapers and magazines available?
Evaluate Internet options: So many educational web sites, so little time... Some classics – Webquest.com, NOVA.org, discoverychannel.com, etc. Compass, HOSTS, other providers - who they are and talk to them about the needs you see in your classroom.
When people purchase things in the district they are doing it to support the teachers. They need to hear from teachers regarding the needs of students.
You are not alone! Begin to think about how you can pool resources and draw more in.
Activity: Identify Resources (5 minutes)
Ask participants to focus on a topic they currently teach.
Give them five minutes to individually write down as many resources as they can think of that fit in each of the concentric circles.
Share results with table groups. Debrief by asking for volunteers to share examples.
Facilitator Notes:
Be sure to emphasize the NWEA web site as a resource and remind participants how to access it.
- Teacher -
- Classroom - A M
Instructional Ladders Workbook p. 11
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

29. 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
Materials: None
Reports: None
Key Concepts:
To reinforce the concept of building internal capacity
Talking Points:
One important factor in building internal capacity is finding the time for staff development of all kinds and collaboration.
Recommendations to address the time issue include:
Using early release days already in the school calendar for data work and team learning.
Hiring substitute teachers who can relieve staff members for blocks of time dedicated to learning and/or data collaboration. For example, if we have three teachers at each grade in the school, three subs hired for a day could give each grade level an hour or two to work with coaches or the principal on data or training content.
Reduce or eliminate the use of staff meetings to relay ‘adminstrivia’ (administrative trivia). Use or flyers to share such information and liberate staff meeting time for collaborative work and learning.
Another important factor in building internal capacity is determining where and how we can find relevant learning opportunities for our staff that fit within our budget and calendar.
Traditional professional development days are invaluable, but they won’t give you the optimal, job-embedded development of learning unless they are intentionally supplemented by ongoing work. To achieve this, consider creating:
Curriculum and data planning teams who might examine district curriculum and data during release time and present to staff during scheduled meetings.
Study groups who meet after school or during meeting times to read, discuss, and look at data.
Data coaches whose role includes ongoing data facilitation with staff.
Activity: None
Facilitator Notes: None
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

30. Leading High Performing Learning Communities
Mission: Growth and Learning for Every Student
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
Materials: None
Reports: None
Key Concepts:
To discuss how the District Leadership Team (coaches, administrators, lead teachers, etc) plays an important role in critical factors associated with creating and sustaining high performing learning communities
Talking Points:
Achieving our goal of growth and learning for every student is a journey that requires continuous attention to systems and data.
Today’s learning opportunities focus on several key elements which research has identified as important to successful schools, including:
Developing a culture that supports collegial reflection and change.
Using data to better understand the needs of all learners.
Identifying Professional Development learning needs for staff that lead to better learning for students.
Designing effective and responsive instructional plans and developing skills and strategies to make every classroom a dynamic learning environment.
Activity: None
Facilitator Notes: None
Culture and Ownership ANSWERABILITY
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

31. Sustaining 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
Materials: Instructional Ladders Workbook p. 12, Sustaining the Momentum handout, Sustaining the Momentum Sample Teach-Back Plan
Reports: None
Key Concepts:
To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward
Talking Points:
Review the key concepts from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others.
Activity: Sustaining the Momentum Plan (10 minutes)
Building Local Expertise Training Model:
Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum handout under the heading What Needs to be Done. We will develop plans for how you will deliver this content during the last half hour.
Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward.
Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with MAP reports.
A Sustaining the Momentum Sample Teach-Back Plan is available in your materials set to assist you as you build your plan.
All Staff Training Model:
Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum document under the heading What Needs to be Done.
Include in your action plan steps for continuing the collegial conversations with teacher and other staff members surrounding their experiences with MAP reports.
Facilitator Notes:
Be aware of the time factor in determining how much planning time to give the group. It would be ideal if there were at least 10 minutes or more available for this activity. A M
Instructional Ladder Workbook p. 12
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™

32. Thank you for your attention and hard work.
Help Us Learn From You
Please complete the Evaluation Form and leave it in the designated location.
Materials: Evaluation Form handout
Reports: None
Key Concepts:
To thank participants for their time and request evaluation
Talking Points:
Thank you for your time and attention today.
We seek your feedback in helping us continue to provide quality assessments, data that informs your work, and resources to support you.
Please let us know your suggestions for how we can improve what we do.
Please fill out your Evaluation Form before leaving.
Activity: Evaluation (5 minutes)
Facilitator Notes: None A M
Instructional Ladders
Revised 10/2010
© 2010 Northwest Evaluation Association™