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Instructional Ladders Measures of Academic Progress ® (MAP ® ) Lexile is a registered trademark of MetaMetrics, Inc. NWEA is neither affiliated nor associated.

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Presentation on theme: "Instructional Ladders Measures of Academic Progress ® (MAP ® ) Lexile is a registered trademark of MetaMetrics, Inc. NWEA is neither affiliated nor associated."— Presentation transcript:

1 Instructional Ladders Measures of Academic Progress ® (MAP ® ) 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.

2 Setting the Stage  Welcome/introductions  Structure for the day  Materials review 2 R A M Materials Reports Activity Web Resources W M A V Virtual Observation

3 Activate 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 A 3

4 Sustaining the Momentum  Consider how you will implement what you’ve learned in the:  Next month  Next semester  Next year 4 M

5 Terry Planner My Building xx/xx/xxxx Schedule meeting to plan for sharing/ teaching other teachers key concepts: Complete Recorded Online Ladder Activity 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 Sustaining the Momentum Planning Document

6 Topics for Today  Applications for DesCartes and Primary Grades Instructional Data  Instructional Ladder Design  Explore Resource Options

7 Taking Stock 7 Grade-level standards are the focus of all my instruction Disagree Somewhat Disagree Neutral Somewhat Agree Agree A

8 Building the Instructional Ladder  Data-informed instructional design  Extended scaffolding  Appropriate entry points 8 Instructional Ladders Workbook pp. 1-2 M A

9 Virtual Observation: Laddered Instruction  Content focus  Resources for decision-making  Using DesCartes 9 M A Instructional Ladders Workbook p. 2 V

10 What is the “Zone of Proximal Development”?  Match of learners’ level of prior knowledge to new information to produce maximum growth 10 Instructional Ladders Workbook pp. 3-4 M

11 11 Standard 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?

12 Determining Instructional Content  Standards  Local curriculum documents  School improvement initiatives  Student academic needs  Triangulation of data 12 Instructional Ladders Workbook p. 5 M

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 13 Instructional Ladders Workbook pp. 5-7 M

14 Building Instructional Ladders 14 Standard DesCartes or Primary Grades Instructional Data Concept

15 Concept  For a concept and its relevant standard, determine: 15 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

16 Standard  The student will use the scientific process to answer questions: 16 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. 8 M

17 Standard and DesCartes  Geometry – Properties of two and three dimensional objects (points, rays, lines, and angles including congruency, similarities and transformations) : Identifies right angles : Identifies geometric transformations (rotations) : Understands meaning and representation of a dilation : Identifies symmetry of a sphere None : Identifies figures with line symmetrical parts All Instructional Ladders Workbook p. 8 M

18 Instructional Ladder Samples  Science  Mathematics  Reading  Social Studies  Thematic units 18 Instructional Ladders Workbook p. 9 M A

19 Previewing the Instructional Ladder 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 R Instructional Ladders Workbook p. 9 M

20 Building the Instructional Ladder Standard Activity Group 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 A R M Building a Ladder packet pp. 1-10

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 21 A R M Building a Ladder Packet pp

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 A M R 22 Building a Ladder packet pp

23 Building the Instructional Ladder Primary Activity Group – Survey w/ Goals A M R Building a Ladder packet pp

24 Group Reporting  Share  Observations of student data  Examples of laddered skills  Examples of strategies and approaches 24 Instructional Ladders Workbook p. 10 M A

25 Additional Resources for Instructional Ladders   Ladders  Differentiation  Grouping  Rubrics and assessment 25 Instructional Ladders Workbook p. 10 M W

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 26 Instructional Ladders Workbook p. 11 M

27 The Goal is For All Students to Move Ahead 27 Red = Beginning of year Green = End of year 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 BAndrew John Chris Alisha Neal Billy Amber Tom James Allison Grant Sydney Marc Shelby Taylor Chelsea Sarah Donovan April Randy Susannah Anna Tyler Ty JustinTaylor

28 Resources 28 Instructional Ladders Workbook p. 11 M A - Internet & Beyond - - NWEA Web Site- - Community - - District - - Building - - Teacher - - Classroom -

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 29

30 Leading High Performing Learning Communities  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 Ownership ANSWERABILITY Mission: Growth and Learning for Every Student

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 31 A Instructional Ladder Workbook p. 12 M

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. M A


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