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 1. I use DesCartes: A Continuum of Learning ® for lesson planning and goal setting. 2. I use the Class Breakdown by RIT Report for lesson planning and grouping. 3. I use the Teacher Report to make instructional decisions. 4. I can identify strengths and areas of need using MAP data. 5. I know how to access and understand growth projections for students. 6. I set goals with my classes and students. Self-Assessment

8 Activating Prior Knowledge  Adaptive Assessment Adaptive Assessment  RIT Scale as a Growth Measure RIT Scale as a Growth Measure  Normative Data Normative Data  Instructional Readiness Instructional Readiness  DesCartes: A Continuum of Learning DesCartes: A Continuum of Learning  Primary Grades Instructional Data 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  Larger standard deviation indicates more academic diversity  How might this impact instruction?  Smaller standard deviations indicate that students are more alike.  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

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

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 Discussion Format Learning Materials Detailed directionsInquiry-driven with few directions Teacher-led with modeling Discussion questions provided Word problems and hypothetical situations Manipulatives and concrete examples

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 PageESU 8 Home  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

Source: The Differentiated Classroom, Tomlinson 1999 Paragraph Shrinking Tiered Lessons4-MAT JigsawTiered CentersVaried questioning strategies Taped materialTiered ProductsInterest Centers Anchor ActivitiesLearning ContractsInterest Groups Varying OrganizersSmall Group InstructionVaried Homework Varied TextsGroup InvestigationCompacting Supplementary MaterialsOrbitalsVaried Journal Prompts Literature CirclesIndependent StudyComplex Instruction CubingTiered AssignmentsReading Buddies Sample Differentiated Strategies

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   Use your MAP data to design a differentiated lesson  Enjoy your afternoon

28 The MAP ® Adaptive Assessment Beginning Literacy Adult Reading 6 th Grade x x x x x x x x x x x x x x x MAP Test

29 Rasch unIT (RIT) Scale  Achievement scale is an equal-interval scale  Used to show growth over time  Independent of grade level Grade-LevelNormsRIT Skills Data DesCartes or Primary Grades Instructional Data K 1

30 Measuring Growth

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

32 NWEA™ Research  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 t y p i c a l

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  R eady for  I nstruction  T oday RIT Skills and Concepts DesCartes or Primary Grades Instructional Data 195

35 DesCartes: A Continuum of Learning ®

36 Primary Grades Instructional Data