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Mt. Vernon Community School Corporation

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Mt. Vernon Community School Corporation

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    1. 1

    2. 2 Agenda Purpose for Testing Reports/Context for Scores Classroom Diversity/Overall Score Goal Area Scores Tools: Learning Continuum, Lexiles, Placement Guidelines Goal Setting: Class, Student Building Instruction Differentiating Instruction

    3. 3 Ask for a volunteer to stand by each poster and give a short observation on the findings. They may start anywhere they would like. Remind them we are looking for OBSERVATIONS ONLY! Don’t spend too much time on each one. (You could even set a two-minute timer per poster if they seem to be generating discussion. ) They are meant to be a quick barometer, and not worthy at this point of deep discussion. Reference these charts during the two-day period.Ask for a volunteer to stand by each poster and give a short observation on the findings. They may start anywhere they would like. Remind them we are looking for OBSERVATIONS ONLY! Don’t spend too much time on each one. (You could even set a two-minute timer per poster if they seem to be generating discussion. ) They are meant to be a quick barometer, and not worthy at this point of deep discussion. Reference these charts during the two-day period.

    4. 4

    5. 5 “Why are we giving this test?”

    6. 6 Assumptions of ‘Graded’ Schools We begin with a K-12 curriculum scale, covering content beginning with letter recognition in kindergarten to adult reading. Typically, we feel restricted to “covering” specific curricula or adopted standards at specific grade levels

    7. 7 We have students performing above, at, and below this ‘grade level’ curriculum How does this impact assessment and instruction?

    8. 8 The “Mastery” Issue The NWEA test is NOT a test for determining mastery of skills. It provides a road map for students toward achieving mastery. The NWEA assessment is not a “mastery” test. Rather, it is based on a continuum of skills in math, reading, and language usage from low skill levels to high skill levels. We can consider it to be one long test, rather than a series of shorter tests that assess students over specific criteria at various grade levels. It provides a way—a road map–for determining where each student is performing in relation to local or state standards, curriculum, or other criteria. CLICK A KEY POINT here is that this assessment provides teachers with the INSTRUCTIONAL LEVEL of the student. {Note to trainer – Throughout the workshop continue to emphasize that we are finding the instructional level; this is a concept new to most of the participants and one that needs constant review and emphasis.} Teachers may ask questions about upper level math end-of-course tests. Explain that those tests may be considered mastery tests in that subject. With NWEA assessments, our purpose is to get the most accurate information we can on every child, regardless of where they are in the curriculum. In order to do this, we had to design something different. The NWEA assessment is not a “mastery” test. Rather, it is based on a continuum of skills in math, reading, and language usage from low skill levels to high skill levels. We can consider it to be one long test, rather than a series of shorter tests that assess students over specific criteria at various grade levels. It provides a way—a road map–for determining where each student is performing in relation to local or state standards, curriculum, or other criteria. CLICK A KEY POINT here is that this assessment provides teachers with the INSTRUCTIONAL LEVEL of the student. {Note to trainer – Throughout the workshop continue to emphasize that we are finding the instructional level; this is a concept new to most of the participants and one that needs constant review and emphasis.} Teachers may ask questions about upper level math end-of-course tests. Explain that those tests may be considered mastery tests in that subject. With NWEA assessments, our purpose is to get the most accurate information we can on every child, regardless of where they are in the curriculum. In order to do this, we had to design something different.

    9. 9 “What reports do we use?”

    10. 10 Sample Teacher Report Class report specifics: SUBJECT AREA - What subject area are we working with? (Have them identify this from sample report.) STUDENT ID NUMBER—Purpose is to track kids’ data; no scores are associated with name, how many John Smith’s do you know? Must stay unique to that student the entire time they are in that system. If you change the number when you move from elementary to middle, you will lose the data. You must understand, you cannot change the ID number for a child. STUDENT’S NAME AND GRADE– What grade is this report for? TEST FORM (ALT) TEST TYPE (MAP) Test Type—This column indicates the type of test your students took. S/G means Goals Survey Test – This is the most common MAP version used. It provides not only a RIT, but also information about each goal strand area. SUR means Survey Test. This is a shorter version, about 20 questions, that only provides a RIT score – no goal information. Any valid score you see is put in your summary data. If a score is not valid, it won’t be printed. All of the information for special codes goes into a file that accompanies the Class Roster File (CRF), called a Special Programs File (SPF) prior to each season’s testing. The district has control over certain codes. Some are already preset. The people in your district need to be clear on what the exemptions mean when using the codes for the SPF. MEAN - The mean RIT is the average overall RIT of the group on this report. It is determined by adding the RIT scores of every student in the class and dividing by the number of students. MEDIAN - The median is the RIT score in the middle of the class. That is, the same number of students score above this score as below. STANDARD DEVIATION - The standard deviation of the class indicates the diversity of the instructional levels of this group of students. A very simplified definition might be, “the average of the differences from the mean”. The higher the standard deviation, the more varied the instructional levels of the students. We will discuss this in more detail later in the workshop. STANDARD ERROR - This is the range of error, or confidence band, around a score and is used to determine the RIT range and percentile range. RIT RANGE - The RIT Range indicates the range of error or confidence band around a score. A score is NEVER just one number. We have this on the report to use when you are making decisions around any cut scores. You should always look at the score range to make the determination of whether the student makes the cut or not. Students’ performing within the same score range have similar instructional levels. This is the confidence band around the student’s score. If the student took the same test three days in a row, he or she would most probably score within that band. Kind of like a digital scale, you step on and off and get different scores, but they are all around the same range. The range is a total of one standard error. PERCENTILE - Percentile is a score based on a comparison of all of the students in the norming study – 1.05 million students from 323 school districts in 24 states who were administered Achievement Level Tests and Measures of Academic Progress (MAP) tests. As far as we know, this is the largest norming study in the country. Only valid scores are included in this study. Percentile has nothing to do with percent of correct answers (percentage) a student gets on a test. A student with a percentile of 35, for example, means that on this test, this student surpassed 35 percent of the students in the norming study. It also means that 65 percent of the students in the study exceeded this score. PERCENTILE RANGE - Just like the RIT range, the percentile range indicates the confidence band around the percentile score. GOAL PERFORMANCE - These scores indicate how students performed in each of the goal areas listed. Class report specifics: SUBJECT AREA - What subject area are we working with? (Have them identify this from sample report.) STUDENT ID NUMBER—Purpose is to track kids’ data; no scores are associated with name, how many John Smith’s do you know? Must stay unique to that student the entire time they are in that system. If you change the number when you move from elementary to middle, you will lose the data. You must understand, you cannot change the ID number for a child. STUDENT’S NAME AND GRADE– What grade is this report for? TEST FORM (ALT) TEST TYPE (MAP) Test Type—This column indicates the type of test your students took. S/G means Goals Survey Test – This is the most common MAP version used. It provides not only a RIT, but also information about each goal strand area. SUR means Survey Test. This is a shorter version, about 20 questions, that only provides a RIT score – no goal information. Any valid score you see is put in your summary data. If a score is not valid, it won’t be printed. All of the information for special codes goes into a file that accompanies the Class Roster File (CRF), called a Special Programs File (SPF) prior to each season’s testing. The district has control over certain codes. Some are already preset. The people in your district need to be clear on what the exemptions mean when using the codes for the SPF. MEAN - The mean RIT is the average overall RIT of the group on this report. It is determined by adding the RIT scores of every student in the class and dividing by the number of students. MEDIAN - The median is the RIT score in the middle of the class. That is, the same number of students score above this score as below. STANDARD DEVIATION - The standard deviation of the class indicates the diversity of the instructional levels of this group of students. A very simplified definition might be, “the average of the differences from the mean”. The higher the standard deviation, the more varied the instructional levels of the students. We will discuss this in more detail later in the workshop. STANDARD ERROR - This is the range of error, or confidence band, around a score and is used to determine the RIT range and percentile range. RIT RANGE - The RIT Range indicates the range of error or confidence band around a score. A score is NEVER just one number. We have this on the report to use when you are making decisions around any cut scores. You should always look at the score range to make the determination of whether the student makes the cut or not. Students’ performing within the same score range have similar instructional levels. This is the confidence band around the student’s score. If the student took the same test three days in a row, he or she would most probably score within that band. Kind of like a digital scale, you step on and off and get different scores, but they are all around the same range. The range is a total of one standard error. PERCENTILE - Percentile is a score based on a comparison of all of the students in the norming study – 1.05 million students from 323 school districts in 24 states who were administered Achievement Level Tests and Measures of Academic Progress (MAP) tests. As far as we know, this is the largest norming study in the country. Only valid scores are included in this study. Percentile has nothing to do with percent of correct answers (percentage) a student gets on a test. A student with a percentile of 35, for example, means that on this test, this student surpassed 35 percent of the students in the norming study. It also means that 65 percent of the students in the study exceeded this score. PERCENTILE RANGE - Just like the RIT range, the percentile range indicates the confidence band around the percentile score. GOAL PERFORMANCE - These scores indicate how students performed in each of the goal areas listed.

    11. 11 This is the final Class Report that comes as an end-of-term report 72 hours after the district MAP coordinator has declared the district’s testing complete. Note that this district requested RIT ranges be displayed rather than descriptors under the goal areas. We will explain more about this later in the workshop. Data from previous testing seasons is also displayed on the final class report. This is the final Class Report that comes as an end-of-term report 72 hours after the district MAP coordinator has declared the district’s testing complete. Note that this district requested RIT ranges be displayed rather than descriptors under the goal areas. We will explain more about this later in the workshop. Data from previous testing seasons is also displayed on the final class report.

    12. 12 Here is a sample of the whole report. You will notice at the top of the report that growth will be calculated from fall to spring. (CLICK) Here is a close-up of the mathematics goal area. Notice the student growth calculation.Here is a sample of the whole report. You will notice at the top of the report that growth will be calculated from fall to spring. (CLICK) Here is a close-up of the mathematics goal area. Notice the student growth calculation.

    13. 13 Achievement Status Growth Report This report lists students alphabetically by class. The report provides each student’s fall-to-spring growth and shows how that growth relates to the student’s fall growth targets based on RIT Block Growth Norms. It comes in the suite of reports to the district MAP Coordinator. Note that this is a fall report. Spring reports will include student’s: Spring RIT/Std. Error Fall to Spring Growth (student’s actual growth) Whether or not the student met the target (based on RIT Block Growth Norms) The growth target Index a negative number if the actual growth was below the RIT Block Growth-based target a positive number if the actual growth was above the RIT Block Growth-based target This report lists students alphabetically by class. The report provides each student’s fall-to-spring growth and shows how that growth relates to the student’s fall growth targets based on RIT Block Growth Norms. It comes in the suite of reports to the district MAP Coordinator. Note that this is a fall report. Spring reports will include student’s: Spring RIT/Std. Error Fall to Spring Growth (student’s actual growth) Whether or not the student met the target (based on RIT Block Growth Norms) The growth target Index a negative number if the actual growth was below the RIT Block Growth-based target a positive number if the actual growth was above the RIT Block Growth-based target

    14. 14 “What do the scores mean?”

    15. 15 An important note is that some of the data on the report is dependent on grade- level, while some are not. The RIT score and RIT range are not dependent on grade-level. A student in one grade can make the same RIT score as a student in another grade and it means basically the same thing (that they are performing at the same instructional level). If ordered, the goal RIT ranges mean the same thing. The percentile score, percentile range, and goal descriptors (HI, AV, LO) are dependent upon the grade-level norms.An important note is that some of the data on the report is dependent on grade- level, while some are not. The RIT score and RIT range are not dependent on grade-level. A student in one grade can make the same RIT score as a student in another grade and it means basically the same thing (that they are performing at the same instructional level). If ordered, the goal RIT ranges mean the same thing. The percentile score, percentile range, and goal descriptors (HI, AV, LO) are dependent upon the grade-level norms.

    16. 16 NWEA Monitoring Growth Document What are expected RIT and growth scores? ”Monitoring Growth in Student Achievement” NWEA updates the norming data every 3 years. The most recent norming study concluded in the summer of 2002 and new norms were first used for the fall 2002 testing season. We can use the grade-level norms, shown on the “Monitoring Growth in Student Achievement” chart, to help us with what is “typical”; that is, students scoring at the 50th percentile in the norm study. Emphasize that the word “typical” should be used by teachers and administrators. You should avoid using “expected” or “should be”, as we treat each student as an individual. For example, if the typical median Spring RIT for a student is 230, and (s)he was at a 200 in the fall, then we should not say that the student is “expected” or “should be” at a 230. That is not reasonable. Remember, this is only a point of reference. Over time, you will come to know what “typical” growth looks like for your district, which may be different than the NWEA norms.  ”Monitoring Growth in Student Achievement” NWEA updates the norming data every 3 years. The most recent norming study concluded in the summer of 2002 and new norms were first used for the fall 2002 testing season. We can use the grade-level norms, shown on the “Monitoring Growth in Student Achievement” chart, to help us with what is “typical”; that is, students scoring at the 50th percentile in the norm study. Emphasize that the word “typical” should be used by teachers and administrators. You should avoid using “expected” or “should be”, as we treat each student as an individual. For example, if the typical median Spring RIT for a student is 230, and (s)he was at a 200 in the fall, then we should not say that the student is “expected” or “should be” at a 230. That is not reasonable. Remember, this is only a point of reference. Over time, you will come to know what “typical” growth looks like for your district, which may be different than the NWEA norms.  

    17. 17 When looking at yearly growth on the Monitoring Growth Chart, it is recommended that you use Spring-to-Spring measures when at all possible. This will depend on how many testing sessions each student has participated in. Spring-to-Spring growth takes into account the summer months and it is a better indicator of yearly growth. Fall-to-Spring represents only the instructional months, but can serve as a good indicator of successful teaching strategies implemented during the school year. Also, keep in mind that the “growth” numbers are not obtained simply by subtracting the Fall RIT from the Spring RIT or the Fall RIT from the previous Fall RIT. Matched students were used for this process. That is, only the data from students who were tested in the fall who were also tested in the spring were used. Data of students who moved into or out of districts between the fall and spring were not used to determine growth scores. Mean and median RIT scores, however, were obtained through the norming study using all of the students—1,050,000. Please have participants write the word “typical” on their Monitoring Growth Charts. When looking at yearly growth on the Monitoring Growth Chart, it is recommended that you use Spring-to-Spring measures when at all possible. This will depend on how many testing sessions each student has participated in. Spring-to-Spring growth takes into account the summer months and it is a better indicator of yearly growth. Fall-to-Spring represents only the instructional months, but can serve as a good indicator of successful teaching strategies implemented during the school year. Also, keep in mind that the “growth” numbers are not obtained simply by subtracting the Fall RIT from the Spring RIT or the Fall RIT from the previous Fall RIT. Matched students were used for this process. That is, only the data from students who were tested in the fall who were also tested in the spring were used. Data of students who moved into or out of districts between the fall and spring were not used to determine growth scores. Mean and median RIT scores, however, were obtained through the norming study using all of the students—1,050,000. Please have participants write the word “typical” on their Monitoring Growth Charts.

    18. 18 Once we become comfortable using the Monitoring Growth Chart, we can take a look at another tool for evaluating student growth. From our norming studies we know that low-performing students and high-performing students don’t tend to grow at the same rate. A simple grade-level growth average doesn’t capture this information, and may lead us to inaccurate decisions about students. The RIT Block Growth Norms break out student RIT growth by grade level, into 10 RIT point blocks, based on their RIT score at the beginning of the growth interval. F If we look at our Monitoring Growth in Student Achievement Chart, we see, that a typical fifth grade student in reading grows 8.8 RITs from fall to spring. However, we know that not all students were performing at the same RIT level when they took the fall test. The RIT Block Growth Norm charts look at students’ growth based on where they were performing on the RIT scale when they took the fall test. (CLICK) For example, our norming study tells us that students performing between 150-159 RITs in the fall, typically show a fall-to-spring growth of 11.3 RITs, while students performing between 210-219 RITs (CLICK) in the fall, typically show a fall-to-spring growth of 5.4 RITs. This topic will be discussed in greater depth in the Climbing the Data Ladder workshop.Once we become comfortable using the Monitoring Growth Chart, we can take a look at another tool for evaluating student growth. From our norming studies we know that low-performing students and high-performing students don’t tend to grow at the same rate. A simple grade-level growth average doesn’t capture this information, and may lead us to inaccurate decisions about students. The RIT Block Growth Norms break out student RIT growth by grade level, into 10 RIT point blocks, based on their RIT score at the beginning of the growth interval. F If we look at our Monitoring Growth in Student Achievement Chart, we see, that a typical fifth grade student in reading grows 8.8 RITs from fall to spring. However, we know that not all students were performing at the same RIT level when they took the fall test. The RIT Block Growth Norm charts look at students’ growth based on where they were performing on the RIT scale when they took the fall test. (CLICK) For example, our norming study tells us that students performing between 150-159 RITs in the fall, typically show a fall-to-spring growth of 11.3 RITs, while students performing between 210-219 RITs (CLICK) in the fall, typically show a fall-to-spring growth of 5.4 RITs. This topic will be discussed in greater depth in the Climbing the Data Ladder workshop.

    19. 19 Let the data speak to you! Look for…. Academic Diversity Central Tendency Mean Median Outliers Comparison to the Norm Group We have all looked at data before – LOOKING is all well and good! BUT… if we don’t learn to key in on what data tell us about our class and the individual students, we are missing out on a wealth of knowledge. When we look at our Class Report we are basically letting the data guide us on how we will teach. First we need to know the academic diversity of our class. Just how spread are our students on that learning continuum? We can also learn a lot by looking at the middle of our class. Both the Mean and the Median are “middle of the road” snapshots. Sometimes the median or middle score is somewhat different from the mean, either when samples are small or when there are several extreme scores that have a disproportionate effect on the mean. The Mean is the arithmetic average of our class – we add up all of the scores then divide by the number of scores. The Median is another way of looking at the overall class very generally. This one is the ‘middle score’. It means that the same number of students scored above this median score as below. Most classes today have what statisticians call “outliers”. Those are the students who are at either end of the class and when you look at the RIT scores of a class, the outlier will be ‘different’ by 5 or more points. The Mean score is the score that is most affected by these outliers. If you see a difference in your Mean and your Median scores, look for outliers that are making this happen. Finally, we will teach you ways of looking at your class in light of the information that we have about the Norming Group. NWEA looked at the scoring patterns for a million plus students. If we compare our class and individual information to that Norm Study, we can better understand how our students are doing against a ‘national’ group of students. We have all looked at data before – LOOKING is all well and good! BUT… if we don’t learn to key in on what data tell us about our class and the individual students, we are missing out on a wealth of knowledge. When we look at our Class Report we are basically letting the data guide us on how we will teach. First we need to know the academic diversity of our class. Just how spread are our students on that learning continuum? We can also learn a lot by looking at the middle of our class. Both the Mean and the Median are “middle of the road” snapshots. Sometimes the median or middle score is somewhat different from the mean, either when samples are small or when there are several extreme scores that have a disproportionate effect on the mean. The Mean is the arithmetic average of our class – we add up all of the scores then divide by the number of scores. The Median is another way of looking at the overall class very generally. This one is the ‘middle score’. It means that the same number of students scored above this median score as below. Most classes today have what statisticians call “outliers”. Those are the students who are at either end of the class and when you look at the RIT scores of a class, the outlier will be ‘different’ by 5 or more points. The Mean score is the score that is most affected by these outliers. If you see a difference in your Mean and your Median scores, look for outliers that are making this happen. Finally, we will teach you ways of looking at your class in light of the information that we have about the Norming Group. NWEA looked at the scoring patterns for a million plus students. If we compare our class and individual information to that Norm Study, we can better understand how our students are doing against a ‘national’ group of students.

    20. 20 “How diverse is the performance level in my class?”

    21. 21 Class snapshots looking at Overall Class Data Divide by drawing lines on the class list at 10 RIT intervals; draw line after 210, 220, 230, etc. Create class breakdown chart by 10 RIT breakdowns Use standard deviation to understand class academic diversity We’re going to: Divide our class at 10 RIT intervals Create a class breakdown chart Look at what the standard deviation of the class tells us about its academic diversity. We’re going to: Divide our class at 10 RIT intervals Create a class breakdown chart Look at what the standard deviation of the class tells us about its academic diversity.

    22. 22 On your class report, count by 10s and draw lines at 10 point divisions. That is, after 200, 210, 220, 230, etc. CLICK to show what it looks like. Now you can easily transfer the names to the Class Breakdown form. On your class report, count by 10s and draw lines at 10 point divisions. That is, after 200, 210, 220, 230, etc. CLICK to show what it looks like. Now you can easily transfer the names to the Class Breakdown form.

    23. 23 Activity: Use your class reports and complete the Class Breakdown Sheet. CLICK This provides a quick way to show the “curve” in your classroom. This class is not typical as far as the bell shape is concerned. It is heavy with both special education and gifted/talented students. It’s more representative of a two-humped camel. Activity: Have participants raise their hands if they have students in the <160 band, the 161-170 band, etc. Did you raise your hand more than once? This shows the academic diversity in your class. In addition, look at how many grade levels are represented in the same RIT ranges as you have in your class. Activity: Use your class reports and complete the Class Breakdown Sheet. CLICK This provides a quick way to show the “curve” in your classroom. This class is not typical as far as the bell shape is concerned. It is heavy with both special education and gifted/talented students. It’s more representative of a two-humped camel. Activity: Have participants raise their hands if they have students in the <160 band, the 161-170 band, etc. Did you raise your hand more than once? This shows the academic diversity in your class. In addition, look at how many grade levels are represented in the same RIT ranges as you have in your class.

    24. 24 What does the standard deviation tell us? Standard Deviation: The standard deviation is another way to look at academic diversity. It describes the nature of your distribution of test scores, whether they are closely bunched or widely dispersed. By definition, ? of your students’ scores fall + or – one standard deviation from the mean. Which goal has the highest standard deviation? (Pause) NUMBER SENSE – 16.7 “What does that mean to me as a teacher? (Pause.) The higher the standard deviation the less likely large group instruction will be effective.Standard Deviation: The standard deviation is another way to look at academic diversity. It describes the nature of your distribution of test scores, whether they are closely bunched or widely dispersed. By definition, ? of your students’ scores fall + or – one standard deviation from the mean. Which goal has the highest standard deviation? (Pause) NUMBER SENSE – 16.7 “What does that mean to me as a teacher? (Pause.) The higher the standard deviation the less likely large group instruction will be effective.

    25. 25 Larger standard deviations . . . Indicate that the group is more diverse. It is likely that small group instruction is more appropriate in these areas than whole group instruction. Larger standard deviations indicate the group is more diverse. It is likely that small group or differentiated instruction is more appropriate in these areas than whole group instruction. Lower standard deviations indicate that students are most alike in this area. Large/whole group instruction may be more appropriate.Larger standard deviations indicate the group is more diverse. It is likely that small group or differentiated instruction is more appropriate in these areas than whole group instruction. Lower standard deviations indicate that students are most alike in this area. Large/whole group instruction may be more appropriate.

    26. 26 Standard Deviation = 21 Here is an example of an actual class of students with a larger standard deviation – 21. Notice that they are fairly well spread out across the chart. Here is an example of an actual class of students with a larger standard deviation – 21. Notice that they are fairly well spread out across the chart.

    27. 27 Standard Deviation = 8 Conversely, this shows an example of a class of students with a smaller standard deviation – 8. We can quickly see that this group of students is more homogeneous in regard to their skills in this subject area. Conversely, this shows an example of a class of students with a smaller standard deviation – 8. We can quickly see that this group of students is more homogeneous in regard to their skills in this subject area.

    28. 28

    29. 29 Fall – Standard Deviation = 21 Our goal as teachers is to provide appropriate instruction to help all students grow from fall to spring, year to year. CLICK to demonstrate fall to spring growthOur goal as teachers is to provide appropriate instruction to help all students grow from fall to spring, year to year. CLICK to demonstrate fall to spring growth

    30. 30 Notice how the students move upward on the RIT scale – individually and as a group – from fall to spring. 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…Notice how the students move upward on the RIT scale – individually and as a group – from fall to spring. 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…

    31. 31 Fall – Standard Deviation = 21 Reminder: This slide represents how to demonstrate growth using goal breakdown sheets both fall and spring.Reminder: This slide represents how to demonstrate growth using goal breakdown sheets both fall and spring.

    32. 32 “How do I use goal area scores?”

    33. 33 Goal Breakdown by Goal Descriptor You can do the same type of activity with your goal information that you did with the entire class. Here is a sample of what a Goal Breakdown would look like on a Flexible Grouping Chart. You have a sample in your Materials Set. Write down your goal areas along the left hand side of the chart. Take all of the lows in a goal area and write them down on the breakdown sheet. Write down the student’s overall score beside their name. It is important to remember that you may have a wide range of students within the goal band, some of which may be a lot more advanced in other areas, but just weaker in this one. CLICK For example, notice that Jordan and Samuel, fifth grade students, are both performing in the Low area in computation, yet their overall RIT scores in math (215 and 216) are similar to a typical sixth grade student. You can do the same type of activity with your goal information that you did with the entire class. Here is a sample of what a Goal Breakdown would look like on a Flexible Grouping Chart. You have a sample in your Materials Set. Write down your goal areas along the left hand side of the chart. Take all of the lows in a goal area and write them down on the breakdown sheet. Write down the student’s overall score beside their name. It is important to remember that you may have a wide range of students within the goal band, some of which may be a lot more advanced in other areas, but just weaker in this one. CLICK For example, notice that Jordan and Samuel, fifth grade students, are both performing in the Low area in computation, yet their overall RIT scores in math (215 and 216) are similar to a typical sixth grade student.

    34. 34 …once we’re comfortable using Lo, Av, Hi, we can begin to look at RIT range scores in the goal performance area on the CLASS Report This slide should only be used for MAP districts. RIT range scores, as opposed to the Lo, Av, Hi descriptors, are available only on MAP CLASS reports and only if they have been ordered by your district coordinator. By using these descriptors we were able to get a feel for how our class might be grouped, generally. Now, by using the RIT range scores, we can get a much more specific picture of where our students are performing in regard to skill areas. This slide should only be used for MAP districts. RIT range scores, as opposed to the Lo, Av, Hi descriptors, are available only on MAP CLASS reports and only if they have been ordered by your district coordinator. By using these descriptors we were able to get a feel for how our class might be grouped, generally. Now, by using the RIT range scores, we can get a much more specific picture of where our students are performing in regard to skill areas.

    35. 35 This Class Breakdown by Goals Sheet provides us with a way to look at where each student in our class is performing in regard to their skills in the goal areas. Once we have completed it, it provides us with a very graphic visual, just as the Class Breakdown Sheet did earlier. Now, however, we have much more specific information. Later we’ll see how the NWEA Learning Continuum can help us identify these specific skill areas. This Class Breakdown by Goals Sheet provides us with a way to look at where each student in our class is performing in regard to their skills in the goal areas. Once we have completed it, it provides us with a very graphic visual, just as the Class Breakdown Sheet did earlier. Now, however, we have much more specific information. Later we’ll see how the NWEA Learning Continuum can help us identify these specific skill areas.

    36. 36 How can I use the Goal Breakdown? Useful in flexible groupings in classroom Important to also keep in mind the student’s overall RIT score – can be a wide variation still in what students know Provides a transition into using the Learning Continuum to refine skills and concepts at student’s instructional level Review the points listed on this slide about using the goal breakdown. Review the points listed on this slide about using the goal breakdown.

    37. 37 “How can I use the data?”

    38. 38 NWEA Learning Continuum A useful tool for assisting in instructional development Useful for goal setting for students Helpful for flexible grouping planning Now let’s talk about a tool called the Learning Continuum (LC). It was created by looking at every valid item in math, reading, and language usage. We determined each item’s skill, concept, new vocabulary, and new signs and symbols and where in the RIT range they were appearing. We classified each of these into goal, sub goal, and 10 point RIT division bands. We have talked several times about references to use – the RIT reference chart, the Monitoring Growth document, etc. This is one more reference to further define what a score means. Think of the Learning Continuum as a guide; it is not to be considered the curriculum, nor the standards. Lead the group in a discussion around these questions: How many of you are familiar with the Learning Continuum? How are you seeing the Learning Continuum being used in your school and/or district? Now let’s talk about a tool called the Learning Continuum (LC). It was created by looking at every valid item in math, reading, and language usage. We determined each item’s skill, concept, new vocabulary, and new signs and symbols and where in the RIT range they were appearing. We classified each of these into goal, sub goal, and 10 point RIT division bands. We have talked several times about references to use – the RIT reference chart, the Monitoring Growth document, etc. This is one more reference to further define what a score means. Think of the Learning Continuum as a guide; it is not to be considered the curriculum, nor the standards. Lead the group in a discussion around these questions: How many of you are familiar with the Learning Continuum? How are you seeing the Learning Continuum being used in your school and/or district?

    39. 39 Learning continuum sequence of skills This shows how skills articulate or progress through the Learning Continuum. Notice that with whole numbers, we move from basic identification of fact families through dividing multi-digit numbers using a calculator, etc. It is easy to see how the continuum occurs in math.  This shows how skills articulate or progress through the Learning Continuum. Notice that with whole numbers, we move from basic identification of fact families through dividing multi-digit numbers using a calculator, etc. It is easy to see how the continuum occurs in math.  

    40. 40 The Learning Continuum is now accessible on the NWEA web site Districts that have purchased the license to the Learning Continuum has access to it from the NWEA web site. The district MAP coordinator has been provided with the login and password. (CLICK) Note that teachers can select the content area….RIT range, goal or subcomponent… (CLICK) …and the skills are broken down into 3 categories: Secured skills Emerging skills Future skills Districts that have purchased the license to the Learning Continuum has access to it from the NWEA web site. The district MAP coordinator has been provided with the login and password. (CLICK) Note that teachers can select the content area….RIT range, goal or subcomponent… (CLICK) …and the skills are broken down into 3 categories: Secured skills Emerging skills Future skills

    41. 41

    42. 42 Some Learning Continuum Uses Materials selection Flexible grouping for instruction Sharing resources Curriculum writing Focusing instruction Development of IEP’s Monitoring student progress Advancing students on outer ranges of a class Review the uses listed on the slide. Have participants discuss some other possible uses of the Learning Continuum. Review the uses listed on the slide. Have participants discuss some other possible uses of the Learning Continuum.

    43. 43 The Lexile Framework

    44. 44 What does a Lexile measure? Syntactic Complexity number of words per sentence longer sentences - more complex, require more short-term memory to process Semantic Difficulty the frequency of the words in a corpus of written text corpus has over 400-million words When you think about the components of how difficult a text is to read, two of the things that come to mind are the syntactic complexity and the semantic difficulty. Lexile measures the average number of words per sentence for syntactic complexity. Basically, the longer the sentence, the harder to comprehend. The semantic difficulty is a measure of vocabulary. Their corpus is approaching 500 million words rapidly and is the largest repository of text in the world (x 10).When you think about the components of how difficult a text is to read, two of the things that come to mind are the syntactic complexity and the semantic difficulty. Lexile measures the average number of words per sentence for syntactic complexity. Basically, the longer the sentence, the harder to comprehend. The semantic difficulty is a measure of vocabulary. Their corpus is approaching 500 million words rapidly and is the largest repository of text in the world (x 10).

    45. 45 The Lexile doesn’t evaluate… Genre New genres may need more teacher support. Theme A low Lexile score doesn’t mean the book’s theme is appropriate for children. Content New content or topics may need to have new vocabulary and concepts pre-taught. Interest Students will tend to be more motivated when they can self-select reading material. It is important to review materials before assigning them to students because the Lexile doesn’t evaluate genre, theme, content, nor interest. Even though the Lexile may be appropriate, the content may not be for that student. Also, students may be able to read more difficult content if it is an area of interest for the child since they may already be familiar with some of the vocabulary necessary to comprehend the text. On the opposite side of that, take into mind that when teaching a new content area that new vocabulary may need to be pre-taught before the students can fully comprehend the text they are reading. It is important to review materials before assigning them to students because the Lexile doesn’t evaluate genre, theme, content, nor interest. Even though the Lexile may be appropriate, the content may not be for that student. Also, students may be able to read more difficult content if it is an area of interest for the child since they may already be familiar with some of the vocabulary necessary to comprehend the text. On the opposite side of that, take into mind that when teaching a new content area that new vocabulary may need to be pre-taught before the students can fully comprehend the text they are reading.

    46. 46 Look at the Lexile as a range of scores… Here’s a review of what Otis just explained. Remember that when we use Lexiles, we should look at them as a range of scores – never as just one number. 100 points below the Lexile score is considered a range where the student reads fairly well independently. In this case, the child’s independent reading range is 500-600 Lexiles. 50 points above is considered a range where the student will need some guidance. This would be appropriate for assisted (guided) instruction when you are working in small groups or one-on-one with a student. Here’s a review of what Otis just explained. Remember that when we use Lexiles, we should look at them as a range of scores – never as just one number. 100 points below the Lexile score is considered a range where the student reads fairly well independently. In this case, the child’s independent reading range is 500-600 Lexiles. 50 points above is considered a range where the student will need some guidance. This would be appropriate for assisted (guided) instruction when you are working in small groups or one-on-one with a student.

    47. 47 Lexile Literature 1500 - On Ancient Medicine 1400 - The Scarlet Letter 1300 - Brown vs. Board of Ed. 1200 - War and Peace 1100 - Pride and Prejudice 1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners Here are some examples of classis literature many of us experience as our reading ability increases. Note the difficulty of the literature from top to bottom.Here are some examples of classis literature many of us experience as our reading ability increases. Note the difficulty of the literature from top to bottom.

    48. 48 Lexile Texts 1500 - The Making of Memory: From Molecules to Mind; Doubleday 1400 - Philosophical Essays; Hackett Publishing 1300 - Psychology: An Introduction; Prentice Hall 1200 - Business; Prentice Hall 1100 - America: Pathways to Present; Prentice Hall 1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill 700 - World Explorer: The U.S. & Canada; Prentice Hall 600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace Here are some examples of texts we use in our schools and their difficulty levels. This information can all be found on the lexile website.Here are some examples of texts we use in our schools and their difficulty levels. This information can all be found on the lexile website.

    49. Personal Use Aetna Health Care Discount Form (1360) Medical Insurance Benefit Package (1280) Application for Student Loan (1270) Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170) Microsoft Windows User Manual (1150) G.M. Protection Plan (1150) CD DVD Player Instructions (1080) Here are some examples of different kinds of literature we all experience in our everyday lives.Here are some examples of different kinds of literature we all experience in our everyday lives.

    50. 50 Matching Readers and Text Over 35,000 English titles (trade books) have been Lexiled and are available at the Lexile website. This does not include the textbook series. Over 1,600 Spanish titles (trade books) have been Lexiled. (They also have a Spanish Lexile Map available – the chart with all of the listings of books at different places on the scale.) Over 6 million periodical articles have been Lexiled and are available through EBSCO (a database provider to libraries and media centers). Over 32 million articles are now being Lexiled by BigChalk.Over 35,000 English titles (trade books) have been Lexiled and are available at the Lexile website. This does not include the textbook series. Over 1,600 Spanish titles (trade books) have been Lexiled. (They also have a Spanish Lexile Map available – the chart with all of the listings of books at different places on the scale.) Over 6 million periodical articles have been Lexiled and are available through EBSCO (a database provider to libraries and media centers). Over 32 million articles are now being Lexiled by BigChalk.

    51. 51 Lexile Uses To help teachers compensate for disparities between student reading comprehension levels and the readability of assigned texts. Help students choose appropriate challenge levels Helpful to parents in choosing appropriate reading materials Librarians can use to purchase books Coding classroom libraries Put together books to accompany theme units that meet all students challenge level. Example: Adventures of Huckleberry Finn by Matern – 390L Adventures of Huckleberry Finn by Suter – 440L Adventures of Huckleberry Finn by Twain – 990L Lexiles can be used in different ways, but keep in mind that a Lexile is only one piece of data. Teacher judgment and other sources of information should be the guiding forces to help make Lexiles a very powerful tool. This slide shows an example of using a novel – Huckleberry Finn – as the basis for a themed unit. This book is available in three different Lexile levels, so it could be used for a wide variety of readers. Lexiles can be used in different ways, but keep in mind that a Lexile is only one piece of data. Teacher judgment and other sources of information should be the guiding forces to help make Lexiles a very powerful tool. This slide shows an example of using a novel – Huckleberry Finn – as the basis for a themed unit. This book is available in three different Lexile levels, so it could be used for a wide variety of readers.

    52. 52 Refer participants to the Placement Guidelines. Remembering that no one piece of data should ever be used to make important decisions, the “Placement Guidelines” are just that — guidelines. These have been developed based on NWEA’s experiences over the past several years. While every district is different, these guidelines may be used to assist teachers and administrators in making informed decisions and placement recommendations. Refer participants to the Placement Guidelines. Remembering that no one piece of data should ever be used to make important decisions, the “Placement Guidelines” are just that — guidelines. These have been developed based on NWEA’s experiences over the past several years. While every district is different, these guidelines may be used to assist teachers and administrators in making informed decisions and placement recommendations.

    53. 53 “How do I set goals with students?”

    54. 54 Set a Class Goal Choose one subject or class Look at Goal Area Summary Data Choose a Classroom Goal Find 3 ways to target this goal Complete the activity with other subjects or classes Take a few minutes to complete this activity for one class or subject area. If you have time, go through this process with another class or subject. Share the information with those at your table. Note to facilitators: It would be beneficial to have a few people share their goals and ways to target those goals with the group as a whole. Teachers always get good ideas from other teachers. Take a few minutes to complete this activity for one class or subject area. If you have time, go through this process with another class or subject. Share the information with those at your table. Note to facilitators: It would be beneficial to have a few people share their goals and ways to target those goals with the group as a whole. Teachers always get good ideas from other teachers.

    55. 55 Now let’s look at the summary data as another reference. The summary data is at the bottom of each class or teacher report. It gives the overall information for the class you are working with. What is the class mean (average) for this group of students? (217.1) Look at the Monitoring Growth chart. Where is this group performing in relation to the groups of students at this grade level in the norm group? (Near a typical 5th grade class) This helps us get a beginning picture of this class. Now look at the summary information in the goal areas. When we teach math, we teach parts, like Computation, Geometry, etc. Notice that for each of these goal areas, we see a mean, standard deviation, and median, as well as a break down of students into groups – Hi, Av, Lo. Later in the workshop we will look at these goal areas in more detail and talk about how we might teach this class. Now let’s look at the summary data as another reference. The summary data is at the bottom of each class or teacher report. It gives the overall information for the class you are working with. What is the class mean (average) for this group of students? (217.1) Look at the Monitoring Growth chart. Where is this group performing in relation to the groups of students at this grade level in the norm group? (Near a typical 5th grade class) This helps us get a beginning picture of this class. Now look at the summary information in the goal areas. When we teach math, we teach parts, like Computation, Geometry, etc. Notice that for each of these goal areas, we see a mean, standard deviation, and median, as well as a break down of students into groups – Hi, Av, Lo. Later in the workshop we will look at these goal areas in more detail and talk about how we might teach this class.

    56. 56 5th Grade Math 2002-2003 Classroom Goal Don’t forget to share this information with your class. You might even consider making a poster to hang up in your classroom that shows your goal and the content that is included within that goal area. You can refer to this as you plan lessons or content around this goal. Here is an example of what a class goal poster might look like.Don’t forget to share this information with your class. You might even consider making a poster to hang up in your classroom that shows your goal and the content that is included within that goal area. You can refer to this as you plan lessons or content around this goal. Here is an example of what a class goal poster might look like.

    57. 57 The next step in the goal setting process is setting goals with students. You will find that this can be a valuable activity. Sitting down with students to review strengths and areas of concern not only helps the teacher get a better picture of the child, it will cause that student to begin to take ownership in the learning process. It can be a very powerful tool. Find the “Student Goal Sheet” in your materials set. Notice that we will be talking about setting student growth goals as well as student content goals. You will need a fall and spring report for this activity.The next step in the goal setting process is setting goals with students. You will find that this can be a valuable activity. Sitting down with students to review strengths and areas of concern not only helps the teacher get a better picture of the child, it will cause that student to begin to take ownership in the learning process. It can be a very powerful tool. Find the “Student Goal Sheet” in your materials set. Notice that we will be talking about setting student growth goals as well as student content goals. You will need a fall and spring report for this activity.

    58. 58 The next two slides outline the steps for a teacher to follow when beginning the goal setting process with students in preparing for conferences with parents. The next two slides outline the steps for a teacher to follow when beginning the goal setting process with students in preparing for conferences with parents.

    59. 59 Setting Growth Goals When looking at setting growth goals, you might begin by looking at typical fall-to-spring growth from the Monitoring Growth in Student Achievement tables. You can also use the RIT Block growth table that we examined earlier. We know that students in different RIT Blocks show different growth patterns. We always want to keep in mind, however, that the growth information on both of these tables should not be used as a standard or stopping point. It is only an indication of what has happened with the students in the norming study. We want to continually have our students achieve at higher levels. We want to continually “raise the bar” on achievement. Choose one student from your fall report to consider for this activity. If you are an elementary teacher, choose one subject area for this student. If time permits, complete the other subject areas for this student. If you are a secondary teacher in a core area, share this information with that student’s teacher in another core area. Use your RIT block growth chart to find typical growth for this student. Now, look at your Spring report and find the RIT for this student. Record their actual growth as well as their net growth. Did this student meet the target growth? If not, what are some possible reasons.When looking at setting growth goals, you might begin by looking at typical fall-to-spring growth from the Monitoring Growth in Student Achievement tables. You can also use the RIT Block growth table that we examined earlier. We know that students in different RIT Blocks show different growth patterns. We always want to keep in mind, however, that the growth information on both of these tables should not be used as a standard or stopping point. It is only an indication of what has happened with the students in the norming study. We want to continually have our students achieve at higher levels. We want to continually “raise the bar” on achievement. Choose one student from your fall report to consider for this activity. If you are an elementary teacher, choose one subject area for this student. If time permits, complete the other subject areas for this student. If you are a secondary teacher in a core area, share this information with that student’s teacher in another core area. Use your RIT block growth chart to find typical growth for this student. Now, look at your Spring report and find the RIT for this student. Record their actual growth as well as their net growth. Did this student meet the target growth? If not, what are some possible reasons.

    60. 60 Growth by “RIT Block” Norms Re-introduce the concept of RIT Block Norms before launching into the goal-setting worksheets. Participants need to fully understand RIT Block Norms in order to set realistic growth targets.Re-introduce the concept of RIT Block Norms before launching into the goal-setting worksheets. Participants need to fully understand RIT Block Norms in order to set realistic growth targets.

    61. 61 Setting Content Area Goals Use Goal Performance Area RIT ranges to consider content goals for students Find the Goal Area with the highest RIT range to celebrate Find the Goal Area with the lowest RIT range to focus on for the year. Help students find ways to target their goal. In order to complete the goal setting process, we must consider content area goals. Look at the same student and evaluate his/her goal performance. Record the student’s goal range scores in each goal area on the record sheet. Which goal is the highest? Again, celebrate with the student his/her strengths. Which goal area is the lowest? Have the student write this area as a goal for the year. Make sure that each student understands what each of the areas include. You can refer to your state or local goal structure for this information. The student, depending on his/her age, can be responsible for recording this information on the goal sheet and for writing the content goal. Perhaps there is a specific area within the goal that the student knows is an area that needs attention. The goal can be as broad as “Computation” or it can be a concept within that goal such as “ Multiplying and Dividing Decimals”.In order to complete the goal setting process, we must consider content area goals. Look at the same student and evaluate his/her goal performance. Record the student’s goal range scores in each goal area on the record sheet. Which goal is the highest? Again, celebrate with the student his/her strengths. Which goal area is the lowest? Have the student write this area as a goal for the year. Make sure that each student understands what each of the areas include. You can refer to your state or local goal structure for this information. The student, depending on his/her age, can be responsible for recording this information on the goal sheet and for writing the content goal. Perhaps there is a specific area within the goal that the student knows is an area that needs attention. The goal can be as broad as “Computation” or it can be a concept within that goal such as “ Multiplying and Dividing Decimals”.

    62. 62 Conferencing With Students and Parents Another way for students to become engaged in the goal setting process is to have them complete a self-assessment. Asking students to assess their own work teaches them to accept responsibility for their actions and efforts. This should be done prior to fall and spring conferences as it will give the teacher and parent an idea of how the student sees himself as a productive member of the class. The Fall Conference Sheet and Self-Assessment can be found in your materials set (pg. 3). Remember, you can make adjustments to any of these materials so that they better meet your needs or established criteria. Another way for students to become engaged in the goal setting process is to have them complete a self-assessment. Asking students to assess their own work teaches them to accept responsibility for their actions and efforts. This should be done prior to fall and spring conferences as it will give the teacher and parent an idea of how the student sees himself as a productive member of the class. The Fall Conference Sheet and Self-Assessment can be found in your materials set (pg. 3). Remember, you can make adjustments to any of these materials so that they better meet your needs or established criteria.

    63. 63 This is an example of a document that the student can complete with the teacher and then with a parent that will give some examples of ways the student can work on his/her goal during the year. By involving the parents in this process, a link between home and school is created which opens avenues of conversation between parent, child and teacher. Research has shown convincingly that children do better in school when parents are actively involved in their education. During the spring conference, the child will be able to talk about ways he/she worked on the goals at school and at home. This is an example of a document that the student can complete with the teacher and then with a parent that will give some examples of ways the student can work on his/her goal during the year. By involving the parents in this process, a link between home and school is created which opens avenues of conversation between parent, child and teacher. Research has shown convincingly that children do better in school when parents are actively involved in their education. During the spring conference, the child will be able to talk about ways he/she worked on the goals at school and at home.

    64. 64 Now you have information to share about goals at a parent/student/teacher conference. Consider having the students lead the conference with their parents when talking about goals and their involvement in the classroom. A student will have all of the materials necessary to talk about the goal setting process in his/her goals folder. Be sure to have your students practice so that they feel comfortable sharing this information with their parents. Now you have information to share about goals at a parent/student/teacher conference. Consider having the students lead the conference with their parents when talking about goals and their involvement in the classroom. A student will have all of the materials necessary to talk about the goal setting process in his/her goals folder. Be sure to have your students practice so that they feel comfortable sharing this information with their parents.

    65. 65 “How do I use data to guide instruction?”

    66. 66 Again, this module will focus on using the right “materials” to build instruction on a strong “foundation.”Again, this module will focus on using the right “materials” to build instruction on a strong “foundation.”

    67. 67 For a subject/skill/concept area, and its relevant state standard, determine: After we identify the content, i.e. the standard, we first have to assess student readiness for learning in the class. We can identify what it is that none of the students know relative to the standard and what it is that all students know. Our role as teachers is to move students up the rungs of the ladder, taking them from where they are and moving them up at least one rung. After we identify the content, i.e. the standard, we first have to assess student readiness for learning in the class. We can identify what it is that none of the students know relative to the standard and what it is that all students know. Our role as teachers is to move students up the rungs of the ladder, taking them from where they are and moving them up at least one rung.

    68. 68 “The goal should be for all children to move up at least one rung of the ladder.” Deborah Burns Explain that we will be using the ladder analogy to help them answer how we differentiate learning opportunities for students, and to aid them in planning lessons as soon as they finish this workshop. A rung can represent several things . . . A unit, a concept, a lesson, a state standard. Open it up for questions and answers.Explain that we will be using the ladder analogy to help them answer how we differentiate learning opportunities for students, and to aid them in planning lessons as soon as they finish this workshop. A rung can represent several things . . . A unit, a concept, a lesson, a state standard. Open it up for questions and answers.

    69. 69 Example: Show this as the example stated in Deborah Burns’ article. Remind participants that the information presented on the ladder is a result of pre-assessment.Show this as the example stated in Deborah Burns’ article. Remind participants that the information presented on the ladder is a result of pre-assessment.

    70. 70

    71. 71 Example . . . Walk the participants through The Learning Continuum to see the progression of skills. Be sure to emphasize that the students’ goal area score is used to place them on the ladder. Use the midpoint of the range, and err to lower RIT over higher if in question. Walk the participants through The Learning Continuum to see the progression of skills. Be sure to emphasize that the students’ goal area score is used to place them on the ladder. Use the midpoint of the range, and err to lower RIT over higher if in question.

    72. 72

    73. 73 Here is a sample from an 8th grade English teacher. She took a unit on Mount Everest that she had developed in previous years and used the ladder activity to differentiate the instruction. In both the previous sample and activity we just completed, we were working with a single concept. In this Mount Everest example, the ladder concept has jumped to an even higher plane, that of an entire unit. Note that a connection to the learning continuum and state standards are still an integral part of the ladder. What do you see as the potential for this type of activity (large group discussion)?Here is a sample from an 8th grade English teacher. She took a unit on Mount Everest that she had developed in previous years and used the ladder activity to differentiate the instruction. In both the previous sample and activity we just completed, we were working with a single concept. In this Mount Everest example, the ladder concept has jumped to an even higher plane, that of an entire unit. Note that a connection to the learning continuum and state standards are still an integral part of the ladder. What do you see as the potential for this type of activity (large group discussion)?

    74. 74 “How do I meet the needs of all of my students?”

    75. 75 Paraphrase the following idea: We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned. Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system. Paraphrase the following idea: We all know that students across the country today represent great diversity. They come from differing cultures, value systems and religions. They have different learning styles. They arrive at our schools with very different levels of developmental maturity. Their interests differ greatly, and at any given time, they reflect differing levels of academic readiness in varying subjects. Teachers must face these diverse classroom settings prepared to meet the needs of these students. We cannot say that teaching has occurred until students have learned. Stress with participants that we will be learning about how to manage instructional strategies, not defining new strategies. Differentiated instruction is simply a management system.

    76. 76 One way to think about 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. Share this definition with participants. Talk about how differentiation doesn’t mean individualized instruction, but that it is simply good teaching. Over the years, teachers have developed many approaches to meeting student differences in classrooms. Differentiation starts with matching learning opportunities for students to readiness, interests and learning profiles. One can differentiate by content, activities and/or products. Let participants know that they will see examples of differentiated instruction during this module. Introduce Video #2, “What is Differentiated Instruction.” Have participants watch for any insights from this clip. Debrief as large group when over. Share this definition with participants. Talk about how differentiation doesn’t mean individualized instruction, but that it is simply good teaching. Over the years, teachers have developed many approaches to meeting student differences in classrooms. Differentiation starts with matching learning opportunities for students to readiness, interests and learning profiles. One can differentiate by content, activities and/or products. Let participants know that they will see examples of differentiated instruction during this module. Introduce Video #2, “What is Differentiated Instruction.” Have participants watch for any insights from this clip. Debrief as large group when over.

    77. 77 Mapping a Route Toward Differentiated Instruction “Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.” Carol Ann Tomlinson Next, in small groups have participants jigsaw read the article “Mapping a Route Toward Differentiated Instruction,” by Carol Ann Tomlinson. They will then share their summary of what they read and discuss their insights. Put the next screen up for instructions. Next, in small groups have participants jigsaw read the article “Mapping a Route Toward Differentiated Instruction,” by Carol Ann Tomlinson. They will then share their summary of what they read and discuss their insights. Put the next screen up for instructions.

    78. 78 Teachers can differentiate: Now let’s look at how teachers can differentiate using content, instructional process, and product (or assessment) according to student’s readiness level, her interests and her individual learning profile. Now let’s look at how teachers can differentiate using content, instructional process, and product (or assessment) according to student’s readiness level, her interests and her individual learning profile.

    79. 79 Suggest that not only does flexibility mean that students can move, but also that it can be the teacher that moves. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level. Suggest that not only does flexibility mean that students can move, but also that it can be the teacher that moves. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level.

    80. 80 Have participants share in small groups which of the strategies they have used or observed. Have them share their definition and a short explanation of what it looks like in the classroom. Show or discuss example of each of these strategies that participants do not share – or provide description in materials packet. Have participants share in small groups which of the strategies they have used or observed. Have them share their definition and a short explanation of what it looks like in the classroom. Show or discuss example of each of these strategies that participants do not share – or provide description in materials packet.

    81. 81 Data does not improve student learning, instruction does! Be intentional. Find the Time. Use data to guide you. Become a place of learning. Share whatever and whenever you can – no one can do it alone!

    82. 82 . .

    83. 83 Thank You! Parke Smith Parke.Smith@nwea.org 574-834-4200

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