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MAP DATA

MAP DATA. Map Data. Growth/Accountability . MAP/ DesCartes (Growth Comparison System) is what the districts has provided for us to use in the school/classroom/small group. Implementing DesCartes in the classroom is differentiating your instruction. Individualized instruction leads to growth.

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MAP DATA

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  1. MAP DATA

  2. Map Data

  3. Growth/Accountability • MAP/DesCartes (Growth Comparison System) is what the districts has provided for us to use in the school/classroom/small group. Implementing DesCartes in the classroom is differentiating your instruction. Individualized instruction leads to growth. • Accountability- • Elementary-30% GAP groups, 30% Proficiency Level, 40% Growth • Middle-28% GAP groups, 28% Proficiency Level, 28% Growth • High-20% GAP groups, 20% Proficiency Level, 20% Growth

  4. Instructional Ladders • Different variations of ladders • Sub goals, vocabulary, & signs and symbols under the strand • After mastering 75% of the strand move up to next RIT range

  5. Group Work • To Do: • Locate and Highlight each student name as it appear in each goal strand area. • O.Y Berte • L.D. Martin • B.A. Bowen • (NOTE: Use a different color when highlighting each student name – i.e., O.Y. Berte (Yellow), L.D. Martin (Green), B.A. Bowen (Pink))

  6. Group Work (cont.) • O.Y. Berte • Overall RIT Score: 178 (14th %-ile) • Analysis: • How many RIT ranges does O.Y. Berte show up in? • 3 • What would be considered the “low” for O.Y. Berte? • Measurement and Data • What would be considered the “high” for O.Y. Berte? • Geometry

  7. Group Work (cont.) • L.D. Martin • Overall RIT Score: 190 (46th %-ile) • Analysis: • How many RIT ranges does L.D. Martin show up in? • 4 • What would be considered the “low” for L.D. Martin? • Operations and Algebraic Thinking • What would be considered the “high” for L.D. Martin? • Number & Operations - Fractions

  8. Group Work (cont.) • B.A. Bowen • Overall RIT Score: 214 (96th %-ile) • Analysis: • How many RIT ranges does B.A. Bowen show up in? • 4 • What would be considered the “low” for B.A. Bowen? • Number & Operations in Base Ten • What would be considered the “high” for B.A. Bowen? • Number & Operations - Fractions

  9. Group Work (cont.) • CONCLUSION • Regardless of the %-ile or overall performance level, all students have specific strengths and weaknesses • Students should move in flexible groups throughout the school year that will serve to strengthen his/her identified weaknesses.

  10. Team Meetings • Use data and test scores to group each student based on their strand/RIT range score. • Discussions should be about flexible grouping at grade level meetings and need to happen bi-weekly. • Students should be moving up or down based upon student performance over the two week period

  11. Example of Grade Level Data

  12. Ways to Implement DesCartes • Reading - Use the Standard as the umbrella. DesCartes skills would then be taught under the umbrella of the standard. • Ex: RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

  13. 191-200 • Analyzes repetition used by an author to add emphasis in literary text • Infers the meaning of figurative language (synecdoche, term not used) • 201-210 • Analyzes the author's use of imagery in literary text • Recognizes examples of alliteration • • Analyzes the author's use of onomatopoeia (term not used) in literary text • • Analyzes the meaning of images used in literary text • • Gives examples of similes in literary text • • Determines the meaning of a simile in a literary text • • Identifies extended metaphors (term not used) in poetry • • Analyzes the author's use of expressions and idioms in literary texts • • Infers the meaning of figurative language in literary text • 211-220 • Identifies alliteration in literary text • • Interprets the use of irony found in literary text • • Infers the use of symbolism found in literary text • • Defines simile • • Identifies similes in literary text • • Gives examples of similes in literary text • • Determines the meaning of a simile in a literary text • • Identifies metaphors in literary text • • Infers the meaning of metaphors in literary text • • Infers the meaning of metaphors (term not used) in literary text • • Identifies idioms in literary texts • • Analyzes the author's use of expressions and idioms in literary texts • • Identifies figurative language in literary text • • Infers the meaning of figurative language in literary text Des Cartes

  14. Useful Websites • Useful Websites • http://www.sowashco.k12.mn.us/RO/Pages/studentlinks/math.htm • http://www.sowashco.k12.mn.us/RO/Pages/studentlinks/reading.htm • https://sumnercsd-admin.mapnwea.org/cas/nweaLogin?service=https%3A%2F%2Fsumnercsd-admin.mapnwea.org%2Fadmin%2Fhome.seam • http://www.fortheteachers.org/

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