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Using DesCartes to Plan for Differentiated Instruction. Katie Robinson Pepperhill Elementary. List barriers that might prevent teachers from using DesCartes to plan for differentiated instruction within the classroom. Assumptions of “Graded’ Schools. We begin with a curriculum scale.

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slide2

List barriers that might prevent teachers from using DesCartes to plan for differentiated instruction within the classroom.

assumptions of graded schools
Assumptions of “Graded’ Schools
  • We begin with a curriculum scale.
  • The standards are divided in accordance with grade levels and are articulated upwards by skill.
  • Typically, we feel restricted to “covering” standards at specific grade level.
how does classroom reality relate to our assumptions
How does classroom reality relate to our assumptions?
  • We have students performing above, at, and below grade level curriculum.
  • The higher achieving students are bored; the lower achieving students are overwhelmed.
why do we use map test
Why do we use MAP test?
  • MAP is not a test for determining mastery of skills.
  • It provides a road map toward achieving mastery.
  • MAP provides the student’s instructional level.
  • It is based on a continuum of skills in math, reading, and language usage from low skill levels to high skill levels.
exploring descartes
Exploring DesCartes
  • RIT Score Range
  • Skills & Concepts to Develop
  • Subgoals
  • Learning Statements
  • Skills & Concepts to Enhance
  • Skills & Concepts to Introduce
uses for descartes
Uses for DesCartes
  • Flexible grouping for instruction
  • Focusing instruction
  • Monitoring students’ progress
  • Advancing students who are on outer ranges of a class
  • Resource for targeting and individualizing instruction
important note
Important Note:

DesCartes is not to be used as a curricula. The state/local standards are to be used as the foundation for instruction. DesCartes is to be used only as a guide-tool-resource to support and enhance the teaching of the standards.

goals of descartes
Goals of DesCartes
  • To provide more detailed information about student’s understanding of skills and concepts
  • The skills and concepts align to the goal structures and content of state standards.
  • Increase user-friendliness by eliminating the need for interpretation.
plan for basic classroom differentiation
Plan for Basic Classroom Differentiation
  • Students have to be exposed to grade level standard: whole group lesson
  • Flexible grouping-Look at DesCartes to determine if students are working on, below, or above grade level.
directions
Directions

Look in DesCartes. At what RIT range is this standard first addressed?

directions16
Directions
  • List students by RIT range.
  • How would you address students in the lower RIT ranges that are not yet prepared to learn the grade level standard?
  • How would you address students in the upper RIT ranges who are able to measure in smaller increments?
slide17

Share results. What difficulties did you encounter in using DesCartes to determine which students are ready to learn the grade level standard?

compacted descartes
Compacted DesCartes
  • Document is organized by skill first then RIT Band, as opposed to RIT Band then skill like the NWEA version.
  • Not meant to replace the original document, but should be used when planning flexible grouping by standard within the classroom.
  • Encompasses all of the skills addressed in the NWEA version in their entirety. No skills have been omitted or added.
directions20
Directions
  • Compacted DesCartes allows you to easily divide the students into three groups. What are these three groups?
considerations
Considerations
  • Look at list of barriers. How did the Compacted DesCartes document make planning for differentiation easier?
  • How will you use this document in your classroom?