USING NWEA MAP SCORES  TO DIFFERENTIATE BY       READINESS               Michelle               Wrona
TODAY’S KUD: Understand: Teachers will understand that  MAP scores can be used to design and  implement differentiated ac...
TODAY’S AGENDA: Show   & Tell of my differentiated  activities. Use MAP scores to assign our  students. Create a KUD fo...
WHAT IS            DIFFERENTIATION?It is not   “A systematic approach towhat weteach,             planning curriculum andi...
DIFFERENTIATING BY READINESSWhy?                                   When we differentiate by To appropriately             ...
WHAT IS NEEDED TO DIFFERENTIATE?     3 ThingsFolder from Previous Session Includes: RIT Score Chart     Unique    to eac...
INSTRUCTIONAL LADDER    (AS DEFINED BY NWEA MAP)               Levels of Readiness:     NO ONE KNOWS? (Expert/Mastery)    ...
INSTRUCTIONAL LADDERS            (AS DEFINED BY NWEA MAP)215 is the MEAN for 10th Grade General Science Fall     This woul...
YELLOW Sheet
INSTRUCTIONAL LADDER  PLACE YOUR STUDENTS  ON THE APPROPRIATE  RUNG OF THE LADDER  (Using your Class by RIT          Repor...
PLANNING YOUR DIFFERENTIATED LESSON:   Start with KUD    Focus your attention on the Respirometer Lab (white) example.   ...
EXAMPLE: RESPIROMETER LAB (YELLOW)Lowest Rung
EXAMPLE: RESPIROMETER LAB (YELLOW)Middle Rung
EXAMPLE: RESPIROMETER LAB (YELLOW)Top Rung
EXAMPLE: RESPIROMETER LAB (PINK) Lab data collection was the same for all students.
EXAMPLE: RESPIROMETER LAB (PINK)Differentiated   Post-Lab:  application of the data the students   collected varied by r...
LOWER RUNG – LOWER RIT SCORE RANGE (≤210)(PINK)
MIDDLE RUNG – MIDDLE RIT SCORE RANGE (220-211)(PINK)
TOP RUNG – HIGHEST RIT SCORE (221-230)(PINK)
BLUE SheetEXAMPLE 2:This activitywas designedfrom the MAPreadingscores.
EXAMPLE #2 OMNIVORES DILEMMA (BLUE)
EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Lower Rung
EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Middle Rung
EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Top Rung
LOWER RUNG – LOWER RIT SCORE RANGE (≤220) (GOLD)
MIDDLE RUNG – MIDDLE RIT SCORE RANGE (230-221) (GOLD)
TOP RUNG – HIGHEST RIT SCORE (ABOVE 230)(GOLD)
NOW IT’S YOUR TURNWrite your KUDDesign activities for each rung of your ladder Consult   the Descarte PacketShare   id...
HELPFUL WEBSITES Resources for Idaho Teachers www.foridahoteachers.org
HELPFUL TEXT   The DI Team has    been utilizing and    learning from    Carol A. Tomlinson    & Cindy A.    Strickland
Developing tiered lessons using nwea map scores
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Developing tiered lessons using nwea map scores

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  • -Packet of Information on your students MAP Scores.-Prior experience with MAP testing & knowledge of how to access scores-Familiar with DifferentiationWelcome to version 2.0 – still do a bit of review.Our KUD…
  • -We will have time to brain storm & share ideas.-Small group is perfect for this.
  • -Readiness, Learning Profile, Interest-We always have a range of difference is our classroom…
  • Mention the National Norm for 10th Grade General Science
  • Talk about why this is worked so well. How students were engaged. High Level materials for all groups.All students were working productively & happy on the lesson.
  • -Math word problem connection…. Groups should change
  • Developing tiered lessons using nwea map scores

    1. 1. USING NWEA MAP SCORES TO DIFFERENTIATE BY READINESS Michelle Wrona
    2. 2. TODAY’S KUD: Understand: Teachers will understand that MAP scores can be used to design and implement differentiated activities. KNOW: Teachers will know the components of a tiered lesson & how to develop a tiered lesson using MAP Scores. Do: Teachers will create instructional activities suited for each tier of your readiness group.
    3. 3. TODAY’S AGENDA: Show & Tell of my differentiated activities. Use MAP scores to assign our students. Create a KUD for our activity. Design the activity. Share our ideas.
    4. 4. WHAT IS DIFFERENTIATION?It is not “A systematic approach towhat weteach, planning curriculum andit is instruction for academicallyHOW diverse learners” that providesWE students of differentTEACH abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”
    5. 5. DIFFERENTIATING BY READINESSWhy? When we differentiate by To appropriately Readiness we should consider challenge all student: learners  “Attitude (toward school & topic)Goal:  Experience with the topic“make the work a (outside of school or previous little courses)too difficult for  Knowledge, understanding, a nd skill with the topicstudents at a given  Misunderstandings about thepoint in their growth- topicand then to provide  Overgeneralizations about thethe support they need topicto succeed at a new  General Tomlinson & Strickland, p. 6 communication, thinking, & p. 8-9 Strickland,level of challenge” reasoning skills”
    6. 6. WHAT IS NEEDED TO DIFFERENTIATE? 3 ThingsFolder from Previous Session Includes: RIT Score Chart  Unique to each teacher based on their class Descartes Packet  Subject specific  To access another subject – visit the NWEA map website. Ladder Document  Template for your differentiation by readiness
    7. 7. INSTRUCTIONAL LADDER (AS DEFINED BY NWEA MAP) Levels of Readiness: NO ONE KNOWS? (Expert/Mastery) A FEW KNOW? (Intermediate) MOST KNOW? (Emerging) ALL KNOW? (Beginner) Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
    8. 8. INSTRUCTIONAL LADDERS (AS DEFINED BY NWEA MAP)215 is the MEAN for 10th Grade General Science Fall This would typically make the 211-220 Range Rung 2 231 + Examine the grade level norm for your content area. 221-230 Considering that this is where most of the students should 211-220 be, use this and the distribution Below of your students’ RIT scores to 210 determine the cut scores for each rung of the ladder. Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
    9. 9. YELLOW Sheet
    10. 10. INSTRUCTIONAL LADDER PLACE YOUR STUDENTS ON THE APPROPRIATE RUNG OF THE LADDER (Using your Class by RIT Reports) Please take out: -Blank Ladder Document -RIT Scores Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
    11. 11. PLANNING YOUR DIFFERENTIATED LESSON: Start with KUD Focus your attention on the Respirometer Lab (white) example. Remember your Know, Understan d & Do should be the same for all students!
    12. 12. EXAMPLE: RESPIROMETER LAB (YELLOW)Lowest Rung
    13. 13. EXAMPLE: RESPIROMETER LAB (YELLOW)Middle Rung
    14. 14. EXAMPLE: RESPIROMETER LAB (YELLOW)Top Rung
    15. 15. EXAMPLE: RESPIROMETER LAB (PINK) Lab data collection was the same for all students.
    16. 16. EXAMPLE: RESPIROMETER LAB (PINK)Differentiated Post-Lab: application of the data the students collected varied by readiness level.
    17. 17. LOWER RUNG – LOWER RIT SCORE RANGE (≤210)(PINK)
    18. 18. MIDDLE RUNG – MIDDLE RIT SCORE RANGE (220-211)(PINK)
    19. 19. TOP RUNG – HIGHEST RIT SCORE (221-230)(PINK)
    20. 20. BLUE SheetEXAMPLE 2:This activitywas designedfrom the MAPreadingscores.
    21. 21. EXAMPLE #2 OMNIVORES DILEMMA (BLUE)
    22. 22. EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Lower Rung
    23. 23. EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Middle Rung
    24. 24. EXAMPLE #2 OMNIVORES DILEMMA (BLUE)Top Rung
    25. 25. LOWER RUNG – LOWER RIT SCORE RANGE (≤220) (GOLD)
    26. 26. MIDDLE RUNG – MIDDLE RIT SCORE RANGE (230-221) (GOLD)
    27. 27. TOP RUNG – HIGHEST RIT SCORE (ABOVE 230)(GOLD)
    28. 28. NOW IT’S YOUR TURNWrite your KUDDesign activities for each rung of your ladder Consult the Descarte PacketShare ideas.
    29. 29. HELPFUL WEBSITES Resources for Idaho Teachers www.foridahoteachers.org
    30. 30. HELPFUL TEXT The DI Team has been utilizing and learning from Carol A. Tomlinson & Cindy A. Strickland
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