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Developing tiered lessons using nwea map scores

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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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