1. USING NWEA MAP SCORES
TO DIFFERENTIATE BY
READINESS
Michelle
Wrona
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. 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. WHAT IS
DIFFERENTIATION?
It is not “A systematic approach to
what we
teach,
planning curriculum and
it is instruction for academically
HOW diverse learners” that provides
WE students of different
TEACH
abilities, interests, or learning
needs equally appropriate
ways to learn (Tomlinson &
Strickland, p.7).”
5. DIFFERENTIATING BY READINESS
Why? 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 topic
students at a given
Misunderstandings about the
point in their growth- topic
and then to provide Overgeneralizations about the
the support they need topic
to succeed at a new General
Tomlinson & Strickland, p. 6 communication, thinking, & p. 8-9
Strickland,
level of challenge” reasoning skills”
6. WHAT IS NEEDED TO DIFFERENTIATE?
3 Things
Folder 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. 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. 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
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. 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!
31. HELPFUL TEXT
The DI Team has
been utilizing and
learning from
Carol A. Tomlinson
& Cindy A.
Strickland
Editor's Notes
-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
