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  1. 1. Digging into DesCartes to Differentiate In-service Math and Science Teachers February 19, 2010 This presentation contains confidential information. Please shred any printed handouts.
  2. 2. Confidentiality Reminder <ul><li>All results are confidential. Please be aware of where and when you are printing and storing reports. </li></ul><ul><li>When you are finished using the reports they must be shredded. </li></ul>
  3. 3. Today <ul><li>Review of what MAPs is and why we are using it? </li></ul><ul><li>Different Types of Differentiation </li></ul><ul><li>How I can use DesCartes to Differentiate Instruction in my classroom? </li></ul>
  4. 4. About MAP Assessment (Measures of Academic Progress) <ul><li>One piece of data used along with classroom, district, and state assessments to monitor student progress </li></ul><ul><li>Aligned with state and local standards </li></ul><ul><li>Individualized for each student </li></ul><ul><li>Provides prompt data </li></ul><ul><li>Used to inform instructional decisions </li></ul><ul><li>Used to monitor growth over time </li></ul>
  5. 5. About the Results - RIT Scale <ul><li>Achievement Scale </li></ul><ul><ul><li>Measures what a student can do </li></ul></ul><ul><ul><li>Identifies their current instructional level </li></ul></ul><ul><li>Equal Interval Scale (like metric system) </li></ul><ul><ul><li>Growth from 162-170 is the same amount of growth as from 172 – 180 </li></ul></ul><ul><ul><li>Can reliably measure growth over time </li></ul></ul><ul><li>Grade and Age Independent </li></ul><ul><ul><li>Test items adjust based on how the student answers the questions </li></ul></ul><ul><ul><li>A 9 th grade student and 12 th grade student with a RIT score of 231 are performing at the same level. </li></ul></ul>
  6. 6. Who’s Using It? <ul><ul><li>2008 Norm Study Included: </li></ul></ul><ul><ul><ul><li>2.8 million students from 6,905 schools in 1,123 school districts in 42 states </li></ul></ul></ul><ul><ul><li>150 school districts in WI </li></ul></ul><ul><ul><li>Local schools: </li></ul></ul><ul><ul><li>Hudson, New Richmond, Osceola, St. Croix Falls </li></ul></ul>
  7. 7. Wisconsin Educator Standards <ul><li>3. Teachers understand that children learn differently. </li></ul><ul><li>The teacher understands how pupils differ in their in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptions. </li></ul><ul><li>7. Teachers are able to plan different kinds of lessons. </li></ul><ul><li>The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. </li></ul>
  8. 8. - Carol Ann Tomlinson <ul><li>“ Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.” </li></ul>
  9. 9. Differentiated Instruction <ul><li>A teacher’s response to learners’ needs is guided by </li></ul>three key principles of differentiation Respectful tasks Flexible grouping Ongoing assessment & adjustment Source: The Differentiated Classroom , Tomlinson 1999
  10. 10. Teachers Can Differentiate According to Student’s Through a Range of Instructional and Management Strategies Source: The Differentiated Classroom , Tomlinson 1999 Content Process Product Interests Readiness Learning Profile
  11. 11. Process Differentiation Structure of the Activity Format of the Discussion Learning Materials Detailed directions Inquiry driven with few directions Teacher-led with modeling Discussion questions provided Word problems and hypothetical situations Manipulatives and concrete examples
  12. 12. Options for Grouping <ul><li>Students show indicators of content mastery </li></ul><ul><li>Students work in preferred learning styles </li></ul><ul><li>Students work in areas of high interest </li></ul>Improved Student Achievement Learning Objectives and State Standards
  13. 13. How do we begin to put this together? <ul><li>Dig into DesCartes </li></ul><ul><li>How can we work together to differentiate in out classrooms? </li></ul><ul><li>Not something we can do all day everyday but, can we do it once a month? …once a week? </li></ul><ul><li>Consider a one degree shift… </li></ul><ul><ul><li>Consider differentiating only a SINGLE element </li></ul></ul><ul><ul><ul><li>Projects </li></ul></ul></ul><ul><ul><ul><li>Discussion questions </li></ul></ul></ul><ul><ul><ul><li>Homework </li></ul></ul></ul><ul><ul><ul><li>Warm-up Activity </li></ul></ul></ul>
  14. 14. Class Breakdown by Goal Report <ul><ul><li>2008 Normative Data </li></ul></ul>Schultz, Hoff, Thompson – Math, Algebra Kongshaug – Math, Geometry Wilson, Haugen, Sheffel – General Science, Life and Environmental Science From the District Website
  15. 15. 1 2 3 4 5 Next 2008 Norms 6
  16. 16. How Can the Classroom Breakdown by Goal Report Help Me? <ul><li>1. How many RIT bands are students listed in? </li></ul><ul><ul><li>Shows the diversity of the group for that strand </li></ul></ul><ul><ul><li>More diversity = more differentiation </li></ul></ul>Example
  17. 17. How Can the Classroom Breakdown by Goal Report Help Me? <ul><li>2. Compare to NWEA 2008 Normative Data </li></ul><ul><ul><li>What is the mean for this subject, grade, and test period? </li></ul></ul><ul><ul><li>How many students are below or above the norm? </li></ul></ul>Example
  18. 18. How Can the Classroom Breakdown by Goal Report Help Me? <ul><li>3. Compare the RIT band a student is placed in with the student’s overall RIT score (in parenthesis) for that subject. </li></ul><ul><ul><li>Overall RIT Score is lower than the lowest number in that RIT Band = area of strength </li></ul></ul><ul><ul><li>Overall RIT score is higher than the highest number in that RIT Band = area of concern </li></ul></ul><ul><ul><ul><li>Aim individualized projects or extra credit at student’s concern areas </li></ul></ul></ul><ul><ul><ul><li>Partner students with a concern with students with a strength in that RIT band or nearby RIT bands. </li></ul></ul></ul>Example
  19. 19. How Can the Classroom Breakdown by Goal Report Help Me? <ul><li>4. Divide the class into 3 groups (may have to combine some RIT bands) </li></ul><ul><ul><li>Aim whole group instruction at middle group </li></ul></ul><ul><ul><li>Design modifications for lower group and extensions for higher group. </li></ul></ul><ul><ul><li>Ideas: </li></ul></ul><ul><ul><ul><li>Extra credit projects </li></ul></ul></ul><ul><ul><ul><li>Beginning of class warm-up problems </li></ul></ul></ul><ul><ul><ul><li>Independent projects </li></ul></ul></ul>Example
  20. 20. DesCartes Report <ul><li>To Access: </li></ul><ul><ul><li>While viewing the Class Breakdown by Goal click on <all students in this cell> or any student’s name </li></ul></ul><ul><ul><li>Or logon to the NWEA Reports website and click on DeCartes Report on the Left </li></ul></ul>NWEA Reports
  21. 21. DesCartes Report <ul><li>Left Column </li></ul><ul><ul><li>skills to review – student expected to have a solid understanding </li></ul></ul><ul><li>Middle Column </li></ul><ul><ul><li>skills to develop – student’s current instructional level </li></ul></ul><ul><li>Right Column </li></ul><ul><ul><li>skills to introduce – road map for student instruction </li></ul></ul><ul><li>At the bottom of each column </li></ul><ul><ul><li>important vocabulary </li></ul></ul><ul><ul><li>Important symbols </li></ul></ul>
  22. 22. How Can the DesCartes Report Help Me? <ul><li>Integrate vocabulary of each RIT band into classroom activities. </li></ul><ul><li>Print DesCartes for individual students… have students design their own individual project/extra credit with your approval. </li></ul><ul><li>Use to select various levels of warm-up problems and assign to specific students based on need. </li></ul><ul><li>Use to identify focus for lessons/assignments aimed at various groups of students. </li></ul>
  23. 23. How many students do you have in each RIT Band? Example 191-200 201-210 211-220 221-230 231-240 241-250 251-260 261-270 Schultz Hoff Thompson Kongshaug Wilson Haugen Sheffel
  24. 24. Discussion by Department (Write 1-2 strategies on the SMART Board) <ul><li>How can we work together to begin to differentiate instruction for students in our classrooms? </li></ul>
  25. 25. Big Picture Special Services At Risk At Grade Level Above Grade Level Before MAP Testing With Data from MAP Testing LD, CD, ED SPED Programs National Honor Society AP Classes Instruction with modifications or extensions based on curriculum, local and state assessments, and teacher intuition. Targeted instruction based on curriculum, local and state assessments, MAP testing data about students’ current instructional level , and teacher intuition which integrates more instructional resources, flexible grouping, and modifications or extensions. Alternative Ed. Program