Digging into DesCartes to Differentiate

In-service

Math and Science Teachers

February 19, 2010This presentation contains confidential information.

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Today

Review of what MAPs is and why we are using it?

Different Types of Differentiation

How I can use DesCartes to Differentiate Instruction in my classroom?

About MAP Assessment (Measures of Academic Progress)

One piece of data used along with classroom, district, and state assessments to monitor student progress

Aligned with state and local standards Individualized for each student Provides prompt data Used to inform instructional decisions Used to monitor growth over time

About the Results - RIT Scale Achievement Scale

Measures what a student can do Identifies their current instructional level

Equal Interval Scale (like metric system) Growth from 162-170 is the same amount of growth as

from 172 – 180 Can reliably measure growth over time

Grade and Age Independent Test items adjust based on how the student answers the

questions A 9th grade student and 12th grade student with a RIT

score of 231 are performing at the same level.

Who’s Using It?

2008 Norm Study Included:• 2.8 million students from 6,905 schools in

1,123 school districts in 42 states

150 school districts in WILocal schools:

Hudson, New Richmond, Osceola, St. Croix Falls

Wisconsin Educator Standards

3. Teachers understand that children learn differently.

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.

7. Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

- Carol Ann Tomlinson

“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.”

Differentiated InstructionDifferentiated InstructionA teacher’s response to

learners’ needs is guided by three key principles of differentiation

Respectful tasks

Respectful tasks

Flexible grouping

Flexible grouping

Ongoing assessment &

adjustment

Ongoing assessment &

adjustment

Source: The Differentiated Classroom, Tomlinson 1999

According to Student’s

Through a Range of Instructional and Management Strategies

Source: The Differentiated Classroom, Tomlinson 1999

ContentContent ProcessProcess ProductProduct

InterestsInterestsReadinessReadiness Learning Profile

Learning Profile

Teachers Can Differentiate

Process DifferentiationProcess Differentiation

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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

Options for GroupingOptions for Grouping Students show indicators of content

mastery Students work in preferred learning

styles Students work in areas of high interest

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Improved Student

Achievement

Learning Objectives and State Standards

How do we begin to put this together? Dig into DesCartes

How can we work together to differentiate in out classrooms?

Not something we can do all day everyday but, can we do it once a month? …once a week?

Consider a one degree shift… Consider differentiating only a SINGLE element

• Projects • Discussion questions • Homework• Warm-up Activity

Class Breakdown by Goal Report

2008 Normative Data

Schultz, Hoff, Thompson – Math, Algebra

Kongshaug – Math, Geometry

Wilson, Haugen, Sheffel – General Science, Life and Environmental Science

From the District Website

1 2 3 4 5

Next2008 Norms

6

How Can the Classroom Breakdown by Goal Report Help Me?

1. How many RIT bands are students listed in?Shows the diversity of the group for

that strandMore diversity = more differentiation

Example

How Can the Classroom Breakdown by Goal Report Help Me?

2. Compare to NWEA 2008 Normative DataWhat is the mean for this subject, grade,

and test period?How many students are below or above

the norm?

Example

How Can the Classroom Breakdown by Goal Report Help Me?

3. Compare the RIT band a student is placed in with the student’s overall RIT score (in parenthesis) for that subject. Overall RIT Score is lower than the lowest

number in that RIT Band = area of strength Overall RIT score is higher than the highest

number in that RIT Band = area of concern• Aim individualized projects or extra credit at

student’s concern areas• Partner students with a concern with students with

a strength in that RIT band or nearby RIT bands.Example

How Can the Classroom Breakdown by Goal Report Help Me?

4. Divide the class into 3 groups (may have to combine some RIT bands) Aim whole group instruction at middle group Design modifications for lower group and

extensions for higher group. Ideas:

• Extra credit projects• Beginning of class warm-up problems• Independent projects

Example

DesCartes Report

To Access: While viewing the

Class Breakdown by Goal click on <all students in this cell> or any student’s name

Or logon to the NWEA Reports website and click on DeCartes Report on the Left

NWEA Reports

DesCartes Report

Left Column skills to review – student

expected to have a solid understanding

Middle Column skills to develop – student’s

current instructional level

Right Column skills to introduce – road

map for student instruction

At the bottom of each column important vocabulary Important symbols

How Can the DesCartes Report Help Me?

Integrate vocabulary of each RIT band into classroom activities.

Print DesCartes for individual students… have students design their own individual project/extra credit with your approval.

Use to select various levels of warm-up problems and assign to specific students based on need.

Use to identify focus for lessons/assignments aimed at various groups of students.

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

Discussion by Department(Write 1-2 strategies on the SMART Board)

How can we work together to begin to differentiate instruction for students in our classrooms?

Big Picture

Special Services

At Risk At Grade Level Above Grade Level

Before MAP Testing

With Data fromMAP Testing

LD, CD, ED SPED Programs

National Honor S

ociety

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