using nwea map scores to differentiate by readiness
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USING NWEA MAP SCORES TO DIFFERENTIATE BY READINESS Michelle Wrona
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Transcript of using nwea map scores to differentiate by readiness
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 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.
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.
WHAT IS DIFFERENTIATION?
“A systematic approach to planning curriculum and instruction for academically diverse learners” that provides students of different abilities, interests, or learning needs equally appropriate ways to learn (Tomlinson & Strickland, p.7).”
It is not what we teach, it is HOW WE TEACH
DIFFERENTIATING BY READINESSWhy? To appropriately
challenge all learners
Goal:“make the work a
littletoo difficult forstudents at a givenpoint in their growth-and then to providethe support they needto succeed at a newlevel of challenge”
When we differentiate byReadiness we should considerstudent: “Attitude (toward school &
topic) Experience with the topic
(outside of school or previous courses)
Knowledge, understanding, and skill with the topic
Misunderstandings about the topic
Overgeneralizations about the topic
General communication, thinking, & reasoning skills”Strickland, p. 8-9Tomlinson & Strickland, p. 6
WHAT IS NEEDED TO DIFFERENTIATE?
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
3 Things
INSTRUCTIONAL LADDER(AS DEFINED BY NWEA MAP)
Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
Levels of Readiness:NO ONE KNOWS? (Expert/Mastery)
A FEW KNOW? (Intermediate)
MOST KNOW? (Emerging)
ALL KNOW? (Beginner)
INSTRUCTIONAL LADDERS (AS DEFINED BY NWEA MAP)
Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
Examine the grade level norm for your content
area. Considering that this is where most of the
students should be, use this and the distribution of your students’ RIT scores
to determine the cut scores for each rung of
the ladder.
231 +
221-230
215 is the MEAN for 10th Grade General Science Fall This would typically make the 211-220 Range Rung 2
211-220
Below 210
YELLOW Sheet
INSTRUCTIONAL LADDER
Northwest Evaluation Association. Instructional Ladders. Portland, Oregon: NWEA, 2011, p.8
PLACE YOUR STUDENTS ON THE
APPROPRIATE RUNG OF THE LADDER
(Using your Class by RIT Reports)Please take out:
-Blank Ladder Document-RIT Scores
PLANNING YOUR DIFFERENTIATED LESSON: Start with KUD
Focus your attention on the Respirometer Lab (white) example.
Remember your Know,
Understand & Do should be the same for all students!
Lowest Rung
EXAMPLE: RESPIROMETER LAB (YELLOW)
Middle Rung
EXAMPLE: RESPIROMETER LAB (YELLOW)
Top Rung
EXAMPLE: RESPIROMETER LAB (YELLOW)
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 readiness level.
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)
EXAMPLE 2: This activity was designed from the MAP reading scores.
BLUE Sheet
EXAMPLE #2 OMNIVORES' DILEMMA (BLUE)
Lower Rung
EXAMPLE #2 OMNIVORES' DILEMMA (BLUE)
Middle Rung
EXAMPLE #2 OMNIVORES' DILEMMA (BLUE)
Top Rung
EXAMPLE #2 OMNIVORES' DILEMMA (BLUE)
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 ideas.
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
