Climbing the Data Ladder

1

• Climbing the Data Ladder

2
Setting the Stage

• Welcome/introductions
• Structure for the day
• Materials review

Materials
M
Reports
R
Activity
A
Web Resources
W
Virtual Observation
V
A
M
3
Activate Prior Knowledge

• Measures of Academic Progress (MAP) as an
  adaptive growth measure
• Student RIT scores
• RIT scale
• Normative Data
• Lexile Reports
• DesCartes A Continuum of Learning
• Primary Grades Instructional Data
• Instructional level

A
4
Sustaining the Momentum

• Consider how you will implement what youve
  learned in the
• Next month
• Next semester
• Next year

M
5
Sustaining the MomentumPlanning Document
Terry Planner
My Building
10/10/09
Schedule meeting with my principal to discuss
this info and plan

• Workbook from this workshop

Finding available time/Schedule over lunch
10/17/09
Me Paula Principal

• Workbook from this workshop
• Sustaining the Momentum document

Hectic schedules/ be persistent and prioritize
this is important!

• Schedule meeting to plan for sharing/ teaching
  other teachers key concepts
• Share Differentiation video clips
• Build Instructional Ladder Lessons with grade
  level teams

10/19/09
Other teacher leaders, grade/ department heads
and me
Other teacher leaders, grade/ department heads
and me
Other teacher leaders, grade/ department heads
and me
6
Topics for Today
Instructional Ladders
Differentiated Instruction
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Supporting Differentiation

• Assessing resource needs
• Developing collegial conversations
• Structuring next steps

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Intended Accomplishments

• Explore key principles of differentiated
  instruction
• Investigate and evaluate practices for
  differentiating content and process
• Develop strategies to support differentiation
• Discuss managing the differentiated classroom

A
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Taking Stock
1 2 3 4 5
1. Im committed to offering a variety of
opportunities for my students to learn how they
learn best.
1 2 3 4 5
2. Im comfortable using many instructional
strategies in my classroom.
A
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- 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.

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Differentiated Instruction

• A teachers response to learners needs is guided
  by

three key principles of differentiation
Ongoing assessment adjustment
Respectful tasks
Flexible grouping
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Differentiated Instruction Workbook p. 1
Source The Differentiated Classroom, Tomlinson
1999
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Teachers Can Differentiate
Content
Process
Product
According to Students
Learning Profile
Readiness
Interests
Through a Range of Instructional and Management
Strategies
Source The Differentiated Classroom, Tomlinson
1999
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Virtual Observation Content Differentiation

• How do these teachers meet the diverse needs of
  their students?

V
A
M
Differentiated Instruction Workbook p. 2
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Content Differentiation

• Pose questions for relevance and focus
• Use data to identify learners needs
• Adjust instruction frequently
• Student work
• Classroom observation
• Keep learning objectives clearly in focus

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Using Lexiles to Differentiate

• Provide data to inform instructional decisions
• Assist in identifying resources that support
  differentiated instruction

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Lexile Data in Dynamic Reporting Suite

• Dynamic Reporting Suite
• Lexile Report
• Student Booklist

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Lexile Data inDynamic Reporting Suite
M
Differentiated Instruction Workbook p. 2
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Lexile Data in Dynamic Reporting Suite

• Booklists generated automatically without going
  to the Lexile web site

M
Differentiated Instruction Workbook p. 3
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Lexile Across Content Areas

• Mathematics
• Science
• Social Studies

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Virtual Observation Using Lexiles to
Differentiate

• How can using Lexile data support better learning
  for all students?

V
A
M
Differentiated Instruction Workbook p. 3
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Differentiating Tom Sawyer
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Tiered Reading Resources

• Student Lexile levels can be used to create a
  tiered reading resource that supports the
  teaching of a specific standard.

M
Differentiated Instruction Workbook p. 4
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Process Differentiation

• Structure of the Activity

Detailed directions
Inquiry driven with few directions

• Format of the Discussion

Teacher-led with modeling
Discussion questions provided

• Learning Materials

Word problems and hypothetical situations
Manipulatives and concrete examples
A
M
Differentiated Instruction Workbook p. 5
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Virtual Observation Flexible Grouping
Across the grade
In multiple grades
Within the classroom
V
A
M
Differentiated Instruction Workbook p. 6
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Options for Regrouping

• Students show indicators of content mastery
• Students work in preferred learning styles
• Students work in areas of high interest

Improved Student Achievement
Learning Objectives and State Standards
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Assessing Student Learning Profiles and Interests

• Observation
• Teacher-created assessments
• Resources on the Internet

W
M
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Virtual Observation Managing the Differentiated
Classroom

• Physical space
• Activities and work time
• Supervision

V
A
M
Differentiated Instruction Workbook p. 6
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Managing the Differentiated Classroom

• Involve students
• Put everything in writing
• Post early bird list
• Provide anchoring activities
• Grade selectively
• Schedule quiet days

M
Differentiated Instruction Workbook p. 7
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Strategies for the Differentiated Classroom

• Anchoring activities
• Learning contracts
• Tiered assignments
• Curriculum compacting

A
M
Differentiated Instruction Workbook pp. 7-9
30
Approaches to Differentiation

• Lo-Prep Differentiation
• Varying Text
• Anchoring
• Tiered Homework
• Hi-Prep Differentiation
• Curriculum Compacting
• Tiered Assignments
• Laddered Thematic Units

M
Differentiated Instruction Workbook p. 9
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Virtual Observation Talking with Students

• Address starting point - not ability
• Identify strengths / Target missing skills
• Focus on growth for all

V
A
M
Differentiated Instruction Workbook p. 10
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Make a One-Degree Shift

• Consider differentiating only a SINGLE element
• Projects
• Discussion questions
• Homework

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Virtual ObservationBenefits of Differentiation

• Growth becomes a visible part of classroom
  culture
• Increased engagement decreased discipline
  issues
• Increases student ownership for learning
• Engages reluctant learners

V
M
Differentiated Instruction Workbook p. 10
34
Sustaining the Momentum

• Consider how you will implement what youve
  learned
• Explore key principles of differentiated
  instruction
• Investigate and evaluate practices for
  differentiating content and process
• Develop strategies to support effective
  differentiation
• Discuss managing the differentiated classroom

A
M
Differentiated Instruction Workbook p. 10
35
Topics for Today

Instructional Ladders
Differentiated Instruction
Instructional Ladders
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Intended Accomplishments

• Use standards with DesCartes or Primary Grades
  Instructional Data
• Design instruction to meet diverse needs of
  learners
• Identify and access resources for diverse
  instructional needs

M
Instructional Ladders Workbook p. 1
37
Taking Stock
1 2 3 4 5
Grade-level standards are the focus of all my
instruction.
A
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Building the Instructional Ladder

• Data-informed instructional design
• Extended scaffolding
• Appropriate entry points

A
M
Instructional Ladders Workbook pp. 1-2
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Virtual Observation Laddered Instruction

• Content focus
• Resources for decision-making
• Using DesCartes

V
A
M
Instructional Ladders Workbook p. 2
40
What is the Zone of Proximal Development?

• Match of learners level of prior knowledge to
  new information to produce maximum growth

M
Instructional Ladders Workbook pp. 3-4
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Standard Deviation
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Determining Instructional Content

• Standards
• Local curriculum documents
• School improvement initiatives
• Student academic needs
• Triangulation of data

M
Instructional Ladders Workbook p. 5
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DesCartes, Primary Grades Instructional Data,
and Standards

• Placing students on the ladder
• Diagnosing key skill deficiencies
• Planning for differentiation
• Moving students beyond grade-level standards

M
Instructional Ladders Workbook pp. 5-7
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Building Instructional Ladders
DesCartes or Primary Grades Instructional Data
Standard
Concept
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Concept

• For a concept and its relevant standard,
  determine

What is it that none of my students know?
What is it that a few of my students know?
What is it that most of my students know?
What is it that all of my students know?
M
Instructional Ladders Workbook p. 8
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Standard

• The student will use the scientific process to
  answer questions

What is the difference between an independent and
a dependent variable?
How do you control for a variable?
How do you pose a hypothesis?
What is an experiment?
M
Instructional Ladders Workbook p. 8
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Standard and DesCartes

• Geometry Properties of two and three
  dimensional objects (points, rays, lines, and
  angles including congruency, similarities and
  transformations)

241-250 Identifies symmetry of a sphere
None
231-240 Understands meaning andrepresentation
of a dilation
211-220 Identifies geometric transformations
(rotations)
201-210 Identifies right angles
191-200 Identifies figures with line
symmetrical parts
All
M
Instructional Ladders Workbook p. 8
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Instructional Ladder Samples

• Science
• Mathematics
• Reading
• Social Studies
• Thematic units

A
M
Instructional Ladders Workbook p. 9
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Previewing the Instructional Ladder
3. Match skills/learning needs to content you
will teach
2. Identify RIT bands/skill levels present in
your class
1. Identify skill/standard/goal to be addressed
in the lesson or unit
R
M
Instructional Ladders Workbook p. 9
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Building the Instructional LadderStandard
Activity Group
3. Match RIT band to DesCartes statements or
Primary Grades Instructional Data for that
skill/standard/goal
2. Identify RIT bands present in class
1. Identify skill/standard/goal to be addressed
in the lesson or unit
R
A
M
Building a Ladder packet pp. 1-10
51
Building the Instructional Ladder Secondary
Activity Group

• Developing an Instructional Ladder
• Select ladder which matches your content
• Highlight RIT ranges that match your Class
  Breakdown by Goal or Teacher Report
• Using Normative Data and State Proficiency Tables
• Circle typical performance range
• Make a square around state proficiency benchmark
  range

R
A
M
Building a Ladder Packet pp. 11-26
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Building the Instructional Ladder Primary
Activity Group Screening/Skills Checklist

• Use your MAP for Primary Grades Teacher Report to
  identify the range of skills present in your
  class
• Choose an instructional topic
• Identify a series of activities related to the
  topic you selected
• Transfer student names to the ladder template

R
A
M
Building a Ladder packet pp. 27-30
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Building the Instructional Ladder Primary
Activity Group Survey w/ Goals
R
A
M
Building a Ladder packet pp. 31-40
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Group Reporting

• Share
• Observations of student data
• Examples of laddered skills
• Examples of strategies and approaches

A
M
Instructional Ladders Workbook p. 10
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Additional Resources for Instructional Ladders

• www.foridahoteachers.org
• Ladders
• Differentiation
• Grouping
• Rubrics and assessment

W
M
Instructional Ladders Workbook p. 10
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Assessing Student Growth in Laddered Instruction

• Examine in-class assessments and student work
  through observation
• Student self-assessments
• Compare fall-to-spring MAP data and reports

M
Instructional Ladders Workbook p. 11
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The Goal is For All Students to Move Ahead
Red Fall
Green Spring
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Resources
- Teacher - - Classroom -
A
M
Instructional Ladders Workbook p. 11
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Sustaining the Momentum

• Consider how you will implement what youve
  learned
• Use standards with DesCartes and Primary Grades
  Instructional Data
• Design instruction to meet diverse needs of
  learners
• Identify and access resources for diverse
  instructional needs

A
M
Instructional Ladder Workbook p. 12
60
Building Internal Capacity

• Find Time
• Early release days
• Use substitute teachers creatively
• Streamline administrivia

• Learn More
• Professional development
• Curriculum data planning teams
• Study groups
• Data coaches

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Leading High Performing Learning Communities
Mission Growth and Learning for Every Student

• Mission driven
• Culture and ownership
• Answerability
• Expert use of data
• Staff development
• Effective instruction
• Quality student assessment
• Dynamic learning environment
• High quality curriculum
• Strategic use of resources

Culture and OwnershipANSWERABILITY
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Sustaining the Momentum

• What will your realized plan look like?
• How will you make the plan visible?
• What evidence of success will you see?
• How will you celebrate your success?

A
M
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Help Us Learn From You

• Complete the Evaluation Form and leave it in the
  designated location.
• Thanks for your attention and hard work.