1. Climbing the Data Ladder
Web-Based MAP®
CDL
Timing: 10 minutes with next slide
Purpose:
Display this slide during discussion of structure of the day and agenda
Note: The videos in this presentation are not available at this time.
Hide for Instructional Ladders and Differentiated Instruction
Facilitator Note: This presentation is intended for Climbing the Data Ladder and its two associated modules – Instructional Ladders and Differentiated Instruction. There are instructions throughout this presentation about which slides to show/hide for each iteration of this workshop.
Measures of Academic Progress, MAP, DesCartes: A Continuum of Learning, Partnering to help all kids learn, Power of Instructional Design, Power of Teaching, Power of Coaching, Keeping Learning on Track, and Learning Plans on Demand are registered trademarks of NWEA in the U.S. and in other countries. Northwest Evaluation Association, NWEA, GRD, KLT, and Skills Pointer are trademarks of NWEA in the U.S. and in other countries.
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad.
The names of other companies and their products mentioned are the trademarks of their respective owners.
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

2. Session Topics Creating an Instructional Ladder
Use standards with DesCartes: A Continuum of Learning® or Primary Grades Instructional Data
Design instruction to meet learners’ diverse needs
Identify and access resources for diverse instructional needs
Instructional Ladders
Timing: 7 minutes, this slide and slide 10
Purpose:
Introduce and generate shared agenda, introduce Planning Forward worksheet
Hide for CDL and Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

3. Zone of Proximal Development
Match between a learner’s level of prior knowledge and the introduction of new information to produce maximum growth.
-Lev Vygotsky’s Zone of Proximal Development Theory
CDL
Timing: 15 minutes
Purpose:
The theory of Zone of Proximal Development is that students learn best when instruction starts at their current level of skill and pushes them, with support, to more challenging work.
Differentiated Instruction
Timing: 10 minutes
Hide for Instructional Ladders
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

4. Virtual Observation Using Lexile® Measures to Differentiate
How can using Lexile® data support better learning for all students?
CDL
Timing: 10 minutes
Purpose:
Introduce participants to Lexile measures of text and how they might be used in the classroom.
Link to Video Clip:
Using Lexile Measures to Differentiate – 2.22 minutes
Hide for Instructional Ladders and Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

5. The Adventures of Tom Sawyer [Various Text/ Authors]
Lexile® Resources
Tiered Reading and Lexile® Book Options
Student Reading Range
The Adventures of Tom Sawyer
[Various Text/ Authors]
Lexile®
Kulling, Monica
370
Suter, Joanne
450
Twain, Mark
750
950
CDL
Timing: 10 minutes for this slide and the next slide
Purpose:
Show examples of ways to use Lexile measures. Links show participants how to find Lexile measures in reports.
Hide for Instructional Ladders and Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

6. Lexile® Resources, continued
Online Booklist Resources:
MetaMetrics® Lexile® Booklist
Barnes & Noble® Lexile® Reading Level Wizard
Scholastic® Book Wizard®
CDL
Timing: 10 minutes (for this slide and the previous slide)
Purpose:
To introduce online resources for booklists based on Lexile measures
Links:
All links go to external web sites for these resources
Hide for Instructional Ladders and Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

7. Laddered Instruction Content focus Resources for decision-making
Using DesCartes
Instructional Ladders
Timing: 40 minutes for this slide and next (Virtual Observation: Laddered Instruction)
Purpose:
Develop strategies for using data for instructional improvement.
Begin to understand the concept of an instructional ladder and to identify benefits.
Video Clip
Virtual Observation: Laddered Instruction - 4:24 min
Hide this slide for CDL and Differentiated Instruction IL
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

8. DesCartes Framework Hide for Differentiated Instruction CDL
Timing: 10 minutes total
5 minutes for Part 1
5 minutes for Part 2
Purpose:
Participants identify content in DesCartes and make connection between goal areas and the structure of DesCartes
Instructional Ladders
Timing: 5 minutes
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

9. DesCartes is a Continuum of Learning
CDL
Timing: 20 minutes
Purpose:
Participants construct a whole continuum together so that they can see the scaffolding of the skills and demonstrate how DesCartes is a continuum of skills
Instructional Ladders
Timing: 10 minutes
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

10. Planning with DesCartes
CDL
Timing: 30 minutes for this slide through slide 38 – Your Turn
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Concept
Standard
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

11. Concept: Levels of Understanding
For a concept and its relevant state standard, determine:
What do none of my students know?
What do a few of my students know?
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
What do most of my students know?
What do all of my students know?
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

12. Standard and DesCartes
Measurement: Time
None
: Tells time to the nearest one minute
: Tells time to the nearest five minutes
: Tells time to the nearest half-hour
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
: Tells time to the nearest hour
All
Below 160: Identifies time of day (e.g., morning, afternoon)
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

13. From Data to Instruction
Step 1
Choose a standard or concept.
Third grade: Tell time to the nearest five minutes
Step 2
Determine which goal strand and heading under which this falls in DesCartes.
Measurement: Time, Temperature, and Money
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

14. Use DesCartes to Plan for Instruction
Step 3
What skills relative to telling time are listed under each RIT band?
In which RIT band do you find your standard?
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

15. Locating Skills Across the Continuum
Grade Level Standard
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

16. Using DesCartes to Plan for Instruction
Step 4
Use the Class Breakdown by Goal Report to determine what RIT bands are represented in your class.
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

17. Class Breakdown by Goal Report
What All
Students
Know
What Some Students Know
What No
Students
Know
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

18. Range of Skills from DesCartes
Time Skills
Identifies time of day (morning, afternoon)
Tells time to nearest hour, half-hour
Tells time to nearest hour, half-hour, nearest five minutes
Tells time to nearest five minutes
Identifies correct time given words and vice versa
Elapsed time under one hour, to the hour, day, and year
Tells time to the nearest minute and quarter-hour
Elapsed time to the hour, day, and year
Applies dimensional analysis to simple, real-world time problems
Applies dimensional analysis to simple, real-world time problems
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

19. Step 5: Standards and Students
Grade Level Standard
CDL
Timing: 30 minutes for this slide through slide 38 (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for this slide through slide 38 (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

20. Grouping Measurement Skills
Time Skills from DesCartes
Identifies time of day (morning, afternoon)
Tells time to nearest hour, half-hour
Tells time to nearest hour, half-hour, nearest five minutes
Tells time to nearest five minutes
Identifies correct time given words and vice versa
Elapsed time under one hour, to the hour, day, and year
Tells time to the nearest minute and quarter-hour
Elapsed time to the hour, day, and year
Applies dimensional analysis to simple, real-world time problems
Applies dimensional analysis to simple, real-world time problems
CDL
Timing: 30 minutes for this slide through slide 45 (Your Turn)
Purpose:
Provide example of identified skills for a mathematics lesson on Time (Goal area: Measurement)
Instructional Ladders
Timing: 20 minutes for this slide through slide 45 (Your Turn)
Differentiated Instruction
Timing: 20 minutes for slides 39-45
Consider multiple ways of grouping students for instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

21. Your Turn Identify a standard or overarching concept.
Reviewing the DesCartes Framework, find the heading under which your concept falls.
Highlight the skills for that concept across the DesCartes continuum. Identify the first RIT band that lists your standard. How does this concept evolve over RIT bands?
Use the Class Breakdown by Goal Report to match student scoring groups to DesCartes skills relative to the overarching standard or concept.
Write student scoring groups on sticky notes. Place sticky notes on DesCartes.
CDL
Timing: 30 minutes for slides (Your Turn)
Purpose:
Make the connection between DesCartes and state standards
Instructional Ladders
Timing: 25 minutes for slides (Your Turn)
Hide for Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

22. Timing: 30 minutes for this slide through slide 45 (Your Turn)
CDL
Timing: 30 minutes for this slide through slide 45 (Your Turn)
Purpose:
Provide example of identified skills for a mathematics lesson on Time (Goal area: Measurement)
Instructional Ladders
Timing: 20 minutes for this slide through slide 45 (Your Turn)
Differentiated Instruction
Timing: 20 minutes for slides 39-45
Consider multiple ways of grouping students for instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

23. Instructional Strategies
CDL
Timing: 30 minutes
Purpose:
Participants will identify strategies they are familiar with and explore new strategies
Instructional Ladders
Timing: 20 minutes
Differentiated Instruction
Timing: 10 minutes – slides 46-48
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

24. Laddering with DesCartes
Foridahoteachers.org
Ladders
Differentiation
Grouping
Rubrics and assessment
CDL
Timing: 50 minutes
Purpose:
Connect the data and resources to the classroom by creating a differentiated lesson
Instructional Ladders
Timing: 25 minutes
Differentiated Instruction
Timing: 10 minutes – slides 46-48
Participants will identify strategies they are familiar with and explore new strategies
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

25. Planning Forward
WHAT will you do with the information you learned today?
HOW will you approach implementation?
WHO will be involved?
WHEN will you try it?
CDL
Timing: 15 minutes
Purpose:
Reflect and review the day’s work and plan for next steps. Reflection, planning, and post-assessment
Instructional Ladders
Timing: 5 minutes
Differentiated Instruction
Timing: 10 minutes
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™

26. Today’s Learning: Exit Ticket
What worked for you in this session?
What will you change as a result of your learning today?
What are you wondering?
What do you need now?
CDL
Timing: 15 minutes
Purpose:
Participants revisit the self-assessment chart and gauge their learning for the day by placing another colored dot on the learning continuum. Facilitator should engage participants in a brief discussion of this visual indication of changes in learning.
Ask participants to make connections to the work throughout the day and what they came looking for today.
Instructional Ladders
Timing: 10 minutes
Differentiated Instruction
Climbing the Data Ladder, IL, DI
Revised 6/2012
© 2012 Northwest Evaluation Association™