1. Using the ELA Compacted DesCartes to Inform Instruction Erica Bissell, Literacy Coach Oak Grove Elementary November 10, 2008

2. What is MAP? n an adaptive test that conforms to current level of student n gives accurate data for students at all levels of achievement n makes students’ academic growth visible n test questions not directly correlated to standards, like PASS, but highly correlated

3. MAP Reports n Class Report n Teacher Report n Class by RIT n Class Breakdown by Goal n Projected Student Performance by Subject n Lexile Report

4. What is DesCartes? n indicates skills and concepts that parallel the RIT scale n identifies content at student’s instructional level – perfect for small flexible grouping

5. Understanding DesCartes n Heading n 3 Columns n Subgoals n Learning Statements n New vocabulary

9. Difficulties in Using NWEA’s Format n Lengthy n Repetitive n Layout

10. Compacted DesCartes n Document is organized by skill first then RIT Band, as opposed to RIT Band then skill like the NWEA version. n Not meant to replace the original document, but should be used when planning flexible grouping by indicators within the classroom. n Encompasses all of the skills addressed in the NWEA version in their entirety. No skills have been omitted or added.

11. Sample Compacted DesCartes Base Word, Prefix, Suffix, Idiom, Connotation Below 151 151-160 Chooses the correct prefix (in-) 161-170 Uses context to determine the meaning of a prefix (in-) Selects the correct word based on context and definition of prefix Selects the correct word based on definition of a prefix and root word Selects the correct definition of a prefix and root word Chooses the correct suffix based on context (-ful) Building Vocabulary Compacted DesCartes

12. Compacted DesCartes Documents n Building Vocabulary n Understanding and Using Literary Text n Understanding and Using Informational Text *See Libby Carnohan’s Lex-Connect Page or ask your Literacy Coach

13. Grouping Using Compacted DesCartes Directions: 1.Identify the strand you want to target. ex. Building Vocabulary 2. Use the Class by RIT report to identify students with similar needs. 3. Plot the students on a tri-fold layout for a visual of your class groupings. (example on slide 15) 4. Identify those working at the RIT range of a target indicator, below the range, and above the range. 5. Form small groups and teach skills according to needs identified by Compacted DesCartes.

14. Class by RIT Report

15. Tri-Fold Sample

16. Creating Groups Using Compacted DesCartes

17. Grouping Using Compacted DesCartes Ex. Look at the Compacted DesCartes document Building Vocabulary under the subheading Base Word, Prefix, Suffix, Idiom, Connotation. At what RIT bands are students prepared to be instructed on the indicator: 2-3.1 Construct meaning through a knowledge of base words, prefixes (un-, re-, pre-, bi-, mis-, dis-), and suffixes (-er, -est, -ful) in context ?

18. Below 151 151-160 Chooses the correct prefix (in-) 161-170 Uses context to determine the meaning of a prefix (in-) Selects the correct word based on context and definition of prefix 181-190 Distinguishes between root words and words with suffixes

19. Another Grouping Tool *found at the bottom of your Teacher Report Standard Deviation <10 small/similar = whole group 10-17 average = variety - grouping/whole group 18-20 large/diverse = DI necessary

20. Questions? Contact Me Erica Bissell ebissell@lexington1.net #0174