1. Michelle Wrona

2.  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.

3.  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.

4. “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

5. Why?  To appropriately challenge all learners Goal: “make the work a little too difficult for students at a given point in their growth- and then to provide the support they need to succeed at a new level of challenge” When we differentiate by Readiness we should consider student:  “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. 8-9 Tomlinson & Strickland, p. 6

6. 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

7. 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)

8. 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 10 th Grade General Science Fall This would typically make the 211-220 Range Rung 2 211-220 Below 210

9. YELLOW Sheet

10. 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

11.  Start with KUD Focus your attention on the Respirometer Lab (white) example. Remember your Know, Understand & Do should be the same for all students!

12. Lowest Rung

13. Middle Rung

14. Top Rung

15.  Lab data collection was the same for all students.

16.  Differentiated Post-Lab:  application of the data the students collected varied by readiness level.

17. (PINK)

20. EXAMPLE 2: This activity was designed from the MAP reading scores. BLUE Sheet

22. Lower Rung

23. Middle Rung

24. Top Rung

29.  Write your KUD  Design activities for each rung of your ladder  Consult the Descarte Packet  Share ideas.

30.  Resources for Idaho Teachers  www.foridahoteachers.org www.foridahoteachers.org

31.  The DI Team has been utilizing and learning from Carol A. Tomlinson & Cindy A. Strickland