Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
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Transcript of Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Using DesCartes Instructional Ladders to Plan for
Differentiated InstructionSara Reiter, Kansas City Kansas Public Schools
Jan Brunell, Central Minnesota Educational Research and Development Council
Fusion NWEA Summer Conference June 27-29, 2012
To what degree have you utilized the DesCartes in your instructional planning?
“IT’S COMPLICATED”
I know how to access the
DesCartes, but I rarely do.
“IN A RELATIONSHIP”
I understand what the three columns of the
DesCartes represent.
“ENGAGED”
I regularly use the
DesCartes to plan
differentiated lessons that
include flexible
grouping.
DesCartes Status
Purpose & Outcomes
• Purpose: To enrich differentiated lesson planning through the use of the DesCartes and multiple data points
• Outcomes:
• Recognize how MAP ladders are transformed from DesCartes and how to interpret a MAP ladder
• Use a MAP ladder to differentiate a lesson plan
• Identify other data that can inform lesson planning
Kansas City KS Public Schools
•45 schools; 20,000 students
•42% Hispanic, 37% African American, 14% White, 5% Asian
•32% ELL, 16% SPED
•86% free or reduced lunch
•60+ different languages spoken
•6 years of MAP implementation (4 yrs. Primary MAP, 1 yr. Web-Based MAP, next yr. Common Core MAP)
•4 years of Viewpoint implementation
cmERDC
• Central Minnesota Educational Research and Development Council
• Non-profit, educational cooperative established in 1965
• Design, development and delivery of cost-effective, innovative software solutions for school districts across the country
• Customer districts ranging in size from under 100 students to more than 200,000 students
* Figure 3.1 from Taking the Lead by Killion & Harrison (2006)
The DesCartes to Ladder Transformation
Each sub-goal represents one
ladder.
Learning statements transform from a horizontal
continuum to a vertical ladder.
MAP Ladder Interpretation
• Three columns of the DesCartes (pg. 2)
• enhance, develop, introduce
• Three rungs of the MAP Ladder
• refresh, meet, push
• How might the vertical perspective influence instructional planning?
MAP Ladders as a Springboardto Differentiation
• Differentiation -- what it is, what it is not
• Differentiation by Readiness:
• Content - what a student should know, understand, and be able to do as a result of the lesson
• Process - Activities designed to help the student come to make sense of or “own” the content
• Product - How the student will demonstrate and extend what she has come to know, understand, and be able to do
Using a Ladder to Create a DifferentiatedLesson Plan -- Formulating the Plan
• Looking at the example of the math MAP ladder (pg. 5):
• What do you notice about the student scores?
• How are the concepts changing as you climb the ladder from the bottom to the top?
• Lesson Objective: Solve one- and two-step real world problems.
• How might teachers plan to differentiate process for students in 191-200 and 231-240? (pg. 3-4)
Using a Ladder to Create a Differentiated Lesson Plan -- Setting the Stage
• Professional development will have to be differentiated as well, based on prior knowledge of differentiation
• Working smarter, not harder
• It is best to begin differentiation work as a grade level or content team (PLC) -- include SPED & ELL support staff
• Narrow focus:
• One content or one class period
• One mode of differentiation (content, process, or product)
• Differentiate for three groups of students
Follow-Through and Support
• Once teachers have completed their differentiated lesson plan (pg. 4), a member of the leadership team observes the lesson.
• Teachers should have the opportunity to reflect on the lesson with the observer (pg. 3).
• Maintain the data cycle so that teachers are able to connect changes in practice to changes in student achievement.
* Figure 3.1 from Taking the Lead by Killion & Harrison (2006)
Additional Benefits of MAP Ladders
• Other data can be used to help pinpoint an appropriate ladder to focus on (district or state data) (pg. 6)
• Ladders can be used across multiple contents
• ELL and SPED support staff use ladders to write individual student plans
• Students use ladders to set academic goals (pg. 7)
What Other Data Might Be Useful?
• MAP Growth Data - use to set goals and check in on goals (pg. 7)
• Test Performance - college readiness, district goals, state performance (pg. 8)
• Student Performance - trend data, multiple measures (pg. 9-12)
Viewpoint Features
• User-friendly and flexible data warehousing and reporting
• Nightly updates on teacher/student schedules and other data
• Ability to easily group/regroup students
• Comparisons to other data (national, state, local assessments, attendance, discipline, grades, interventions, etc.)
• Electronic instructional ladders report
• Ability to run reports (growth, norms, ladders and more) on any size population – district, school, grade, classroom, etc.
Avoid Getting Stuck on the Escalator
• Equip teachers with multiple ways of looking at their data (class, groups, student)
• Assist teachers in understanding how to look at multiple data points
• Transition teachers from analyzing data to making instructional decisions based on data
• Share a takeaway from today that will help your teachers get “unstuck”
Contact
• Sara Reiter, Project Manager, Kansas City Kansas Public Schools, [email protected], 913-627-2422
• Jan Brunell, Viewpoint Senior Product Manager, cmERDC,[email protected],651-286-8952 or 651-334-9672