Measures of Academic Progress® (MAP®)
Instructional Ladders
Lexile is a registered trademark of MetaMetrics, Inc. NWEA is neither affiliated nor associated with MetaMetrics, Inc.
The names of other companies and their products mentioned are the trademarks of their respective owners. There is no relationship or association between NWEA and those companies and products referred in this presentation.
Setting the Stage
 Welcome/introductions
 Structure for the day
 Materials review
M
Materials
R
Reports
Activity
A
W
V
Web Resources
Virtual Observation
A
M
2
Activate Prior Knowledge
1. Measures of Academic Progress® (MAP®) as an
adaptive growth measure
2. Student RIT scores
3. RIT scale
4. Normative Data
5. RIT to Reading Range Reports
6. DesCartes: A Continuum of Learning®
7. Primary Grades Instructional Data
8. Instructional level
A
3
Sustaining the Momentum
 Consider how you will implement what
you’ve learned in the:
 Next month
 Next semester
 Next year
M
4
Sustaining the Momentum
Planning Document
Terry Planner
My Building
xx/xx/xxxx
Schedule meeting
with my principal to
discuss this info and
plan
Me
Schedule meeting to
plan for sharing/
teaching other teachers
key concepts:
Other teacher leaders,
grade/ department
heads and me
Complete Recorded
Online Ladder
Activity
Other teacher leaders,
grade/ department
heads and me
Build Instructional
Ladder Lessons with
grade-level teams
Other teacher leaders,
grade/ department
heads and me
Paula Principal
• Workbook from this
workshop
Finding available
time/Schedule over
lunch
xx/xx/xxxx
• Workbook from this
workshop
• Sustaining the
Momentum document
Hectic schedules/ be
persistent and
prioritize– this is
important!
xx/xx/xxxx
Topics for Today
 Applications for DesCartes
and Primary Grades
Instructional Data
 Instructional Ladder Design
 Explore Resource Options
Taking Stock
Grade-level standards
are the focus of all my
instruction.
A
1
2
3
4
5
7
Building the Instructional Ladder
 Data-informed instructional design
 Extended scaffolding
 Appropriate entry points
A
M
Instructional Ladders Workbook pp. 1-2
8
Virtual Observation:
Laddered Instruction
 Content focus
 Resources for decision-making
 Using DesCartes
V
A
M
Instructional Ladders Workbook p. 2
9
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
10
Standard Deviation
 Smaller
Larger standard
standarddeviations
deviationsindicate
indicatemore
that students
are more alike.
academic
diversity.
 How might this impact instruction?
11
Determining Instructional Content
 Standards
 Local curriculum documents
 School improvement initiatives
 Student academic needs
 Triangulation of data
M
Instructional Ladders Workbook p. 5
12
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
13
Building Instructional Ladders
DesCartes or Primary Grades Instructional Data
Standard
Concept
14
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
15
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
16
Standard and DesCartes
 Geometry – Properties of two and three dimensional
objects (points, rays, lines, and angles including
congruency, similarities and transformations)
None
241-250: Identifies symmetry of a sphere
231-240: Understands meaning and
representation of a dilation
211-220: Identifies geometric transformations
(rotations)
201-210: Identifies right angles
All
M
191-200: Identifies figures with line
symmetrical parts
Instructional Ladders Workbook p. 8
17
Instructional Ladder Samples
 Science
 Mathematics
 Reading
 Social Studies
 Thematic units
A
M
Instructional Ladders Workbook p. 9
18
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
19
Building the Instructional Ladder
Standard 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
20
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
R
 Make a square around state proficiency
benchmark range
A
M
Building a Ladder Packet pp. 11-26
21
Building the Instructional Ladder
Primary Activity Group – Screening/Skills Checklist
 Use your 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
22
Building the Instructional Ladder
Primary Activity Group – Survey w/ Goals
R
A
M
Building a Ladder packet pp. 31-40
Group Reporting
 Share
 Observations of student data
 Examples of laddered skills
 Examples of strategies and approaches
A
M
Instructional Ladders Workbook p. 10
24
Additional Resources for
Instructional Ladders
 www.foridahoteachers.org
 Ladders
 Differentiation
 Grouping
 Rubrics and assessment
W
M
Instructional Ladders Workbook p. 10
25
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
26
The Goal is For All Students to
Move Ahead
Class Breakdown by Overall RIT Score
161-170
171-180
181-190
191-200
201-210
211-220
221-230
Justin B
Justin
Neal B
241-250
John
Shelby
Tyler
Chelsea
Chris
Cody
James
Randy
Sarah
Alisha
Susannah
Allison
Chelsea
Donovan
Billy
Neal
John
Grant
Anna
April
Chris
Billy
Donovan
Sydney
Sydney
Randy
Tyler
Tom
Amber
Grant
Marc
Ty
Susannah
Taylor
Ty
Andrew
Alisha
Tom
Allison
251-260
261-270
271-280
Taylor
Marc
Andrew
231-240
Shelby
Justin S
Anna
Sarah
Justin
Taylor
Red = Beginning of year
Green = End of year
27
Resources
- Internet & Beyond - NWEA Web Site-
- Community - District -
- Building -
- Teacher - Classroom A
M
Instructional Ladders Workbook p. 11
28
Building Internal Capacity
Find Time:
Learn More:
 Early release days
 Professional
development
 Use substitute
teachers creatively
 Streamline
“administrivia”
 Curriculum & data
planning teams
 Study groups
 Data coaches
29
Leading High Performing Learning
Communities

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
Mission: Growth and Learning
for Every Student
Culture and Ownership
ANSWERABILITY
Sustaining the Momentum
 Consider how you will implement what
you’ve 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
31
Thank you for your attention and hard work.
Help Us Learn From You
 Please complete the
Evaluation Form and
leave it in the
designated location.
A
M