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MAP – Your Classroom GPS




1
Featured in this session
     Session 8:30 – 10:00
     Introduction
     Who are we?
     How have you used MAP?
     Pros and Cons of MAP
     What would you like to take away from this session?
     Test your MAP knowledge and know-how




2
Learning Objectives
     Getting to know one another


     Our background knowledge on MAP


     What we teach


     Use everyday strategies to reinforce learning and promote
      total participation




3
Two Facts, One Fiction
     On the sleeves, write one fact about yourself and one fictitious
      statement about yourself

     Don’t share your answers!


     Group Sharing - small/whole




4
Who are we?
     Minnesotans stranded in a tropical climate

     Taught grade levels ranging from second –sixth

     Taught in Minnesota and Venezuela

     We are not trained NWEA professionals

     We have no dog in this fight, we are just looking to help
      teachers utilize their data.


5
In regards to MAP, I see myself
    as...........
     Contium Dialogue (Line-Up)


     Line up from Novice to Expert


     Defend your position


     After hearing answers, readjust




6
One Stray MAP Survey
     Pros of MAP use
     Cons of MAP use


     What I want from this session


     MAP has influenced my instruction by


     I teach _________ and the test I use is


     How do I get my students to “buy in”?

7
Test your MAP knowledge here.
     Fan and Pick Activity


     Pre-quiz to examine background knowledge




8
Questions?
     I wonder wall......


     Jot your questions on a Post-It and attach it to the wonder
      wall




9
Featured In The Next Session
      Session time 10:30 – 12:00
      I. A MAP process from start to finish
        A. Data Synthesis (Reading and Math focus)
          1.RIT scores
          2. Student Growth Levels
          3. Lexile Numbers
          4. Classroom Strengths and Weaknesses
          5. Standard Deviation
         B. Goal Setting
            1. Reviewing Results as a Class
            2. Class Goals Poster
            3. Progress Review
                a. Sharing with Students
               b. Sharing with Parents




10
Let’s take a breather.
     Next session
     begins at 10:30.

     Make sure you
     get out your most
     recent MAP
     results.




11
Getting Your Hands On Some Data
     MAP Process from Start to Finish



12
Featured In This Session
      Session time 10:30 – 12:00
      I. A MAP process from start to finish
        A. Data Synthesis (Reading and Math focus)
          1.RIT scores
          2. Student Growth Levels
          3. Lexile Numbers
          4. Classroom Strengths and Weaknesses
          5. Standard Deviation
         B. Goal Setting
            1. Reviewing Results as a Class
            2. Class Goals Poster
            3. Progress Review
                a. Sharing with Students
               b. Sharing with Parents




13
Learning Objectives
      Reading MAP data


      Goal Setting


      Effective classroom strategies


      Total participation




14
Find Someone Who
      Purpose
       Promote movement
       Discussion
       Ascertain background knowledge
       Begin thinking about your MAP experience




15
Examine the RIT Scores




16
Examine the RIT Scores




17
Student Growth Levels




18
Student Growth Levels




19
2011 Student Normative Data




20
Checking Your Lexile Range




21
Correlation to Reading Levels



                             QuickTimeª and a
                               decompressor
                     are needed to see this picture.




22
Where are our strengths and
     weaknesses?




23
How does standard deviation come into
     play?




24
Reflection
      Describe your level of comfort in reading a teacher report.


      How do your own RIT scores compare to the normative data?


      How does your class’ strengths and weaknesses affect your
       classroom instruction?




25
Pair and Share (K)
      Timed


      Pairs


      One sharer, one listener


      Switch roles


      Ask clarifying questions




26
Featured In This Session
      Session time 10:30 – 12:00
      I. A MAP process from start to finish
          B. Goal Setting
            1. Reviewing Results as a Class
            2. Class Goals Poster
            3. Progress Review
                a. Sharing with Students
                b. Sharing with Parents




27
Brain Break
      Class Yoga


      Simple Stretches


      Handshakes


      Brain Gym




28
Setting Your Goals
     in the Right Direction




29
Reviewing Results as a Class
     This is a fantastic way to get student buy in and it actively involves them.



30
Student Monitor of Progress




31
Where do I find that report?




32
Individual Student Plans




33
NWEA Student Goal Setting Sheet




34
Student Growth Calculator
      Can obtain from NWEA


      Great tool for determining growth and goal setting




35
Where do I locate the goal sheet?




36
Class Goals Poster
      Establish strengths and weaknesses with the whole group


      Provides visual aid for learners




37
Sharing with Parents




38
Sharing With Parents




39
Individual Student Plans




40
CIPLC Teacher Goal Setting




41
Teachers Leading the Charge




42
Goal Setting




43
Questions?




44
Featured In Next Session
      Session time 1:00 – 2:30
      Grouping Types Activity and Discussion
      Curriculum Vocabulary and Descartes Vocabulary
      Differentiation
      Putting It All Together




45
Using Data to Drive Instruction
     It truly is important to think before we act!


46
Featured In This Session
      Session time 1:00 – 2:30


      Grouping Types Activity and Discussion


      Curriculum Vocabulary and Descartes Vocabulary


      Differentiation


      Putting It All Together (Time Permitting)



47
Learning Objective
      Movement to aid digestion


      Grouping Methods


      Curriculum vs. DesCartes vs. DesCartes Vocab


      Differentiation




48
Inside - Outside Circle
      Purpose
       Movement


       Give an example of how you currently or have previously grouped
        students.




49
What’s the best way to group?




50
Grouping Activity
      Jot Thoughts - brainstorming ways to group children
      Meant to be done in a group


      Post-Its


      Google Docs




51
Looking at your own results
      How can you use your data to arrange your students in
       instructional groups?




52
Examine the RIT Scores




53
Share your ideas
      Discuss your options with your tables


      Explain your favorite grouping method


      Explain one variable you considered while putting students in
       groups

      Whole group share




54
Quiz, Quiz, Trade (K)
     DesCartes Vocabulary

     Pick a DesCartes word

     Select one from below:

     b   Write a multiple choice question
         Paraphrase the definition
     e   Act it out definition
     i   List synonyms or antonyms for your word




55
What exactly should I teach?




56
Where do I find the Descartes
     Vocabulary?




57
DesCartes Vocabulary/Framework

      Can also be found:
             o Sites.google.com/site/mrjuddsclass

             o Dropbox Account

             o    www.dropbox.com
             o    sign in: map@ciplc.org
             o    password: ciplcgeckos




58
Why do we focus on vocabulary and not
     the whole DesCartes?




59
In case you’d like a closer look...




60
In case you’d like a closer look…




61
Highlighting Activity
      Aimed to connect vocabulary to DesCartes

      Highlight words found in DesCartes, which you already use in
      class or are from your curriculum (yellow)

      Highlight words in DesCartes, which you DON’T use, but
      could (orange)




62
Classroom Vocabulary vs. DesCartes

     Classroom       DesCartes I Can Add




63
Finding Common Ground
      My Curriculum   DesCartes Curriculum




64
Finding Common Ground
     My Curriculum   foridahoteachers.org




65
DesCartes Vocabulary/Framework

      Can also be found:
             o Sites.google.com/site/mrjuddsclass

             o Dropbox Account

             o    www.dropbox.com
             o    sign in: map@ciplc.org
             o    password: ciplcgeckos




66
Questions???




67
Brain Break
      Class Yoga


      Simple Stretches


      Handshakes


      Brain Gym




68
Featured In This Session
      Session time 1:00 – 2:30


      Grouping Types Activity and Discussion


      Curriculum Vocabulary and Descartes Vocabulary


      Differentiation


      Putting It All Together (Time Permitting)



69
Differentiated Instruction
     Because being different really does matter.



70
Introduce, Develop and Enhance
     One Topic, 2-3 objectives




71
DesCartes Framework Math
      Topic - FACTORING


      How can you write a focus lesson question which allows you
       to differentiate on 2 - 3 levels?

      Introduce (highest)
      Develop/Maintain (middle)
      Enhance (lowest)




72
DesCartes Framework Reading
      Topic - FICTION


      How can you write a focus lesson question which
       differentiates on 2 - 3 levels?

      Enhance (lowest)
      Develop/Maintain (middle)
      Introduce (high)




73
Same Lesson – Three Levels




74
Same Lesson – Three Levels (Math)




75
Reading - Cause and Effect




76
Differentiated Graphic Organizer




77
Questions?




78
Featured In Next Session
      Session Time 3:00 – 4:00
      Putting it all together
        A. Teacher Report
        B. Student Goals
        C. Grouping
        D. Curriculum, Vocabulary, Descartes
        E. Differentiated Instruction
        (Math or Reading)




79
Putting it all together
     Making things fit just right.



80
Featured In This Session
      Session Time 3:00 – 4:00
      Putting it all together
        A. Teacher Report
        B. Student Goals
        C. Grouping
        D. Curriculum, Vocabulary, Descartes
        E. Differentiated Instruction
        (Math or Reading)




81
Learning Objective
     Using MAP data, create a classroom framework which takes the
     folowing into account:

     time
     grouping
     vocabulary
     content instruction
     DesCartes
     differentiation



82
Purpose In Putting It Together
      The idea of this activity is to grasp all the different ways your
       MAP data can be used to create lessons, guide instruction,
       and drive learning.




83
What will you need?
      Access to DesCartes or foridahoteachers


      MAP data


      Present curriculum


      Some creativity


      A bottle of wine perhaps?



84
What should I work on?(Clarity)




85
How should I group? (Clarity)




86
Things to consider
      Time frame


      Map data


      Teaching staff


      While I teach, what are the others doing?


      Differentiation



87
Learning Objective
     Using MAP data, create a classroom framework which takes the
     folowing into account:

     time
     grouping
     vocabulary
     content instruction
     DesCartes
     differentiation



88
Your plan of attack…..
      Four Corners


      Mix in groups of three to four


      Share your plan


      Offer comments for improvement




89
What’s on tap for tomorrow?

      More reports!!!!!!!!!!!!




90
What’s on tap for tomorrow?
      9:30 – 12:00
     ESL Vocabulary Strategies

      1:00 – 3:00
     Web Resources

      3:30 – 5:00
     Troubleshooting and Reflection



91
Day Two
     You decided to actually come back. Thanks!



92
Featured In This Session
      Session time 9:30 – 12:00


      ESL Vocabulary Strategies
        Kagan Structures
        Games
        Word Activities
        TPT’s
        Graphic Organizers




93
Learning Objectives
      We want to target our ELLs


      Get creative with vocabulary


      Provide some learning structure


      Total Participation


      Context is heavily embedded (+ for ELLs)



94
Kagan Structures
      In/Out Circle
      Fan and Pick
      Find Someone Who
      Rally Coach
      Tip-Tell-Repeat
      One Stray
      Number Heads Together




95
Cooperative Learning
      What have you done that works?




96
Graphic Organizers/Mind Maps
        Summaries
        Cause and Effect
        Main Idea/Supporting Details
        Outline
        Plot Map
        Word Analysis
        Sequencing Events
        Timeline
        T Chart
        Cornell Notes
        Venn Diagram
        Math Word Problems



97
Your Organizers
      What has worked for you?




98
Numbered Heads Together (K)
      Number off into groups of four


      Answer question on plastic sleeve


      Quick!


      Put heads together and share ideas


      Decide on best option - share with class



99
Games and Activities
       Jeopardy- On Dropbox account

       Anagrams- Dropbox

       Pictionary

       Draw It, Act It - Dropbox -Any chance takers?
      TPR - Total Physical Response

      Word Wall

100
Word Wall Sample




101
Word Skills




102
Games and Activities
       Clue and Guess - Who Am I?
       Word Groups - Word Wall
       Tallies
       3 Word Read Aloud
       Context Clues
       Student self assessments
       Fact and Fiction (K)




103
Sample of Tallies




104
Three Word Read Aloud




105
Context Clues Sample
      The author was biased toward boys in his essay. From the
        evidence he presented, girls were not as good at sports.

      Part of Speech                        Synonyms



      Definition




106
Games and Vocabulary Activities
       What works for you?




107
TPT’s
       All Write - How have you used vocabulary?
       Highlighters - Shout out!
       Hand Signals - Math Strands
       Notecards - Reading Strands
       Fact and Fiction (K)
       GIST - Humanities Article
       SWBST - Somebody, Wanted, But, So, Then




108
GIST Article




109
Somebody Wanted, But, So, Then,
      Finally




110
Total Participation
       How are all of your kids involved and held accountable?




111
Questions?




112
Featured In The Next Session
       Session time 1:00 – 3:00


       Useful websites


       Media Resources


       Technology




113
Perhaps you are feeling like this?
      After lunch we’ll
      continue in the
      computer lab with
      our day.

      See you at 1:00!




114
Resources – The Web and 21st Century Learning
      No comment.



115
Brain Break
       Class Yoga


       Simple Stretches


       Handshakes


       Brain Gym




116
Featured In This Session
       Session time 1:00 – 3:00


       Useful websites


       Media Resources


       Wireless Technology


      Learning objective is to obtain useful websites, resources and
        technology in relation to MAP.

117
Where can I find this?
       Sites.google.com/site/mrjuddsclass




118
Smartboard Exchange
       This benefits users with a Smartboard
       Multiple lessons on a huge variety of topics
       Assorted by grade level


       My User Name:
       My Password:




119
NWEA Spark
       Community.nwea.org

       NWEA Spark is a site created to help MAP users

       It uses blogs, forums, and resources

       Pro – It is up to date and current

       Con – Difficult to locate specifically what you are looking for
        (things I found were purely chance)




120
NWEA – General Website
       Specific focus on Dynamic Reports

       DesCartes

       Data Reports

       Pros – lots of data

       Cons- lots of data (not all of it is useful) and time consuming
        to navigate


121
Foridahoteachers.org
       They have taken DesCartes and the vocabulary and created a
        format which is more user friendly

       Pros – very easy to use and easily transfers to the classroom


       Cons - you craft the lessons (time consuming)




122
123
South Washington County – Royal Oaks
       http://www.sowashco.k12.mn.us/ro/Pages/studentlinks


       Actually our old school


       Reading and Math specific MAP activities


       Pros – links, all done on internet, no worksheets


       Cons – not all links are equally useful



124
125
Lexile Levels
       www.lexile.com


       Pros – very easy to look up book Lexile levels
       Can be done by parents, students, at school, or at home
       Gives book lists to users, type in a level and it gives you a list
        of books

       Cons – limited in use




126
127
Belle Plaine, MN Schools
       Google Belle Plaine, MN Schools, Mr. Fraser’s NWEA Links


       Pros – links, all done on internet, no worksheets


       Cons – limited categories




128
129
IXL
       www.ixl.com

       Pros – student focused
       Aligns to curriculum and DesCartes
       Can be done anywhere
       Easy to monitor progress

       Cons – have to pay for it

       Sign up for a free trial



130
131
Raz-Kids
       www.raz-kids.com


       Pros- interactive reading site
       Can read, listen or record a story
       Comprehension questions align with DesCartes
       Easy for teachers to track
       Leveled


       Cons – have to pay for it, doesn’t hook older students



132
133
Media Resources
       Youtube.com


       Brainpop.com


       Quizlet.com


       Khanacademy.org




134
BrainPop.com




135
136
Khanacademy.org




137
iPad + iPod Applications
       Pun Intended


       FourPlay


       Signs HD


       Slice It!


       About a million others



138
Resource Challenge
             We will be giving you time to look around and see what you
              can use.

             Email us at: map@ciplc.org

             In your email:
          S     Share one helpful website
          l     Share one MAP related media resource (Youtube)
          l     If you use them, share one iPad or iPod app.
                Give a brief explanation of how you’d use them



139
Questions?




140
Last session!!!!!!!!
       Session time 3:30 – 4:58


       Understanding Negative Growth


       Case Study


       Reflection


       Evaluations



141
Learning Objectives
       Problem Solving


       Reflection


       Putting into practice




142
Understanding Negative Growth
       It will happen.


       What do you do?


       Five Most Important Points (Highlight)




143
Case Study Sample
       Do you have a situations that look like these?




144
145
146
Simple Case Study
       Do you have a situation you would like to focus on?




147
Allowing the data to speak
       How will you address this with students and with the parent?




148
Reflection
       Fan and Pick Quiz




149
Questions?

                    Time to wrap up!




150
Special Thanks To…
       AASSA, Paul Poore, and Esther Nicolau


       All of you


       NWEA


       Kagan


       CIPLC



151
Evaluations




152

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AASSA 2012 Quito Presentation

  • 1. MAP – Your Classroom GPS 1
  • 2. Featured in this session  Session 8:30 – 10:00  Introduction  Who are we?  How have you used MAP?  Pros and Cons of MAP  What would you like to take away from this session?  Test your MAP knowledge and know-how 2
  • 3. Learning Objectives  Getting to know one another  Our background knowledge on MAP  What we teach  Use everyday strategies to reinforce learning and promote total participation 3
  • 4. Two Facts, One Fiction  On the sleeves, write one fact about yourself and one fictitious statement about yourself  Don’t share your answers!  Group Sharing - small/whole 4
  • 5. Who are we?  Minnesotans stranded in a tropical climate  Taught grade levels ranging from second –sixth  Taught in Minnesota and Venezuela  We are not trained NWEA professionals  We have no dog in this fight, we are just looking to help teachers utilize their data. 5
  • 6. In regards to MAP, I see myself as...........  Contium Dialogue (Line-Up)  Line up from Novice to Expert  Defend your position  After hearing answers, readjust 6
  • 7. One Stray MAP Survey  Pros of MAP use  Cons of MAP use  What I want from this session  MAP has influenced my instruction by  I teach _________ and the test I use is  How do I get my students to “buy in”? 7
  • 8. Test your MAP knowledge here.  Fan and Pick Activity  Pre-quiz to examine background knowledge 8
  • 9. Questions?  I wonder wall......  Jot your questions on a Post-It and attach it to the wonder wall 9
  • 10. Featured In The Next Session  Session time 10:30 – 12:00  I. A MAP process from start to finish  A. Data Synthesis (Reading and Math focus)  1.RIT scores  2. Student Growth Levels  3. Lexile Numbers  4. Classroom Strengths and Weaknesses  5. Standard Deviation B. Goal Setting 1. Reviewing Results as a Class 2. Class Goals Poster 3. Progress Review a. Sharing with Students b. Sharing with Parents 10
  • 11. Let’s take a breather. Next session begins at 10:30. Make sure you get out your most recent MAP results. 11
  • 12. Getting Your Hands On Some Data MAP Process from Start to Finish 12
  • 13. Featured In This Session  Session time 10:30 – 12:00  I. A MAP process from start to finish  A. Data Synthesis (Reading and Math focus)  1.RIT scores  2. Student Growth Levels  3. Lexile Numbers  4. Classroom Strengths and Weaknesses  5. Standard Deviation B. Goal Setting 1. Reviewing Results as a Class 2. Class Goals Poster 3. Progress Review a. Sharing with Students b. Sharing with Parents 13
  • 14. Learning Objectives  Reading MAP data  Goal Setting  Effective classroom strategies  Total participation 14
  • 15. Find Someone Who  Purpose Promote movement Discussion Ascertain background knowledge Begin thinking about your MAP experience 15
  • 16. Examine the RIT Scores 16
  • 17. Examine the RIT Scores 17
  • 22. Correlation to Reading Levels QuickTimeª and a decompressor are needed to see this picture. 22
  • 23. Where are our strengths and weaknesses? 23
  • 24. How does standard deviation come into play? 24
  • 25. Reflection  Describe your level of comfort in reading a teacher report.  How do your own RIT scores compare to the normative data?  How does your class’ strengths and weaknesses affect your classroom instruction? 25
  • 26. Pair and Share (K)  Timed  Pairs  One sharer, one listener  Switch roles  Ask clarifying questions 26
  • 27. Featured In This Session  Session time 10:30 – 12:00  I. A MAP process from start to finish B. Goal Setting 1. Reviewing Results as a Class 2. Class Goals Poster 3. Progress Review a. Sharing with Students b. Sharing with Parents 27
  • 28. Brain Break  Class Yoga  Simple Stretches  Handshakes  Brain Gym 28
  • 29. Setting Your Goals in the Right Direction 29
  • 30. Reviewing Results as a Class This is a fantastic way to get student buy in and it actively involves them. 30
  • 31. Student Monitor of Progress 31
  • 32. Where do I find that report? 32
  • 34. NWEA Student Goal Setting Sheet 34
  • 35. Student Growth Calculator  Can obtain from NWEA  Great tool for determining growth and goal setting 35
  • 36. Where do I locate the goal sheet? 36
  • 37. Class Goals Poster  Establish strengths and weaknesses with the whole group  Provides visual aid for learners 37
  • 41. CIPLC Teacher Goal Setting 41
  • 42. Teachers Leading the Charge 42
  • 45. Featured In Next Session  Session time 1:00 – 2:30  Grouping Types Activity and Discussion  Curriculum Vocabulary and Descartes Vocabulary  Differentiation  Putting It All Together 45
  • 46. Using Data to Drive Instruction It truly is important to think before we act! 46
  • 47. Featured In This Session  Session time 1:00 – 2:30  Grouping Types Activity and Discussion  Curriculum Vocabulary and Descartes Vocabulary  Differentiation  Putting It All Together (Time Permitting) 47
  • 48. Learning Objective  Movement to aid digestion  Grouping Methods  Curriculum vs. DesCartes vs. DesCartes Vocab  Differentiation 48
  • 49. Inside - Outside Circle  Purpose Movement Give an example of how you currently or have previously grouped students. 49
  • 50. What’s the best way to group? 50
  • 51. Grouping Activity  Jot Thoughts - brainstorming ways to group children  Meant to be done in a group  Post-Its  Google Docs 51
  • 52. Looking at your own results  How can you use your data to arrange your students in instructional groups? 52
  • 53. Examine the RIT Scores 53
  • 54. Share your ideas  Discuss your options with your tables  Explain your favorite grouping method  Explain one variable you considered while putting students in groups  Whole group share 54
  • 55. Quiz, Quiz, Trade (K) DesCartes Vocabulary Pick a DesCartes word Select one from below: b Write a multiple choice question Paraphrase the definition e Act it out definition i List synonyms or antonyms for your word 55
  • 56. What exactly should I teach? 56
  • 57. Where do I find the Descartes Vocabulary? 57
  • 58. DesCartes Vocabulary/Framework  Can also be found: o Sites.google.com/site/mrjuddsclass o Dropbox Account o www.dropbox.com o sign in: map@ciplc.org o password: ciplcgeckos 58
  • 59. Why do we focus on vocabulary and not the whole DesCartes? 59
  • 60. In case you’d like a closer look... 60
  • 61. In case you’d like a closer look… 61
  • 62. Highlighting Activity  Aimed to connect vocabulary to DesCartes  Highlight words found in DesCartes, which you already use in class or are from your curriculum (yellow)  Highlight words in DesCartes, which you DON’T use, but could (orange) 62
  • 63. Classroom Vocabulary vs. DesCartes Classroom DesCartes I Can Add 63
  • 64. Finding Common Ground My Curriculum DesCartes Curriculum 64
  • 65. Finding Common Ground My Curriculum foridahoteachers.org 65
  • 66. DesCartes Vocabulary/Framework  Can also be found: o Sites.google.com/site/mrjuddsclass o Dropbox Account o www.dropbox.com o sign in: map@ciplc.org o password: ciplcgeckos 66
  • 68. Brain Break  Class Yoga  Simple Stretches  Handshakes  Brain Gym 68
  • 69. Featured In This Session  Session time 1:00 – 2:30  Grouping Types Activity and Discussion  Curriculum Vocabulary and Descartes Vocabulary  Differentiation  Putting It All Together (Time Permitting) 69
  • 70. Differentiated Instruction Because being different really does matter. 70
  • 71. Introduce, Develop and Enhance One Topic, 2-3 objectives 71
  • 72. DesCartes Framework Math  Topic - FACTORING  How can you write a focus lesson question which allows you to differentiate on 2 - 3 levels?  Introduce (highest)  Develop/Maintain (middle)  Enhance (lowest) 72
  • 73. DesCartes Framework Reading  Topic - FICTION  How can you write a focus lesson question which differentiates on 2 - 3 levels?  Enhance (lowest)  Develop/Maintain (middle)  Introduce (high) 73
  • 74. Same Lesson – Three Levels 74
  • 75. Same Lesson – Three Levels (Math) 75
  • 76. Reading - Cause and Effect 76
  • 79. Featured In Next Session  Session Time 3:00 – 4:00  Putting it all together  A. Teacher Report  B. Student Goals  C. Grouping  D. Curriculum, Vocabulary, Descartes  E. Differentiated Instruction  (Math or Reading) 79
  • 80. Putting it all together Making things fit just right. 80
  • 81. Featured In This Session  Session Time 3:00 – 4:00  Putting it all together  A. Teacher Report  B. Student Goals  C. Grouping  D. Curriculum, Vocabulary, Descartes  E. Differentiated Instruction  (Math or Reading) 81
  • 82. Learning Objective Using MAP data, create a classroom framework which takes the folowing into account: time grouping vocabulary content instruction DesCartes differentiation 82
  • 83. Purpose In Putting It Together  The idea of this activity is to grasp all the different ways your MAP data can be used to create lessons, guide instruction, and drive learning. 83
  • 84. What will you need?  Access to DesCartes or foridahoteachers  MAP data  Present curriculum  Some creativity  A bottle of wine perhaps? 84
  • 85. What should I work on?(Clarity) 85
  • 86. How should I group? (Clarity) 86
  • 87. Things to consider  Time frame  Map data  Teaching staff  While I teach, what are the others doing?  Differentiation 87
  • 88. Learning Objective Using MAP data, create a classroom framework which takes the folowing into account: time grouping vocabulary content instruction DesCartes differentiation 88
  • 89. Your plan of attack…..  Four Corners  Mix in groups of three to four  Share your plan  Offer comments for improvement 89
  • 90. What’s on tap for tomorrow?  More reports!!!!!!!!!!!! 90
  • 91. What’s on tap for tomorrow?  9:30 – 12:00 ESL Vocabulary Strategies  1:00 – 3:00 Web Resources  3:30 – 5:00 Troubleshooting and Reflection 91
  • 92. Day Two You decided to actually come back. Thanks! 92
  • 93. Featured In This Session  Session time 9:30 – 12:00  ESL Vocabulary Strategies  Kagan Structures  Games  Word Activities  TPT’s  Graphic Organizers 93
  • 94. Learning Objectives  We want to target our ELLs  Get creative with vocabulary  Provide some learning structure  Total Participation  Context is heavily embedded (+ for ELLs) 94
  • 95. Kagan Structures  In/Out Circle  Fan and Pick  Find Someone Who  Rally Coach  Tip-Tell-Repeat  One Stray  Number Heads Together 95
  • 96. Cooperative Learning  What have you done that works? 96
  • 97. Graphic Organizers/Mind Maps  Summaries  Cause and Effect  Main Idea/Supporting Details  Outline  Plot Map  Word Analysis  Sequencing Events  Timeline  T Chart  Cornell Notes  Venn Diagram  Math Word Problems 97
  • 98. Your Organizers  What has worked for you? 98
  • 99. Numbered Heads Together (K)  Number off into groups of four  Answer question on plastic sleeve  Quick!  Put heads together and share ideas  Decide on best option - share with class 99
  • 100. Games and Activities  Jeopardy- On Dropbox account  Anagrams- Dropbox  Pictionary  Draw It, Act It - Dropbox -Any chance takers? TPR - Total Physical Response Word Wall 100
  • 103. Games and Activities  Clue and Guess - Who Am I?  Word Groups - Word Wall  Tallies  3 Word Read Aloud  Context Clues  Student self assessments  Fact and Fiction (K) 103
  • 105. Three Word Read Aloud 105
  • 106. Context Clues Sample The author was biased toward boys in his essay. From the evidence he presented, girls were not as good at sports. Part of Speech Synonyms Definition 106
  • 107. Games and Vocabulary Activities  What works for you? 107
  • 108. TPT’s  All Write - How have you used vocabulary?  Highlighters - Shout out!  Hand Signals - Math Strands  Notecards - Reading Strands  Fact and Fiction (K)  GIST - Humanities Article  SWBST - Somebody, Wanted, But, So, Then 108
  • 110. Somebody Wanted, But, So, Then, Finally 110
  • 111. Total Participation  How are all of your kids involved and held accountable? 111
  • 113. Featured In The Next Session  Session time 1:00 – 3:00  Useful websites  Media Resources  Technology 113
  • 114. Perhaps you are feeling like this? After lunch we’ll continue in the computer lab with our day. See you at 1:00! 114
  • 115. Resources – The Web and 21st Century Learning No comment. 115
  • 116. Brain Break  Class Yoga  Simple Stretches  Handshakes  Brain Gym 116
  • 117. Featured In This Session  Session time 1:00 – 3:00  Useful websites  Media Resources  Wireless Technology Learning objective is to obtain useful websites, resources and technology in relation to MAP. 117
  • 118. Where can I find this?  Sites.google.com/site/mrjuddsclass 118
  • 119. Smartboard Exchange  This benefits users with a Smartboard  Multiple lessons on a huge variety of topics  Assorted by grade level  My User Name:  My Password: 119
  • 120. NWEA Spark  Community.nwea.org  NWEA Spark is a site created to help MAP users  It uses blogs, forums, and resources  Pro – It is up to date and current  Con – Difficult to locate specifically what you are looking for (things I found were purely chance) 120
  • 121. NWEA – General Website  Specific focus on Dynamic Reports  DesCartes  Data Reports  Pros – lots of data  Cons- lots of data (not all of it is useful) and time consuming to navigate 121
  • 122. Foridahoteachers.org  They have taken DesCartes and the vocabulary and created a format which is more user friendly  Pros – very easy to use and easily transfers to the classroom  Cons - you craft the lessons (time consuming) 122
  • 123. 123
  • 124. South Washington County – Royal Oaks  http://www.sowashco.k12.mn.us/ro/Pages/studentlinks  Actually our old school  Reading and Math specific MAP activities  Pros – links, all done on internet, no worksheets  Cons – not all links are equally useful 124
  • 125. 125
  • 126. Lexile Levels  www.lexile.com  Pros – very easy to look up book Lexile levels  Can be done by parents, students, at school, or at home  Gives book lists to users, type in a level and it gives you a list of books  Cons – limited in use 126
  • 127. 127
  • 128. Belle Plaine, MN Schools  Google Belle Plaine, MN Schools, Mr. Fraser’s NWEA Links  Pros – links, all done on internet, no worksheets  Cons – limited categories 128
  • 129. 129
  • 130. IXL  www.ixl.com  Pros – student focused  Aligns to curriculum and DesCartes  Can be done anywhere  Easy to monitor progress  Cons – have to pay for it  Sign up for a free trial 130
  • 131. 131
  • 132. Raz-Kids  www.raz-kids.com  Pros- interactive reading site  Can read, listen or record a story  Comprehension questions align with DesCartes  Easy for teachers to track  Leveled  Cons – have to pay for it, doesn’t hook older students 132
  • 133. 133
  • 134. Media Resources  Youtube.com  Brainpop.com  Quizlet.com  Khanacademy.org 134
  • 136. 136
  • 138. iPad + iPod Applications  Pun Intended  FourPlay  Signs HD  Slice It!  About a million others 138
  • 139. Resource Challenge  We will be giving you time to look around and see what you can use.  Email us at: map@ciplc.org  In your email: S Share one helpful website l Share one MAP related media resource (Youtube) l If you use them, share one iPad or iPod app. Give a brief explanation of how you’d use them 139
  • 141. Last session!!!!!!!!  Session time 3:30 – 4:58  Understanding Negative Growth  Case Study  Reflection  Evaluations 141
  • 142. Learning Objectives  Problem Solving  Reflection  Putting into practice 142
  • 143. Understanding Negative Growth  It will happen.  What do you do?  Five Most Important Points (Highlight) 143
  • 144. Case Study Sample  Do you have a situations that look like these? 144
  • 145. 145
  • 146. 146
  • 147. Simple Case Study  Do you have a situation you would like to focus on? 147
  • 148. Allowing the data to speak  How will you address this with students and with the parent? 148
  • 149. Reflection  Fan and Pick Quiz 149
  • 150. Questions?  Time to wrap up! 150
  • 151. Special Thanks To…  AASSA, Paul Poore, and Esther Nicolau  All of you  NWEA  Kagan  CIPLC 151