as you arrive: self -assessment
TRANSCRIPT
As You Arrive: Self-Assessment
Identify your current level of comfort/understanding for each statement.
+ Identify ways to use MAP Growth data and resources to target learner needs
+ Synthesize assessment data, content, and resources to create responsive lesson plans
New to me I am aware I understand I can apply I can teach others
Responsive Planning for Instruction
O U R M I S S I O N
Partnering to help all kids learn®
We help kids get what they need in the classroom, so they can pursue their passions, shape their future, and realize their potential.
Learning Targets
+ Identify ways to use MAP Growth data and resources to target learner needs
+ Synthesize assessment data, content, and resources to create responsive lesson plans
Working Together
Start and end on time
Everyoneparticipates
Pause, paraphrase, and probe
Formatively check in and
make decisions
Put ideas on the table
Presumepositive
intentions
Pay attention to self and
others
Balanceadvocacy
and inquiry
How Does MAP Growth Support Acceleration of Student Growth?
+ Begin with grade-level standards in mind
+ Recognize learning needs
+ Identify student readiness
+ Honor equity over equality
+ Create respectful tasks
+ Provide opportunity for choice
+ Implement a quality curriculum
+ Use data from multiple sources, including formative assessment
What Are Best Practices for Accelerating Student Growth?
The Role of MAP Growth in Accelerating Student GrowthMAP Growth provides data and resources to . . .
Identify readiness
Identify possible needs
Monitor progress
Support instructional decisions(content, structures, and assessment)
How Do I Plan Responsive Instruction?
LEARNING TARGETS SUCCESS CRITERIA
+ Identify ways to use MAP Growth data and resources to target learner needs
+ Synthesize assessment data, content, and resources to create responsive lesson plans
+ Connect groups of students to skills with the Learning Continuum
+ Describe responsive lesson planning
How Do I Plan Responsive Instruction?
Activate
+ How do you typically plan for instruction?
+ What processes, tools, and resources do you use?
+ What data sources do you analyze to inform your planning?
+ How do you use data to inform your planning?
Responsive Planning
A planning approach designed to respond to students’ unique needs before and during the lesson. The plan outlines assessments, instructional activities, and tasks responsive to students’ learning needs and preferences. The plan also indicates when in the lesson students will be assessed and how teachers and students can adjust based on the results.
01 02 03 04
Using Data to Inform Instruction
How will I adapt my instructional plan to meet student needs?
+ Scaffolding for access
+ Scaffolding for extension
What is the focus of my instruction?
+ Standards
+ Learning targets
What is my instructional plan?
+ Assessment
+ Activities
+ Strategies
What does the data indicate about my students’ readiness for the planned instruction?
Core Instruction
What is the focus of my instruction?
+ Standards RI.4.1, 4.3
+ Targets
‒ I can explain what I read using details and examples from the text
‒ I can use details and examples from the text to make inferences
‒ I can explain events, procedures, ideas, or concepts from text
‒ I can explain what happened and why based on information in the text
Core Instruction
What is my instructional plan?
+ Launch
+ Preview
+ Close Read
+ Closure
MAP Growth Reports for Responsive Planning
After engaging in planning, consult MAP Growth reports to begin determining proactive adjustments for instruction.
+ Class Breakdown by Instructional Area
‒ Which instructional area corresponds to the standard?
‒ In which RIT ranges are students in the identified instructional area?
Learning Continuum Test View
When filtering the Learning Continuum by grade and standard:
+ The presence of learning statements signals instructional readiness for planned instruction
+ The absence of learning statements signals a need to confirmscaffolding for access or extension needs and make necessary adjustments to the planned instruction
Learning Continuum Test View
Learning Continuum Test View
Learning Continuum Test View
Learning Continuum Test View
Students
What does data indicate about my students’ readiness for the planned instruction?
+ 5 students likely need support
+ 4 students likely need challenge
Responsive Adjustment to Plan
+ How might teachers adjust the instructional plan to proactively respond to student needs surfaced in the data?
+ What curriculum and resources might teachers use to support student learning needs?
+ When in the teaching and learning cycle might teachers address scaffolding needs?
Scaffolding and Just-in-time Supports
+ Allows for access or extension
+ Is a temporary support that teachers provide for students to access complex content
+ Is designed with the end in mind; educators have a plan for how and when scaffolding and supports will be removed as students progress
Scaffolding for Access and for Extension
ZPD
Learner can do unaided
Learner cannot do
Scaffolding support
Scaffolding for Access Scaffolding for Extension+ K. Hicks, D. Cornwell, H. Madden, E.
Johnson, A. Frame
+ Small-group guided reading
+ Use the Wonders scaffolded instruction from the Reread Prompts to support students citing textual evidence
+ B. Steele, K. Jarboe, B. Jackson, L. Nickells
+ Small-group extension lesson post-close read
+ Use the Wonders Integrate Task in the Close Reading Companion to extend the complexity of the lesson by analyzing an illustration and comparing the idea of community to the text “Partaking in Public Service.” Facilitate students discussing and writing about the following question: How is the way the artist shows community similar to the author’s ideas about community in the text?
Students
Reflect
+ How does your planning process and use of data compare to responsive planning for instruction?
+ What questions or wonders do you have?
01 02 03 04
Using Data to Inform Instruction
How will I adapt my instructional plan to meet student needs?
+ Scaffolding for access
+ Scaffolding for extension
What is the focus of my instruction?
+ Standards
+ Learning targets
What is my instructional plan?
+ Assessment
+ Activities
+ Strategies
What does the data indicate about my students’ readiness for the planned instruction?
LEARNING TARGETS SUCCESS CRITERIA
+ Identify ways to use MAP Growth data and resources to target learner needs
+ Synthesize assessment data, content, and resources to create responsive lesson plans
+ Connect groups of students to skills with the Learning Continuum
+ Describe responsive lesson planning
How Do I Plan Responsive Instruction?
Check for Understanding
Reflection and Planning
One-Degree Shift
+ Review big ideas and strategies
+ Reflect and self-assess
+ Evaluate and plan
+ Share
Planning Forward
In your role, what will you do with the information you learned today to support student growth?
WHAT? HOW?
How will you implement your plan?
WHO?
Who will collaborate with you or support this work? Who needs to be informed?
WHEN?
When will you reevaluate your plan?
We value your feedback
nwea.us/PL (case-sensitive URL)
Facilitator Name
nwea.us/PL (case-sensitive URL)
WCxxxxxx
DISAGREE AGREE
AGREE
DISAGREE
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September 2021 | PL25572