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Measures of AcademicProgress® l MAP®
Northwest Evaluation Association™
121 NW Everett Street, Portland, OR 97209
503.624.1951 | NWEA.org | Rev 6/13 | ©2013 Northwest Evaluation Association | MAPXX_PRDV20050
Climbing the Data Ladder Workbook
Copyright©2013 Northwest Evaluation Association™
All rights reserved. No part of this manual may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from NWEA.
TrademarksMeasures of Academic Progress, MAP, DesCartes: A Continuum of Learning, Partnering to help all kids learn, Power of Instructional Design, Power of Teaching, Power of Coaching, Keeping Learning on Track, and Learning Plans on Demand are registered trademarks of NWEA in the U.S. and in other countries. Northwest Evaluation Association, NWEA, GRD, KLT, Skills Pointer, Children’s Progress Academic Assessment, and CPAA are trademarks of NWEA in the U.S. and in other countries.
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad.
The names of other companies and their products mentioned are the trademarks of their respective owners.
ACTIVITIESSA
MPLE LA
DD
ERSRESO
URCES
WO
RKSH
EETS
Climbing the Data Ladder
Table of ContentsSection 1: Activities ................................................................. 1
�� Appointment Clock ................................................................................... 3�� Strategies and Techniques ....................................................................... 3�� Self-Assessment: Pre-and Post-Assessment .......................................... 4�� Differentiation .......................................................................................... 4�� Differentiation and Standards ................................................................ 5�� The Lexile® Framework for Reading ........................................................7�� Lexile® Data ............................................................................................... 8�� Your Turn: From Data to Instruction ......................................................9�� Strategies for a Differentiated Classroom ............................................. 11�� Data to Instruction Framework .............................................................12�� Managing the Differentiated Classroom ................................................ 13�� Instructional Ladder ...............................................................................15�� Climbing the Data Ladder Sample Teach-Back Plan ........................... 16�� Planning Forward ................................................................................... 19
Section 2: Sample Ladders ................................................... 21�� Data to Instruction Framework ............................................................ 23�� Instructional Ladders: Math Example: Telling Time ............................ 25�� Instructional Ladders: Middle School Reading Example ................... 26
Section 3: Resources ............................................................. 27�� What is the “Zone of Proximal Development?” ................................... 29�� Instructional Strategies ..........................................................................31�� Your Turn: From Data to Instruction .....................................................33�� Differentiation Planner .......................................................................... 34�� Resources of Interest ..............................................................................35
Section 4: Worksheets .......................................................... 37
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ACTIVITIESSECTION 1 Activities
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ACTIVITIES
Appointment Clock
Strategies and TechniquesFormative Assessment Grouping Management
For future use, an additional copy of this worksheet is provided in Section 4 of this workbook.
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ACTI
VITI
ES
Self-Assessment: Pre- and Post-Assessment
I am aware I understand I can apply I can teach others
[of] how to access and interpret the Class Breakdown by Goal Report.
[of] how to use the Class Breakdown by Goal Report to differentiate instruction.
[of] how to use DesCartes: A Continuum of Learning® or Primary Grades Instructional Data to meet students’ needs.
[of] how to use Measures of Academic Progress® (MAP®) data to meet students’ needs.
[of] what The Lexile® Framework for Reading measures.
[of] how to use Lexile® measures in the classroom to differentiate instruction.
Differentiation�� What is differentiation?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
�� Benefits of differentiation:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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ACTIVITIES
Differentiation and Standards�� As you read the following article, highlight or underline important passages.�� What benefits of differentiated instruction does the article mention? Note your ideas
on the previous page.
Education Update, January 2002 | Volume 44 | Number 1 Conference Report
Standards and Curriculum DifferentiationCurriculum differentiation needs to be the partner of a standards-based initiative, said Deborah Burns, curriculum coordina-tor for the Cheshire (Conn.) Public Schools and a member of ASCD’s Differentiated Instruction Cadre. “If we don’t bring the two together as quickly as possible, people are going to get worried—and rightfully so—that standards mean the same thing as standardization,” she said.
Burns recommended a tool called the “ladder” for differentiating instruction.
When planning a standards-based unit, teachers should literally draw a ladder, she advised. Then they should label the rungs from bottom to top by asking them-selves: What is it that all the kids in my room already know? What is it that some of them already know? What is it that a few of them know? What is it that none of the kids knows going into this unit? Teachers can use preassessment to answer these ques-tions, she said.
(Some teachers discount the need to preas-sess, Burns noted. “When someone says, ‘I know my kids; I don’t need to preassess,’ what that really means is, ‘I know what the average kid in this room is capable of, and that’s what I’m teaching to.’ However, stan-dards won’t help promote higher achieve-ment if we keep targeting only the average kids,” she asserted.)
For example, let’s say a teacher is preas-sessing for the standard The student will use the scientific process to answer everyday ques-tions. The teacher might discover that every
student in the class already knows what an experiment is; some students know how to pose a hypothesis; a few students know how to control a variable; and none of the students knows the difference between an independent and a dependent variable. By writing these varying levels of content knowledge on the rungs of the ladder, the teacher can create a developmental rubric for measuring progress with regard to that standard, Burns explained.
“The important thing is to have a decent baseline and a high ceiling,” she said. “I doubt that can be done with only three levels to your rubrics. You’ll need four, five, or six, depending on the heterogeneity in your student population.” The goal should be for all children to move up at least one rung on the ladder, she emphasized.
Once students’ prior knowledge has been determined, teachers need to reflect on how they can differentiate their instruc-tion, asking themselves: Should I use dif-ferent methods with different kids? Should I address different content with different kids? How will I manage it and how will I organize it?
“If I can find each student’s zone [of proxi-mal development] through preassessment,” Burns said, “and get to know them and respect them as individuals—and not get mad that they’re making life difficult for me because they’re not all the same—then I have the mind-set that would allow me to approach differentiation.”
Permission to copy granted by Association for Supervision and Curriculum Development www.ascd.org/publications/newsletters/education_update/jan02/vol44/num01 /Standards_and_Curriculum_Differentiation_.aspx
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ACTI
VITI
ES
Teachers Can Differentiate
Content Process Product
Ways to Differentiate
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ACTIVITIES
The Lexile® Framework for Reading�� Read the paragraph below.
If, in pursuance of our habit of thought, we now supplement the propositions of Euclidean geometry by the single proposition that two points on a practically rigid body always corre-spond to the same distance (line-interval), independently of any changes in position to which we may subject the body, the propositions of Euclidean geometry then resolve themselves into propositions on the possible relative position of practically rigid bodies. Geometry which has been supplemented in this way is then to be treated as a branch of physics. We can now legitimately ask as to the “truth” of geometrical propositions interpreted in this way, since we are justified in asking whether these propositions are satisfied for those real things we have associated with the geometrical ideas. In less exact terms we can express this by saying that by the “truth” of a geometrical proposition in this sense we understand its validity for a con-struction with rule and compasses.
From Relativity: The Special and General Theory by Albert Einstein, 1924
Virtual Observation: Using Lexile Measuresto Differentiate
�� Why is it important to match students with appropriate reading materials?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� How can using Lexile data support better learning for all students?
____________________________________________________________________________________
____________________________________________________________________________________ ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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ACTI
VITI
ES
�� Description and ideas for use
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Virtual Observation: Laddered Instruction�� What advantages of laddered instruction do you see?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� What criteria inform selection of the content focus for laddered instructional plans?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� What instructional practices occur in the video that you’d like to enact in your own classroom or building?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Lexile® Data
Where can I find Lexile measures for my students?
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ACTIVITIES
Your Turn: From Data to Instruction
DATA TO INSTRUCTION FRAMEWORKContent Area:
Concept:
Overall Score Range: Goal Performance Area:
Student Groups Skills from Selected Learning Statements:
Student Activities/Instructional Strategies: Assessment:
Above Score Range
RIT Range:
Middle Score Range
RIT Range:
Below Score Range
RIT Range:
StepIdentify a Standard & Concept.
StepIdentify the area of DesCartes related to the concept or standard.
StepHighlight the skills in DesCartes related to the concept or standard.
1 2 3
3
2
1
�� Use the Class Breakdown by Goal Report to identify the RIT band for each student.
�� Place student names on DesCartes in their scoring groups.
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ACTI
VITI
ES
Virtual Observation: Flexible Grouping
�� What are the advantages to flexibly grouping students?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� What factors might a teacher consider when determining flexible groups?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� What are your ideas for managing flexible groups?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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ACTIVITIES
Strategies for a Differentiated Classroom�� Check the strategies you are comfortable using and are familiar with.�� Circle the strategies you would like to know more about.
A Sampling of Differentiated Strategies
Multiple Intelligences Tiered Lessons 4-MAT Jigsaw
Tiered Centers or Assignments
Varied Questioning Strategies
Interest Centers Anchor Activities
Learning Contracts Interest Groups Varied Organizers Small-Group Instruction
Varied Homework Varied Texts Group Investigation Compacting
Varied Supplementary Materials
OrbitalsVaried Journal
PromptsLiterature Circles
Independent Study Complex Instruction Cubing Reading Buddies
Source: The Differentiated Classroom, C. Tomlinson, 1999
�� What did you learn?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
�� What new or additional ideas should you consider when planning differentiated instruction?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Strategy to Research
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ACTI
VITI
ES
Dat
a to
Inst
ruct
ion
Fram
ewor
k
Cont
ent A
rea
Conc
ept
Ove
rall
Scor
e Ra
nge
Goa
l Per
form
ance
Are
a
Stud
ent G
roup
sSk
ills
from
Sel
ecte
d Le
arni
ng S
tate
men
ts
Stud
ent A
ctiv
itie
s/In
stru
ctio
nal S
trat
egie
sAs
sess
men
t
Abov
e-Sc
ore
Rang
e
RIT
Rang
e:
Mid
dle-
Scor
e Ra
nge
RIT
Rang
e:
Belo
w-S
core
Ra
nge
RIT
Rang
e:
For
futu
re u
se, a
n ad
ditio
nal c
opy
of th
is w
orks
heet
is p
rovi
ded
in S
ectio
n 4
of th
is w
orkb
ook.
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ACTIVITIES
Managing the Differentiated Classroom�� Involve students�� Put everything in writing�� Post early-bird list�� Provide anchor activities�� Grade selectively�� Schedule quiet days
Ideas from virtual observation and/or your peers
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Talking with StudentsHow might you explain differentiation to students?
Example:
“If you walked into a store and asked to buy a pair of 5th grade-sized shoes and a 5th grade-sized shirt, what do you think the salesman would say? 5th graders come in all different sizes. The same is true for academic skills. Everyone grows physically at different rates, and everyone grows academically at different rates. In our class, you’ll have a chance to learn the skills that you need most. I want your work at school to fit you as well as your shoes. Sometimes you’ll work by yourself. Sometimes you’ll work with other students. There will be times when we’ll do work as a whole class. There will be times when everyone is doing something different. My goal is to give each of you the chance to learn what you need to learn so that each of you can grow as much as possible this year.”
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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ACTI
VITI
ES
Approaches to DifferentiationI’m ready to start tomorrow. What can I do? (Low-Prep Differentiation)
�� Choices of Books
�� Reading Buddies
�� Work Alone/Together
�� Varied Computer Programs
�� Varied Supplementary Materials
�� Negotiated Criteria
�� Varied Graphic Organizers
�� Appointment Clock
�� Homework Options
�� Varied Journal Prompts
�� Flexible Seating
�� Think-Pair-Share
�� Jigsaw
�� Mini Workshops to Reteach
�� Cubing
�� Tiered Activities/Labs
�� Independent Studies
�� Alternative Assignments
�� Multiple Intelligences Options
�� Spelling by Readiness
�� Interest Groups
�� Personal Agendas
�� Group Investigation
�� Graduated Rubrics
�� Tiered Products
�� Multiple Texts
�� Learning Contracts
�� Compacting
�� Community Mentorships
�� Tiered Centers
�� Literature Circles
�� Audio Recorded Material
�� Choice Boards
I’m going to work to develop some in-depth activities.(High-Prep Differentiation)
Benefits of Differentiation�� Makes growth visible�� Decreases discipline issues�� Increases ownership for learning�� Engages reluctant learners
One-Degree ShiftWhat one element (such as projects, homework, or discussion questions) could you differentiate in your own classroom?
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ACTIVITIES
DesCartes StatementsStudents: RIT over 261:
Students: RIT 251-260:
Students: RIT 241-250:
Students: RIT 231-240:
Students: RIT 221-230:
Students: RIT 211-220:
Students: RIT 201-210:
Students: RIT 191-200:
Students: RIT 181-190:
Students: RIT 171-180:
Students: RIT 161-170:
Students: RIT below 161:
For future use, an additional copy of this worksheet is provided in Section 4 of this workbook.
Instructional Ladder
Standards
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ACTI
VITI
ES
Clim
bing
the
Dat
a La
dder
Sam
ple
Teac
h-Ba
ck P
lan
Task
Pers
on(s
) Re
spon
sibl
eRe
sour
ces
Poss
ible
Ro
adbl
ocks
/ St
rate
gies
to
Ove
rcom
e
Tim
e N
eede
dD
ate
of
Com
plet
ion
Follo
win
g w
orks
hop,
MAP
lead
ersh
ip te
am w
ill
plan
pro
fess
iona
l dev
elop
men
t tea
ch-b
ack
sess
ions
(r
elat
ing
to w
orks
hop
cont
ent)
for
staf
f.
��
Adm
inis
trat
or
��
Read
ing/
mat
h sp
ecia
list
��
Dat
a/in
stru
c-tio
nal c
oach
��
Lead
teac
hers
��
Wor
ksho
p m
ater
ials
��
Subs
titut
e te
ache
rs fo
r on
e-da
y pl
anni
ng
��
Fund
s fo
r
subs
titut
e te
ache
rs
��
As
need
edW
ithin
two
wee
ks o
f th
e N
WEA
wor
ksho
p
Teac
h-Ba
ck S
essi
on 1
: Lea
rnin
g Ta
rget
: Def
ine
“diff
eren
tiat
ion”
and
des
crib
e be
nefit
s of
diff
eren
tiat
ed in
stru
ctio
n��
Dev
elop
a g
roup
def
initi
on o
f “di
ffere
ntia
tion.
”
��
Dis
cuss
diff
eren
ces
betw
een
diffe
rent
iatio
n by
Co
nten
t, P
roce
ss, a
nd P
rodu
ct. B
rain
stor
m id
eas
and
exam
ples
of l
esso
n id
eas
for
each
.
��
Read
the
artic
le S
tand
ards
and
Cur
ricul
um
Diff
eren
tiatio
n.��
Dis
cuss
ben
efit
s of
diff
eren
tiatio
n.
��
Asse
ssm
ent
coor
dina
tor
��
Adm
inis
trat
or
��
Inst
ruct
iona
l co
ache
s
��
Lead
teac
hers
��
Com
pute
r la
b w
ith
Inte
rnet
con
nect
ivit
y
��
Wor
ksho
p m
ater
ials
��
Tim
e
��
Curr
icul
um
rest
rain
ts
��
One
ho
urW
ithin
one
mon
th o
f th
e N
WEA
wor
ksho
p
Tea
ch-B
ack
Sess
ion
2: L
earn
ing
Targ
et: A
pply
ing
Des
Cart
es to
inst
ruct
ion
��
Expl
ore
prin
ted
copi
es o
f Des
Cart
es fo
r a
sing
le
goal
str
and.
Not
e ho
w s
kills
cha
nge
in h
ighe
r RI
T ba
nds.
��
Talk
thro
ugh
and
follo
w th
e st
eps
on Y
our T
urn:
Fr
om D
ata
to In
stru
ctio
n.
��
Asse
ssm
ent
coor
dina
tor
��
Adm
inis
trat
or
��
Inst
ruct
iona
l co
ache
s
��
Lead
teac
hers
��
Prin
ted
copi
es o
f D
esCa
rtes
goa
l str
and
��
Wor
ksho
p m
ater
ials
��
Tim
e��
One
ho
urW
ithin
one
mon
th o
f th
e N
WEA
wor
ksho
p
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ACTIVITIES
Clim
bing
the
Dat
a La
dder
Sam
ple
Teac
h-Ba
ck P
lan
(con
tinu
ed)
Task
Pers
on(s
) Re
spon
sibl
eRe
sour
ces
Poss
ible
Ro
adbl
ocks
/
Stra
tegi
es to
O
verc
ome
Tim
e
Nee
ded
Dat
e of
Co
mpl
etio
n
Teac
h-Ba
ck S
essi
on 3
: Lea
rnin
g Ta
rget
: Exp
lore
diff
eren
tiat
ion
stra
tegi
es
��
Revi
ew th
e lis
t of s
trat
egie
s in
the
wor
ksho
p m
ater
ials
.
��
Hav
e pa
rtic
ipan
ts c
hoos
e on
e st
rate
gy to
stu
dy.
Onl
ine,
sea
rch
usin
g th
e st
rate
gy n
ame
and
“dif-
fere
ntia
tion.
”
��
Follo
win
g on
line
rese
arch
, ask
par
ticip
ants
to
repo
rt th
eir
findi
ngs
to th
e gr
oup.
��
Ask
each
par
ticip
ant t
o ch
oose
one
str
ateg
y to
tr
y in
thei
r cl
assr
oom
. Ide
ntify
a ti
me
(suc
h as
an
upc
omin
g st
aff m
eetin
g) w
hen
they
can
re-
port
how
thei
r ch
osen
str
ateg
y ac
tual
ly w
orke
d.
��
Asse
ssm
ent
coor
dina
tor
��
Adm
inis
trat
or
��
Inst
ruct
iona
l co
ache
s
��
Lead
teac
hers
��
Com
pute
r la
b w
ith
Inte
rnet
con
nect
ivit
y
��
Wor
ksho
p m
ater
ials
��
Tim
e��
30-6
0
min
utes
With
in o
ne m
onth
of
the
NW
EA w
orks
hop
Teac
h-Ba
ck S
essi
on 4
: Lea
rnin
g Ta
rget
: Dev
elop
an
inst
ruct
iona
l lad
der
��
Revi
ew th
e st
eps
in Y
our T
urn:
Fro
m D
ata
to In
-st
ruct
ion
in th
e w
orks
hop
mat
eria
ls.
��
Expl
ore
sam
ple
ladd
ers
in w
orks
hop
mat
eria
ls
and
on fo
rida
hote
ache
rs.o
rg.
��
Hav
e pa
rtic
ipan
ts c
hoos
e on
e of
the
avai
labl
e fo
rmat
s (D
ata
to In
stru
ctio
n fo
rm, l
adde
r
tem
plat
e, o
r di
ffere
ntia
tion
plan
ner)
and
de
velo
p a
diffe
rent
iate
d le
sson
.
��
Enco
urag
e te
ache
rs to
use
the
ladd
er le
sson
w
ith th
eir
stud
ents
with
in o
ne o
r tw
o w
eeks
. Pr
ovid
e a
time
at a
sta
ff m
eetin
g or
oth
er g
roup
tim
e to
rep
ort o
n th
e le
sson
res
ults
.
��
Asse
ssm
ent
coor
dina
tor
��
Adm
inis
trat
or
��
Inst
ruct
iona
l co
ache
s
��
Lead
teac
hers
��
Com
pute
r la
b w
ith
Inte
rnet
con
nect
ivit
y
��
Wor
ksho
p m
ater
ials
��
Tim
e��
One
to
two
ho
urs
Follo
win
g Te
ach-
Back
Se
ssio
n 2
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18 Climbing the Data Ladder Workbook | NWEA™
ACTI
VITI
ES
Task
Pers
on(s
) Re
spon
sibl
eRe
sour
ces
Poss
ible
Ro
adbl
ocks
/
Stra
tegi
es to
O
verc
ome
Tim
e
Nee
ded
Dat
e of
Co
mpl
etio
n
Teac
h-Ba
ck S
essi
on 5
: Lea
rnin
g Ta
rget
: Man
agin
g a
diffe
rent
iate
d cl
assr
oom
and
tal
king
wit
h st
uden
ts��
Revi
ew a
nd d
iscu
ss th
e id
eas
on th
e M
anag
ing
the
Diff
eren
tiate
d Cl
assr
oom
pag
e of
the
w
orks
hop
mat
eria
ls.
��
Hav
e pa
rtic
ipan
ts s
hare
idea
s en
coun
tere
d in
th
eir
own
clas
sroo
ms.
��
Read
the
Talk
ing
with
Stu
dent
s pag
e in
the
wor
k-sh
op m
ater
ials
.
��
Hav
e pa
rtic
ipan
ts w
ork
with
oth
ers
at th
e sa
me
grad
e le
vel t
o w
rite
an
expl
anat
ion
appr
opri
ate
for
stud
ents
at t
heir
par
ticul
ar a
ge/g
rade
leve
l.
��
Shar
e w
ith th
e gr
oup.
��
Asse
ssm
ent
coor
dina
tor
��
Adm
inis
trat
or
��
Inst
ruct
iona
l co
ache
s
��
Lead
teac
hers
��
Com
pute
r la
b w
ith
Inte
rnet
con
nect
ivit
y
��
Wor
ksho
p m
ater
ials
��
Tim
e
��
Curr
icul
um
rest
rain
ts
��
30-4
5 m
inut
esW
ithin
one
mon
th o
f th
e N
WEA
wor
ksho
p
Teac
h-Ba
ck S
ugge
sted
Tim
efra
mes
Clim
bing
the
Dat
a La
dder
Tea
ch-B
ack
Diff
eren
tiat
ed In
stru
ctio
n Te
ach-
Back
Inst
ruct
iona
l Lad
ders
Tea
ch-B
ack
Sess
ion
1: 6
0 m
inut
es
Sess
ion
2: 6
0 m
inut
es
Sess
ion
3: 3
0-60
min
utes
Lunc
h
Sess
ion
4: 1
-2 h
ours
Sess
ion
5: 3
0-45
min
utes
Sess
ion
1: 6
0 m
inut
es
Sess
ion
3: 3
0-60
min
utes
Sess
ion
5: 3
0-45
min
utes
Sess
ion
2: 6
0 m
inut
es
Sess
ion
3: 3
0 m
inut
es (o
ptio
nal)
Sess
ion
4: 1
-2 h
ours
Teac
h-ba
ck se
ssio
ns ca
n be
don
e as
full-
day
or h
alf-
day
wor
ksho
ps, o
r one
sess
ion
at a
tim
e. Ta
ke a
dvan
tage
of t
imes
whe
n te
ache
rs m
ay a
lread
y be
wor
king
toge
ther
, suc
h as
in st
aff m
eetin
gs o
r afte
r sch
ool.
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19Climbing the Data Ladder Workbook | NWEA™
ACTIVITIES
Plan
ning
For
war
dW
hat w
ill y
ou d
o w
ith
the
in
form
atio
n yo
u le
arne
d to
day?
How
will
you
app
roac
h
impl
emen
tati
on?
Who
will
be
invo
lved
?W
hen
will
you
try
it?
For
futu
re u
se, a
n ad
ditio
nal c
opy
of th
is w
orks
heet
is p
rovi
ded
in S
ectio
n 4
of th
is w
orkb
ook.
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ACTI
VITI
ES
Notes
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SAM
PLE LAD
DERS
SECTION 2 Sample Ladders
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SAM
PLE LAD
DERS
Dat
a to
Inst
ruct
ion
Fram
ewor
kCo
nten
t Are
aSc
ienc
e
Conc
ept
Wea
ther
and
Clim
ate
(Sta
ndar
ds 5
.3.4
, 5.3
.8)
Ove
rall
Scor
e Ra
nge
18
1-22
0G
oal P
erfo
rman
ce A
rea
Gen
eral
Sci
ence
: Ear
th a
nd S
pace
Sys
tem
s
Stud
ent
Gro
ups
Skill
s fr
om S
elec
ted
Lear
ning
Sta
tem
ents
Stud
ent A
ctiv
itie
s/In
stru
ctio
nal S
trat
egie
s As
sess
men
t
Abov
e-Sc
ore
Rang
e
Allis
onAn
dres
iaCa
rter
Lily
RIT
211-
220
��
Anal
yzes
pro
cess
es th
at c
ompr
ise
the
wat
er c
ycle
��
Ord
ers
step
s of
the
wat
er c
ycle
��
Anal
yzes
hum
idit
y in
wea
ther
sys
tem
s��
Des
crib
es th
e pr
oces
s of
con
dens
atio
n��
Des
crib
es th
e pr
oces
s of
free
zing
in te
rms
of p
hase
cha
nges
��
Des
crib
es a
nd r
ecog
nize
s pr
oper
ties
of g
ases
��
Expl
ains
that
as
heat
is a
dded
to a
sub
stan
ce, t
he p
artic
les
mak
ing
up th
e su
bsta
nce
mov
e fa
rthe
r ap
art
��
Des
crib
es th
e re
lativ
e fr
eedo
m o
f mot
ion
of s
olid
s, li
quid
s an
d ga
ses
��
Expl
ains
that
rem
ovin
g he
at fr
om a
sub
stan
ce w
ill c
ause
it to
ch
ange
from
a g
as to
a li
quid
or
from
liqu
id to
sol
id fo
rm��
Inte
rpre
ts d
iagr
ams
show
ing
the
rela
tive
spac
ing
and
mov
e-m
ent o
f mat
ter
in d
iffer
ent p
hase
s
��
Intr
oduc
tory
Act
ivit
y: B
ag o
f But
ane
(dis
crep
ant e
vent
)��
Conc
ept M
appi
ng to
det
erm
ine
prio
r kn
owle
dge
of w
ater
cy
cle
��
Activ
ity:
The
Wat
er D
ance
, Par
t 1��
Wor
kshe
et: T
hink
ing
abou
t the
Wat
er D
ance
, C��
Dem
o: W
ater
Cyc
le: Q
uest
ion
set C
��
Lab
activ
ity:
Clo
ud in
a B
ottl
e C
��
Read
ing:
The
Gas
Law
s��
Reso
urce
: Alla
by, M
icha
el. D
K Gu
ide
to W
eath
er. (
1150
L)��
Read
ing:
Tru
eit,
Tru
dy S
trai
n. C
loud
s. (1
180L
)��
Read
ing:
Tru
eit,
Tru
dy S
trai
n. T
he W
ater
Cyc
le. (
1130
L)��
Jigs
aw P
roje
ct: C
reat
ing
a co
ncep
tual
mod
el o
f the
kin
etic
m
olec
ular
theo
ry
Mid
dle-
Scor
e Ra
nge
Jord
anD
ean
Tabi
tha
Gar
yAn
neJe
ssic
aD
awne
Kris
ta
Aman
daJa
son
Kyle
Rebe
kah
Josi
eAu
stin
RIT
201-
210
��
Anal
yzes
pro
cess
es w
hich
com
pris
e th
e w
ater
cyc
le��
Des
crib
es th
e w
ater
cyc
le��
Def
ines
hum
idit
y��
Des
crib
es h
ow d
ew fo
rms
on s
urfa
ces
��
Des
crib
es th
e pr
oces
s of
con
dens
atio
n, e
vapo
ratio
n, fr
eezi
ng��
Rela
tes
surf
ace
area
to e
vapo
ratio
n��
Expl
ains
that
mat
ter
can
chan
ge fr
om o
ne p
hysi
cal s
tate
to
anot
her
��
Expl
ains
that
hea
ting
or c
oolin
g m
ater
ials
may
cau
se th
eir
stat
e to
cha
nge
��
Expl
ains
that
as
heat
is a
pplie
d to
a s
ubst
ance
, the
par
ticle
s m
akin
g up
the
subs
tanc
e in
crea
se in
thei
r m
otio
n��
Expl
ains
that
wat
er is
nea
rly
uniq
ue in
that
it e
xist
s in
thre
e st
ates
in n
atur
e
��
Intr
oduc
tory
Act
ivit
y: B
ag o
f But
ane
(dis
crep
ant e
vent
)��
Conc
ept M
appi
ng to
det
erm
ine
prio
r kn
owle
dge
of w
ater
cy
cle
��
Activ
ity:
The
Wat
er D
ance
, Par
t 1��
Wor
kshe
et: T
hink
ing
abou
t the
Wat
er D
ance
, B��
Dem
o: W
ater
Cyc
le: Q
uest
ion
set B
��
Lab
activ
ity:
Clo
ud in
a B
ottl
e B
��
Read
ing:
Wic
k, W
alte
r. A
Dro
p of
Wat
er. (
870L
) ��
Jigs
aw P
roje
ct: T
he W
ater
Dan
ce, P
art 2
. Cre
atin
g a
mod
el
of m
olec
ular
mov
emen
t due
to c
hang
es in
hea
t dur
ing
evap
orat
ion,
con
dens
atio
n, a
nd p
reci
pita
tion
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24 Climbing the Data Ladder Workbook | NWEA™
SAM
PLE
LAD
DER
S
Dat
a to
Inst
ruct
ion
Fram
ewor
k (c
onti
nued
)
Cont
ent A
rea
Scie
nce
Conc
ept
Wea
ther
and
Clim
ate
(Sta
ndar
ds 5
.3.4
, 5.3
.8)
Ove
rall
Scor
e Ra
nge
18
1-22
0G
oal P
erfo
rman
ce A
rea
Gen
eral
Sci
ence
: Ear
th a
nd S
pace
Sys
tem
s
Stud
ent
Gro
ups
Skill
s fr
om S
elec
ted
Lear
ning
Sta
tem
ents
Stud
ent A
ctiv
itie
s/In
stru
ctio
nal S
trat
egie
s As
sess
men
t
Belo
w-S
core
Ra
nge
Dav
idD
ariu
sH
ope
Curt
isD
onna
Skyl
erAl
exan
dra
RIT
181-
190
��
Reco
gniz
es p
roce
sses
that
mak
e up
the
wat
er c
ycle
��
Inte
rpre
ts d
ata
rela
ted
to fr
eezi
ng��
Giv
es e
xam
ples
of w
ater
in e
ach
stat
e of
mat
ter
RIT
191-
200
��
Giv
es e
xam
ples
of f
orm
s of
pre
cipi
tatio
n��
Des
crib
es h
ow c
loud
s fo
rm��
Reco
gniz
es th
at c
loud
s an
d fo
g ar
e m
ade
of ti
ny w
ater
dr
ople
ts��
Des
crib
es th
e pr
oces
s of
eva
pora
tion,
mel
ting
��
Reco
gniz
es th
at w
ater
can
und
ergo
cha
nges
of s
tate
��
Nam
es th
e th
ree
diffe
rent
sta
tes
of m
atte
r��
Clas
sifie
s ob
ject
s ar
e so
lid, l
iqui
d or
gas
��
Intr
oduc
tory
Act
ivit
y: B
ag o
f But
ane
(dis
crep
ant e
vent
)��
Conc
ept M
appi
ng to
det
erm
ine
prio
r kn
owle
dge
of w
ater
cy
cle
��
Activ
ity:
The
Wat
er D
ance
, Par
t 1��
Wor
kshe
et: T
hink
ing
abou
t the
Wat
er D
ance
, A��
Dem
o: W
ater
Cyc
le: Q
uest
ion
set A
��
Lab
activ
ity:
Clo
ud in
a B
ottl
e A
��
Read
ing:
Blis
s, P
amel
a. In
trod
uctio
n to
the
Wea
ther
. (58
0L)
��
Jigs
aw P
roje
ct: C
reat
ing
phys
ical
mol
ecul
ar m
odel
s of
so
lids,
liqu
ids
and
gase
s
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25Climbing the Data Ladder Workbook | NWEA™
SAM
PLE LAD
DERS
DesCartes StatementsStudentsJacob Abby
RIT 191-200�� Tells time to the nearest
quarter-hour�� Tells time to the nearest one
minute
StudentsChris Alaina Amanda LilyMattBella S.Scott
RIT 181-190�� Tells time to the nearest five
minutes
StudentsKayla Maggie Andrew Bella H. Tony RobNoahHannahJosh
RIT 171-180�� Tells time to the nearest hour�� Tells time to the nearest half-hour�� Tells time to the nearest five
minutes
StudentsJamie Ashley Julio EmilyJack
RIT 161-170�� Tells time to the nearest hour�� Tells time to the nearest half-hour
StudentsJoey
RIT below 161(no related statements)
Group 1 ActivityWhole Class Activity/Review (same for all)�� Students have hand-held clock boards.�� Draw digital clock on board. Write times on
clock one by one; have students respond to each one by manipulating hand-held clock to match.
�� Begin with times to the hour, then try a few half-hour, five minute and one minute examples.
�� Have students move to computers for differentiated practice.
Individual Practicehttp://www.oswego.org/ocsd-web/games /StopTheClock/sthec4.html
Group 2 ActivityWhole Class Activity/Review (same for all)�� Students have hand-held clock boards.�� Draw digital clock on board. Write times on
clock one by one; have students respond to each one by manipulating hand-held clock to match.
�� Begin with times to the hour, then try a few half-hour, five minute and one minute examples.
�� Have students move to computers for leveled practice.
Individual Practicehttp://www.cyberbee.com/games /timeteacher.html
Group 3 ActivityWhole Class Activity/Review (same for all)�� Students have hand-held clock boards.�� Draw digital clock on board. Write times on
clock one by one; have students respond to each one by manipulating hand-held clock to match.
�� Begin with times to the hour, then try a few half-hour, five minute and one minute examples.
�� Have students move to computers for leveled practice.
Individual Practicehttp://www.primarygames.com/time/start.htm
Instructional Ladders: Math Example: Telling Time
Standards 2nd Grade Math: M.2.1.3. Tell time, using both digital and analog clocks, to the half-hour.
Note: Learning statements found in your state version of DesCartes may differ slightly; however, approximately 90 percent of content and skills articulated in DesCartes learning statements are consistent from state to state.
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26 Climbing the Data Ladder Workbook | NWEA™
SAM
PLE
LAD
DER
S
Instructional Strategies�� Distinguish between factual statements and
opinions presented in personal accounts from climbers in 1996 Everest expedition. Complete chart provided.
�� Apply information from text to a new situation. Write a short paper using facts and opinions to persuade someone to either climb or not climb Mount Everest.
Resources�� Reading: Read and understand Altitude and Brain
Function at www.pbs.org/wgbh/nova/everest/exposure/�� Vocabulary: hubris, Sherpa, edema, antithesis, prodigal�� Writing rubric
Instructional Strategies�� Read the summary statements about the passage.
Identify which statements are facts and which are opinions. Identify any statements that are not supported by the passage.
�� On the chart, write in the opinion statements. Write an opposing or conflicting opinion for each statement.
Resources�� Reading: Read and understand excerpts from Into Thin
Air by Jon Krakauer (1080L)�� Vocabulary: Kathmandu, profiteer, apex, crevasse
Instructional Strategies�� Using statements from the text, identify which
statements are facts and which are opinions. Determine how you know each is either fact or opinion. Complete the chart provided.
�� Write two fact sentences and two opinion sentences. Trade papers with a partner and have them identify your fact/opinion sentences.
Resources�� Reading: Read and understand Beyond the Limits by
Stacey Allison (780L)�� Vocabulary: charismatic, syringe, summit (v.), Nepal
Instructional Strategies�� Identify statements of fact and opinion from the text.�� Write three examples of fact and opinion statements
from the text. Highlight words in each statement that signal fact or opinion in the sentences.
�� Write two fact sentences and two opinion statements. Trade papers with a partner and have them identify your fact/opinion sentences.
Resources�� Reading: Read and understand Scope magazine article
“My Everest Story” (530L)�� Vocabulary: comprehension, summit (n.), gust, incline,
altitude
DesCartes StatementsStudentsJanel RachelLily MikeDaniel DebLucy
RIT 221-230�� Draws conclusions supported by
content in informational text�� Makes inferences supported by
the content in informational text
StudentsKenna MeganLisa DavidAaron EliRae Olivia
RIT 211-220�� Classifies statements as examples
of opposing opinion in informa-tional text
�� Distinguishes between facts and opinions that are unsubstantiated by informational text
StudentsKevin KaylaBeth CalebLauren SamAlyssa ChaseHenry
RIT 201-210�� Distinguishes between fact and
opinion in informational text�� Distinguishes characteristics of
informational sentences that are opinions versus sentences that are facts
StudentsPeter KateWill
RIT 191-200�� Distinguishes between fact and
opinion in informational text�� Gives examples of informational
sentences that are facts�� Gives examples of sentences in
informational text that are opinions
�� Describes characteristics of sentences that are opinions in informational text
Instructional Ladders: Middle School Reading Example Standards 6th-8th grade: LA.2.1.3. Make inferences, draw conclusions, and form opinions based on information gathered from text, and cite evidence to support.
Note: Learning statements found in your state version of DesCartes may differ slightly; however, approximately 90 percent of content and skills articulated in DesCartes learning statements are consistent from state to state.
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27Climbing the Data Ladder Workbook | NWEA™
RESOU
RCES
SECTION 3 Resources
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29Climbing the Data Ladder Workbook | NWEA™
RESOU
RCES
What is the “Zone of Proximal Development?”A central concept in Lev Vygotsky’s Zone of Proximal Development theory is that determining the optimal match between the learner’s background knowledge and the introduction of new ideas and skills is an effective way to maximize academic growth.
For additional information, read An Overview of Zone of Proximal Development Theory.
An Overview of Zone of Proximal Development TheoryPurpose
Examines social constructs and cognitive placement related to optimal learning in the child. Supports appropriate beginning points for students as well as interactive developmental op-portunities as a bridge to learning new ideas.
Definition
The Zone of Proximal Development bridges the gap between what is known and what can be known. Vygotsky claimed that optimal learning occurred in this zone.
Implications for Instruction
Traditionally, schools have not promoted environments in which students play an active role in their own education as well as their peers’. Vygotsky’s theory requires the teacher and stu-dents to play untraditional roles as they collaborate with each other. Instead of a teacher dic-tating meaning to students for future recitation, a teacher should collaborate with students to make their own meaning (Hausfather, 1996). Learning becomes a reciprocal experience for the students and teacher.
1. The physical classroom, based on Vygotsky’s theory, would provide clustered desks or tables and work space for peer instruction, collaboration, and small-group instruction. Like the environment, the instructional design of learning material would promote student interaction and collaboration. Thus the classroom becomes a community of learning.
2. Because Vygotsky asserts that cognitive change occurs within the zone of proximal development, instruction would be designed to reach a developmental level just above the student’s current developmental level.
3. Individuals participating in peer collaboration or guided teacher instruction must share the same focus to access the zone of proximal development. “Joint attention and shared problem solving is needed to create a process of cognitive, social, and emotional inter-change” (Driscoll, 1994). “If one partner dominates, the interaction is less successful” (Hausfather, 1996).
Scaffolding and reciprocal teaching are effective strategies to access the zone of proximal development. Scaffolding requires the teacher to provide students the opportunity to extend their current skills and knowledge. The teacher must engage students’ interest, simplify tasks so they are manageable, and motivate students to pursue the instructional goal. In addition, the teacher must look for discrepancies between students’ efforts and the solution, control for frustration and risk, and model an idealized version of the act (Hausfather, 1996).
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RESO
URC
ES
An Overview of Zone of Proximal Development Theory(continued)
Entry Points
The zone of proximal development theory focuses on the concept of readiness to learn, emphasizing upper levels of competence and achieving the proper “reach” for all students as they enter a lesson. These upper boundaries are not immutable, however, but constantly changing with the learner’s increasing independent competence. What a child can perform today with assistance, she will be able to perform tomorrow independently, thus preparing her entry into a new and more demanding collaboration.
It also emphasizes structures for learning which have significant implications for classroom instruction. Vygotsky’s research compels us to recognize the importance of social exchange in accelerating cognitive development and to build classrooms around structures and pro-cedures which support this kind of interactive, responsive instruction. It also suggests that learners collaborate with others of like readiness so that balanced, true collaboration occurs.
References�� Driscoll, Marcy P. 1994, Psychology of Learning for Instruction, Needham, Ma: Allyn & Bacon.
�� Crawford, Kathryn 1996, “Vygotskian approaches to human development in the information era,” Educational Studies in Mathematics, (31) 43-62.
�� Hausfather, Samuel J. 1996, “Vygotsky and Schooling: Creating a Social Contest for Learning,” Action in Teacher Education, (18) 1-10.
�� Riddle, Elizabeth M. (1999), Lev Vygotsky’s Social Development Theory, EDIT 704.
�� Saettler, P. (1990), The Evolution of American Educational Technology, Englewood, Co: Libraries Unlimited.
�� Vygotsky, L.S. (1978), Mind and society: The development of higher mental processes, Cambridge, MA: Harvard University Press.
�� Wertsch, James V. Sohmer, Richard (1995), “Vygotsky on learning and development,” Human Development, (38) 332-37.
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Instructional Strategies
4MAT® Model �� Explains learning based on the ways people perceive and process information. Created
by Bernice McCarthy. �� Learning is organized along four quadrants: Meaning (Why?), Concepts (What?), Skills
(How?), and Adaptations (If?).
Compacting This strategy has three steps:
1. Assess what a student already knows about the material and what the student still needs to master.
2. Plan for learning what is not known.
3. Plan to spend freed-up time in enriched or accelerated activity.
Complex Instruction �� Students work on a task together at learning centers in small, heterogenous groups,
which calls upon the skills of all students in the group. �� Groups change often. �� Tasks must be open-ended, uncertain, challenging, and involve the use of real objects. �� Reading and writing are integrated into the task. �� The teacher moves among the groups, asking questions to help facilitate learning.
Example: Find as many ways as you can to locate Virginia. Create a set of instructions for a group to use.
Cubing �� Includes six commands or questions. Can be used to differentiate by readiness, interest,
or learning profile.�� Sample Commands: Compare, Contrast, Describe, Analyze, Predict, Imagine.
Independent Study �� The student and teacher identify problems or topics of interest to the student. �� Both student and teacher plan a method of investigating the problem or topic and
identify what product the student will develop.
Interest Centers �� Designed to motivate student’s exploration of interesting topics.
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Instructional Strategies (continued)
Learning Contracts �� Provide students with an opportunity to work somewhat independently on material that
is largely teacher-directed.�� Can include the following:
1. Skills Component
2. Content Component
3. Timeline
4. Agreement
Multiple Intelligences �� Theory developed by Dr. Howard Gardner that includes eight different intelligences:
Verbal/Linguistic, Bodily Kinestic, Spatial, Musical/Rhythmic, Interpersonal, Intrapersonal, Logical/Mathematical, Naturalist.
�� Students need the chance to work in all intelligences, especially their strongest intelligence.
Orbitals �� Independent investigations (3-6 weeks). �� These “orbit” some facet of the curriculum. �� Students select their own topics to investigate, working with the teacher to develop
expertise on the topic.
Tiered Lessons and Assignments �� Focus on essential skills and understanding at different levels of complexity,
abstractness, and open-endedness. �� These assignments ensure that students explore ideas at a level that builds on prior
knowledge and prompts continued growth.
Varied Journal Prompts �� Let students choose a topic. These can be varied by readiness, interest, or learning
profile.
Varied Questioning Strategies �� Asking questions that vary from simple (knowledge and comprehension) to complex
(synthesis). �� Sometimes called “skinny” and “fat” questions.
Varied Organizers �� Provide a visual way to organize information, clarify thinking, reinforce understanding,
and integrate new knowledge.
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DATA TO INSTRUCTION FRAMEWORKContent Area
Concept
Overall Score Range Goal Performance Area
Student Groups Skills from Selected Learning Statements
Student Activities/Instructional Strategies Assessment
Above-Score Range
RIT Range:
Middle-Score Range
RIT Range:
Below Score Range
RIT Range:
Your Turn: From Data to Instruction
3
2
1
StepIdentify a concept or standard.
StepIdentify the area of DesCartes related to the concept or standard.
StepHighlight the skills in DesCartes related to the concept or standard.
�� Use the Class Breakdown by Goal Report to identify the RIT band for each student.�� Place student names on DesCartes in their scoring groups.�� Revisit DesCartes scoring groups. Reflecting on each group’s readiness, how will you
regroup students to meet their needs and make teaching more manageable? ______________________________________________________________________________________ ______________________________________________________________________________________
�� How will you teach to meet each group’s needs? ______________________________________________________________________________________ ______________________________________________________________________________________
1 2 3
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Differentiation Planner
ContentWhat skills or concepts are students expected to know and/or demonstrate at the end of the unit or project?
What learning materials (i.e., textbooks, manipulatives, tools) will be used?
Are all students expected to learn the same skills or concepts at the same difficulty level? Will all students use the same learning materials?
YesConsider differentiatingthe product or process.
No�� Use your MAP data and DesCartes to identify the levels
of difficulty appropriate for each student or group of students. What is each student accountable for learning?
Consider�� Flexible groups
� Group students for instruction based on their level of readiness (using RIT scores and other assessment results as a guide).
� Would small groups work with this unit or project?
�� Independent work
� If any students are significantly above or below the rest of the group, consider developing inde-pendent projects or assignments at an appropriate level of difficulty.
� Which students would benefit from independent work?
�� Lexile® measures
� Are there reading materials in use?
� How can Lexile® measures match students to appropriate reading materials?
Product/AssessmentHow will the student show what they’ve learned at the end of the unit or project?
Will all students be given the same assessment?
YesConsider differentiating the activities or learning materials.
No �� Can the assessment or expectations be adjusted to
levels appropriate for each student or group of students?
Consider�� Leveled tests or assignments
� Start with the assessment you would normally use. Use DesCartes as a guide to adjust the difficulty or complexity of each question or requirement.
�� Rubrics or checklists
� Especially useful for projects.
� Create a rubric appropriate for students in the middle. Use DesCartes as a guide for increasing or decreasing the level of difficulty as needed.
Process
What activities, lessons, and assignments are included in this project or unit?
Would any of these lessons be logical choices for differentiation?
Consider�� Could the lesson be made simpler or more complex?�� Tomlinson’s suggested adjustments:
kidsource.com/kidsource/content/diff_instruction.html
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Resources of Interest
Printed Resources�� Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed Ability Classrooms.
Alexandria, VA: ASCD.
Online Resources
NWEA.org�� Partner Support�� SPARK Community
Student Learning Inventories�� Surfaquarium.com/MI/inventory.html�� NCSU.edu/felder-public/ILSpage.html
The Lexile® Framework for Reading�� Lexile.com
Online Booklist Resources�� MetaMetrics® Lexile® Booklist
� Lexile.com/fab/
�� Barnes & Noble® Lexile® Reading Level Wizard
� Barnesandnoble.com/reading-level-reading-books-lexile/search.asp
�� Scholastic® Book Wizard®
� Scholastic.com/bookwizard/
Instructional Strategies and Ladders�� Foridahoteachers.org
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Notes
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WO
RKSH
EETS
SECTION 4 Worksheets
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Provided for your use by Northwest Evaluation Association™
Appointment Clock
Strategies and TechniquesFormative Assessment Grouping Management
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Dat
a to
Inst
ruct
ion
Fram
ewor
k
Cont
ent A
rea
Conc
ept
Ove
rall
Scor
e Ra
nge
Goa
l Per
form
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Are
a
Stud
ent G
roup
sSk
ills
from
Sel
ecte
d Le
arni
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tate
men
tsSt
uden
t Act
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Inst
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iona
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Asse
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Abov
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Rang
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RIT
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Mid
dle-
Scor
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RIT
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Belo
w-S
core
Ra
nge
RIT
Rang
e:
Prov
ided
for
your
use
by
Nor
thw
est E
valu
atio
n As
soci
atio
n™
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DesCartes StatementsStudents: RIT over 261:
Students: RIT 251-260:
Students: RIT 241-250:
Students: RIT 231-240:
Students: RIT 221-230:
Students: RIT 211-220:
Students: RIT 201-210:
Students: RIT 191-200:
Students: RIT 181-190:
Students: RIT 171-180:
Students: RIT 161-170:
Students: RIT below 161:
Instructional Ladder
Standards
Provided for your use by Northwest Evaluation Association™
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Plan
ning
For
war
dW
hat w
ill y
ou d
o w
ith
the
in
form
atio
n yo
u le
arne
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toda
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How
will
you
app
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h
impl
emen
tati
on?
Who
will
be
invo
lved
?W
hen
will
you
try
it?
Prov
ided
for
your
use
by
Nor
thw
est E
valu
atio
n As
soci
atio
n™
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Northwest Evaluation Association™
121 NW Everett Street, Portland, OR 97209
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