Data Access Sheet

Username: ______Password: ______

To log in to see your data:

  1. Go to nwea.org
  2. Click on Reports Login at the very top
  3. Enter in your username and password

To access Teacher Reports:

  1. Click on Teacher Reports on left sidebar under Online Reports
  2. Select the term (currently Fall 2012)
  3. Click Submit

To access Class by RIT:

  1. Click on Class by RIT on left sidebar under Instructional Resources
  2. Select the class period you would like to view from the drop down menu
  3. To view more specific information for each goal (i.e. Algebra and Functions under Mathematics), click on the subject at the left of the table
  4. To view the specific Descartes document page of learning goals for a specific group of kids, click “All Students in Cell”
  5. To view more detailed information regarding a specific student, click on the student’s name

In the Descartes document:

  • The LEFT-MOST column is what students have mastered at ______and should know/be able to do independently
  • The MIDDLE column is what students have mastered at ______and are ready to learn/be taught
  • The RIGHT-MOST column is what students have mastered at ______and are not yet ready to learn/would be extension

To access Student Goal Setting Worksheets:

  1. Click on Dynamic Reports on left sidebar under Data-Tools
  2. Click the button that says Dynamic Reports
  3. Click on Student Goal Setting Worksheet on left sidebar (this is also where you can access the Lexile Report)
  4. Select term Fall 2012 to Spring 2013 from the drop down menu and click Run Document at the top
  5. Select ONE CLASS AT A TIME and click Run Document at the top
  6. Click on Student Goal Setting Worksheet (NOT THE BACK BUTTON!) to repeat steps 1-5 for your other classes

Best Practices for Modifying Your Lesson Using MAPs Data

From the Class by RIT report, go to the subject, goal strand, sub-strand in the Descartes document for the lowest group of students in your class. Select the strand and sub-strand that most closely relates to the objective you are teaching (i.e. Mathematics > Number & Computation > Number and Place Value for teaching I can identify equivalent fractions and determine the sum of two fractions with unlike denominators).

Copy down the skills that your students in the lower groups SHOULD be instructed on below (middle column).

  • Identifies equivalent fractions using visual representations
  • Uses a number line to construct addition facts

List strategies for how you are going to remediate these skills in your lesson:

  • Differentiated do now: visually representing equivalent fractions using fraction bars (halves, fourths, eighths) + fraction blocks (manipulatives)
  • I do: modeling of adding fractions with like denominators using fraction bars (coloring in pre-segmented bars)
  • We do: graphic organizer for determining LCM + multiplication chart
  • Differentiated you do: stations, work with teacher on adding fractions visually/manipulatives

Copy down the skills that your students in the middle groups SHOULD be instructed on below (middle column).

  • Adds fractions with like denominators without reducing
  • Adds simple mixed fractions with unlike denominators (e.g., halves, thirds, fourths, eighths)
  • Adds whole numbers and fractions*
  • Uses models to add and subtract fractions and connect the actions to algorithms

If these skills are not at the level of your grade-level objective/learning target (*), list strategies for how you are going to remediate/extend to these skills in your lesson:

  • Differentiated do now: modeling whole numbers as fractions (magic ones) and adding fractions with like denominators visually using pre-segmented fraction bars

Go to the middle column for the highest group in your class and identify the learning target that they should be working towards. Write it below. If these skills exceed the level of difficulty of your grade-level objective/learning target, this is where you should be aiming in your extension of the lesson.

  • Determines equivalent fractions using multiples and expresses "1" in many different ways (e.g., 3/3, 4/4)
  • Explains different interpretations of fractions (e.g., parts of a whole, parts of a set, and division of whole numbers by whole numbers)
  • Adds simple mixed fractions with unlike denominators (e.g., halves, thirds, fourths, eighths)*
  • Solves real-world problems involving addition and subtraction of fractions where converting one denominator is necessary

List strategies for how you are going to extend to reach these skills in your lesson:

  • Differentiated do now: review finding equivalent fractions using magic one/multiplies
  • I do: modeling of adding fractions with unlike denominators in real-world problems
  • We do: plan for more challenging/extension questions explaining the interpretation of fractions
  • Differentiated You do: work at independent station on reinforcement of classwork, extension questions as real-world/word problems + written explanation of answers

Best Practices for Modifying Your Lesson Using MAPs Data

From the Class by RIT report, go to the subject, goal strand, sub-strand in the Descartes document for the lowest group of students in your class. Select the strand and sub-strand that most closely relates to the objective you are teaching.

Put your students in groups here:

Copy down the skills that your students in the lower groups SHOULD be instructed on below (middle column).

List strategies for how you are going to remediate these skills in your lesson:

Copy down the skills that your students in the middle groups SHOULD be instructed on below (middle column).

If these skills are not at the level of your grade-level objective/learning target, list strategies for how you are going to remediate these skills in your lesson:

Go to the middle column for the highest group in your class and identify the learning target that they should be working towards. Write it below. If these skills exceed the level of difficulty of your grade-level objective/learning target, this is where you should be aiming in your extension of the lesson.

List strategies for how you are going to extend to reach these skills in your lesson:

Teacher: Ms. Staman Ms. ThomasDate: Tuesday, October 2, 2012Time:P1,P2,P6

Unit: 3 / Skill: Agile Mind Unit 3, Exploring – Block 2
Grouping (MAP Data)
Group 1 (L): T. Tyler, T. Brown, D. Cooper-Bey, K. Washington, D. Bush, J. Luck
Group 2 (M): T. Smith, Z. Stansbury, A. Jones, K. Brown, A. Clark, B. Hazelwood, T. Hodge, A. Manuel,
Group 3 (H): M. Brown-Garrett, C. Clark, M. Morton
Automaticity
Time:
(5 min) / Procedures / Materials
Rolling 9s
  • Students will watch a YouTube video of students Rolling 9s
  • Students will begin practicing with the goal of reaching full speed and no note sheets by Friday
/ YouTube
Review
Time:
(10 min) / Procedures / Materials
Differentiated Do Now – Equivalent Fractions Review
  • Group 1: visually representing equivalent fractions using fraction bars (halves, fourths, eighths) + fraction blocks (manipulatives)
  • Group 2: modeling whole numbers as fractions (magic ones) and adding fractions with like denominators visually using pre-segmented fraction bars
  • Group 3: review finding equivalent fractions using magic one/multiplies
/ Do Now Sheet
Math Binder
Teaching New Concepts / Time: (45 min)
MSC/CCSS: / Objective: I CAN identify equivalent fractions and determine the sum of two fractions.
Setting the Stage/ Engagement / Vocabulary / Materials
Pass out rulers to the students. Remind them of the two sides, and have them investigate the side with inches. / Rational Numbers
Multiples
Least Common Denominator
Least Common Multiple / SAS 1
Rulers
Procedures / Guiding Questions
Exploring“Adding rational numbers”
Page 1
Work through the animation, ensuring each student has access to his or her own ruler and SAS 2. Students will identify and label the different measurements as they are discussed on the slides. [SAS 2, question 1]
Page 2
This animation extends the process to include each month's value. Have students follow along with their rulers. After showing panel 5, ask:
  • What is the total amount Tyler grew after the 5th month?
Page 3
Allow students to come up and practice with the animation. This counting-on method connects with prior learning. Have students predict the sum before clicking on “Find sum.” Then have students predict the simplified sum using the stopping place on the ruler before clicking on “Simplify sum.” STUDENTS WILL RECORD FRACTIONS& SIMPLIFYING ON PAPER RULERS.
Page 4
Give students a chance to study the steps. Pause in-between conversions and]Ask:
  • Which months need to be converted to 16ths?
  • What factors could we use to get to 16ths?
  • What would _____ be?
  • How would be find the total change in growth? What is wrong with 27/16ths? How could we fix this?
[SAS 2, questions 2-3]
Page 5 – WE DO (Partners)
Ask students to work through the problem. They should do this using their rulers as well as by finding a common denominator.[SAS 2, question 4] /
  • Do you know what the marks on the rulers indicate?
  • What length do the longest lines represent?
  • What length do the shortest lines represent?
Extension questions:
  • How do we know if two fraction are equivalent?
  • What makes two fractions equivalent?
  • Are 2/8 and 1/4 equivalent fractions? Why?
  • Why is 6/6 equal to 1?
  • What is the relationship between ½ and 1/16th on a ruler?

Ongoing Learning & Practice and Differentiation / Time: (15 min)
MSC/CCSS: / Objective:I CAN identify equivalent fractions and determine the sum.
Procedures / Vocabulary / Materials
Students will work in pre-assigned groups of a series of fraction addition problems where they must identify equivalent fractions and find the sum. Students will need to use CUBES in order to solve the word problems. / Rational Numbers
Multiples
Least Common Denominator
Least Common Multiple / WS
Rulers
Small Groups
WE DO/YOU DO COLLABORATIVE (SMALL GROUPS—Stations)
  • Group 1: work at teacher-guided station on adding fractions visually/manipulatives + fraction bars/ruler
  • Group 2: work at teacher-monitored station on adding fractions with like and unlike denominators (simple) using ruler addition/fraction bars
  • Group 3: work at independent station on reinforcement of classwork, extension questions as real-world/word problems + written explanation of answers

Share & Summarize
(10 min) / Differentiated Exit Ticket: Finding Equivalent Fractions
  • Group 1: finding equivalent fractions w/ visual justification, adding fractions with like denominators
  • Group 2:finding equivalent fractions, adding fractions with like denominators
  • Group 3:finding equivalent fractions w/ written justification of how to use multiples to find equivalent fractions, adding fractions with like and unlike denominators + 1 word problem
/ Standards of Mathematical Practice
□Make sense of problems and persevere in solving them.
□Reason abstractly and quantitatively.
□Construct viable arguments and critique the reasoning of others.
□Model with mathematics.
□Use appropriate tools strategically.
□Attend to precision.
□Look for and make use of structure.
□Look for and express regularity in repeated reasoning.
Ongoing
Assessments / Exit Ticket
Classwork
Homework
Homework/Project Assignments:
Do Later #13 - MathWorks
Accommodations/Modifications
Daily interventions to increase on-task behaviors:
  • Reduce distractions (strategic seating chart/preferential seating) – D. Bush, A. Clark, D. Cooper-Bey, T. Smith, J. Luck
  • Multiple frequent breaks (rolling numbers, chanting, up out of seat, break cards as needed) – D. Bush, A. Clark, D. Cooper-Bey, J. Luck
For increasing access to materials/assignments:
  • Verbatim reading (entire) – D. Bush, A. Clark, C. Clark, D. Cooper-Bey, T. Smith, J. Luck
  • Scribe – T. Smith, J. Luck
  • Extended time – D. Bush, A. Clark, C. Clark, D. Cooper-Bey, T. Smith, J. Luck
Organizational aids/Assignment modifications:
  • Calculation device (multiplication charts, calculators) – D. Bush, A. Clark, J. Luck, T. Smith
  • Visual/graphic organizers – D. Bush, A. Clark, C. Clark, T. Smith, J. Luck
  • Notes, outlines, instructions – C. Clark, J. Luck
  • Altered/modified/chunked assignments – D. Bush, A. Clark, C. Clark, D. Cooper-Bey, T. Smith, J. Luck
  • Respond on test booklet/hard copy of Agile Mind tests/materials provided – D. Bush, J. Luck
During-classwork supports:
  • Check for understanding (academics, after directions by having student repeat/paraphrase, repetition of directions, frequent/immediate feedback) – D. Bush, A. Clark, C. Clark, D. Cooper-Bey, T. Smith, J. Luck
  • Monitor test response/independent work – A. Clark, D. Bush, D. Cooper-Bey, T. Smith, J. Luck
  • Small-groups/stations – D. Bush, A. Clark, C. Clark, D. Cooper-Bey, T. Smith, J. Luck
Behavioral interventions:
  • Home-school communication system – A. Clark
Use of positive reinforcers (individual ticket system, class-wide points/yards)

Flow Chart of Differentiation in Your Lesson