Using DesCartes to Plan for Differentiated Instruction

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Using DesCartes to Plan for Differentiated
Instruction

• Katie Robinson
• Pepperhill Elementary

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List barriers that might prevent teachers from
using DesCartes to plan for differentiated
instruction within the classroom.
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Assumptions of Graded Schools

• We begin with a curriculum scale.
• The standards are divided in accordance with
  grade levels and are articulated upwards by
  skill.
• Typically, we feel restricted to covering
  standards at specific grade level.

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ConsiderDoes this meet the needs of all
students?
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How does classroom reality relate to our
assumptions?

• We have students performing above, at, and below
  grade level curriculum.
• The higher achieving students are bored the
  lower achieving students are overwhelmed.

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How do we foster growth for all students?
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Why do we use MAP test?

• MAP is not a test for determining mastery of
  skills.
• It provides a road map toward achieving mastery.
• MAP provides the students instructional level.
• It is based on a continuum of skills in math,
  reading, and language usage from low skill levels
  to high skill levels.

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Exploring DesCartes

• RIT Score Range
• Skills Concepts to Develop
• Subgoals
• Learning Statements
• Skills Concepts to Enhance
• Skills Concepts to Introduce

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Uses for DesCartes

• Flexible grouping for instruction
• Focusing instruction
• Monitoring students progress
• Advancing students who are on outer ranges of a
  class
• Resource for targeting and individualizing
  instruction

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Important Note

• DesCartes is not to be used as a curricula. The
  state/local standards are to be used as the
  foundation for instruction. DesCartes is to be
  used only as a guide-tool-resource to support and
  enhance the teaching of the standards.

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Goals of DesCartes

• To provide more detailed information about
  students understanding of skills and concepts
• The skills and concepts align to the goal
  structures and content of state standards.
• Increase user-friendliness by eliminating the
  need for interpretation.

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Plan for Basic Classroom Differentiation

• Students have to be exposed to grade level
  standard whole group lesson
• Flexible grouping-Look at DesCartes to determine
  if students are working on, below, or above grade
  level.

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What can we determine in analyzing the Class by
RIT?
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Second Grade Math StandardMeasures the
length of an object in inches and half inches.
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Directions

• Look in DesCartes. At what RIT range is this
  standard first addressed?

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Directions

• List students by RIT range.
• How would you address students in the lower RIT
  ranges that are not yet prepared to learn the
  grade level standard?
• How would you address students in the upper RIT
  ranges who are able to measure in smaller
  increments?

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Share results. What difficulties did you
encounter in using DesCartes to determine which
students are ready to learn the grade level
standard?
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Compacted DesCartes

• Document is organized by skill first then RIT
  Band, as opposed to RIT Band then skill like the
  NWEA version.
• Not meant to replace the original document, but
  should be used when planning flexible grouping by
  standard within the classroom.
• Encompasses all of the skills addressed in the
  NWEA version in their entirety. No skills have
  been omitted or added.

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Skills According to Compacted DesCartes
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Directions

• Compacted DesCartes allows you to easily divide
  the students into three groups. What are these
  three groups?

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Considerations

• Look at list of barriers. How did the Compacted
  DesCartes document make planning for
  differentiation easier?
• How will you use this document in your classroom?

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Using DesCartes to Plan for Differentiated
Instruction

• Katie Robinson
• Peppehill Elementary