Train the Trainer Facilitator Guide Differentiating ... · 08/11 TTT - Facilitator Guide: Differentiating Instructional Paths for Students - NWEA Page 1 of 27 Train the Trainer Facilitator

08/11 TTT - Facilitator Guide: Differentiating Instructional Paths for Students - NWEA Page 1 of 27

Train the Trainer Facilitator Guide

Differentiating Instructional Paths for Students NWEA

TTT Note: This document is intended for the assigned school/district trainer to use when delivering the Differentiating Instructional Learning with Odyssey –NWEA session to their assigned sites. It is not to be distributed to participants. Handouts will be provided. The CompassLearning facilitator will deliver the required sessions (including this one) to the TTT group. The CompassLearning facilitator will set the schedule for those deliveries along with the school/district.


Train the Trainer (TTT) Note: Use this facilitator guide actively during your session. Take notes and write down important comments and questions used by the CompassLearning facilitator.

SECTION I: TTT FACILITATOR NOTES

A: Overarching Goal This session is designed to provide participants with a focused professional development opportunity on differentiating instruction in an assessment (diagnostic/prescriptive) implementation. Participants will provide differentiated learning paths for struggling/overachieving students.

B: Key Understandings Participants will develop a working understanding of how to monitor and intervene with Odyssey assessments and learning paths to continue supporting their instruction and student learning. This guide is designed to provide support to facilitators of this session.

C: Session Objectives

Identify the basic reports in Odyssey that will help in understanding student progress in

assessments and in general activity completion.

Understand how to view and interpret student progress in Odyssey.

Understand how to build extension assignments in Odyssey.

D: Evidence of Learning

Participants will have plans to adjust assignments.

Participants will have adjusted/differentiated the Launchpads of at least 3 students.

Participants will be able to generate reports based on district/school implementation focus.

Participants will create at least two extension assignment based on student progress and

results.

E: Timing: 6-7 Hours

Agenda: (TTT Note: The agenda is intended for a full day session; however, you may need to deliver in half days and you may need to accommodate accordingly.)

a. Morning Session: Introduction, review of Basic Navigation, Student Progress and Odyssey Reports - 3 hours (includes a 10 minute break at around the 90 minute mark)

b. Lunch (follow site guidelines) c. Afternoon Session: Modifying assignments, Build extension assignments based on

student progress and results, Wrapping Things Up - 3 hours (includes a 10 minute break at around the 90 minute mark)

F: Target Audience Suggested Participants: Targeted Teachers identified by district/school leadership team. Limit: 10

G: Pre-Requisite Knowledge, Trainings and/or Materials


Pre-Requisites: Getting Started with Odyssey - NWEA District Pacing Guides Participants are expected to bring printed reports for at least 3-5 students as indicated in the Getting Started with Odyssey Assessment session Session Materials:

1. Facilitator Guide

2. Handouts

3. Computer with Internet and Odyssey access

4. Projector

5. Sign-in sheet

6. Session Sign with location to post

7. PowerPoint

8. Chart paper/markers

9. Sticky notes


SECTION II: FACILITATOR CHECKLIST

Four Weeks Prior to Session

Trainers: Use the checklist in your Getting Started guide to ensure that you are on track with the correct session in the implementation process.

Check with Technology Support team to determine if any outstanding issues exist .

Two Weeks Prior To Session

Finalize meeting attendees - Follow-up with key contacts via e-mail to confirmed list of attendees, location, room arrangement, timeframe, etc. Remind that participants should bring class list(s).

*If you have questions, now is a good time to check with your CompassLearning Facilitator. Did you assign any videos for the upcoming session?

One Week Prior To Session

Confirm final details with site, including logistics, requesting projector, computers with internet and Odyssey access for all participants, and that participant materials be printed and available on day of session. Check to make sure that you have confirmation of all tasks, follow-ups, and or any outstanding issues with key contacts. Send a reminder email to key contact or to participants if you have their information. Obtain necessary materials for the session. Make copies as necessary or contact the site to have copies available and ready. Remind participants to have reports ready on the day of the session. Using their scheduled reports can be helpful in making sure teachers return with completed reports. Create sample extension assignment(s) on Odyssey as a backup. This assignment should support the implementation goals. Prepare sign-in sheet and populate with participant name, session title, your name TTT Notes:

Did you plan on having hard candy or chocolate snack?

Place slides on your District Template – customize the goals slide to reflect the actual goals set during the implementation meeting.

Day of Session Have sign-in sheet out on table with a pen or pass around to participants as they sit at tables. Have the facilitator guide with you. Which other materials will you need? Highlighters, pens, paper? Refer to materials list. Ensure computers are on, up and running, with Odyssey tested. Write on Board:

Welcome to Differentiating Instructional Learning Paths with Odyssey - NWEA

Write your name

CL Customer Support contact information ([email protected])

Toll Free Number: 800-678-1412

Write Account #’s for multiple sites in cohort being trained. Account number will be provided by the CompassLearning facilitator. Each site will need this in case they send a request to Customer Support.

mailto:[email protected]


After the Session You may need to submit sign in sheets (follow district )expectations

You may be required to submit the evaluations (follow district expectations)

One Week After Session

Email participants with follow-up questions or tips, such as, “By now, your students should have completed at least one assignment. What would you do differently to enhance this assignment?”

Train the Trainer Notes:


SECTION III: SESSION AT A GLANCE NOTE: VIDEOS ARE OPTIONAL FOR AN ONSITE SESSION

TIMING ACTIVITY MATERIALS DESCRIPTION 20 min. Introduction, Icebreaker,

and Overview

o Introductions o Review of PD Objectives o Review housekeeping issues o General overview of

Odyssey/Implementation Plan

10 min Review Navigation of Odyssey

o Odyssey Quick Start o Video: Logging into Odyssey o Video: Navigation - Teachers o Video: Creating a Binder o Video: Adding an Existing Student o Video: Adding a New Student

o Initial exploration of Odyssey and components

o What are the implementation goals and how they relate to the school site/classroom implementation of Odyssey?

90 min Setting the Stage for Differentiation: Basic Generation of Odyssey Reports Guided Practice:

o Assignment Builder – NWEA assignments

o Video: NWEA Learning Path Status Report

o Video: Test Summary by Objective Report

o Video: Objective-based Test Results

Overview: Odyssey supports differentiation (i.e. NWEA Learning Paths, decision points, pre-post assessments, etc.) … Note: be sure to have data prepared before hand to use for modeling running reports.

Focus Assessment: Modeling Running Reports: Class Progress

o Class Progress o Which Survey Goals are students having the most difficulty with or may not understand?

o What are some areas of concern with a majority of students?

o Do students need extra assignments and/or intervention?

Focus Assessment: Modeling Running Reports: NWEA Learning Path Status Report

o NWEA Learning Path Status Report o How are students doing in their learning paths?

o Which skills are students having the most difficulty with or may not understand?

Focus Assessment: Modeling Running Reports: Student Progress Report

o Student Progress Report o Where are students continuing to struggle?

o What specific curriculum content can we find to support students?

o Do students need extra assignments and/or intervention?

45 min Focus Curriculum and Instruction – NWEA Assignment Modifications

o Video: Assignment Archive/Builder – Editing an Assignment

o Question 1: How do I adjust for students that need more support with NWEA assignments?

o Question 2: How do I create extension activities to support student learning paths?

60 min Modeling: Differentiating Assignments

o Odyssey Basics For more information on decision points, refer to the Odyssey User’s Guide or the Help index online.

o Model Building Differentiated Assignments

o Adding a Decision Point o Open the assignment in Assignment

Builder. o Select assignment order as Sequential

or Auto-Launch. o Click the box next to the branching

activity. o Click Add Decision Point. o Select the criteria. o Click Save Decision Point. * The Decision Point icon(s) should appear within the assignment.


30 min Identifying Students for Differentiating Assignments

o Objective-based Test Results Report, Test Summary by Objective Report, Learning Path Status Report

o Organizing data for identifying students

o Participants are given time to run their own reports and identify students that need differentiated assignments, or concepts that will need to be readdressed during instructional time.

60 min Differentiating Learning Paths

o Odyssey Basics o Completed Data handouts

o Participants are given time to differentiate assignments for identified students.

30 min The Student Experience

o Video: Student access of Assignment o Experience Differentiated Assignment from Odyssey as a student

Train the Trainer Notes:


SECTION IV: TRAIN THE TRAINER FACILITATION GUIDELINES

Introduction, Connection, and Overview 20 min

Supporting materials: o Video: What is

Odyssey?

Welcome teachers to the session on differentiating instruction with an assessment focus. The purpose of this session is to become familiar with the process of monitoring student progress with Odyssey reports and making instructional decisions based on student results. Review the diagnostic/prescriptive model of implementation plan for the school/district and share progress towards goals. If possible, have an administrator address the goals and expectations for implementation. Navigate through Introduction slides to provide background on Odyssey and basic information on CompassLearning. A key aspect to understand in the completion of this session is the importance of differentiating instruction. Jerome Bruner in 1963 “pointed out that our only course as educators – if we elect to honor the diversity of students we must educate – is to develop classrooms that challenge advanced learners without destroying the confidence and will to learn of those who are less advanced.” (Tomlinson et. al., 2003) Differentiating instruction has been a part of education for many years, yet the profession has had trouble finding a clear way to implement it. During this session we will discover different paths to take to implement differentiated instruction for your class/es. Note: NWEA provides additional tools to aid teachers in the process of providing differentiated instruction to students. Make sure that the site participants have access to their DeCartes to provide a breakdown of skills that a student may need additional support with and instructional strategies that will reach students performing at similar RIT levels. Connections Activity: Share with your neighbor two successes that you have experienced with Odyssey assessment since our last Professional Development session – Getting Started with Odyssey Assessment Chart successes as a group. Define Parking Lot and parameters: Designated chart paper for participants to jot down questions/issues/ideas to be addressed at points during the session. Provide sticky notes. Review plan for day. Provide Support contact information – this may be site specific (some sites have a designated Odyssey coordinator). Otherwise: [email protected] or 800-678-1412. Provide Account #.

Basic Navigation of Odyssey: A Review

30 min

Supporting materials: o Video: Logging into

Odyssey

Key Ideas for NWEA o Review/Define Terms:

o NWEA o RIT (Band Rausch Unit) o DesCartes o Goal Strand

mailto:[email protected]


o Video: Navigation – Teachers

o Handout: Odyssey Basics with NWEA.pdf

FACILITATOR’S NOTE: With the current version of Odyssey 2011 the teacher dashboard still does not support viewing NWEA assignment progress unless the NWEA assignment was assigned by the teacher and not part of the current NWEA import. Handout: Odyssey Basics with NWEA.pdf Using projector and computer, navigate to Odyssey. Key Ideas to review:

Provide a quick overview of all of the parts of the login screen.

Discuss System Requirements. Clicking here will display the minimum requirements for running Odyssey.

Teachers can click on Check System to ensure the computer they are using will be able to run Odyssey.

This is especially important if users will access from home (this decision will be made during the Implementation Meeting). Discuss logging in and the parameters for doing so.

The discussion around login parameters should have taken place during the Technical Meeting or the Implementation Meeting.

Refer to the login parameters for this account.

Each teacher and student will have a unique login to Odyssey.

Provide specific site protocol for teachers and students to participants. Logging In to Odyssey Since teachers have already gone through the Getting Started session, it might be a good

idea to divide participants into groups – have each group present one area.

When possible, login to the Odyssey URL that participants will be using. If possible, set yourself up with a demo login at their site – use the site name and teacher for the user name: Muir Teacher.

Explain Terms and Conditions Policy.

Maximize Teacher Launch Pad. *If teachers do not maximize their screens, the screen they are working on may “hide” behind the initial login screen and they think they have logged out. Non tech-savvy teachers may not look at the tray in the bottom to see that the window is still open and is just hiding.

Instruct participants to note individual login information on page xx in the . Tour Odyssey

Explain that although icons and text appear both across the top and on the right hand side, the navigation bar across the top will always be present.

Describe each area using the drop down each menu as you progress across the navigation bar.

Dashboard, My Students, Assignments, Assessments, Reports, Content, Odyssey Message, Community

Dashboard tab – teacher dashboard

My Students tab - create and view class lists, student details and data.

The Assignments tab has five components. Class Progress – to view class and student

progress. Assignment Builder- to build, edit, save and delete assignments and assign


newly created assignments to classes and students. Assignment Archive- contains all

previously created and saved assignments- Submitted Projects- launches the grader

module for Odyssey Writer.

The Assessment tab has three drop down options. Test Builder allows teachers to build

objective based tests with or without learning paths. Teachers may also have Objective

Builder and Item Bank to create standard sets and test items. NOTE: If the teachers

you are working with do not have Custom Assessment privileges, feel free to omit that

reference.

The Reports tab - display, save, and print valuable and relevant information. As a

teacher, you can gather data around Administration, Progress, Assessment, Odyssey

Writer, Odyssey Community, and Test Translator reports. NOTE: Test Translator is

specific to NWEA and select state accounts. If the site you are supporting is not

licensed for the Test Translator, omit the reference.

The Content tab provides access to curriculum and other resources.

The Message Center tab will provide teachers with access to messages to and from

students.

The Community tab will provide access to current Odyssey Community threads and

allow teachers to create new threads as needed.

On the upper right - the Log Out button which will end your session in Odyssey.

Concept Activity Focus question for the group:

“What does the State Correlation report tell us about Odyssey?” Debrief. “How could you utilize the Scope and Sequence Documents?” Debrief.

Return to Content –Resources. Discuss Knowledge Base and appropriate Help features found here.

Review Toolkit: High School Implementations should focus on specific content area toolkits at this time.

Debrief

Progress Monitoring Part I

60 min

Supporting materials: o Video: Reports o Reports Booklet

Reports Option: Note: Review with Participants the importance of running reports on a regular basis to help keep them informed regarding student performance. Note: Add in more or different reports depending on the goals for data from implementation plan. The three progress monitoring tools offered here are: Class Progress, NWEA Learning Path Status and Student Progress Report. A look at the Student Portfolio will also be helpful. Users can follow the steps on the Progress Monitoring handout for extra ways to monitor their class.


Note: Based on implementation goals the sample reports modeled during the session may change. Always check your implementation plan to determine the best reports to be used during the Differentiating Instructional Learning Paths for Students.

Provide examples of when to generate and evaluate reports based on the implementation.

Class Progress

Attendance Report(completed Session times)

Test Translator Reports

Discuss advantages and disadvantages of each report.

Walk through each type of report as you are discussing

If allowed, (as discussed during Implementation Meeting), have teachers create a demo class to include “sample students” to use for this session only.

Key Ideas for NWEA

Provide examples based on the implementation; Show automatic assignments and show manual assignments of skills or RIT ranges

Discuss reasons why you would use either method. Learning Activity: Each one; Teach one (Reports) Got data? Working with a partner, generate at least one report. Demonstrate this process for your partner, taking on the role of the teacher. Make sure you are discussing the features and capabilities. Answer any questions your “student” may have. Switch roles and repeat. “A differentiated classroom is a place where the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.” – Carol Ann Tomlinson The first step in providing differentiated instruction in the classroom is to identify the targeted skills/content that should be addressed through small group/individual instruction. Using Odyssey reports will provide the data necessary, the teacher then needs to act on the data by aligning their instruction with the assessment and allowing students to learn from the assessment’s goals. Provide the participants a framework for understanding how to implement differentiated instructional practices in their classrooms. Vicki Gibson Ph. D. describes how to bring differentiation to the classroom in five steps: 1. Establishing the environment – adjusting the classroom environment to provide areas for workstations and a teacher table. 2. Using data to inform practice – teachers analyze student work and performance to identify areas for flexible small group instruction. 3. Managing resources – teachers create flexible daily schedules, job and rotation charts. Teachers utilize multiple instruction resources for each workstation.


4. Creating routines and procedures – students must understand the routines and procedures as they move more independently from one workstation to another. 5. Providing high-quality teaching and practice – teachers must provide high quality instruction and practice opportunities to all flexible small groups. Note: as participants run Odyssey reports encourage them to also create flexible small groups around how students scored on the targeted skills/content. Differentiation happens in small groups and research shows that many times low-ability students tend to learn better in heterogeneous groups, medium–ability students in homogeneous groups, and high-ability students can perform equally in both types of groups. (Tomlinson et. al. Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms. 2003.) Note: Based on implementation goals the sample reports modeled during the session may change. Always check your implementation plan to determine the best reports to be used during the Differentiating Instructional Learning Paths for Students. Demonstrate the steps of running Odyssey Reports Note: Review with Participants the importance of running reports on a regular basis to help keep them informed regarding student performance. Note: Add in more or different reports depending on the goals for data from implementation plan. The four offered here: Student Progress Report, Test Summary by Objective Report, Learning Path Status Report, and the Objective-Based Test Results will provide a well-rounded view of the Odyssey data. A look at the Class Progress and Student Portfolio will also be helpful. Users can follow the steps on the Progress Monitoring handout for extra ways to monitor their class. Using the Handouts: Hand out and use the Organizing Student Data sheet for participants to take notes with as they run their own reports. When all reports have been run and participants have made their observations, have participants complete the Using Student Data handout to identify instructional steps that need to be taken using all resources available to teachers. Note: As part of the process leading up to delivering the session, additional instructional resources were to be identified and brought to the session. Explain that all reports in Odyssey can be “Saved as PDF” or “Exported to CSV.”

Progress Monitoring Part II: You’ve got DATA!

60 min

Supporting materials:

o Video: Attendance Report

o Video: Student Progress Report by Assignment

Begin with a discussion of district/site requirements. Stay logged in as a student to first view the Student Portfolio. Look at Recent Items and the Assignment View.

Discuss features and benefits of each

Log into Odyssey as a teacher.

Project screen as you go. Model report generation of the following reports:

Class Progress

NWEA Learning Path Status

Student Progress Report - Details by Assignment


As each report is generated, discuss features, benefits.

Important Note: based on Getting Starting Session report templates may have been created using Implementation goals as guidelines for options and schedule and run frequency. This process may ensure that participants for the DI session come with completed reports. The following report steps may not be necessary if report templates have already been saved. Using Class Progress:

Class Progress contains detailed information and an overview of assignment status for a class. Teachers can view the status of their class assignments, see how the entire class is doing, or view the status for an individual student. You can view scores and completion dates, preview learning activities, and open quizzes and tests to view specific responses. Depending on the assignment type, you can view the following information:

Assignment Type Click Name to: Click Score to:

Learning Activity Preview the activity. Not applicable.

Lesson Quiz Display the answer key. Display student answers.

Chapter Test Display the answer key. Display student answers.

Objective-based Test

Preview the test. Open the objective-based test summary.

Odyssey Writer Project

Display the teacher instruction/prompt window.

Display the student workpad and teacher comments (when available).

Odyssey Community Activity

Preview the activity. Not applicable.

Class Progress steps:

Viewing Class Progress for an Assignment

1. In the navigation bar, select Assignments>Class Progress. 2. To view assignments assigned to students in a class, click the desired class in the

tree.

The Class Assignments grid displays class assignments, along with status, assignment name, and assigned and created date for each assignment. The Status column shows whether an assignment has been completed by all of the students who received the assignment.

3. To display progress by student for an assignment, click the Details link for the desired assignment.

4. To send a message via the Odyssey Message Center, click Send Message. 5. To print Class Assignments or the Assignment Detail, click Printable Version for the

desired grid.


6. From the new window, click Print.

Viewing Student Progress

1. In the navigation bar, select Assignments>Class Progress. 2. To view assignment details for an individual student, click the student’s name from

the tree.

The Student History grid displays all assignment for the individual student, along with status, assignment name, and assigned and created dates.

3. To view details about an assignment for the individual student, click Details for the desired assignment. If a student has not started an assignment, Details are unavailable.

The Assignment Detail grid displays the type, task, score and completion date for each completed task.

4. To send a message via the Odyssey Message Center, click Send Message. 5. To print the Student History or Assignment Detail, click Printable Version for the

desired grid. 6. From the new window, click Print.

Tips for Class Progress

Provides a quick view of student progress or class progress.

For NWEA it is a manageable area for teachers to check on multiple RIT range assignments without having to run multiple versions of reports or have a report too lengthy to analyze.

Viewing in Student Progress allows the teacher to check if a student is making progress in a pre-designated Goal strand. (Works well with sites that are setting Student Goals with NWEA)

Note: The process of the participants determining their own conclusions to the questions and creating an action plan for key skills/content will build an understanding of the importance of differentiating for student needs. Remind participants that a key element in the effectiveness of implementing differentiation is providing a curriculum and instruction that is proactive, instead of reactive. In order for the action plans to be effective the teacher must plan for flexible small teaching-learning groups in the classroom. Effective differentiation must be knowledge and student centered. Understanding the assessment goals, and being able to trace the skill set needed to be successful, will provide a backdrop for implementing the action plan of differentiated instruction in the classroom. NWEA Learning Path Status Report steps:

1. Odyssey reports start up with a Welcome screen, choose Next 2. Choose the NWEA Learning Path from the NWEA Learning Path titles (Note: check

the assignment title to make sure it is the correct Learning Path. The teacher also has the ability to filter by subject and grade of the assignment.) Choose Next.

3. Choose the class of students to view results for (Note: results can also be filtered by student attributes if the implementation goals align.) Choose Next.


4. The confirmation of your choices will appear and can be edited using the edit option. (Note: report options can be saved by the user on the Odyssey site if the user needs to save report options.)

5. Choose to Generate Report and a new screen will appear with the data sorted by options. (Note: the generated report can be saved as a PDF file or CSV file (excel format) if needed using the options to the top left of the generated report.)

NWEA Learning Path Status Report: Key Ideas:

This report will provide the teachers with not only the objective based test results, but also the objectives for students assigned a NWEA learning path, in addition to the student’s progress towards learning path completion.

This report is especially helpful when pacing out a course that includes an assessment.

Explain that teachers will want to generate this report one learning path at a time.

Explain the three paper icons- activity/quiz finished, in progress or not started.

The report begins with the objective based test name.

The objective based test is broken down by objective.

The student’s overall score on the given objective is compared to the district/school preset mastery.

If the student score is below the determined mastery level, they will be assigned a learning path.

The learning path is depicted below.

The names of the prescribed learning activities and lesson quizzes are listed. As they are hyperlinks, the teachers may select them to view the full activity or quiz.

Next to the activity/quiz name, the paper icon will appear determining the student’s status on the given activity/quiz.

If the student has finished a scored activity or a quiz, they will be given a percentage. NOTE: This would be an ideal time to remind the teachers of the various icons. Explain that this report will allow both the teacher and the student to better pace out the assignment.

Ask participants to ponder these questions:

How are students doing in their NWEA learning paths?

Which Goal strands are students having the most difficulty with or may not understand?

Student Progress Report steps:

1. Odyssey reports start up with a Welcome screen, choose Next 2. Choose the curriculums and grade levels (Note: When using Odyssey K-8 Learning

Paths often times multiple grade level curriculums are incorporated, be aware that choosing one grade level may eliminate potential activities from being reported on.) Choose Next.

3. The options screen allows the user to choose a date range, summaries, previous school data (Note: if the implementation calls for the use of district ready assignments students will be able to transfer schools and the current teacher may be able to generate data on any previously completed activities), Reporting of activities (Note: teacher can choose to view all activities completed according to options or teacher can see completed work from any previously assigned assignment.) Choose Next.


4. Choose the class of students to view results for (Note: results can also be filtered by student attributes if the implementation goals align.) Choose Next.

5. The confirmation of your choices will appear and can be edited using the edit option. (Note: the generated report can be saved as a PDF file or CSV file (excel format) if needed using the options to the top left of the generated report.)

6. Choose to Generate Report and a new screen will appear with the data sorted by options. (Note: the generated report can be saved as a PDF file or CSV file (excel format) if needed using the options to the top left of the generated report.)

Discuss the summary portion of the Student Progress Report, as teachers may be interested in taking this reporting information and converting it to a student grade. Additionally, teachers will want to be aware of the duration information that is available on both the Student Progress Report and the Student Completion Report. Lastly, note the progress towards goal on the Student Completion Report.

Key Ideas:

Explain that this report may be generated either by “assignment” or by “type.”

If the report is generated by “assignment,” you can individually select the assignment (semester, skill or quarterly assignment) you would like to include the report.

If the report is generated by “type,” ALL assignments that the student has completed will appear on the report.

Encourage teachers to select one content area at a time when generating reports instead of selecting all subject areas.

Guide teachers to select the appropriate grade level(s) when generating the report.

When selecting a date range, suggest the start date reflect the first day the student began working; the teacher can determine the end date.

Identify the components and details from the report including: o Each students report is listed separately o The individual chapters and lessons the students worked in are listed

Data reported includes: the activities and quizzes the students have completed, their scores on the given activities and quizzes, the date/time they have completed the activities and quizzes, as well as the duration in hours-minutes-seconds.

Additionally, the student’s objective based test score(s) will appear in this report.

Only work that has been completed by the student will appear on the report. Any work that is in progress will not appear until it’s fully completed.

Scroll towards the end of a sample students report to show the summary component. The student summary is broken down into five components: Learning Activities, Lesson Quizzes, Chapter Tests, Objective Based Tests and Odyssey Writer.

Keep in mind that the student may not have worked in some of these areas. Remind teachers that students may not have been assigned activities in all of these areas.

The summary will reveal the number of completed in a given field, the overall average in a given field and the average time in a given field.

Teachers may use the summary portion of the Student Progress Report to pull a student grade.

The grade may be determined by pulling the learning activity and lesson quiz averages (if applicable), and combining them for a student grade.

Omit the objective based test score as part of the student grade since these are diagnostic in nature.


Ask participants to ponder these questions:

Based on duration do I see students providing a real effort or just going through the motions?

How can this report help to identify students in need of differentiated assignments? Concept Activity: Think and Write:

Think about the material we just covered.

Summarize how each report can support your implementation needs.

Write down one question you still have.

Share

Learning Activity - Let’s Find Out! Put your heads together! With your group take some time to analyze the following reports: Use the two Data handouts: Organizing Student Data and Using Student Data to help make determinations for classroom instruction and small groups.

Attendance Report (Completed Session Times) *if needed by site

Class Progress

NWEA Learning Path Status Report

Student Progress Report While looking at the above reports consider for each the following:

What content is available in this report?

How does this report apply to what to my school or my

Districts’ data needs?

How frequently should I generate this type of report?

Learning Activity : Think and Write Think about the material we just covered. On one side of an index card, list your action plan for student progress monitoring. On the other side, write down one question you still have. Turn to your partner and share. Share with the group. Summarize

A Closer Look: Assigning Curriculum: Assignment Builder

90 min

Supporting materials: o District Pacing Guides o Video: Building an

Assignment

The first step in providing differentiated instruction in the classroom is to identify the targeted skills/content that should be addressed through small group/individual instruction. Using Odyssey reports and NWEA RIT Data participants will be able to access the necessary data to proactively align their instruction with the assessment and allowing students to learn from the assessment’s goals. *Remind participants of the 5 steps to a Differentiated Classroom as outlined by Dr. Vicki Gibson that was reviewed earlier in the session.


o Video: More Assignment Building

o Video: Refining An Assignment

o Video: Finalizing An Assignment

o Video: Assigning Assignments

Now that the teachers have had the opportunity to explore the student data from their reports, it’s time to take the results and make instructional decisions. Teacher may find that students either need their learning paths adjusted (dependent on implementation) or that they need to build extension assignments for the students. The first step in being ready to provide students differentiated assignments based on ability is to create binders to easily group students by ability and needed support. Provide direction through the following steps and model using binders to organize DI needs.

To create a binder: Go to the My Students option on the Navigation Bar.

From the data grid menu, choose the New button.

Choose Binder.

Provide a Binder Name. (*Required)

Click on the list where you will get students from (My Students, My Classes)

Select the students and drag into Binder (or Actions Add to Binder) In this section, teachers will be exploring the Assignments tab in a Guided Practice format. Participants will be provided hands on practice in building extension assignments with systematic demonstrations by the facilitator. Later in the session, they will have the opportunity to explore independently and based upon the analysis of their own student’s data, build assignments independently. There are a few key elements to remember as we guide the participants through the process of creating differentiated assignments:

There are multiple ways to provide differentiated assignments to students based on data performance.

Providing the skills to search Odyssey activities, find Odyssey offline resources and build individualized Odyssey assignments will lead teachers down the path to rethinking how they engage in the process of differentiating instruction.

Teachers have access to a great many resources that are under-utilized, using Odyssey data will aid in identifying what resources a teacher needs to access when planning instruction. Have teachers access additional resources to plan for small groups of students.

Each participant should create multiple individualized Odyssey assignments or plan activities based on the analysis of the Odyssey data.

NOTE: Editing assignments and learning paths is not recommended after students have begun working. Instead, create a separate assignment for enrichment or modification. Do NOT edit assessments at any time. Key Ideas:

Begin by navigating the teachers to the Assignments tab.

Select Assignment Builder and determine a focus for your assignment. (Example: 8th grade Language Arts focus- Synonyms.

Keep your extension assignments smaller, as this assignment is intended to provide additional support for the struggling students.

This extension assignment should not be equivalent to an assessment assignment.

Walk the teachers through the step-by-step process of selecting a subject area as well as a grade level.


Explain the curriculum tree and the recommendation that they begin building their assignment from the left side of the screen.

Share with the teachers that you will be building a sample extension lesson using the 8

th grade Language Arts curriculum (this can be adjusted based on district/school

implementation).

Provide the teachers with a mock scenario: one of your students is continuing to struggle with vocabulary skills, especially synonyms. Explain that you will be building an assignment on synonyms.

Navigate from the right, select “Vocabulary,” and then select “Synonyms.”

Explain that the teachers can decide how many or how few activities and lesson quizzes they would like to include in the extension assignment.

NOTE: This would be a good time to remind the teachers of the icon key

Allow the teachers to decide how many of the synonyms activities and lesson quizzes to include in your extension assignment.

Continue building the assignment.

Remind teachers that when naming their extension assignment you want to be sure to use the proper district/school naming conventions.

NOTE: The naming conventions should be determined during the leadership meeting prior to the delivery of professional development.

Once the assignment has been named, share the teachers that the extension assignment should be saved in “My Assignments.”

Additionally, the teachers will want to determine the assignment order, Sequential, Self-Select, or Auto Launch.

Teachers will want to determine whether or not they include Resource Sheets, the Toolkit as well as Odyssey Writer.

NOTE: Encourage teachers to embed Odyssey Writer in their assignments, as it’s a fantastic note taking tool. Suggest embedding Odyssey Community activities for communication between students/teachers.

Additionally, if the implementation is OHS, also encourage the toolkit be embedded.

Once the teachers have determined the properties for their assignment, you will want to walk them through the process of assigning to students. IMPORTANT: Since this extension assignment is only intended for the student(s) that had trouble on this particular skill, you want to emphasize that they use the plus sign next to the class to assign to individual students as opposed to assigning to a class. A recommendation could be that teachers create small group classes based on levels, if applicable.

NOTE: Prior to providing professional development on Odyssey NWEA, the customer will determine whether teachers will be authorized to create their own skills-based assignments in Odyssey or if they will be using only the automatic NWEA assignments. This will determine the direction of professional development.

Key Ideas for NWEA

Provide examples based on the implementation; Show automatic assignments and show manual assignments of skills or RIT ranges

Discuss reasons why you would use either method.

Demonstrate setting up class, using site protocol.

If allowed, (as discussed during Implementation Meeting), have teachers create a demo class to include “sample students” to use for this session only.

Post example class name: Example: 4Jones.Central

CompassLearning recommends that the class name contain the following: Grade;


Teacher Name; and School Name in instances where a teacher is assigned to only one class, but teaches multiple subjects. This is true most elementary schools with self-contained classrooms.

Post example class names: Example: MA4Smith.Westwood or Geometry.10.West.WHS.1stperiod

CompassLearning recommends that the class name for a teacher assigned to more than one class and in multiple subject areas, or multiple classes of the same subject area: Subject; Grade; Teacher name; School name; and Specialty class ID (optional)

As outlined in prior communication with the administrator, it is beneficial if teachers bring their class lists. If they are not available, demonstrate how to add a few students to a class.

NOTE: If teachers select a few students to walk through the process, the students will need to be removed from the class at the end of the day. Walk through the process of creating a class and adding students Preferred: If teachers have their class list(s), allow time to create classes. Depending on how classes are set-up, teachers may have to finish setting up classes later. OPTION 1: Automatic NWEA assignments- These steps are necessary for do not have testing results or to assign additional curriculum to students.

Log in using your teacher name and password

Select Assignments – Assignment Archive

Select My District for the Availability

Select Math or Language Arts for the Subject

Leave Grade on All Grade Levels

Leave Status on Active

Change Search Assignment For from All to NWEA

Select the Goal

Select the RIT Range

Type in a Keyword of 09-2010 to select a fall 2010 assignment

Click Search

*There may be several listed, but they are the same assignment. The same assignment may be created several times due to the number of students in the district taking MAP.

Click to check the box in front of the assignment title

Click Assign to Students at the top

(If the class list window doesn’t appear, your computer may have a pop-up blocker installed. Hold down the Ctrl key while you click to override the pop-up blocker.)

Click the + in front of the class name to open the class

Click the box(es) in front of the student(s) that need this assignment

Click Finish

Click Close Option 2: Automatic NWEA assignments with optional classroom integration assignments Assignment Builder In Assignment Builder, use one of the identified objectives (or skills) to model setting up a

skills-based, targeted assignment to support classroom instruction if appropriate. (Make

sure you are always referring back to their implementation objectives or initiatives.)

Key Ideas for NWEA

When modeling, keep in mind that the assignments should be created with the site NWEA usage requirements and expectations.


Discuss Student Resource pages and Answer keys where appropriate.

Model how teachers are able to preview activities by clicking on the activity name. Discuss why this is an important feature (would you assign something for students to read without reading it yourself? Have someone share the rationale behind this.

Show participants how to find the activity code.

Locate icons and the icon key.

Discuss scored activities versus non-scored activities. Assignments to support classroom instruction or adjustments to automatic assignments

Once a few activities have been identified and previewed, model adding these to an assignment.

Think aloud as you go. Discuss each of the sequence options – Sequential, Self-Select, and Auto Launch – and why each might be used. Keep in mind, this parameter may have been outlined in the Implementation Meeting.

Continue to Complete Assignment. Discuss naming protocols.

Discuss options for saving – the description box, archive, subject, grade, etc.

Walk teachers through all of the choices on the save assignment screen.

Based on site requests, teachers will be either saving their assignments in “My Assignments” or in “My School.” This will be determined prior to delivery of professional development

OPTION 3: NWEA assignments have been customized prior to professional development. Assignment Archive As NWEA skill folder assignments have already been customized prior to professional development, teachers will begin with the Assignment Archive.

Explain that NWEA skill folders curriculum have already been created aligned to skills addressed in RIT bands

Explain that teachers will be exploring this NWEA aligned curriculum and discussing methods of assigning students.

Begin by navigating teachers to the Assignment Archive.

Explain that all assignments that are built in Odyssey are always stored in the archive for future access.

Discuss the various options on the left side of the screen, Availability, Subject, Level, and Keyword.

Show the teachers where the NWEA assignments have been saved.

Walk the teachers through one NWEA content area at a time.

It’s important that the teachers are aware of all customized curriculum in the archive

Model selecting the hyperlinks so teachers can view the Assignment View.

Within the Assignment View, teachers may preview the individual lesson quizzes and learning activities included in the credit recovery course.

Explain the various icons- scored learning activities, non-scored learning activities, lesson quizzes, objective-based tests, etc.) Emphasis the importance of previewing the activities.

Allow time for participants explore the content area(s) of their choice. Once the teachers have had an opportunity to explore premade curriculum, begin discussing assignment best practices. Key Ideas for NWEA

Be aware of reasons why MAP assignments may not appear for students: a.) testing

error occurred and scores were not sent to; b.) student is new and came from a


school that did not have MAP testing; c.) student took the math with Spanish sound

test, which we do not support; d.) student tested after the testing window closed.

It is important to stress the importance of teacher intervention and monitoring of the

auto-assigned assignments. In the instance that students test lower/higher than their

actual skill level, teachers should monitor and adjust RIT folders accordingly.

In CA sites, make sure teachers do not select the Poway, CA version of the test, be

sure to only work with the CA version.

Ask the district or site admin to provide a copy of the district RIT guidelines for each

testing cycle, so you can be aware of what RIT ranges are expected for each grade

level’s proficiency level (in (in case teachers need to manual assign folders to new

students)

Assignment Status: In NWEA accounts, it is sometimes necessary to Unassign the automatic assignments. Discuss possible reasons this may be necessary. Model the process for teachers using a practice student.

Log in using your teacher name and password - Select Assignments – Assignment Status

Click the circle beside Student near the top of the page

Select your class with the pop-down at the top left

Click Search at the bottom left

Click the circle in front of the student’s name

Click View Status at the top

Click the box(es) in front of the assignment(s) that you wish to unassign

Click Unassign at the top

Click OK to confirm

Click Return to Search at the top left to select the next student

Allow time for participants to review reports for 5 selected students, and begin making instructional decisions regarding their progress. Independent Assignment Building and Editing: Have participants use the data analysis from the earlier tasks and begin building differentiated assignments. Teachers have now reviewed and practiced the steps of building an extension assignment as well as the procedures for modifying assignments and/or learning paths.

This is the “takeaway” portion of your session.

Allow the teacher’s time to build their own credit recovery extension assignments as well as modify existing credit recovery assignments/learning paths.

Encourage the teachers to make data informed decisions with the program. Walk around, support teachers, and address any questions as they work. Note: For those participants needing the big picture provide them with the following graphic:


This process follows the principals outlined by Universal Design for Learning (UDL) for planning instruction:

1) Set Goals based on Data 2) Determine the avenue for delivery and assessment 3) Apply differentiated tasks to delivery and assessment 4) Teach planned lesson and evaluate success

Background knowledge: The UDL movement is built around the proactive design of instructional strategies that anticipate the needs of individuals from the outset. Though it was born from the practices of providing access to those with disabilities it has grown into a strategy that is applicable for everyone. It is student centered and built around the idea that individual students need multiple levels of strategies, materials and assessments. The UDL advocates that the curriculum must adapt so that the student does not have to, thus in turn minimizing barriers and maximizing access for student growth. (Tracy Hall, et. al., Differentiated Instruction and Implications for UDL Implementation 2003)

The Student Experience

30 min

Supporting materials: o Video: Student Launch

Pad o Video: Student Launch

Pad: Assignments on the Student Launch Pad

o Video: Student Launch Pad: Subject Area Activities for Students

o Video: Student Launch Pad: Student Portfolio

The student experience must start with an experiential activity. This type of activity allows for role play on the consultant’s part and makes it clear to participants on what the student role should be.

Set up your experiential activity to include an assignment created for differentiated purposes and model the teacher direction to the student for the purpose of completing the differentiated assignment.

Setup the experience: This is what we are going to do – relate to the classroom and the implementation plan.

Note: Students will need explicit direction when given additional differentiated assignments. They will need to know the transparent purpose of the assignment and specifically what skills/content they are focusing on in the individualized assignment. Some students may not receive additional individualized assignments through Odyssey, how will the teacher guide these students?


Whole group activity: Play the role of the teacher and begin your lesson – use props and stay in role as the participants are your students the entire time. Make sure you come back to this at the end of your lesson and add new findings, etc.

On-line experience of lesson/activity: Actually “teach” using on line and off line activities as you would in the classroom. Additionally, allow exploration time for teachers to use the assignments they previously assigned to their “student”.

Connect to Offline Resources.

Debrief with participants.

Wrapping Things Up

10 min

Learning Activity: Jigsaw

Divide participants into 4 groups.

Assign each group a report - use your judgment, which reports did they seem to be most excited about? Which reports yielded the most data?

Each group will have 5 minutes to brainstorm a presentation about the area and how that report impacts student achievement.

They will have 5 minutes to share with the whole group. Learning Activity: Getting Started with Students Think-Pair-Share How will you utilize Odyssey NWEA and reports to impact your students? TTT Note: Session Certificate (refer to Supporting Resources)- If participant has taken part in the entire day of training and has completed the personal goals, you may ask them to fill out certificate, write 6hours of PD has been received, and you must sign the certificate to activate any potential hours for district. Remember, this is only acknowledging that they were present during the full day and participated. We do not give credit for master hours, unless organized through district. Participants will need to follow their district expectations on master points .


SECTION V: MOVING FORWARD TTT Note: It is important that you pass this message on to the participants throughout the session and reiterate at the end. Set clear expectations for them once they leave today’s session. Set the stage for continued creation of assignments. OPTION I: Challenge teachers to create at least two new assignments each month. OPTION 2: Challenge teachers to assign premade NWEA assignments to their students. Suggest they run reports weekly (or as defined by Implementation Plan) and begin reviewing progress.

SECTION VI: ADDITIONAL RESOURCES Choose one of these activities prior to dismissing the group for break or upon returning from break:

Two-minute drill – With a partner, participants spend two minutes discussing one key piece they want to be sure

and remember. This is effective following new learning and prior to moving on.

Parking Lot – review Parking Lot questions and answer a couple (Do address Parking Lot at least once during the

day). This should be posted in the room. Participants can place questions here as needed. Sticky notes work well.

Snowball Fight – on a half sheet of paper, participants jot down how they would like to get their students started

using Odyssey. Papers are crumpled into “snowballs” and thrown around the room. Everybody grabs a “snowball”

and opens it. One at a time, each participant reads the “snowball”. Discussion during/following is natural. This is an

effective strategy to use at the end of the session.

Review goals charted at the beginning of the session. Have any been met? (Do review goals at least once during

the day). Check off any that have been met.

Think – Pair – Share: How will this impact my teaching? First participants think about the question (30 seconds).

Next, with a partner, discuss the question (1-2 minutes). Last, each pare will share with the group (3-5 minutes).

This is effective following new learning.

3.2.1 Contact: Have 3 chart papers up. One on each wall (one topic per chart paper). Split up into 3 groups. Each

group gets their own color marker. Everyone gets assigned a chart paper for the first 3 minutes. They will need to

jot down as much as they can connect to that topic. Groups rotate to next chart paper (each group keeps the same

marker throughout the process). Now groups have 2 minutes to add to that topic. Groups rotate one more time to

last chart paper. Now everyone has 1 minute to add to that topic. This strategy works well prior to lunch or the end

of the day, when participants may have much they want to remember.

Ticket out the door – can be done before lunch or at end of day or both times. In order to leave with a ticket you

must answer the question of the day (assign according to session focus). This can simply be posted somewhere in

the room or added to a slide show. Participants can write their responses on index cards, sticky notes, or the

attached template. NOTE: The template can be reproduced and used as necessary. It may be a good idea to just

keep a set ready to go. Let the teachers take the ticket with them. Suggest they post it in their classroom to remind

themselves.


Ticket out the door – Template

Ticket Out the Door

Name:

Date:

Today, I:

I want to know more about:

Ticket Out the Door

Name:

Date:

Today, I:


Ticket Out the Door

Name:

Date:

Today, I:


Ticket Out the Door

Name:

Date:

Today, I:


08/11 Train the Trainer: Facilitator Guide-Differentiating Instructional Learning Paths for Students NWEA Page 27 of 27

APPENDIX: SUPPORTING RESOURCES This section should include any and all handouts, worksheets, and/or materials that participants will need for the completion of the workshop. Sign in Sheet Components Checklist Login Information Access to Videos District Pacing Guides Differentiation with NWEA PowerPoint Presentation Differentiated Instruction with NWEA Agenda