uesCarLes: A ConLlnuum of Learnlng

!""!#$%&'"




















uescarLes: A ConLlnuum of Learnlng, Measures of Academlc rogress, and MA are reglsLered Lrademarks, and
arLnerlng Lo help all klds learn, nWLA, and norLhwesL LvaluaLlon AssoclaLlon are Lrademarks of norLhwesL LvaluaLlon
AssoclaLlon (nWLA) ln Lhe u.S. or oLher counLrles.
Lexlle, 1he Lexlle lramework for 8eadlng, and Lexlle Analyzer are reglsLered Lrademarks of MeLaMeLrlcs, lnc. nWLA ls
nelLher afflllaLed nor assoclaLed wlLh MeLaMeLrlcs, lnc.
1he names of oLher companles and Lhelr producLs menLloned ln Lhls documenL are Lhe Lrademarks of Lhelr respecLlve
owners. 1here ls no relaLlonshlp or assoclaLlon wlLh Lhose companles and producLs referred Lo ln Lhls documenL.
Subscrlbers are solely responslble for ensurlng Lhe securlLy and avallablllLy of Lhelr own compuLers, compuLer
neLworks, and lnLerneL connecLlons, lncludlng securlLy paLches, cholce of browser, and browser conflguraLlon seLLlngs
Lo be used wlLh Lhe Web-based MA producL, e-mall, and oLher Lransmlsslons. lease refer Lo Lhe SysLem
AdmlnlsLraLlon Culde for sysLem and browser requlremenLs and conflguraLlon seLLlngs.


2012 norLhwesL LvaluaLlon AssoclaLlon
121 nW LvereLL SL
orLland, C8 97209

1elephone: 303-624-1931 lAx: 303-629-7873



$&)'! *+ ,*#$!#$"
#-!& ./%'*"*./0 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111112
8ACkC8Cunu ......................................................................................................................... 4
PlS1C8? Anu uLvLLCMLn1 .................................................................................................... 4
u8CSL Anu SuCCLS1Lu uSLS ................................................................................................ 3
C8CAnlZA1lCn ....................................................................................................................... 6
S1A1L S1AnuA8uS Anu C1PL8 Cu88lCuLuM CuluLS ................................................................... 6
ln1L88L1lnC uLSCA81LS (SAMLL ACL) ................................................................................. 7
uSlnC uLSCA81LS ................................................................................................................... 9
uSlnC 1PL SklLLS Anu CCnCL1S CCLuMnS ............................................................................. 10
LLA8nlnC CCn1lnuuM S1A1LMLn1S ....................................................................................... 10
1LACPL8S 1lS Cn WA?S 1C uSL uLSCA81LS ........................................................................... 12
18AlnlnC ............................................................................................................................. 13
lu1u8L LAnS ...................................................................................................................... 13




345,67845 !55498:6;5 4 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
#-!& .<:;=5=><?
Cur mlsslon ls: 3%&',"&-,2 '+ 4"56 %55 7-8# 5"%&,9 AL norLhwesL LvaluaLlon AssoclaLlon, we
are aware of Lhe achlevemenL dlfferences ln sLudenLs. 1hey learn and grow when Lhey
are presenLed wlLh lnformaLlon LhaL ls approprlaLely challenglngengaglng buL noL
overwhelmlng.
Historically, school districts have used a students age (grade level) as the primary
criterion for selecting instructional materials and lessons. We believe that a students
currenL achlevemenL level should be Lhe foremosL conslderaLlon when grouplng for
lnsLrucLlon, selecLlng maLerlals, and provldlng lnsLrucLlon.
uesCarLes provldes Leachers wlLh a Lool Lo LranslaLe sLudenL scores so Lhey know when
Lo move a sLudenL or sLudenLs beyond Lhe convenLlonal currlculum aL a parLlcular
grade level and when Lo develop skllls LhaL may have been presenLed ln earller grades.
)6@AB7=C9D
nWLA assessmenLs use a measuremenL scale LhaL has proven Lo be excepLlonally sLable
and valld over Llme. Cur scale ls based on Lhe same modern LesL Lheory LhaL allgns
sLudenL achlevemenL levels wlLh lLem dlfflculLles on Lhe same scale.
1he scale we use ls dlvlded lnLo equal parLs (an equal lnLerval scale), llke cenLlmeLers on
a ruler. We call Lhese parLs 8l1s, whlch ls shorL for 8asch unlL (afLer Lhe LesL Lheory's
founder, uanlsh sLaLlsLlclan Ceorg 8asch).
Llke uslng a ruler Lo measure a chlld's growLh ln helghL, we use Lhe 8l1 scale Lo measure
a students academic growth over time. We also apply this measurement scale to
organlzlng Lhe skllls and concepLs descrlbed ln uesCarLes.
/:58=7? 69D 34E4;=>F498
uesCarLes ls Lhe Lhlrd ma[or revlslon of an nWLA conLlnuum of learnlng. Work on Lhe
flrsL learnlng conLlnuum began by looklng aL currlculum from an analyLlcal polnL of vlew.
nWLA researched each and every LesL lLem ln our maLhemaLlcs, readlng, and language
usage lLem daLabase (over 13,000 lLems LoLal). We llmlLed Lhe selecLlon Lo Lhose lLems
LhaL had successfully passed fleld-LesLlng and were avallable for use on LesLs. As we
revlewed each lLem, we ldenLlfled Lhe dlfflculLy of Lhe lLems, Lhe skllls and concepLs
assessed, and any vocabulary or symbols needed Lo comprehend Lhe lLems. 1hrough
Lhls process, a learnlng conLlnuum of skllls and concepLs began Lo unfold.
LaLer, Lhe learnlng conLlnuum was made avallable onllne ln an alLered formaL LhaL
showed learning continuum statements at the difficulty level indicated by a students
RIT score plus the statements for RIT ranges just above and below the students score.
345,67845 !55498:6;5 3 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
Llke prevlous verslons, uesCarLes: A ConLlnuum of Learnlng ls Lhe resulL of ongolng
communlcaLlon wlLh parLner dlsLrlcLs. lnformaLlon and feedback has been collecLed aL
NWEA Members Seminars, state user group meetings, during professional development
Lralnlng, as well as Lhrough surveys and focus groups. lL ls also Lhe resulL of a mulLlyear
lndexlng pro[ecL aL nWLA whlch lncluded a compleLe revlew of our expanded lLem bank.
uesCarLes represenLs a more comprehenslve vlew of currlculum Lhan prevlous edlLlons.
1here are more lLems ln our lLem bank wlLh daLa represenLlng a broader specLrum of
skllls and concepLs. 1herefore, Lhere are more learnlng conLlnuum sLaLemenLs LhaL we
can lnclude and Lhey are wrlLLen wlLh greaLer speclflclLy.
1hls mosL currenL edlLlon lncludes addlLlonal learnlng conLlnuum sLaLemenLs, lndlcaLed
by an asLerlsk (*), where boLh daLa from LesL lLems and revlew by nWLA currlculum
speclallsLs are used Lo place Lhe sLaLemenLs lnLo approprlaLe 8l1 ranges. 1hls concepL ls
further explained in the Organization section of this document.
Cnly skllls and concepLs LesLed by lLems conLalned ln Lhe nWLA lLem banks are llsLed ln
uesCarLes. We reallze LhaL many dlsLrlcLs have addlLlonal Loplc areas LhaL wlll noL show
up here. We encourage Lhem Lo use uesCarLes as a Lool Lo supplemenL Lhe resources
already ln use by a dlsLrlcL.
.C7>=54 69D "CBB4584D G545
1he purpose of uesCarLes ls Lo help gulde lnsLrucLlon based on reporLs from an nWLA
AchlevemenL Level 1esL or compuLerlzed Measures of Academlc rogress assessmenL.
DesCartes enhances a teachers ability to provide targeted instrucLlon for lndlvldual
sLudenLs or sLudenL groups.
uesCarLes has many uses, and we encourage educaLors Lo explore Lhese uses and reporL
back Lo us on Lhelr experlences. SuggesLed uses for uesCarLes are ln Lhe followlng llsL.
:%'"&-%5# ;"5"<'-+, When Leachers explore the diversity of students performance
levels wlLhln a class, selecLlng maLerlals for sLudenLs aL Lhe exLreme ends of Lhe
specLrum ls challenglng. uesCarLes can gulde Leachers ln flndlng more approprlaLe
maLerlals for all sLudenLs.
;4%&-,2 ="#+.&<"# When Leachers need Lo selecL maLerlals for sLudenLs, Lhey need Lo
know who Lo go Lo for acqulrlng approprlaLe classroom maLerlals for sLudenLs.
nWLA encourages parLnerlng wlLh oLher educaLors Lo develop beLLer ways Lo share
resources.
>-0'"8 %,8 ?%5",'"8@ ?-'5" A@ %,8 B,25-#4 1%,2.%2" 1"%&,"&# CB11DWhen Leachers apply
uesCarLes Lo glfLed and LalenLed, 1lLle l, and LLL programs, we hope lL wlll serve as a
guide to constantly push the envelope with all students in order to help them
grow academlcally as much as posslble.
345,67845 !55498:6;5 6 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
$.&&-<.5./ 35%,,-,2 When dlsLrlcL personnel use uesCarLes as a resource for
currlculum developmenL or program revlslon, lL becomes a valuable plannlng Lool.
;<4++5 A/6&+E"/",' 35%,,-,2 When dlsLrlcL personnel have knowledge of sLudenL
achlevemenL LranslaLed by uesCarLes, lL wlll llkely ralse quesLlons abouL how we
group for lnsLrucLlon, how we use lnsLrucLlonal Llme, how we sLrucLure our schools,
how we organlze our sLaff, and how we deslgn our faclllLles.
:+,-'+&-,2 ;'.8",' 3&+2&"## When educaLors wanL Lo Lrack where sLudenLs are on a
conLlnuum of learnlng, Lhey can use uesCarLes as a gulde. CheckllsLs can be derlved
from uesCarLes Lo asslsL wlLh Lhls Lracklng.
A,8-E-8.%5 B8.<%'-+, 35%,# When educaLors focus on Lhe LargeLed growLh of Lhe
sLudenL, uesCarLes can help ldenLlfy speclflc skllls Lo supporL Lhe sLudenL ln reachlng
LargeLed goals.
3%&",' $+,0"&",<-,2 When parenLs undersLand how LesL scores LranslaLe lnLo Lhe
skllls and concepLs Lhelr chlld ls developlng, Lhey can encourage acLlvlLles Lo engage
Lhelr chlld ln addlLlonal learnlng. uesCarLes provldes a way for Leachers Lo
communicate with parents about their childs academic progress.
*7B69:H68:=9
uesCarLes conLalns separaLe secLlons for readlng, language usage, maLhemaLlcs-lower
grades, and maLhemaLlcs-upper grades. WlLhln each sub[ecL are caLegorles known as
maln goal sLrands. 1he maln goal sLrands are Lhen broken down lnLo Len-polnL 8l1
ranges based on dlfflculLy. WlLhln each 8l1 range, sub goals, whlch furLher dlvlde
conLenL wlLhln Lhe goal area, break down Lhe skllls and concepLs found ln Lhe nWLA
lLem banks. 1hese skllls and concepLs are descrlbed ln learnlng conLlnuum sLaLemenLs.
#=84I
A learnlng conLlnuum sLaLemenL appears ln Lhe earllesL 8l1 range where Lhe skllls and
concepLs lL descrlbes are promlnenLly seen. A sLaLemenL may appear ln up Lo Lhree
consecuLlve 8l1 ranges. lL ls lmporLanL Lo noL only focus on Lhe 8l1 range where Lhe
student is functioning, but to watch for any holes in a students grasp of skllls and
concepLs LhaL may appear earller ln Lhe conLlnuum.
"8684 "869D67D5 69D *8<47 ,C77:@C;CF JC:D45
1o generaLe nWLA LesLs and a verslon of uesCarLes allgned Lo local needs, we exLracL
conLenL from sLaLe sLandards and oLher currlculum guldes by deLermlnlng whlch can be
assessed wlLh mulLlple cholce LesL lLems.
345,67845 !55498:6;5 7 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
1hls conLenL ls organlzed lnLo maln goal sLrands for meanlngful LesLlng and reporLlng.
1hese maln goal sLrand headlngs appear ln nWLA reporLs and ln uesCarLes.
%9847>748:9B 345,67845 K"6F>;4 .6B4L
llgure 1 shows an annoLaLed graphlc of a page from uesCarLes. 1hls graphlc ls meanL Lo
be a reference Lo help Leachers LranslaLe LesL scores for developlng Lhelr classroom
lnsLrucLlon.
345,67845 !55498:6;5 8 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
345,67845 !55498:6;5 9 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
G5:9B 345,67845
Clven a sLudenL's (8l1) achlevemenL score, Leachers can ldenLlfy Lhe porLlon of
uesCarLes LhaL represenLs Lhe sLudenL's lnsLrucLlonal level. 1he skllls and concepLs llsLed
at RIT ranges below the students score may need to be reinforced and enhanced to
malnLaln Lhem. 1he learnlng conLlnuum sLaLemenLs ln 8l1 ranges [usL above are Lhe
skllls and concepLs whlch may need Lo be lnLroduced wlLh approprlaLe sLrucLure.
1hese 8l1 score ranges can help Leachers prepare for flexlble small group lnsLrucLlon
wlLhln a classroom. 8y puLLlng sLudenLs LogeLher who have slmllar lnsLrucLlonal needs,
Leachers can beLLer meeL Lhe needs of all sLudenLs. Cur goal ls Lo creaLe maxlmum
growLh for all sLudenLs, wheLher Lhey are ln Lhe lowesL quarLlle or Lhe hlghesL quarLlle.
As sLudenLs learn Lhe skllls and concepLs wlLhln a 8l1 range, Lhey can be shlfLed Lo
anoLher flexlble group.
The following example provides a way to apply a students test score to DesCartes.
lmaglne a reporL wlLh sLudenL goal scores for readlng. Cne sLudenL, MarLy, has an
overall score of 187 ln readlng. 8y uslng Lhe Lable of conLenLs ln Lhe 8eadlng secLlon of
the DesCartes notebook, Martys teacher can find the page with RIT scores between
181and 190. Having located this page, Martys teacher will refer to the center column
(Skllls and ConcepLs Lo uevelop) and use Lhese sLaLemenLs as a guldellne for LargeLed
lnsLrucLlon.
lf MarLy ls Lhe only one ln Lhe 8l1 range of 181 Lo 190, Lhen Lhe learnlng sLaLemenLs ln
readlng wlll provlde LargeLed lnsLrucLlon for hlm alone. Powever, lf oLher sLudenLs fall
into the same RIT range, Martys teacher can use the statements for all sLudenLs who
fall in that range. NWEAs Instructional Resources report automatically arranges
sLudenLs by 8l1 range achlevemenL Lo asslsL ln Lhls efforL.
$:>
If a students RIT score is between two RIT ranges, use the learning continuum
sLaLemenLs ln Lhe lower 8l1 range flrsL. lnformaLlon ln Lhe columns lmmedlaLely
before and after a students RIT score is useful for refining instruction.
345,67845 !55498:6;5 10 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
G5:9B 8<4 "A:;;5 69D ,=9@4>85 ,=;CF95
1eachers use learnlng conLlnuum sLaLemenLs ln uesCarLes Lo deLermlne whaL a sLudenL
has learned, whaL Lhe sLudenL ls learnlng, and whaL Lhe sLudenL needs Lo learn.
1he pages ln uescarLes are dlvlded lnLo Lhree columns: skllls and concepLs Lo enhance,
skllls and concepLs Lo develop, and skllls and concepLs Lo lnLroduce. 1hese dlvlslons are
explalned ln Lhe nexL secLlons.
!"#$$% '() *+(,-./% /+ 0(1'(,-
When a sLudenL responds correcLly Lo LesL lLems 73 of Lhe Llme, we conslder Lhe
relaLed skllls and concepLs approprlaLe Lo enhance. 1he sLaLemenLs ln Lhe skllls and
concepLs Lo enhance column may need conLlnued relnforcemenL, supporL, and
enhancemenL Lo malnLaln.
!"#$$% '() *+(,-./% /+ 2-3-$+.
When a sLudenL responds correcLly Lo LesL lLems 30 of Lhe Llme, we conslder Lhe
relaLed skllls and concepLs approprlaLe Lo develop. 1he sLaLemenLs ln Lhe skllls and
concepLs Lo develop column are Lhose LhaL a sLudenL ls ready Lo learn. 1he 8l1 score ln
Lhe upper lefL corner of each page of uesCarLes ls Lhe marker for Lhe cenLer column.
1hese learnlng conLlnuum sLaLemenLs lnform Leachers of skllls and concepLs Lhey may
wanL Lo lnclude ln currenL classroom lnsLrucLlon.
!"#$$% '() *+(,-./% /+ 4(/5+)6,-
When a sLudenL responds correcLly Lo LesL lLems 23 of Lhe Llme, we conslder Lhe
relaLed skllls and concepLs approprlaLe Lo lnLroduce. Many sLudenLs can learn skllls and
concepLs ln Lhls column lf Lhe approprlaLe groundwork ls lald or lf a Lask ls presenLed ln
a more sLrucLured formaL.
Given a students test scores, one approach to using DesCartes may be to review the
skllls and concepLs Lo enhance Lo ensure LhaL Lhere are no holes in a students grasp of
skllls and concepLs LhaL may appear earller ln Lhe conLlnuum. Skllls and concepLs Lo
develop need Lo be revlewed for allgnmenL wlLh whaL Lhe sLudenLs are currenLly
learnlng. Skllls and concepLs Lo lnLroduce may requlre more foundaLlon and may need
Lo be LaughL wlLh more sLrucLure.
'4679:9B ,=98:9CCF "8684F4985
1here are Lwo Lypes of learnlng conLlnuum sLaLemenLs ln uesCarLes. All sLaLemenLs have
lLem daLa Lo supporL Lhelr 8l1 range placemenL. Learnlng conLlnuum sLaLemenLs wlLhouL
an asLerlsk are conslsLenL wlLh prevlous edlLlons of uesCarLes (Lhe nWLA Learnlng
ConLlnuum). 1hese sLaLemenLs are drlven solely by sLudenL response daLa. An asLerlsk aL
Lhe end of Lhe sLaLemenL lndlcaLes LhaL boLh daLa from LesL lLems and revlew by nWLA
345,67845 !55498:6;5 11 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
currlculum speclallsLs are used Lo place Lhese learnlng conLlnuum sLaLemenLs lnLo
approprlaLe 8l1 ranges. 1he lLem response daLa assoclaLed wlLh Lhese sLaLemenLs are
noL sufflclenL Lo be solely daLa-drlven. 1herefore, we have comblned Lhe lLem response
data we do have and our knowledge of the RIT scale with NWEA curriculum specialists
conLenL experLlse. 1hls allows for a more comprehenslve lnsLrucLlonal resource. As our
lLem banks grow and we assess more sLudenLs, uesCarLes wlll conLlnue Lo evolve lnLo an
even more comprehenslve and useful resource.
345,67845 !55498:6;5 12 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
Teachers Tips on Ways to Use DesCartes
1hls secLlon provldes useful Llps for Leachers, from oLher Leachers, who wanL Lo use
uesCarLes Lo lLs fullesL poLenLlal.
78 9#3- :-'(#(; /+ <4= %,+5-%
1he 8l1 scale provldes Lhe framework by whlch we measure sLudenL growLh. uesCarLes
puLs flesh on LhaL framework, provldlng a beLLer plcLure of whaL sLudenLs already know
and whaL Lhey need Lo learn nexL.
Teachers Tip
Share uesCarLes wlLh parenLs and sLudenLs durlng conferences. SLudenLs and parenLs
wlll beLLer undersLand LhaL learnlng Lakes place on a conLlnuum raLher Lhan ln grade
specific chunks. Together they will celebrate whats been learned and look forward to
Lhe learnlng LhaL lles ahead.
>8 ?%%#%/ /-',1-5% #( %-$-,/#(; '() %1'5#(; '..5+.5#'/- #(%/56,/#+('$ :'/-5#'$%
8y knowlng where sLudenLs are performlng, Leachers can collaboraLe wlLh one anoLher
and can uLlllze seLs of resources Lyplcally found ouLslde Lhelr lndlvldual classrooms. 1hls
helps Lo ensure LhaL Lhe approprlaLe maLerlals needed for each chlld are avallable.
Teachers Tip
SeL up a cenLral resource cenLer ln each school around 8l1 bands Lo provlde shared
lesson plans, LexLbooks, and oLher resources. Teachers could check out materials
needed to match students instructional needs.
@8 96#)- /-',1-5% '% /1-A )-3-$+. (--)%BC'%-)D +5 E$-F#C$- ;5+6.%D E+5
#(%/56,/#+(
uesCarLes provldes a map for lndlvldual sLudenLs and groups of sLudenLs based on
students speclflc lnsLrucLlonal levels and needs. MosL sLaLes have sLaLe sLandards whlch
deflne grade-level skills and benchmarks. Some students instructional level falls within
Lhls grade-level range, whereas other students instructional levels fall below or above
Lhls grade-level sLandard. Whlle sLaLe sLandards serve as Lhe dlrecL connecLlon Lo
mandaLory currlculum, uesCarLes can help deflne skllls for Lhose sLudenLs currenLly
performlng below grade-level sLandards as well as for Lhose sLudenLs who have already
reached Lhelr speclflc grade-level sLandards.
345,67845 !55498:6;5 13 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
Teachers Tip
SLudy uesCarLes Lo deLermlne where grade-level sLandards flL for your grade. Look aL
uesCarLes Lo flnd skllls LhaL may supplemenL speclflc grade-level sLandards as well as
skllls LhaL fall below and above LhaL sLandard. 1o begln worklng wlLh flexlble groups,
selecL only one goal area. 8ased on Lhelr 8l1 ranges, dlvlde Lhe sLudenLs lnLo Lhree or
four groups. Work wlLh Lhem ln Lhese groups once or Lwlce a week on speclflc skllls
relaLed Lo Lhelr goal area. Cnce comforLable wlLh worklng wlLh Lhe grouplng ln Lhls
goal area, Lhe Leacher mlghL develop flexlble grouplng ln anoLher goal area, perhaps
Lhe nexL semesLer. Cbserve growLh along a conLlnuum of skllls.

Many Leachers feel Lhe pressure Lo focus LoLally on Lhelr grade-level sLandards. AcLually,
mosL large concepLs are bullL on a splral. uesCarLes provldes concreLe evldence of Lhe
conLlnuum of learnlng around concepLs LhaL Lake place over several 8l1 bands.
Teachers Bonus Tip
In a teachers meeLlng, ldenLlfy one concepL, such as lacL/Cplnlon, and ask Leachers
Lo meeL ln cross Leams (such as a group of Lhree Leachersone from each of grades
3, 4, and 3) Lo look aL slx 8l1 bands of lacL/Cplnlon and ldenLlfy how Lhe dlfflculLy
changes Lhrough Lhe bands.

G8 ?%%#%/ #( -%/'C$#%1#(; ;+'$% E+5 %/6)-(/% '() /-',1-5% '() ,+::6(#,'/#(;
H#/1 .'5-(/%
By providing general information about students instructional needs, goals can be
speclflc, measurable, and aLLalnable by every sLudenL.
Teachers Tip
use DesCartes in connection with students fall assessment reports to create learning
goals aL Lhe beglnnlng of Lhe school year. 8evlslL Lhese goals durlng Lhe year and
ad[usL Lhem as necessary.

345,67845 !55498:6;5 14 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
Teachers Bonus Tip
1alk wlLh a colleague abouL Lhe goals you have for a sLudenL. 1eacher-Lo-Leacher
dlalogue abouL goals can be a powerful way Lo focus conversaLlon. When Leachers
know whaL Lhey need Lo Leach, Lhey can asslsL one anoLher ln explorlng dlfferenL
ways Lo faclllLaLe Lhls learnlng.

I8 2-3-$+. $-'5(#(; .$'(% /1'/ E+,6% #(%/56,/#+( +( /1- %.-,#E#, (--)% +E
%/6)-(/%
Many Leachers puL LogeLher lndlvlduallzed plans for each sLudenL ln a classroom.
uesCarLes ls an excellenL gulde Lo asslsL ln Lhls process.
Teachers Tip
use uesCarLes as one plece of lnformaLlon abouL whaL Lhe nexL sLeps are for a
sLudenL. CreaLe a speclflc seL of learnlng goals for a sLudenL by llsLlng cerLaln skllls and
compeLencles LhaL he or she should focus on for Lhe nexL deLermlned perlod of Llme.
1hls plan can Lhen be shared wlth others responsible for this students learning,
lncludlng parenLs and Lhe sLudenL.

345,67845 !55498:6;5 13 of 13
2012 nWLA. !"#$%&'"#( * $+,'-,../ +0 1"%&,-,2 ls Lhe excluslve copyrlghLed properLy of nWLA.
unauLhorlzed use, reproducLlon, or dlsLrlbuLlon ls prohlblLed.
$76:9:9B
nWLA Lralnlng sesslons are deslgned for educaLors wlLh varylng levels of assessmenL
knowledge. Cur serles of workshops and semlnars lead parLlclpanLs Lo make pracLlcal
use of assessmenL daLa. arLlclpanLs leave wlLh an undersLandlng LhaL daLa are
fundamenLal Lo lmprovlng sLudenL achlevemenL
We gulde educaLors hands-on as Lhey use daLa Lo plan lessons ln accordance wlLh sLaLe
sLandards and uesCarLes. WlLh Lralnlng, Leachers can see how Lhelr sLaLe sLandards flL
wlLh uesCarLes and learn how Lo manage Lhe dlverslLy ln Lhelr classrooms. When
Leachers have dlverse groups of sLudenLs, Lhey can undersLand whaL Lhe daLa are
reveallng. Cur ob[ecLlve ls Lo show Leachers how Lo use nWLA resources so LhaL all Lhelr
sLudenLs can grow academlcally, regardless of where Lhey are ln Lhe skllls and concepLs
Lhey undersLand.
lf daLa are analyzed by uslng Lhe LradlLlonal meLhods, elLher normaLlve or comparaLlve,
nWLA assessmenL becomes [usL anoLher LesL. Powever, lf Leachers undersLand Lhe
daLa, rely on Lhe daLa, and use uesCarLes wlLh Lhe daLa, Lhe lnformaLlon becomes
meanlngful. 1o make meanlng ouL of Lhe daLa, Leachers can use uesCarLes Lo lmprove
whaL Lhey are dolng for every sLudenL ln Lhe classroom. 8aLher Lhan Leachlng Lo Lhe
mlddle segmenL of Lhe classroom, Leachers can look aL Lhe dlverslLy ln Lhelr classrooms
and plan Lhelr currlculum Lo address Lhe varleLles of groups wlLhln Lhelr classroom. lf a
sLudenL ls falllng down ln a sub[ecL area, Leachers can help Lhe sLudenL by cusLomlzlng
lnsLrucLlon uslng Lhe learnlng conLlnuum sLaLemenLs ln uesCarLes as a resource.
nWLA encourages Leachers Lo enroll ln our Lralnlng serles Lo lmprove Leachlng and
learnlng skllls. lor more lnformaLlon, vlslL our web slLe: www.nwea.org.
+C8C74 .;695
nWLA plans Lo updaLe uesCarLes Lo:
Add and reflne more learnlng conLlnuum sLaLemenLs as more LesL lLems are
callbraLed.
CreaLe a more lnLeracLlve web slLe.
Make lL easler for Leachers Lo compare goal sLrucLures Lo Lhelr sLaLe sLandards.