Stepping Stones to Using Data

Stepping Stones to Using Data
Materials: None Reports: To derive maximum benefit from the day, participants should bring their User Name and Password for the NWEA Reports Site and copies of the reports listed below. When those who are attending are not assigned to a specific class, they should obtain reports from one teacher with whom they work. If administering standard MAP™ and/or MAP™ for Primary Grades Survey w/ Goals tests: Teacher Report (by RIT ranges); Mathematics or Reading reports strongly preferred – one per participant Online Individual Student Progress Report; one student (text version) – one per participant For teachers to access the Online Individual Student Progress Report, follow the directions below: Under the Online Reports heading, click on <Class Rosters> Select the term and select the class, then click <Submit>. Select the comparison period to show the student’s growth and select Text version. Do not click Submit after making these selections. Scroll down the page to view the report. In the Name column, click on a student name to view their report. The Online Individual Student Progress Report opens in your PDF-viewing software. On the toolbar, click <Print> to print the report. Dynamic Reporting Suite Reports – one per participant Student Goal Setting Worksheet; one student Lexile Report; one class (or class period) Class Breakdown by Overall RIT Report; one class or class period – one per participant Class Breakdown by Goal Report; one class or class period – one per participant Achievement Status and Growth (ASG) Targets Class and Summary Class Reports; one class, one subject – one per participant (Must be obtained from your MAP Coordinator or School Administrator) The ASG Targets Class Report, which is available after the first testing season, shows realistic growth targets for all students in a class based on NWEA RIT point norms. The ASG Summary Class Report, available after the second testing season, displays data relative to the growth targets for each student that were calculated based on the student’s grade and RIT level in the previous testing season. If administering MAP™ for Primary Grades Screening or Skills Checklist tests: Sub-skill Performance Report – one per participant District and School Administrators should bring these additional reports: District Summary by Institution (School) Report – one per participant Student Growth Summary Report – one per participant Key Concepts: None Talking Points: None Activity: None Facilitator Notes: Prior to the training session, post chart papers on the wall labeled Parking Lot and Activating Prior Knowledge exercise stations (reference Activate Prior Knowledge slide Facilitator Notes for topics); ensure 3x3 sticky notes, highlighters, and markers are pre-set on tables. Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Setting the Stage Welcome/Introductions Structure for the day
Materials review Materials: Stepping Stones to Using Data materials packet Reports: None Key Concepts: To welcome participants and make introductions. Then, to set up the structure for the training and do a materials review. Talking Points: Thank you for being here today to engage in dialogue, inquiry, and investigation of concepts and content that will support the use of your NWEA data in the context of improving learning for all your students. Let’s take this opportunity to welcome your district leaders and invite them to share their thoughts, suggestions, and expectations for this day of learning. As we begin our session, we’ll use the chart paper posted around the room to help us to develop some common understandings as a foundation to our learning and exploration today and to capture important questions we’ll answer periodically as we work. The circular icons on this slide will be seen throughout the presentation to point out the use of a variety of resources we’ll use and to orient you to pages in the workbook as we progress. M – Materials, R – Reports that participants bring, A – Activity, W – Web Resources other than the NWEA web site or Reports Site Activity: Materials Overview (5 minutes) Your materials set includes several documents we’ll use throughout our work today. We’ll take a few minutes now to examine those materials together. Emphasize the workbook(s) for taking notes through out the day. When they see the mouse icon in the workbook, they may reference the Easy Access to Online Resources document for accessing online resources and reports. Establish Parking Lot Directions: Use the sticky notes to write down questions as they occur to you and post them on the Parking Lot chart paper. We will answer these questions periodically throughout the day. Facilitator Notes: If time permits, do a quick “around-the-room” introduction by participants. Allow District Leadership to share their thoughts prior to getting into the materials overview. M Materials R Reports A Activity W Web Resources A M Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Activate Prior Knowledge
Measures of Academic Progress™ (MAP) as an adaptive assessment Student RIT scores RIT scale NWEA Normative Data DesCartes: A Continuum of Learning Primary Grades Instructional Data Class Breakdown by Overall RIT Report and Class Breakdown by Goal Report Materials: None Reports: None Key Concepts: To activate prior knowledge presented in the MAP™ Administration training Talking Points: To begin, we need to ensure that everyone has similar “baseline” knowledge so that we can effectively approach the new content of the training day. The points on the slide represent topics presented at the MAP Administration Training. In case any of these topics are unfamiliar to you, we’ll begin with a brief activity to activate your prior knowledge on these points. Activity: Activating Prior Knowledge (10 minutes) Have table teams rotate from topic to topic writing their descriptors for each. Facilitator Notes: The topics are presented here with a “best match” term to assist you in debrief. MAP™ as an adaptive assessment Adapts to student’s level Gives accurate data for students at all levels of achievement Enables a measure of academic growth regardless of starting point Student RIT scores Indicate students’ current instructional level RIT scale Equal-interval scale A measure for academic growth like a yardstick measures physical growth Not grade-level dependent NWEA Normative Data Indicates typical RIT scores for students in grades K-11 DesCartes: A Continuum of Learning Lists skills and concepts at students’ instructional level Aligned with goal structure of your state standards Primary Grades Instructional Data Indicates skills and concepts that parallel the RIT scale Identifies content at students’ instructional level Class Breakdown by Overall RIT Report/Class Breakdown by Goal Report Disaggregates groups of students with similar instructional needs by subject or by goal Class Breakdown by Goal Report links directly to DesCartes or Primary Grades Instructional Data Many points can be matched to more than one term. (For example, “Enables a measure of academic growth regardless of starting point” could be matched to both the MAP test and the RIT scale correctly.) As you debrief this activity with the whole group, be sure to acknowledge and affirm all answers that are fitting. While is it often tempting to spend time here “reteaching” these concepts, keep in mind that these were covered in the MAP Administration training and that participants have had access to materials like Knowledge Academy and MAP™ Basics to introduce and reinforce these concepts. This activity is designed just to remind participants of some of the terms and topics that they will be learning about in greater depth during the course of the day. You don’t want to ignore obvious lack of understanding here, but you also don’t want to go into great depth with these. A Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Accountability vs. Answerability
External locus of control Lack of ownership Punitive Invites collaboration Ownership Clear expectations Materials: None Reports: None Key Concepts: To discuss the term answerability and how it has evolved to address issues related to the definition of accountability Talking Points: The issues with accountability are that it is often perceived as: Punitive. Heavy-handed. Derived from goals and targets determined without key stakeholders’ participation. Imposing change from the outside. Whereas, answerability is a system that is: Intentional and well-communicated. Organized and structured. Not heavy-handed nor punitive. Insistent upon the ownership and involvement of key stakeholders. Later today we will plan for conversations about the data that will clarify expectations and build in shared ownership of the learning outcomes from our work. You will also want to think about what your role will be in developing a culture of answerability across all stakeholders in your community. Ask yourselves the following questions: How and when are conversations about data happening in our schools? Who is involved now? Who should be involved in these conversations in the future? Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Sustaining the Momentum
Consider how you will implement what you’ve learned in the: Next month Next semester Next year Materials: Sustaining the Momentum handout Reports: None Key Concepts: To introduce the Sustaining the Momentum handout and the way you will use it throughout this training Talking Points: We will be asking you to plan for how you will take action based upon what you learn today. The Sustaining the Momentum handout will be especially important if you are expected to “teach back” what you learn to others. Action items can become a plan for how this will happen. Consider immediate goals and long-term goals for instructional practice and students’ achievement. Activity: None Facilitator Notes: None M Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Sustaining the Momentum Planning Document
Terry Planner 08/10/09 Schedule meeting to plan for sharing/ teaching other teachers key concepts: Key Reports Accessing online reports Schedule meeting with my principal to discuss this info and plan Me Paula Principal Workbook from this workshop RIT Reference chart Finding available time Schedule a lunch Within two weeks of NWEA Workshop Other teacher leaders, grade/ department heads and me Sustaining the Momentum document Hectic schedules/ be persistent and prioritize– this is important! Prior to teach-back sessions My Building Materials: None Reports: None Key Concepts: To show an example of using the Sustaining the Momentum handout Talking Points: This is an example of what you might decide to include in your Sustaining the Momentum plan. Activity: None Facilitator Notes: None Principal, teachers and me Workshop materials Computer lab Finding available time Within one month of NWEA training Key Reports Applying the Teacher Report Principal, teachers and me Schedule for early release day or work period Workshop materials Computer lab Sample reports Within one month of NWEA training Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Topics for Today Essential Reports Examining Key Reports
Recorded Differentiated Reports Activities Plan Applying MAP™ Data and Resources Guided Lab Experience What’s my plan? Essential Reports Examining Key Reports Recorded Differentiated Reports Activities Plan Materials: None Reports: None Key Concepts: To introduce the topics of this session Talking Points: You may be asking yourself: What are the key MAP reports I should be using? How do I access, interpret, and apply my MAP data? In this session, we’ll examine several key reports in-depth, provide you with a differentiated online learning experience based on your specific role, and take a few minutes to begin building an action plan that will enable you to sustain the momentum as you integrate the use of MAP data into your daily work. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Intended Accomplishments
Interpret and apply data from key reports Use data to evaluate academic needs in the classroom Set goals with students Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To introduce the intended accomplishments for this session Talking Points: Today’s work will strengthen your knowledge and ability to: Interpret and apply data from key reports Use data to evaluate academic needs in the classroom Set goals with students Activity: None Facilitator Notes: None M Workbook p. 1 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree Materials: None Reports: None Key Concepts: To encourage participants to reflect on their current status before moving into the new content of the workshop Talking Points: None Activity: Taking Stock (3 minutes) Reflect on each statement and respond by raising your hand and showing one finger (representing disagree) all the way up to five fingers (representing agree). Facilitator Notes: This slide is just to get a quick pulse on where the participants are on these two areas and to set a purpose for their learning in this section. 1. I frequently access MAP data and apply MAP reports and resources in my class. 2. I think of individual student growth as an important measure of success. A Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Examining Essential Reports
Status Instructional Resources-Class by RIT Teacher Report Online Individual Student Progress Report Dynamic Reporting Suite Growth Achievement Status and Growth (ASG) Reports Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To give an overview of the reports we will be discussing Talking Points: NWEA provides two types of data – status data and growth data. Status data is a single point in time score. Growth data is a comparison of scores from at least two points. Activity: None Facilitator Notes: None M Workbook p. 1 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Making Decisions Using Data
State/ Annual Triangulation Materials: None Reports: None Key Concepts: To illustrate the importance of triangulation when making data-informed decisions Talking Points: Now that we have covered some of the basic terms and concepts associated with the MAP system, we also want to remind you of the importance of triangulation. Triangulation means we seek three supporting pieces of information from different sources and look for commonalities. We always recommend that you use more than one piece of data, especially when making important decisions about your students. MAP data are only one piece, providing one snapshot in time. The iceberg reminds us that what is below the surface – factors that we do not see at school – may be just as significant as what we do see (or even more so!) Activity: None Facilitator Notes: None International Facilitator Notes: When discussing triangulation, the first of the three sources of supporting data can be referenced as “State/Annual” to indicate the use of any assessment given once per year. Local -Classroom Periodic (MAP) Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Normative Data: Bringing Context to the Data
Grade-level norms Typical performance Beginning-of-Year, Middle-of-Year, and End-of-Year Materials: Essential Reports Workbook pp. 2-3 Reports: None Key Concepts: To review the purpose for referring to the Normative Data handout when examining student data Talking Points: It is important before we start looking at our reports that we connect the data to something meaningful. We use norms to help us make meaning of the numbers. The Normative Data document provides the connection from the scores you see represented on your reports to those of a larger group. Activity: Bringing Context to the Data (5 minutes) Discuss the following scenarios with a partner: It is the beginning of a new school year and students have just completed MAP testing. A fifth grade student asks her teacher, “I scored a 220 in reading, Mr. Smith; is that good?” How might Mr. Smith respond? Another fifth grade student from the same class asks his teacher, “I scored a 195 in reading, Mr. Smith; is that good? How would this discussion be different? Facilitator Notes: NWEA completes and releases a new Norms Study every three years. If groups would like to role play this, ask for volunteers to share the discussion that occurred. A M Workbook pp. 2-3 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Uses for Essential Reports
Instructional planning Screening Growth Goal-setting Informing instructional decisions Materials: Essential Reports Workbook p. 3 Reports: None Key Concepts: To focus on the primary uses of essential reports Talking Points: Our focus for this portion of the training will be on several essential NWEA reports and resources. These reports and resources have many possible uses including: Assisting in instructional planning for teachers and administrators, such as grouping, differentiation, and identification of specific learning needs for students. Screening for placement in programs for enrichment or intervention. Examining growth outcomes for individual students, classrooms, grade levels, and schools. Goal-setting with students and colleagues. Providing information to help inform instructional decisions. Activity: None Facilitator Notes: None M Workbook p. 3 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Class Breakdown by Overall RIT Report
Materials: Essential Reports Workbook pp. 4-5; Easy Access to Online Resources handout; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To illustrate ways to look at the Class Breakdown by Overall RIT Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Instructional Resources >> Class by RIT. The Class Breakdown by Overall RIT Report is an important source of instructional information. One benefit of this report is to illustrate the academic diversity of your classroom in each subject area. This illustration shows you that in this class, the students are spread out over seven RIT bands in reading. Another way this can be used is by looking at the mean RIT for your grade and thinking about the instructional implications for all students. The sample on the screen shows a fifth grade class. The beginning-of-year mean RIT for fifth grade in reading is 206.7, so you can see that the academic diversity of this classroom ranges from a small group of students who are in the “on grade level” group, to a large number of students who are above and below grade level. Using the Normative Data handout and your own report, draw a square around the RIT band which includes the mean score for the grade level you teach. What implications does the diversity of your classroom have for your teaching? Activity: None Facilitator Notes: If participants do not have a Class Breakdown by Overall RIT Report with them, a sample is provided in the workbook. R M Workbook pp. 4-5 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Class Breakdown by Overall RIT Report
Instructional applications: Intervention/remediation Reading support in content areas Visual picture of diversity Materials: Essential Reports Workbook pp. 4-5; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To show ways the Class Breakdown by Overall RIT Report can be used Talking Points: Instructional applications include identifying the following: Students performing two or more RIT bands below grade level might need extra reading or mathematics class, or support from remediation or intervention specialists. Students performing one or two RIT bands below grade level in content areas may need support in other classes to access and understand the text. Students performing two or more RIT bands above grade level will need support in order to challenge them and keep them engaged in the learning. Looking at the Class Breakdown by Overall RIT Report gives all teachers a sense of where students are performing. It invites conversation around how to best meet student needs. Activity: Applying the Class Breakdown by Overall RIT Report (10 minutes) Use your Class Breakdown by Overall RIT Report or the sample Class Breakdown by Overall RIT Report to work through the activity questions. How many RIT bands are represented in this class in: Mathematics?_______ Reading?_______ Language Usage?_______ Using the Normative Data handout, what is the mean RIT for this grade in each of these subjects? Do most of the students fall within that RIT band? Who (other staff) might need to know this information? Why would it be helpful to share it? Facilitator Notes: Participants who administered MAP™ for Primary Grades Screening or Skills Checklist tests may use the sample Class Breakdown by Overall RIT Report to complete the activity. R A M Workbook pp. 4-5 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Class Breakdown by Goal Report
H.R. Frale (213) Materials: Essential Reports Workbook pp. 6-7; Easy Access to Online Resources handout; DesCartes Framework Reports: None Key Concepts: To illustrate ways to look at the Class Breakdown by Goal Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Instructional Resources >> Class by RIT. The Class Breakdown by Goal Report is an essential tool for assisting the teacher in instructional decision making. This report allows you to see the academic diversity of our students in specific goal areas within a subject. Notice that H.R. Frale, who has an overall RIT of 213, is in three different RIT bands in reading. He is in the RIT band in Read/Recognize Literature, the RIT band in Locate/Select/Use Information, but is in the RIT band in Read a Variety of Material. In this example, the identified area of strength for this student would be in the Read/Recognize Literature goal area and an area in need of additional support would be Read a Variety of Material. This report helps teachers to plan for differentiation of skills in goal areas for the entire class, small groups of students, and individual students. At this level, each student name is an active link that drills down to DesCartes or Primary Grades Instructional Data learning statements for that student. Also, there is a link for <all students in cell> which allows the teacher to look at DesCartes/Primary Grades Instructional Data skills for an entire group. The goal areas you see on your reports will vary depending on your DesCartes Framework. The goal reporting categories on MAP reports are aligned to the content of individual state standards for most states. Look at your DesCartes Framework to see what your goal areas are. Activity: None Facilitator Notes: None M Workbook pp. 6-7 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Class Breakdown by Goal Report
Instructional applications: Flexible grouping Designing instructional plans Differentiating instruction Identify relative strengths and weaknesses Transition into DesCartes/Primary Grades Instructional Data Materials: Essential Reports Workbook pp. 6-7 Reports: Class Breakdown by Goal Report Key Concepts: To show ways the Class Breakdown by Goal Report may be used Talking Points: The Class Breakdown by Goal Report is an excellent place to begin thinking about flexibly grouping students. It is important to note that “flexible” grouping is different from grouping practices in the past. Those groups were mostly static and often led to tracking. Not only does flexibility mean that students can move, but also the teacher can move. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level. When planning instruction based on MAP data, it is important to focus on using the right “materials” to build instruction on a strong “foundation.” It is important to be aware of both state standards and student performance data when designing instruction. Analyzing student scores in the goal areas can lead us to better instructional decision-making. Disaggregating student goal area scores allows us to see which students have similar needs for instructional grouping. The Class Breakdown by Goal Report disaggregates classroom data in this way for teachers and links to key skills for instruction through DesCartes/Primary Grades Instructional Data. Activity: Applying the Class Breakdown by Goal Report (5 minutes) Use your Class Breakdown by Goal Report or the sample Class Breakdown by Goal Report to work through the activity questions. Look at the distribution of students in each goal area. What instructional implications does this have for you? How might you use this report to work with another teacher in your grade/subject to plan for instruction? Facilitator Notes: None R A M Workbook pp. 6-7 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting DesCartes and Primary Grades Instructional Data
Aligned to goal structure of state standards 10 point RIT divisions: Skills Concepts New vocabulary, signs, and symbols Identifies content at students’ instructional level. Materials: Essential Reports Workbook pp. 8-9; Easy Access to Online Resources handout Reports: None Key Concepts: To review key concepts of DesCartes and Primary Grades Instructional Data Talking Points: The Easy Access to Online Resources handout will show you how to access this resource under the heading of: Instructional Resources >> Class by RIT or Data-Tools >> DesCartes or Primary Grades Instructional Data. To determine specific skills and concepts your students are ready to learn, you will click on the names in the columns or <all students in cell> from the Class Breakdown by Goal Report to generate the appropriate DesCartes or Primary Grades Instructional Data page(s). Remember that DesCartes is aligned to the goal structures and content of your state standards. State Standards have become the “blueprint” for determining content and skills in most states across the country. Teachers have become directly accountable for teaching state standards. DesCartes lists skills and concepts that students are ready to learn (the center column). It also shows skills to enhance (the left column) and skills to introduce (the right column) once the appropriate groundwork has been laid. Primary Grades Instructional Data can be viewed and printed in a similar 3-column format, or can be modified to focus on only one specific 10-point RIT band. Another key point when looking at DesCartes is to notice the new vocabulary, signs, and symbols introduced at each RIT band. Activity: None Facilitator Notes: None A M Workbook pp. 8-9 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying DesCartes A M Workbook pp. 8-9
Materials: Essential Reports Workbook pp. 8-9 Reports: None Key Concepts: To practice application of DesCartes Talking Points: None Activity: Applying DesCartes (5 minutes) Examine the sample page from DesCartes, which is provided in the workbook. Find the RIT band in the goal area provided, which is Students Read and Understand Variety of Material. Remember our previous student, H.R. Frale, whose score fell into this column. The center column lists skills and concepts that H.R. Frale and other students scoring in that range will be ready to learn. Identify 2-3 skills in that goal area that H.R. Frale is ready to learn. List 2-3 strategies you might use to work with this student on the skills and concepts presented here. Facilitator Notes: MAP™ for Primary Grades participants may use the sample DesCartes page to complete the activity. A M Workbook pp. 8-9 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Teacher Report
Student Data Test Type Standard Error RIT/RIT Range Percentile/Percentile Range Lexile Goal Performance Area Summary Data Mean/Median Standard Deviation Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To explain the key terms and data points on the Teacher Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Online Reports >> Teacher Reports. Examine the sample Teacher Report in your workbook. We will be talking about all of the columns of information on this report. Student Data – Test Type: S/G represents the Survey w/ Goals test, the longer test that gives goal information; SUR indicates the Survey test, the short 20 item test. Standard Error: The standard error of measurement is an estimate of the precision of the RIT score. The smaller the standard error, the more precise the score. Most MAP tests have a standard error of around 3. RIT/RIT Range: indicates student score/score + or – standard error of measurement Percentile/Percentile Range: indicator of where the child performed relative to the norms group. For example, a student at the 85th percentile ranks 85th out of 100 students in the norms group. Lexile: Lexile is a unit for measuring text difficulty that is linked to the RIT score. We will talk more about Lexile in the lab. Goal Performance Area: goal reporting categories on MAP reports that are aligned to the content of individual state standards for most states. Ranges are offered rather than specific scores because a minimum of seven questions are asked relative to each goal area; thus, we prefer to use this “range” as an indicator of performance related to goals in the subject. Summary Data – Mean: The arithmetic “average” of all scores/ Median: Signifies the “middle” score In a smaller group of students, it is best to use the median score as an indicator of what is typical for this class, since it is less influenced by outliers (data extremes at either end of the score scale). Standard Deviation illustrates the academic diversity of the class. The higher the standard deviation, the more diverse the class. Activity: None Facilitator Notes: It’s best to do this part of the examination of the report with the sample, so that everyone can have the same data as a reference point while learning. Be prepared to talk about where the sub-goals in the Goal Performance area come from. Note: The next slide goes into more detail about Standard Deviation. If you feel that your group has a good understanding of this concept, feel free to hide this slide. M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Standard Deviation Smaller standard deviations indicate that students are more alike. How might this impact instruction? Larger standard deviations indicate more academic diversity. How might this impact instruction? Materials: None Reports: None Key Concepts: To illustrate the instructional impact of Standard Deviation Talking Points: Standard deviation is another way to get a “picture” of the academic diversity in a class. Larger standard deviations indicate that the group is more diverse. Here is an example of an actual class of students with a larger standard deviation of 21. Notice that they are fairly well spread out across the chart. Given that each column represents a distinct instructional level, how might this impact instruction? It is likely that small group instruction, or differentiated instruction, may be more appropriate in this case than whole group instruction. Conversely, this shows an example of a class of students with a smaller standard deviation. We can quickly see that this group of students is more homogeneous in regard to their skills in this subject area. For this class, whole group instruction might be more appropriate and successful. Activity: None Facilitator Notes: If questions arise regarding Standard Deviation, it may help to say: First we establish the mean score for the group. Then we examine what scores comprise 66% of all student scores nearest the mean. [The figure of 66% is used to eliminate outliers statistically. In education, as opposed to statistics, however, we often find that we need to teach these outliers too.] Finally we “center” that 66% - we call the outmost score for the 33% who are higher than the mean 1 standard deviation. Same for the score on the lower side of the mean. The further the scores at the outmost point of those ranges are, the more diverse the scores are within the group . For example, if the mean is 200 with an SD of 5, then 66% of scores in the class fall between 195 and 205. However, if the mean is 200 with an SD of 20, then 66% of scores fall between 180 and 220 – a much greater range. Hide this slide if no explanation of standard deviation is needed. Standard Deviation = 21 Standard Deviation = 8 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Teacher Report
Normative Data State Scale Alignment Study 2 grades below mean Materials: Essential Reports Workbook pp ; State Proficiency Tables handout (if available); Normative Data handout Reports: Teacher Report Key Concepts: To discover additional documents that can help you understand the data on the Teacher Report Talking Points: Now we’ll use the sample Teacher Report to dig deeper into the data. For screening purposes, we can reference important normative and research documents quickly creating a much more vivid picture of the class Let’s look at the Normative Data handout. Notice that there are tables which provide beginning-of-year mean scores in Mathematics, Reading, and Language Usage. We’ll also examine the column on this report which provides percentile information to determine which, if any, of our students are performing at or above 95th percentile for the grade. You will also need to have your State Proficiency Tables handout (if available) for the activity. This will provide you with more information related to state-determined expectations for student performance. Activity: Applying the Teacher Report (15 minutes) Using the column on the report indicating percentile, draw a line on your Teacher Report (or the sample Teacher Report) at the 95th percentile which is typically used as an indicator for identification of ‘gifted and talented’ students. Remember that your local indicators for this may vary and it is important to use other points of data when making critical placement decisions about students. Identify the mean RIT score for your subject in the term matching that of your report which is associated with performance two grades below your grade. Draw a line at this point on your report. This line will give you an idea of which students in your class are most likely to be significantly behind the performance of typical students at this grade and who perhaps may qualify as ‘at risk’. Using the State Proficiency Tables handout (if available), draw a line or highlight the scores which match the RIT indicator for your state proficiency benchmark. Draw a star beside all RIT scores that are within 3 points of the grade level mean indicated for your grade on the Normative Data handout. In the Summary Data section at the bottom of the report, highlight the highest standard deviation in a Goal Performance area. Draw a box around the highest Median RIT score for the Goal Performance areas. Draw a circle around the lowest median score for the Goal Performance areas. Discuss with your table group the significance of these indicators in looking at the Teacher Report. Facilitator Notes: This slide is animated to show the activity process. Use while completing the activity. Refer to Using the State Proficiency Tables document which is provided to facilitators. Be familiar with the State Scale Alignment document for the state in which you are conducting this workshop prior to this activity. Be prepared to answer questions about this study. If MAP™ for Primary Grades participants are present who have given the Survey w/ Goals Tests, they may have to skip step 3 and modify step 4 of this activity. Those who have administered Screening or Skills Checklist Tests should participate using the sample report and be informed that when they give Survey w/ Goals Tests, they will have this type of information for their students. International Facilitator Notes: Since international schools don’t have alignment studies, NWEA uses percentiles from the most recent Norms Study. NWEA uses the 40th percentile as an indicator for basic proficiency and the 70th percentile for exceeding proficient. Based on these numbers, the proficiency benchmark would be the 40th percentile for basic proficiency. These points were chosen based on an aggregation of the cut points in the Scale Alignment Studies and the performance of students nation-wide at the same grade level. Proficiency benchmark indicator Typical scores At or above 95th percentile R A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Online Individual Student Progress Report
Key points on the text version District Average Norm Group Average Student Growth Typical Growth Descriptors Key point on the graph version Grade(G/x) Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To explain the key terms and data points on the Online Individual Student Progress Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Online Reports >> Class Rosters. The Online Individual Student Progress Report provides important growth information, which can be shared with students and parents. The text version of the Online Individual Student Progress Report includes RIT/RIT Range and Percentile/Percentile Range as on the Teacher Report. It also includes the following: District Average for the subject is displayed as a point of reference. Norm Group Average for the subject is displayed as a point of reference. Student Growth shows actual growth from one term to the next depending on how the teacher chooses for growth to be calculated. Typically, teachers choose fall to spring growth calculations. Typical Growth shows the average growth of students in the norming study who were in the same grade. Descriptors (Hi – HiAvg – Avg – LoAvg – Lo) are given for goal areas in each subject to present student performance level relative to the norm group. The student identified in this report, Darwin, had a typical growth target of 9 RIT points for reading from fall to spring. What was Darwin’s actual growth in reading? What do you notice about Darwin’s growth in other areas? How does this student compare to the norm group in these areas? What would you say about this student’s overall performance? The graph version of the Online Individual Student Progress Report includes the following: G(x) is shown at the top of the graph and indicates the student’s grade at the time of the test event. G3 would represent third grade. Activity: None Facilitator Notes: It’s best to do this part of the examination of the report with the sample, so that everyone can have the same data as a reference point while learning. We will shift to the participants’ Online Individual Student Progress Report with the application activity. M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Online Individual Student Progress Report
Parent Conferences DesCartes Framework Normative Data State Proficiency Tables RIT Reference Charts Materials: Essential Reports Workbook pp ; DesCartes Framework handout; Normative Data handout; State Proficiency Tables handout (if available); RIT Reference Charts Reports: Online Individual Student Progress Report Key Concepts: To use the Online Individual Student Progress Report when talking with parents Talking Points: Review the DesCartes Framework. This framework will help you talk to parents about the types of skills that are assessed in each Goal Performance Area. The RIT Reference Charts will allow you to show parents an example of the types of questions students see at each RIT range. Activity: Applying the Online Individual Student Progress Report (10 minutes) What do you notice about your student’s performance and/or growth in each subject area? How does your student compare to the norm group and/or growth targets in these subjects? The Online Individual Student Progress Report is most helpful in conferencing with parents. How would you use that report with the documents below to support your discussion with parents of a student during a conference? DesCartes Framework handout Normative Data handout State Proficiency Tables handout RIT Reference Charts handout With a partner, discuss or role play what that conference might sound like. Facilitator Notes: MAP™ for Primary Grades participants will use Primary Grades Instructional Data when conferencing with parents. R A M Workbook pp 12-13 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Dynamic Reporting Suite
Materials: Essential Reports Workbook p. 14; Easy Access to Online Resources handout Reports: None Key Concepts: To familiarize participants with the Dynamic Reporting Suite by showing them the initial page of the Teacher-Level Suite Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Data-Tools >> Dynamic Reports. The Dynamic Reporting Suite presents data that is in an actionable format. In other words, it will help greatly in making informed decisions aimed at improving instruction and learning in your classroom. This is the initial page of the Teacher-Level Suite, also called the Teacher/Class Overview Report. We will be talking about three parts to this Teacher/Class Overview Report. Percent of Students who met Growth Target reflects the percent of students in the class that have met or exceeded typical growth for the given time period according to the most recent NWEA Norms Study. The Projected Performance gives a teacher an idea of how students in his/her class are projected to perform on their state test. The graph shows the percentage of students in the class who are projected to fall into each performance category. We have mentioned that NWEA has conducted Scale Alignment Studies for most states. These projections are a result of those studies. The Distribution of Students by Quartile allows teachers to look at how students compare to the NWEA norm group. They are broken into four sections—low, mid-low, mid-high, and high. You can view individual student information by clicking on the title. Activity: None Facilitator Notes: Dynamic Reporting Suite is available to all new clients as part of the standard NWEA license package; existing clients may or may not have this tool included in their license. Dynamic Reporting Suite reports are processed once a week (over the weekend) and updated results are available on Monday morning from the previous week’s test events. For those states in which NWEA has not yet conducted an alignment study, the graph will show the percentage of students who score below the 40th percentile, from the 40th to the 69th percentile, and at or above the 70th percentile on NWEA norms. Keep in mind that proficiency levels differ dramatically from state to state. If a student falls in the 70th percentile and above, that student will most likely be proficient or above on a state assessment. For this reason, you should treat these percentile ranges as predictions and not fact. The Dynamic Reporting Suite reports showing growth data are only available for fall and spring. M Workbook p. 14 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting and Applying the Student Goal Setting Worksheet
Conference with each student Review performance Celebrate success Set content goal Set growth goal Make a plan The teacher will _____. The student will _____. Materials: Essential Reports Workbook pp Reports: Student Goal Setting Worksheet Key Concepts: To talk about the instructional applications of the Student Goal Setting Worksheet Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Data-Tools >> Dynamic Reports. The Student Goal Setting Worksheet may be accessed through Dynamic Reporting Suite. These pre-populated worksheets allow teachers to begin the goal-setting process with students. Because this worksheet is populated with the target growth for each student, the teacher and student can begin to talk about what academic growth means. One way for students to become responsible for their own learning is to help them set their own goals based on these data. Try to engage the student in the data so he/she accepts responsibility for his/her learning and understands what needs to be done to be successful. Some questions you may consider asking: In what areas of reading do you especially like and do well? What are the skills you would like to improve? What can you do to be successful this school year in language? How can I support your learning? The goal area ranges are also populated on this worksheet. It shows the teacher and student which areas are the highest (areas to celebrate) in bold and which are the lowest (areas of concern in italics. By looking at this data together, the student becomes more answerable for his/her own learning. There is a space below each subject area data for the student to write a goal for that subject. The bottom of this worksheet has a space for the teacher, student, and parent to sign. This would make it a learning contract. Activity: Applying the Student Goal Setting Worksheet (5 minutes) Look at your Student Goal Setting Worksheet or the sample Student Goal Setting Worksheet and answer the following questions: What is Jeremie’s highest goal area in reading? What is his lowest goal area in reading? How can you help Jeremie increase his score in the lowest goal area? Facilitator Notes: None R A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Dynamic Reporting Suite: Lexile Report and Individual Student Booklist
Materials: Essential Reports Workbook p. 16; Easy Access to Online Resources handout Reports: None Key Concepts: To give teachers a view of the range of student reading capacity across the classroom Talking Points: The Easy Access to Online Resources handout will show you how to access the Lexile Report and Individual Student Booklist under the heading of: Data-Tools >> Dynamic Reports. The Lexile Report and Individual Student Booklist are two important reports displayed in the Dynamic Reporting Suite that will support your instructional decision making. The Lexile Report provides a visual representation of the range of reading skills for the students in your class. The report is only available for the most recent Reading test results. The bars represent each student’s Lexile range. A range of 150 points is considered to be the student’s independent reading level. Books within this Lexile range would likely be at an appropriate reading level for the student to read on his or her own. This report may be used for a variety of purposes as teachers consider choices of reading materials for their classes. The view works in a similar way to the class breakdown reports; it gives teachers a visual display of the span of reading needs across a class, which can be used to consider student grouping, leveled reading assignments, etc. From the Lexile Report, you can click on the <book icon> to access the Individual Student Booklist for each student. The Individual Student Booklist generates a list of books that are at an appropriate reading level for the student. A series of filters allow you to narrow the booklist by key words, so that the booklist report will identify books that are not only at an appropriate reading level but that also might be a topic of interest to the student and/or would go along with a subject being studied in class. The filters can be used to search for books that include or exclude chosen keywords in the book titles and summaries. In our example, a search was done for books with summaries that include the word “horse.” Activity: None Facilitator Notes: None M Workbook p. 16 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Lexile Doesn’t evaluate: Genre Theme Content Interest Quality W M
Materials: Essential Reports Workbook p. 17; Resources for Reading Achievement handout Web Resources: Reports: None Key Concepts: To help participants understand what Lexile does not evaluate Talking Points: The Resources for Reading Achievement handout provides a common scale for matching reader ability and text difficulty. Lexile measures two things: Semantic difficulty (word frequency) – Matches words in text against a corpus of over 600 million words. Syntactic complexity (sentence length) – The longer and more complex sentences are, the higher the Lexile. We know that sentences with phrases and clauses are often more difficult for children to read and comprehend. It is important to review reading materials before assigning them to students because the Lexile only evaluates a student’s likely comprehension of a text. Lexile does not evaluate: Genre – New genres may need more teacher support. Theme – A low Lexile score doesn’t mean the book’s theme is appropriate for children. Content – New content or topics may need to have new vocabulary and concepts pre-taught. Interest – Students may successfully read more difficult text if the material is of high interest to them. Quality – Lexile doesn’t evaluate how well-written or engaging a book will be. These factors will also impact a reader’s success with text. Catcher in the Rye has a fairly low Lexile because of short sentences and simple vocabulary. This book, however, is not appropriate for a typical third or fourth grade student. Activity: None Facilitator Notes: None W M Workbook p. 17 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

A Lexile Range Represents
NWEA RIT Lexile Materials: Essential Reports Workbook p. 17 Web Resources: Reports: None Key Concepts: To introduce the concept of Lexile ranges and how they are aligned with a Reading RIT Talking Points: Student Lexiles will be reported as a range of 150 points. The Lexile range is the suggested range of Lexile measures that a reader should be reading. A reader with an overall RIT score of 205 would have a Lexile range of 600L-750L. If a student attempts to read material above his or her range, the level of challenge may be too great for the student to construct meaning when reading independently. Material below the reader’s Lexile range may provide a student with little comprehension challenge. Material above or below the reader’s Lexile range may be used for specific instructional purposes. Activity: None Facilitator Notes: None 75% Comprehension 750L 205 600L W M Workbook p. 17 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Growth Norms Bringing Context to the Data
Physical Growth vs. Academic Growth Typical Growth Normative Data RIT Point Growth Norms Materials: Essential Reports Workbook p. 17 Reports: None Key Concepts: To illustrate that growth for students in the same grade does not look the same Talking Points: This table is an illustration from our most recent Norms Study. It shows how two fifth grade students have very different growth targets in Reading. For example, Kent has a fall reading RIT of 185. This table reflects Kent’s target growth. Giovanni has a higher fall reading RIT of 229. His target growth is much lower than Kent’s target growth. Sometimes we are asked why students show so much more growth at the lower RIT bands than at the upper. If you recall the growth and development charts for boys and girls like the ones you might find in the pediatrician’s office, you will remember that significant physical growth occurs during a child’s early years. As we look at academic growth in the area of reading as this table shows, we can see a similar pattern. This is due to the fact that in the primary grades, we are teaching students reading skills, we are teaching them to learn to read. As they become better readers, those basic reading skills are replaced by more sophisticated skills, such as synthesizing/paraphrasing directions, which show growth less dramatically, and then we are teaching them to read to learn. The Growth Projection Calculator shows realistic growth targets based on NWEA RIT Point Growth Norms. The Growth Projection Calculator is found by logging in to the Reports Site. A portion of the RIT point growth table for fifth grade reading is included in your workbook. Activity: None Facilitator Notes: Be prepared to answer questions about the higher-achieving students. For more information on the Growth Projection Calculator, go to >> Member Support >> Test Administration >> Measures of Academic Progress. Please note that this chart is based upon 2005 Normative Data; therefore, participants may see a different growth target. Grade 5 Reading: Fall-to-Spring RIT Point Growth Norms Start RIT 160 170 180 190 200 210 220 230 Mean Growth 14.41 13.22 10.43 8.19 6.26 4.34 2.78 0.99 Kent – RIT 185 Giovanni – RIT 229 M Workbook p. 17 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Achievement Status and Growth (ASG) Targets Class Report
Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To discuss the summary of initial term test scores on the Achievement Status and Growth (ASG) Targets Class Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Actions >> Order Reports. The Achievement and Status Growth (ASG) Targets Class Report is available to school administrators after fall testing has been declared complete. Administrators may wish to share this report with teachers. Valuable information is available for teachers in the fall that will be helpful to them in planning instruction and monitoring progress of students toward growth targets. The Target Growth column provides a suggested mean growth for students based on the latest NWEA Norms Study for students who had the same starting RIT score. The Target RIT column displays the minimum RIT score the student would attain if their Growth Target was met. Let’s focus on growth for two students – Kent who has an overall Reading RIT of 185 and a growth target of 9, and Giovanni who has an overall Reading RIT of 229 and a growth target of 2. From our norms study we know that low-performing students and high-performing students don’t tend to grow at the same rate. The Achievement and Status Growth (ASG) Targets Class Report, which is available in the fall, shows realistic growth targets based on NWEA RIT point norms. Growth information will populate this report when spring testing is complete. Facilitator Notes: MAP reports will not display a target growth norm less than 2. When the growth norm is lower than 2, a 2 will be displayed as a growth target. Please note that this report is based upon 2005 Normative Data; therefore, participants may see a different growth target on current reports. KENT /9/06 S/G GIOVANNI 5 8/9/06 S/G M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Achievement Status and Growth (ASG) Targets Class Report
Comparing growth targets Look at sample report Questions for consideration Reasons targets are different Talking to students about differences Impact on teachers Helping parents understand Materials: Essential Reports Workbook pp Reports: Achievement Status and Growth (ASG) Targets Class Report Key Concepts: To help participants begin to understand that growth looks different for students in the same grade who are performing at different RIT levels Talking Points: None Activity: Growth Targets (10 minutes) Use your Achievement Status and Growth (ASG) Targets Class Report or the sample Achievement Status and Growth (ASG) Targets Class Report. In your table groups discuss the following questions: What are some possible reasons that the targets are different for these students? How might you begin to talk with these students about the differences? What impact might this have on the teacher? How can teachers help parents understand the concept of academic growth? Be prepared to share your discussion with the larger group. Facilitator Notes: Be prepared to help facilitate the discussions at the tables. R A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Interpreting the Achievement Status and Growth (ASG) Summary Class Report
Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To discuss the summary growth information contained in the Achievement Status and Growth (ASG) Summary Class Report Talking Points: The Easy Access to Online Resources handout will show you how to access this report under the heading of: Actions >> Order Reports. The Achievement Status and Growth (ASG) Summary Class Report – available in the spring – provides data relative to the growth targets for each student that were calculated based on the student’s grade and RIT level in the fall. Note that fall and spring reports look the same except that spring reports will include growth data. Fall Test RIT shows the starting RIT score. Spring Test RIT is the spring score. Spring Target Growth is the student’s growth target. Spring Target RIT is the RIT score for spring based on the target. The student may have exceeded, met, or not met this target score. Growth: The Target Met column simply reports whether or not the student met that target. This is indicated by a Yes or a No. The Index is a calculation of how many RIT points the student actually scored above or below the target: a zero if the student exactly met the RIT Point Growth-based target a negative number if the actual growth was below the RIT Point Growth-based target a positive number if the actual growth was above the RIT Point Growth-based target In this column a zero or a positive number is your aim! Let’s examine how this looks for our student, Kent. We know the Fall Test RIT for this student was 185, and the Target Growth was 9 RIT points for spring 2007, which would result in a 194 Target RIT for spring 2007. We now have growth information available upon completion of the spring 2007 testing term, and the Achievement Status and Growth (ASG) Summary Class Report indicates that Kent exceeded his suggested growth target established in the fall. In fact, we can see from the Achievement Status and Growth (ASG) Summary Class Report , that he had a positive growth index of +4. Which means that the spring 2007 Test RIT score was actually 4 RIT points above the projected spring Target RIT score. Activity: None Facilitator Notes: Please note that this report is based upon 2005 Normative Data; therefore, participants may see a different growth target on current reports. M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Applying the Achievement Status and Growth (ASG) Summary Class Report
Growth Index Percent of Students Meeting Target Percent of Target Met Materials: Essential Reports Workbook pp Reports: Achievement Status and Growth (ASG) Summary Class Report Key Concepts: To focus on key aspects of the summary growth information contained in the Achievement Status and Growth (ASG) Summary Class Report Talking Points: Summary information can be found at the bottom of the Achievement Status and Growth (ASG) Summary Class Report – Spring. The Percentage of Students Who Met or Exceeded their Growth Target says a lot about the growth of a class compared to typical growth. Percentage of Students Who Met or Exceeded their Target RIT This data point represents the percent of students in the class that met or exceeded their individual growth target. If individual growth targets are based on 50th percentile growth for similar students, and if approximately 50% of my students met their target, I’m getting fairly typical growth for my students. If my goal as a teacher is for all students to grow, this figure is the more important of the two for me. Important note – It is exceptional for 80 – 90% of students in a class to meet or exceed growth targets for the year. Activity: Growth Targets (5 minutes) Use your Achievement Status and Growth (ASG) Summary Class Report or the sample Achievement Status and Growth (ASG) Summary Class Report to answer the following questions: Which student exceeded the growth target by the highest value? Which student was the furthest from meeting the growth target? Did any students exactly meet the growth target? What is the percentage of students who met or exceeded their goal targets? How might you use this report? Facilitator Notes: None R A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Growth in Context A M Workbook pp. 22-23
Materials: Essential Reports Workbook pp Reports: None Key Concept: To bring context to the examination of Percentage of Students Who Met or Exceeded their Target RIT on the Achievement Status and Growth (ASG) Summary Class Report Talking Points: This table, taken from the 2006 NWEA School Growth Study, uses percentile rank to show what school growth looks like in the area of reading from fall to spring. There are similar tables for Mathematics and Language Usage. The highlighted bars on the table show us the percentage of students meeting or exceeding their growth targets in schools performing at: 10th percentile growth - Examining the 10th percentile line will help us to know what schools producing the lowest growth among our partners nationally see in terms of percentage of students meeting their targets. This example shows us ranges from approximately 33 – 39% of students making or exceeding targets at the 10th percentile among schools. 50th percentile growth - Examining the 50th percentile line will help us to know what schools producing average growth among our partners nationally see in terms of percentage of students meeting their targets. This example shows us ranges from approximately 44 – 57% of students making or exceeding targets at the 50th percentile among schools. 90th percentile growth - Examining the 90th percentile line will help us to know what schools producing the highest growth among our partners nationally see in terms of percentage of students meeting their targets. This example shows us ranges from approximately 60 – 75% of students making or exceeding targets at the 90th percentile among schools. Activity: Growth in Context (5 minutes) This Percentile Table, extracted from the NWEA School Growth Study shows us that for fall to spring in reading: 10th percentile schools in growth show _____ to _______ percentage of students meeting or exceeding their targets. 50th percentile schools in growth show _____ to _______ percentage of students meeting or exceeding their targets. 90th percentile schools in growth show _____ to _______ percentage of students meeting or exceeding their targets. The fifth grade class example we previously looked at had 47.6 % of students who met or exceeded growth targets. How would you describe the overall growth of this class in reading? Facilitator Note: Although the study evaluates growth at the school level, this metric can still help bring much needed context to the way we view the metric at the teacher/class level. A link to the full NWEA School Growth Study is available to participants after logging on to the Reports Site. A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Recorded Differentiated Reports Activities
Provides opportunity for differentiated learning for all groups Includes application of reports and resources Demonstrates and practice accessing reports and resources Materials: Essential Reports Workbook p. 24 Reports: None Key Concepts: To provide differentiated learning opportunities for Standard MAP™ users, Secondary teachers, MAP™ for Primary Grades users, and Administrators. Talking Points: This portion of the professional development event will provide you with an opportunity to further explore and apply MAP data and resources to situations relative to your role as an administrator, secondary teacher, as well as for teachers using standard MAP and MAP for Primary Grades. You will have an opportunity to access reports and resources discussed in this training. Please transition to the lab for this 45 minute session. Please take your workbook to the lab for this recorded session. Optional Activity: Recorded Differentiated Reports Activities (45 minutes) To access the Recorded Differentiated Reports Activities, use the URL’s listed below: For primary groups – For standard groups – For secondary groups – For administrator groups – Facilitator Notes: This is an optional activity. You may or may not want to use the Differentiated Reports Activities with your group depending on your assessment of their needs. If you do not use these activities in the workshop, please refer to the workbook page that lists the web addresses for these trainings and suggest that they view them at a later time as a refresher, or use them when teaching others about NWEA Reports. M Workbook p. 24 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Consider how you will implement what you’ve learned: Interpret and apply data from key reports Use data to evaluate academic needs in the classroom Set goals with students Materials: Essential Reports Workbook p. 24; Sustaining the Momentum handout, Sustaining the Momentum Sample Teach-Back Plan Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward Talking Points: Review the key concepts from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others. Activity: Sustaining the Momentum (10 minutes) Building Local Expertise Training Model: Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum handout under the heading What Needs to be Done. Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward. Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with MAP reports. A Sustaining the Momentum Sample Teach-Back Plan is available in your materials to assist you as you build these plans. Remember that the Recorded Differentiated Reports Activities may be beneficial to you as you begin planning your training. Include them as a resource in your plan if you want to use them as an optional way of having your staff experience hands-on reports activities. All Staff Training Model: Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum handout under the heading What Needs to be Done. Facilitator Notes: Be aware of the time factor in determining how much planning time to give the group. It would be ideal if there were at least 10 minutes or more available for this section of the training. A M Workbook p. 24 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Topics for Today Applying MAP™ Data and Resources
Essential Reports Examining Key Reports Recorded Differentiated Reports Activities Plan Applying MAP™ Data and Resources Guided Lab Experience What’s my plan? Applying MAP™ Data and Resources Guided Lab Experience What’s my plan? Materials: None Reports: None Key Concepts: To introduce the topics for this session Talking Points: During this session you will have an opportunity to explore the reports and resources available at the NWEA web site and Reports Site. You will also engage in application of the reports and resources to create a product that will be shared with the whole group at the end of the lab experience. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Intended Accomplishments
Access and apply key online reports and resources Exercise new learnings through practical application Create a plan to communicate and share data with all stakeholders Materials: Applying MAP™ Data and Resources Workbook p. 1 Reports: None Key Concepts: To introduce the intended accomplishments for this session Talking Points: Today’s work will allow you to: Access and apply key online reports and resources. Exercise new learnings through practical application. Create a plan to communicate and share data with all stakeholders. Activity: None Facilitator Notes: None M Workbook p. 1 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree Materials: None Reports: None Key Concepts: To encourage participants to reflect on their current status before moving into the new content of the workshop Talking Points: None Activity: Taking Stock (3 minutes) Reflect on each statement and respond by raising your hand and showing one finger (representing disagree) all the way up to five fingers (representing agree). Facilitator Notes: This slide is just to get a quick pulse on where the participants are on these two areas and to set a purpose for their learning in this section. 1. I am accessing MAP reports and resources independently. 2. I regularly use MAP data and related resources to inform my instruction. A Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Guided Lab Experience Tour of Online Reports and Resources
Application Activities/Product Sharing Materials: Applying MAP™ Data and Resources Workbook pp. 1-16; Normative Data handout; Easy Access to Online Resources handout Reports: None Key Concepts: To introduce the reports that will be accessed and applied in the lab experience Talking Points: We will be going to the lab to review MAP™ for Primary Grades, Instructional Resources, DesCartes or Primary Grades Instructional Data, and Dynamic Reporting Suite. There will be different logins determined by your role. Activity: Guided Lab Experience (2 hours) In the lab, you will have the opportunity to explore the reports and resources that will help you to complete at least one of the Application Activities. You may work independently, with a partner, or small group. Complete the tour as instructed in the Guided Lab Experience in your workbook. You should plan to take about minutes for the tour. Select one or more activities from those listed in your workbook. Determine the reports or resources that will be needed to complete each activity. Each activity is designed so that you access at least two items from the NWEA Reports Site, web site and/or the Lexile web site that will be helpful to you. Complete the activity in the space provided in your workbook. You should plan to take from 45 minutes to one hour for this work. Be prepared to present your project with the large group. We’ll allow about 30 minutes for sharing with the group. Facilitator Notes: Remind participants that they will need to take their workbook, Normative Data handout, Easy Access to Online Resources card, and a pen/pencil with them to the lab. No slides are needed to direct this activity. Note: See Guided Lab Experience for facilitator use. The activities are guided by the workbook. International Facilitator Notes: Since international schools don’t have alignment studies, NWEA uses percentiles from the most recent Norms Study. NWEA uses the 40th percentile as an indicator for basic proficiency and the 70th percentile for exceeding proficient. Based on these numbers, the proficiency benchmark would be the 40th percentile for basic proficiency. These points were chosen based on an aggregation of the cut points in the Scale Alignment Studies and the performance of students nation-wide at the same grade level. A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Welcome Back from the Lab!
Let’s continue… Applying MAP™ Data and Resources Guided Lab Experience What’s my plan? Materials: None Reports: None Key Concepts: To resume work on the next topic of this training session Talking Points: We will now focus on plans for how you’ll teach others what you’ve learned or how you will use what you’ve learned in your ongoing work. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Sharing Data Who needs information about our data?
What’s our plan for communication? Students Parents Colleagues Other stakeholders Materials: Applying MAP™ Data and Resources Workbook p. 17 Reports: None Key Concepts: To consider how data will be shared Talking Points: Now it is time to begin considering a communication plan. What are your ideas on how the data will be used after testing? You might have the need to share information with a number of stakeholders. Who are these stakeholders in your school and district? How will you plan to communicate the data in a way that it is useful and understandable? Activity : None Facilitator Notes: None M Workbook p. 17 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Connecting with Students and Parents
Student Goal Setting Worksheet Individual Student Booklist Report Online Individual Student Progress Report Materials: None Reports: None Key Concepts: To help participants see the benefits of helping students and their parents to understand their MAP scores Talking Points: We encourage you to work with your students in setting personal goals based on MAP data and growth. The Student Goal Setting Worksheet is one tool that will assist you in sharing information with students and with parents. This worksheet will populate with students’ test data and automatically provide an attainable growth goal based upon NWEA growth norms. This worksheet is found in the Dynamic Reporting Suite. Another valuable resource is the Individual Student Booklist also found in the Dynamic Reporting Suite. The Individual Student Booklist creates a list of books at each student’s reading level by topic of study or personal interest. This is a great resource to share with parents to encourage reading at home. Many teachers share the Online Individual Student Progress Report with parents at conference time. It is a report designed to help you communicate with parents regarding students’ academic progress. The Parent Toolkit and Sample Parent Letters are available for download at Member Support >> Test Administration >> Measures of Academic Progress and are additional resources helpful in parent communications around the MAP™ test. These and other resources will assist you in bringing meaning and context to the RIT score for your students and their parents. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Connecting with Colleagues
Interpreting and applying data Using resources Communication Professional development Materials: Applying MAP™ Data and Resources Workbook pp Reports: None Key Concepts: To help participants begin planning how they will “teach back” the information they have learned today Talking Points: Before we share the data and information with others it is important to have a clear understanding of what we might say or do in certain circumstances. You might find yourselves responsible to share this information with stakeholders or with colleagues who are not in the workshop today. To help ensure that you have a clear understanding of the information and how you might begin to share it, we have created several potential situations you might encounter. Let’s take a few minutes to check your understanding and to prepare for what you would say or do in the situation. Additionally, you might know of situations that you will encounter. Now is the time to bring those to the group and get ideas. Activity: Scenario for Connecting with Colleagues (20 minutes) Divide into five groups. Number your groups 1 to 5. Choose a scenario from the topic that matches your group number. Group 1, for example, will choose a scenario from Topic 1. Group 2 will choose a scenario from Topic 2, and so on. Working with your group, generate responses to the questions asked. Be prepared to share your findings with the larger group. Facilitator Notes: Give groups 15 minutes to talk about their topic. Take 5 minutes for debrief. A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Professional Development Support
Online Trainings Available at NWEA web site Climbing the Data Ladder Growth and Goals Custom Training Consultative Days Modularization Options NWEA Annual Summer Conference State and Regional Members Groups Materials: None Reports: None Key Concepts: To identify sources of ongoing support from NWEA Talking Points: In addition to ongoing communication through Partner Relations, NWEA has many options for continuing staff development: NWEA web site – Online trainings Climbing the Data Ladder – Objectives include developing active ownership of data, creating lesson plans to reflect student learning needs, and implementing differentiated instruction to optimize academic growth for all students. Growth and Goals – Objectives include advanced interpretation of growth data and goal setting for both students and instructional groups. Custom trainings – contact the NWEA Partner Relations team to develop plans for custom trainings and consultations. Consultative Days – These are built from a menu of possible objectives and sessions designed to provide support and follow-up with districts on application and evaluation of data, processes, and identification of needs specific to the district and/or its schools. Modularization Options – These will be facilitated, on-site offerings, based on a content subset of the current Professional Development offerings or a specific topic. NWEA Annual Summer Conference – A gathering of NWEA member districts from around the nation, held in Portland every year in late June/early July. Attend presentations from successful districts using MAP data to enhance student learning. State and regional members groups – Active groups in many states are now reaching across district lines to share information, resources, and strategies to improve and support data use and address regional and local issues. Contact the NWEA Partner Relations team to request support in organizing new groups. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Knowledge Academy Courses
Online, self-paced courses Professional Development related to: Accessing and understanding data Instruction, curriculum, program Materials: Applying MAP™ Data and Resources Workbook pp Reports: None Key Concepts: To familiarize participants with Knowledge Academy Talking Points: Knowledge Academy courses are accessed through the Reports Site. Knowledge Academy courses are designed for: New teachers and administrators in your district Staff who were not able to attend previous training opportunities Refresher material for those who want to deepen their understanding Expanding capacity of your staff Preparing staff prior to future trainings Our current list of Knowledge Academy course offerings includes: MAP™ Basics What Every Teacher Needs to Know about MAP™ Reports Basics for the Teacher Getting the Most from the Teacher Report Making the Most of MAP™ Science Tools and Resources for Teachers MAP™ for All Seasons Goal Setting: Classroom and Individual Student DesCartes: A Continuum of Learning Activity: Meeting Ongoing Professional Development Needs (5 minutes) In the workbook, draw a line to match possible staff development needs with one or more appropriate Knowledge Academy courses. Facilitator Notes: Knowledge Academy is available to all new clients as a part of the standard NWEA license package; existing clients may or may not have this tool included in their license. A M Workbook pp Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Consider how you will implement what you’ve learned: Access and apply key online reports and resources Exercise new learnings through practical application Create a plan to communicate and share data with all stakeholders Materials: Applying MAP™ Data and Resources Workbook p. 21; Sustaining the Momentum handout; Sustaining the Momentum Sample Teach-Back Plan Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward Talking Points: Review the key concepts from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others. Activity: Sustaining the Momentum (10 minutes) Building Local Expertise Training Model: Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum handout under the heading What Needs to be Done. Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward. Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with MAP reports. A Sustaining the Momentum Sample Teach-Back Plan is available in your materials to assist you as you build these plans. All Staff Training Model: Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum handout under the heading What Needs to be Done. Facilitator Notes: Be aware of the time factor in determining how much planning time to give the group. It would be ideal if there were at least 10 minutes or more available for this section of the training. Remind participants that they have the recorded Differentiated Reports Activities to reference during Teach-Back or to use as a refresher. A M Workbook p. 21 Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Answerability How do we ensure that all staff share answerability for student learning? To whom and how do we provide accurate and timely information? How and when will we structure conversations around the data? Materials: None Reports: None Key Concepts: To develop the concept of answerability Talking Points: To build a data-informed school culture we must develop practices to support ongoing shared ownership and conversations around the data that make it part of our ongoing work. Consider these questions: How do we ensure all staff share answerability for student learning? To whom and how do we provide accurate and timely information? How and when will we structure conversations around the data? Activity: None Facilitator Notes: If facilitating a full day workshop, please ensure that any returning members of the District Leadership Team have rejoined the group at this time. Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Building Internal Capacity
Find Time: Early release days Use substitute teachers creatively Streamline “administrivia” Learn More: Professional development Curriculum & data planning teams Study groups Data coaches Materials: None Reports: None Key Concepts: To reinforce the concept of building internal capacity Talking Points: One important factor in building internal capacity is finding the time for staff development of all kinds and collaboration. Recommendations to address the time issue include: Using early release days already in the school calendar for data work and learning. Hiring substitute teachers who can relieve staff members for blocks of time dedicated to learning and/or data collaboration. For example, if we have three teachers at each grade in the school, three subs hired for a day could give each grade level an hour or two to work with coaches or the principal on data or training content. Reduce or eliminate the use of staff meetings to relay ‘adminstrivia’ (administrative trivia). Use or flyers to share such information and liberate staff meeting time for collaborative work and learning. Another important factor in building internal capacity is determining where and how we can find relevant learning opportunities for our staff that fit within our budget and calendar. Traditional professional development days are invaluable, but they won’t give us the optimal, job-embedded development of learning unless they are intentionally supplemented by ongoing work. To achieve this, consider creating: Curriculum and data planning teams who might examine district curriculum and data during release time and present to staff during scheduled meetings. Study groups who meet after school or during meeting times to read, discuss, and look at data. Data coaches whose role includes ongoing data facilitation with staff. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Leading High Performing Learning Communities
Mission: Growth and Learning for Every Student Mission driven Culture and ownership Answerability Expert use of data Staff development Effective instruction Quality student assessment Dynamic learning environment High quality curriculum Strategic use of resources Materials: None Reports: None Key Concepts: To discuss how the District Leadership Team (coaches, administrators, lead teachers, etc) plays an important role in critical factors associated with creating and sustaining high performing learning communities Talking Points: Achieving your goal of growth and learning for every student is a journey that requires continuous attention to systems and data. Today’s learning opportunities focus on several key elements which research has identified as important to successful schools, including: Developing a culture that supports collegial answerability, reflection and change. Using data to better understand the needs of all learners. Designing effective and responsive instructional plans and developing skills and strategies to make every classroom a dynamic learning environment. Identifying Professional Development needs for staff that lead to better learning for all students. Thinking strategically about how to best apply resources to drive improved academic outcomes. Activity: None Facilitator Notes: None Culture and Ownership ANSWERABILITY Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Stand in the Future What will your realized plan look like?
How will you make the plan visible? What evidence of success will we see? How will you celebrate your success? Materials: Sustaining the Momentum handout Reports: None Key Concepts: To plan for the future Talking Points: For the remainder of our time together, you are going to begin creating a plan that will allow you to meet your goals for using MAP data. As you build your plan… stand in the future. Think from a place in the future: What will your realized plan look like? How will you make the plan visible? What evidence of success will we see? How will you celebrate your success? Remember that your plans are “living documents” that will continue to grow and change as your district needs change. Activity: Sustaining the Momentum (10 minutes) Using the Sustaining the Momentum handout, complete your list of action items (what needs to be done). Plans to teach back what you have learned to others Short term plans for using the data Long term plan for continued student academic growth Next, work horizontally across the page to identify responsibilities, resources, dates, etc. for your team to execute this plan. Be prepared to share your plan with the larger group. Facilitator Notes: None A M Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Help Us Learn From You Please complete the evaluation form and leave it in the designated location. Thank you for your attention and hard work. Materials: Evaluation Form handout Reports: None Key Concepts: To thank participants for their time and request evaluation Talking Points: Thank you for your time and attention today. We seek your feedback in helping us continue to provide quality assessments, data that informs your work, and resources to support you. Please let us know your suggestions for how we can improve what we do. Please fill out your Evaluation Form before leaving. Activity: Evaluation (5 minutes) Facilitator Notes: None A M Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

Stepping Stones to Using Data

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