1. Essential Reports Measures of Academic Progress® (MAP®)
Materials: None
Reports:
To derive maximum benefit from the day, participants should bring their User Name and Password for the Northwest Evaluation Association™ (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 Measures of Academic Progress® (MAP®) and/or MAP® for Primary Grades Survey w/ Goals tests:
Instructional Resources – Class by RIT Reports
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
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>.
Dynamic Reporting Suite Reports – one per participant
Student Goal Setting Worksheet; one student
RIT to Reading Range Report one class (or class period)
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.
Lexile and The Lexile Framework for Reading are registered trademarks of MetaMetrics, Inc. NWEA is neither affiliated nor associated with MetaMetrics, Inc.
The names of other companies and their products mentioned are the trademarks of their respective owners. There is no relationship or association between NWEA and those companies and products referred in this presentation.
Lexile and The Lexile Framework for Reading are registered trademarksof MetaMetrics, Inc. NWEA is neither affiliated nor associated with MetaMetrics, Inc.
The names of other companies and their products mentioned are the trademarks of their respective owners. There is no relationship or association between NWEA and those companies and products referred in this presentation.
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

2. Setting the Stage Welcome/Introductions Structure for the day
Materials review
Materials: Essential Reports 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

3. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

4. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

5. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

6. Sustaining the Momentum Planning Document
Terry Planner
xx/xx/xxxx
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 Charts
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

7. Topics for Today 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

8. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

9. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

10. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

11. 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)
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

12. 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 RIT Scale 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

13. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

14. 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 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 and in your workbook 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 Beginning-of-Year Mean RIT score for the grade level you teach.
What implications does the diversity of your classroom have for your teaching?
Activity: None
Facilitator Notes: None R M
Workbook pp. 4-5
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

15. Applying the Class Breakdown by Overall RIT Report
Instructional applications:
Intervention/remediation
Reading support in content areas
Gifted and talented support
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:
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.
Instructional applications include identifying the following:
Students performing two or more RIT bands below grade level might need an 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.
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 Beginning-of-Year 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

16. 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 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 your 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, and 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 learning statements or Primary Grades Instructional Data 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:
Primary Grades Instructional Data is not aligned to state standards. M
Workbook pp. 6-7
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

17. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

18. 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
Not state aligned
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:
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 to develop (the center column) - what students are ready to learn. It also shows skills and concepts to enhance (the left column), and skills and concepts 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

19. 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. Notice that there are sub-goals to help you narrow the search for specific learning statements.
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

20. Interpreting the Teacher Report
Student Data
Test Type
Standard Error
RIT/RIT Range
Percentile/Percentile Range
Reading Range
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:
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 is an indication that he/she is performing as well as or better than 85 percent of the students in the norm group.
Reading Range: The Reading Range is a score resulting from a correlation between NWEA’s RIT score and the MetaMetrics® Lexile® scale. We will talk more about this reading range 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

21. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

22. 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 the 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.
On the Normative Data handout, identify the Mean RIT score two grade levels below the grade on your Teacher Report. Make sure it is the same subject and term as your report. Find the student on your Teacher Report that matches or comes close to that RIT score. Draw a line across your report at that point. Students above this line are most likely to be significantly behind the performance of typical students at this grade and 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 RIT 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 Scale Alignment Study 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 will 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 RIT Scale 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

23. Interpreting the Online Individual Student Progress Report
Key points on the text version
District Average RIT
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 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 RIT 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 in RIT points from one term to the next. Typically, teachers choose fall to spring growth calculations.
Typical Growth shows the average growth of students in the latest RIT Scale Norms 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

24. Applying the Online Individual Student Progress Report
Parent Conferences
DesCartes Framework
Normative Data
State Proficiency Tables
RIT Charts
Materials: Essential Reports Workbook pp ; DesCartes Framework handout; Normative Data handout; State Proficiency Tables handout (if available); RIT 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 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 typical growth 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 Charts handout
With a partner, discuss or role play what that conference might sound like.
Facilitator Notes:
MAP for Primary Grades Survey w/ Goals participants will use Primary Grades Instructional Data and Normative Data when conferencing with parents. R A M
Workbook pp 12-13
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

25. 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 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 which displays 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 RIT Scale Norms Study.
The Projected Performance Percent 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 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

26. 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 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 typical 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 strands 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

27. Dynamic Reporting Suite: RIT to Reading Range Report
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 RIT to Reading Range Report is displayed in the Dynamic Reporting Suite and will support your instructional decision making.
The RIT to Reading Range 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 Reading Range based on NWEA’s correlation of a student’s RIT score and the MetaMetrics Lexile scale. A range of 150 points is considered to be the student’s independent reading level. Books within this 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 RIT to Reading Range Report, you can click on the <book icon> to access the Student Booklist Resources page with links to third-party web sites for generating booklists for students.
You can also access this page by clicking on the <Student Booklist> link in the left navigation bar.
Activity: None
Facilitator Notes: None W M
Workbook p. 16
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

28. Lexile® Doesn’t evaluate: Genre Theme Content Interest Quality M
Materials: Essential Reports Workbook p. 17
Reports: None
Key Concepts:
To help participants understand what Lexile does not evaluate
Talking Points:
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 M
Workbook p. 17
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

29. A RIT to Reading Range Represents
NWEA RIT
Reading Range
Materials: Essential Reports Workbook p. 17
Reports: None
Key Concepts:
To introduce the concept of RIT to Reading Ranges and how they are aligned with a Reading RIT score
Talking Points:
Student RIT to Reading Ranges will be reported as a range of 150 points.
A reader with an overall RIT score of 205 would have a RIT to Reading Range of on the Lexile scale.
The RIT to Reading Range is the suggested range of Lexiled text that a reader might be able to read with 75% comprehension.
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 range may provide a student with little comprehension challenge.
Material above or below the reader’s Reading Range may be used for specific instructional purposes.
Activity: None
Facilitator Notes: None
75% Comprehension
750
205
600 M
Workbook p. 17
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

30. 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 RIT Scale 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.
Activity: None
Facilitator Notes:
Be prepared to answer questions about the higher-achieving students.
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

31. 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 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 RIT Scale 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

32. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

33. 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 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

34. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

35. 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 2006 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 most recent NWEA School Growth Study is available to participants after logging on to the Reports Site. A M
Workbook pp
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

36. 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 assessments.
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

37. 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: None
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

38. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

39. 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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

40. Sustaining the Momentum
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™

41. Thank you for your attention and hard work.
Help Us Learn From You
Please complete the evaluation form and leave it in the designated location.
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
Essential Reports
Revised 10/2010
© 2010 Northwest Evaluation Association™