1. 1 Using NWEA MAP to Support Instruction 2010-11 NWEA MAP to Support Student Instruction.Part 2.DW1011.ppt Part 2 – Advanced

2. 2 Reports We Learned in Part 1 ReportPurpose Teacher ReportProvides overview of class achievement Student Progress ReportCharts student growth over time Student Goal-Setting Worksheet (in “Dynamic Reporting Suite”) Helps students set individual growth goals Class by RIT Finds specific learning targets in the “Descartes Continuum” of skills Class Lexile Report Gives snapshot of each student’s reading level

3. 3 Overview of Part 2 1. Revisiting the Teacher Report mid-year (looking at growth for a class) 2. Revisiting the Individual Student Progress Report (looking at growth for each student) 3. Using the Dynamic Reporting Suite 4. Using the Achievement Status and Growth Report (available in hard copy only) 5. Building Data Ladders for differentiated instruction. 6. Managing Your Own Further Learning

4. 4 New Reports We Will Learn in Part 2 ReportPurpose Student Projected Performance Report (in Dynamic Reporting Suite) Gives prediction of passing California Standards Test RIT to Reading Range Report (in Dynamic Reporting Suite) Brand new this year – expands Lexile Report Achievement Status and Growth Report Overview of class growth, in hard copy only

5. 5 Revisiting the MAP Teacher Report In the left side “navigation bar,” select “Teacher Reports.”

6. 6 Revisiting the MAP Teacher Report Use the dropdown menu to select the testing term (now use Winter 2011 instead of Fall 2010). Click the button which says “View by Goal Descriptors.” Click “Submit”

7. 7 The “median RIT scores” have significance. +/- 3 points from the Overall score indicates possible strength or an area of concern. Most students have a combination of highs and lows in their Goal Areas (Clusters). “Spread” of class (10-15 is normal.) Sample Data Below: Nat’l mean CA Prof CA Basic Above: CA Advanced Refresher from Part 1

8. 8 Comparison of summary data, fall to winter, Gr. 6 Reading

9. 9 Handout: 2008 Normative Data Shaded items based on less than 1,000 students, interpret with caution (take with “a grain of salt.”)

10. 10 Handout: California Reading Proficiency Tables for Winter Table 1a – Averaged (winter) "RIT cut scores" for California performance levels -Reading Gra de Far Below Basic Below BasicBasicProficientAdvanced Cut score PercentileCut scorePercentileCut scorePercentileCut scorePercentil e 2 <165165.0 173.5 186.5 196.5 3 <174.5174.5 185.0 198.0 207.0 4 <174.5174.5 185.5 199.0 208.0 5 <185.5185.5 194.5 207.5 217.5 6 <185185.0 201.5 213.0 225.0 7 <195.5195.5 203.5 215.5 227.5 8 <198198.0 211.0 221.5 232.0 9 <201201.0 212.5 222.5 233.0 10 <209209.0 218.5 230.5 238.5 Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut points.

11. 11 Comparing Fall to Winter Reading for Your Class/Section - Handout

12. 12 Comparison of summary data, fall to winter, Gr. 8 Math

13. 13 Handout: 2008 Normative Data

14. 14 Handout: California Math Proficiency Tables for Winter Table 5a – Averaged (winter) RIT "cut scores" for California performance levels – Mathematics Gra de Far Below Basic Below BasicBasicProficientAdvanced Cut score PercentileCut scorePercentileCut scorePercentileCut scorePercentil e 2 <167.5167.5 174.5 181.5 190.5 3 <175.5175.5 186.0 194.5 203.5 4 <182.5182.5 194.5 204.0 214.0 5 <193.5193.5 205.0 215.0 227.5 6 <197.5197.5 212.5 225.0 240.0 7 <201201.0 217.0 230.5 246.5 8 <203.5203.5 222.0 237.0 255.5 Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut points.

15. 15 Comparing Fall to Winter for Math for Your Class/Section - Handout

16. 16 Compare Some Individual Students for Progress - Handout

17. 17 Another Look at Specific Skills and the Descartes Continuum To identify specific skills on which a student or a class may want to focus, select “Class by RIT.”

18. 18 Another Look at Specific Skills – Whole Class 1.Choose the test term 2.(“now Winter 2011”) 2. Use the dropdown menu to select the class you want (secondary only) 3. Click “Submit.”

19. 19 Another Look at Specific Skills – Whole Class Your class will probably have moved somewhat, and a different set of skills may be presented. SAMPLE DATA This report can be used two ways: to support whole class instruction, or to focus on the needs of individual students or small groups.

20. 20 Another Look at Specific Skills – Whole Class Students are separated into 10 point RIT bands in each “Goal Area,” or “cluster.” For whole class: select one of your lower Goal Areas, click on the middle of your class, on the words “ ”. SAMPLE DATA Students are separated into 10 point RIT bands in each Goal Performance area (CST cluster).

21. 21 Another Look at Specific Skills – Whole Class Prior learning “enhance” Getting about 75% right Current learning “develop” Getting about 50% right Future learning “introduce” Getting about 25% right

22. 22 Another Look at Specific Skills – Whole Class Review all three columns: Use a highlighter to mark the bullets that you cover, have materials for and do well on. What’s left (not highlighted) are bullets on which you still need to focus, obtain resources, etc. You can pool information with colleagues at grade level/department to determine needs beyond the level of a single classroom. Revisit the Teacher Report Worksheet (from Part 1) and see if this information helps inform your practice.

23. 23 Revisiting Individual Student Progress Report To find an individual student’s test history, which allows you to see growth over time, click on “Class Rosters”

24. 24 Individual Student Progress Report Select which “pair of test terms” you want. In Fall, do Fall to Fall. In Winter and Spring, do Fall to Spring (but growth scores will not show in Winter). Select “both” for report type. You can click on your class name to generate reports for the entire class… or on one student at a time to see a report for only that student. Use the “Select Term” dropdown menu to choose the test term you want (in this case Winter 2011 instead of Fall 2010). Use the “Select Class” dropdown menu to choose the section you want (secondary only) Student names are listed below in this area.

25. 25 Individual Student Progress Report (note: growth comparison does not show for Winter) Gr. 2 Gr. 3 Gr. 4 Gr. 5

26. 26 Individual Student Progress Report – Graphic Version

27. 27 Another Look at Specific Skills –Individuals or small groups Students are separated into 10 point RIT bands in each Goal Performance area (CST cluster). For specific students: Click on a student or on “ ” to see what any individual or small group needs to work on. An individual’s lowest goal performance area may be different from that of the entire class. SAMPLE DATA

28. 28 Another Look at Specific Skills –Individuals or small groups Descartes can provide helpful focus for interventions for individuals or small groups.

29. 29 Another Look at Specific Skills –Individuals or small groups Print separate Descartes pages for these students’ target goal performance areas. Use them to guide intervention activities. Pre-teach topics in areas where the entire class will focus in coming lessons. Work with students on specific bullets within the student’s lowest goal area.

30. 30 Using Dynamic Reports Click on “Dynamic Reports”

31. 31 Using Dynamic Reports Click on the words “Dynamic Reports” in grey box.

32. 32 Dynamic Reporting Suite – Things to Know 1. If you use the browser’s “back” button (left arrow) and you get a page which says “page expired:” click “Reload current page” (Firefox) or “Refresh” (Internet Explorer), and then click the option to “Retry” if it is offered. If you are still stuck, click on the green words “Return to Reports Site” which appear mid-screen. 2. If using Internet Explorer 8 or higher, you will be prompted to use “compatibility view.” Directions will be given on-screen. 3. In Dynamic Reports, Winter scores show ONLY in the “Student Goal Setting Worksheet.” All the data will be for Fall until the Spring testing begins. After Spring testing begins, Spring data will show.

33. 33 Revisiting the Student Goal Setting Worksheet Click on “Student Goal Setting Worksheet.” Click here if you ever need to get back to main menu

34. 34 Student Goal Setting Worksheet 1. Use the dropdown menu to select the term pair: “Fall 10 – Spring 11.” This is very important to get the correct goal for each student. 2. Click the button “Limit by Class.” 3. Click “Run Document.”

35. 35 Student Goal Setting Worksheet 1. Highlight the class you want (secondary only) 2. Click on the little arrow to move the section into the box on the right. 3. Click on “Run Document.”

36. 36 Student 1 New for Winter

37. 37 Student 2

38. 38 Student 3

39. 39 Student 4

40. 40 Still in Dynamic Suite – Teacher/Class Overview Click here to look at “projected CST performance” Click here for a User Guide Sample Data

41. 41 Still in Dynamic Suite – Projected Performance on CST Sample Data Reports for New Haven will show projected performance from Fall scores to the coming Spring on the California Standards Test. Right click here to re-sort (works for any column)

42. 42 Still in Dynamic Reports - RIT to Reading Range (expands Lexile) Sample Data Click here for links to booklists

43. 43 Still in Dynamic Reports - RIT to Reading Range (expands Lexile) Sample Data

44. 44 Click on a book icon, and get a list of resources

45. 45 Achievement Status and Growth Report

46. 46 Achievement Status and Growth Report

47. 47 Achievement Status and Growth Report

48. 48 Building Data Ladders - Overview For a concept and its relevant state standard, determine: What is it that all of my students know? What is it that most of my students know? What is it that a few of my students know? What is it that none of my students know? Copyright NWEA

49. 49 Building Data Ladders - Sample Geometry – Properties of two and three dimensional objects (points, rays, lines, and angles including congruency, similarities and transformations) 201-210: Identifies right angles 211-220: Identifies geometric transformations (rotations) 231-240: Understands meaning and representation of a dilation 241-250: Identifies symmetry of a sphere None 191-200: Identifies figures with line symmetrical parts All Copyright NWEA

50. 50 Building the Instructional Ladder – Steps, Gr. 3 Reading 3. Match the RIT bands of groups of your students to DesCartes statements for that subgoal. 2. Within that Area, identify a Descartes subgoal which matches your current class work. Example: Summarize, Identify Answers, Main Idea (similar to CA standard 2.3 on identifying answers in the text). 1. Identify the Goal Performance Area you want to address, given your class data. Example: Comprehend & Analyze Text.

51. 51 Sample Ladder for 3 rd Grade Reading (Three Levels)

52. 52 Sample Ladder for 3 rd Grade Reading (Three Levels), Cont. Subject:Reading, Gr. 3 Goal Perf. Area:2.0 Reading Comprehension Subgoal:Summarize, Identify Answers, Main Idea State Standard:2.3 Identify answers in text RIT Range for highest group of students: 191-210 DesCartes Skills: Locates information in literary passages containing long, complex, or incomplete sentences Locates information in informational passages containing long, complex, or incomplete sentences, containing more difficult vocabulary

53. 53 Sample Ladder for 3 rd Grade Reading (Three Levels), Cont. RIT Range for middle group of students: 171-190 DesCartes Skills: Locates information in short literary passages (1 to 3 paragraphs, complex sentences) Locates information in passages (3 to 10 sentences) of informational text containing 1 to 6 compound or incomplete sentences or sentence construction containing prepositions, compound subjects, or objects RIT Range for lowest group of students: 151-170 DesCartes Skills: Locates information in short literary paragraphs (5 to 6 simple sentences) Locates information in short passages (1 to 3 sentences) of informational text containing simple sentence construction

54. 54 Sources for Other Examples of Ladders NWEA has provided a wide range of examples of instructional ladders for various grade levels and subject areas. Handouts of these will be available.

55. 55 Some Things to Remember RIT scores come with a standard error of measurement, usually +/- 3 points. If a student took the test again, the score would fall within this 6-point range about 2/3 of the time. RIT scores are meant to be used in conjunction with at least two other pieces of information. “Triangulation” is helpful in making decisions about instruction and placement. Our expectations may influence how we relate to students. If a student is “projected” not to be proficient on STAR, it doesn’t mean they will never get there--but they might need extra help. RIT scores are constantly changing, and…it’s all about GROWTH.

56. 56 Managing Your Own Further Learning Log on to the self-paced “Knowledge Academy” by going to http://learning.nwea.org/knowledgeacademy. You can create an account with its own password. http://learning.nwea.org/knowledgeacademy

57. 57 Managing Your Own Further Learning Click on “Course Catalog” to see the current selection of four courses.

58. 58 Managing Your Own Further Learning You can take these for district professional advancement credit.