1. Sharing MAP Data with Parents Ray Wilson and Linda Foote Fall 2006

2. Don’t Look At the Scoreboard

3. Keep the focus on class and student learning rather than “scores.” No more than five minutes dedicated to MAP resultsNo more than five minutes dedicated to MAP results Note student strengths and areas for improvement.Note student strengths and areas for improvement.student strengths student strengths Focus on the language of learningFocus on the language of learning

4. New Class Report in TIM

5. Gather a Body of Evidence MAP Individual Student Progress ReportsMAP Individual Student Progress ReportsIndividual Student Progress ReportsIndividual Student Progress Reports STAR Performance LevelsSTAR Performance Levels Samples of student workSamples of student work Student ReflectionsStudent Reflections

6. Organize Your Materials Be strategic about when in the conference to share MAP resultsBe strategic about when in the conference to share MAP results Prepare class and/or individual student goalsPrepare class and/or individual student goals Have your RIT Reference Chart at handHave your RIT Reference Chart at hand Have parent resources availableHave parent resources available

7. For Parents Who Need More PUSD Parent MAP Resources WebsitePUSD Parent MAP Resources WebsitePUSD Parent MAP Resources WebsitePUSD Parent MAP Resources Website The NWEA Parent Toolkit: A guide to NWEA AssessmentsThe NWEA Parent Toolkit: A guide to NWEA AssessmentsThe NWEA Parent Toolkit: A guide to NWEA AssessmentsThe NWEA Parent Toolkit: A guide to NWEA Assessments PUSD Lexile WebsitePUSD Lexile WebsitePUSD Lexile WebsitePUSD Lexile Website

8. What about Scores that Drop? A test is only an estimate (Standard Error of Measure: 2.5-3.5)A test is only an estimate (Standard Error of Measure: 2.5-3.5) These scores are only single indicators. What other evidence do we have?These scores are only single indicators. What other evidence do we have? Did the test have meaning (context) for the student?Did the test have meaning (context) for the student?

9. What about Scores that Drop? Did the instruction between testing periods address the skills tested?Did the instruction between testing periods address the skills tested? Were there other challenges or issues distracting the student that day?Were there other challenges or issues distracting the student that day? Seek the student’s input.Seek the student’s input. Is it a pattern or an anomaly?Is it a pattern or an anomaly?

10. Resources for Teachers NWEA’s Understanding Teacher and Class ReportsNWEA’s Understanding Teacher and Class ReportsNWEA’s Understanding Teacher and Class ReportsNWEA’s Understanding Teacher and Class Reports PUSD MAP Resource Site for TeachersPUSD MAP Resource Site for TeachersPUSD MAP Resource Site for TeachersPUSD MAP Resource Site for Teachers Lexile ResourcesLexile ResourcesLexile ResourcesLexile Resources