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Stepping Stones to Using Data Measures of Academic Progress ® (MAP ® ) The names of other companies and their products mentioned in this presentation are.

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Presentation on theme: "Stepping Stones to Using Data Measures of Academic Progress ® (MAP ® ) The names of other companies and their products mentioned in this presentation are."— Presentation transcript:

1 Stepping Stones to Using Data Measures of Academic Progress ® (MAP ® ) The names of other companies and their products mentioned in this presentation are the trademarks of their respective owners.

2 Setting the Stage  Welcome/Introductions  Structure for the day  Materials review 2 A M R A M Materials Reports Activity Web Resources W

3 Activate Prior Knowledge 1.Measures of Academic Progress ® (MAP ® ) as an adaptive assessment 2.Student RIT scores 3.RIT scale 4.NWEA Normative Data 5.DesCartes: A Continuum of Learning ® 6.Primary Grades Instructional Data 7.Class Breakdown by Overall RIT Report and Class Breakdown by Goal Report 3 A

4 Accountability vs. Answerability  External locus of control  Lack of ownership  Punitive  Invites collaboration  Ownership  Clear expectations 4

5 5 Sustaining the Momentum  Consider how you will implement what you’ve learned in the:  Next month  Next semester  Next year M

6 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 Workbook from this workshop Sustaining the Momentum document Hectic schedules/ be persistent and prioritize– this is important! Prior to teach- back sessions Sustaining the Momentum Planning Document My Building 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 Workshop materials Computer lab Sample reports Schedule for early release day or work period Within one month of NWEA training 6

7 Topics for Today Applying MAP ® Data and Resources  Guided Lab Experience  What’s my plan? Essential Reports  Examining Key Reports  Recorded Differentiated Reports Activities  Plan Essential Reports  Examining Key Reports  Recorded Differentiated Reports Activities  Plan

8 Intended Accomplishments  Interpret and apply data from key reports  Use data to evaluate academic needs in the classroom  Set goals with students 8 Workbook p. 1 M

9 9 Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree 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

10 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 Workbook p. 1 M

11 11 Making Decisions Using Data Local - Classroom State/ Annual Periodic (MAP) Triangulation

12 Normative Data: Bringing Context to the Data  Grade-level norms  Typical performance  Beginning-of-Year, Middle-of-Year, and End-of-Year 12 Workbook pp. 2-3 A M

13 Uses for Essential Reports  Instructional planning  Screening  Growth  Goal setting  Informing instructional decisions 13 Workbook p. 3 M

14 Interpreting the Class Breakdown by Overall RIT Report 14 Workbook pp. 4-5 M R

15 Applying the Class Breakdown by Overall RIT Report  Instructional applications: 1.Intervention/remediation 2.Reading support in content areas 3.Gifted and talented support 15 Workbook pp. 4-5 R A M

16 Interpreting the Class Breakdown by Goal Report 16 H.R. Frale (213) Workbook pp. 6-7 M

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 17 Workbook pp. 6-7 R A M

18 Interpreting DesCartes and Primary Grades Instructional Data 18 Workbook pp. 8-9 A M DesCartes 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.  10 point RIT divisions:  Skills  Concepts

19 Applying DesCartes 19 Workbook pp. 8-9 A M

20  Student Data  Test Type  Standard Error  RIT/RIT Range  Percentile/Percentile Range  Reading Range  Goal Performance Area  Summary Data  Mean/Median  Standard Deviation Interpreting the Teacher Report 20 Workbook pp M

21 21 Standard Deviation  Larger standard deviations indicate more academic diversity.  How might this impact instruction? Standard Deviation = 21  Smaller standard deviations indicate that students are more alike.  How might this impact instruction? Standard Deviation = 8

22  Normative Data  State Scale Linking (Alignment) Study Applying the Teacher Report 22 Workbook pp Typical scores 2 grades below mean At or above 95 th percentile Proficiency benchmark indicator R A M

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) 23 Workbook pp M

24 Applying the Online Individual Student Progress Report  Parent Conferences  DesCartes Framework  Normative Data  State Proficiency Tables  RIT Charts 24 Workbook pp R A M

25 Dynamic Reporting Suite 25 Workbook p. 14 M

26  Conference with each student  Review performance  Celebrate success  Set content goal  Set growth goal  Make a plan  The teacher will _____.  The student will _____. Interpreting and Applying the Student Goal Setting Worksheet 26 Workbook pp R A M

27 Dynamic Reporting Suite: RIT to Reading Range Report 27 Workbook p. 16 M W

28 Lexile ®  Doesn’t evaluate:  Genre  Theme  Content  Interest  Quality 28 Workbook p. 17 M

29 29 A RIT to Reading Range Represents Reading Range NWEA RIT Workbook p % Comprehension M

30 Grade 4 Reading: Beginning-of-Year to End-of-Year RIT Point Growth Norms Start RIT Mean Growth Growth Norms Bringing Context to the Data  Physical Growth vs. Academic Growth  Typical Growth  Normative Data  RIT Point Growth Norms Workbook p. 17 M Anthony – RIT 207 Devae – RIT 172

31 Interpreting the Achievement Status and Growth (ASG) Targets Class Report Workbook pp M DEVAE 48/25/08 S/G ANTHONY 48/19/08 S/G

32 Applying the Achievement Status and Growth (ASG) Targets Class Report  Comparing growth projections  Look at sample report  Questions for consideration  Reasons projections are different  Talking to students about differences  Impact on teachers  Helping parents understand 32 Workbook pp R A M

33 Interpreting the Achievement Status and Growth (ASG) Summary Class Report Workbook pp M

34 Applying the Achievement Status and Growth (ASG) Summary Class Report  Growth Index  Percent of Students Meeting Target  Percent of Target Met 34 Workbook pp R A M

35 Growth in Context 35 Workbook pp A M

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 36 Workbook p. 24 M

37 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 37 Workbook p. 24 A M

38 Topics for Today Applying MAP ® Data and Resources  Guided Lab Experience  What’s my plan? Essential Reports  Examining Key Reports  Recorded Differentiated Reports Activities  Plan Applying MAP ® Data and Resources  Guided Lab Experience  What’s my plan?

39 Intended Accomplishments  Access and apply key Measures of Academic Progress ® (MAP ® ) online reports and resources  Exercise new learnings through practical application  Create a plan to communicate and share data with all stakeholders 39 Workbook p. 1 M

40 40 Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree 1.I am accessing MAP reports and resources independently. 2. I regularly use MAP data and related resources to inform my instruction A

41 Guided Lab Experience  Tour of Online Reports and Resources  Application Activities/Product Sharing 41 Workbook pp A M

42 Welcome Back from the Lab!  Let’s continue… Applying MAP ® Data and Resources  Guided Lab Experience  What’s my plan? 42

43 Sharing Data  Who needs information about our data?  What’s our plan for communication?  Students  Parents  Colleagues  Other stakeholders 43 Workbook p. 17 M

44  Student Goal Setting Worksheet  Student Booklist Resources Page  Online Individual Student Progress Report Connecting with Students and Parents 44

45 Connecting with Colleagues  Interpreting and applying data  Using resources  Communication  Professional development 45 Workbook pp A M

46 Professional Development Resources  Training Continuum  Knowledge Academy Online Courses  Recorded Online Trainings  Modular Trainings  Custom Trainings  Regional Workshops  Conferences 46 M Workbook p. 20

47 Other MAP ® Resources  NWEA™ Web Site  Kingsbury Center at NWEA  SPARK Community  Partner Support  Other Ways to Connect  Facebook  Twitter 47 Workbook p. 21 M W

48 Sustaining the Momentum  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 48 A M Workbook p. 21

49 49 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?

50 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 50

51 Leading High Performing Learning Communities  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 Culture and Ownership ANSWERABILITY Mission: Growth and Learning for Every Student 51

52 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? 52 A M

53 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. A M


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