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Measures of Academic Progress. Make informed instructional decisions  Identify gaps/needs  Support specific skill development across content areas 

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Presentation on theme: "Measures of Academic Progress. Make informed instructional decisions  Identify gaps/needs  Support specific skill development across content areas "— Presentation transcript:

1 Measures of Academic Progress

2 Make informed instructional decisions  Identify gaps/needs  Support specific skill development across content areas  Differentiation  Monitor class progress  Monitor group progress  Monitor individual student progress Communication  Individual goal setting  Class goal setting  Parent/student conferences

3  Find a partner  Give one way this information may be helpful to you in your role or one way you may use this data.

4  Once logged into the NWEA site:  Click on MANAGE TEST SESSIONS  TEST MY CLASS or FIND STUDENTS TO TEST  Find students and make sure all students are marked – CLICK ADD STUDENTS  Mark all students then click ASSIGN TEST  Select appropriate test – MAP Reading 6+, MAP Math 6+, or MAP Reading 2-5, MAP Math 2-5  Click on ASSIGN  Click TEST NOW or SAVE SESSION

5 Student Computers  Log in with the following username & password:  Click on the NWEA icon and the browser should start Test Administrator  On your computer - Go to the MAP Site https://seaford- admin.mapnwea.org/admin /home.seam *Make this a favorite  Log in with your username & password

6  Classroom Report  Student Strengths and Needs  Student Growth Projections  Project Proficiency

7

8 The Lexile Framework for Reading is a scientific approach to measuring text difficulty and reading ability, putting both texts and readers on the same scale to accurately match readers to texts. The Lexile scale ranges from 200L for a beginning reader to 1700L for advanced texts. Lexiles are instrument independent. By using the same method and scale to measure readers and text, they are quite accurate. By matching readers and texts, Lexiles move beyond just a test score. They apply to everyday reading. Lexile measures allow you to manage comprehension. Matching a reader’s Lexile measure to a text with the same Lexile measure leads to an expected 75% comprehension rate—not too difficult to be frustrating, but difficult enough to be challenging and to encourage reading progress. You can further adjust anticipated comprehension simply by choosing more or less difficult texts within a student's Lexile range. The 50L at the high end of a student's Lexile range is his/her instructional reading level; at this level a student will need assistance to comprehend the text. The 100L at the lower end of a student's range is his/her independent reading level. The point between these two ranges is where 75% comprehension occurs. Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word frequency and sentence length. To read more about exactly how Lexile measures of texts are calculated, see The Lexile Framework as an Approach for Reading Measurement and Success at the Lexile website.

9 There is no direct correspondence between a specific Lexile measure and a specific grade level. Within any classroom or grade, there will be a range of readers and a range of reading materials. For example, in a fifth-grade classroom there will be some readers who are ahead of the typical reader (about 250L above) and some readers who are behind the typical reader (about 250L below). To say that some books are "just right" for fifth graders assumes that all fifth graders are reading at the same level. The Lexile ® Framework for Reading is intended to match readers with texts at whatever level the reader is reading.

10 GradeText Demand Study th percentile to 75th percentile (IQR) 2012 CCSS Text Measures* 1230L to 420L190L to 530L 2450L to 570L420L to 650L 3600L to 730L520L to 820L 4640L to780L740L to 940L 5730L to 850L830L to 1010L 6860L to 920L925L to 1070L 7880L to 960L970L to 1120L 8900L to 1010L1010L to 1185L 9960L to 1110L1050L to 1260L 10920L to 1120L1080L to 1335L 11 and L to 1220L1185L to 1385L Typical Text Measures, by Grade *COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012

11 RIT is a unit of measure that uses individual item difficulty values to estimate student achievement. RIT scores create an equal- interval scale. This means the difference between scores is the same regardless of whether a student is at the top, bottom, or middle of the RIT scale, and it has the same meaning regardless of grade level.

12 A percentile is how well a student performs compared to students in a "norms" sample for their grade. Fifth graders are compared with fifth grade students in the nationwide norm sample. A student scoring at the 35th percentile scored as well as, or better than, 35 percent of the students in the group (within the same grade level from the norm sample). It also means that 65 percent of the students exceeded this score. Percentile does not mean that the student got 35 percent of the items correct. The percentile is not a good measure for measuring growth in students. Students in the middle of the percentile range can leap ahead or fall behind fairly easily, but it is harder to move percentiles the further you are to either end of the range (e.g. 98th).


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