Analyzing Fall to Winter Growth In the Student Report Center, print your: MAP Achievement and Growth and Analyzing Class MAP Data reports… Analyzing Fall to Winter Growth TLC MAP 101 Session 3

Agenda Time to Analyze our Data together Time to share strategies that have contributed to student success Time to share strategies that have contributed to teacher efficiency and success

Examining Winter Reports Winter Class Reports Provide: An objective overview of what’s working well Insight for areas that need additional instructional support Insight for areas where our texts need supplementation Great opportunities to honor growth in goal areas and for students and teachers to reexamine goals. Great opportunity to build connections between work done and growth achieved! Great measuring stick for us to examine our practices

Let’s Start at the Student Report Site No more frustration over where to find all those different reports! Let’s start at the Student Report Site, with links to all the reports relevant to teachers and students myplan.powayusd.com

Analyzing Class Growth Data Take a highlighter and circle the goal area your class has been targeting in reading, math, and language usage

Taking a Closer Look: For the next 10 minutes, answer the following questions on page one. Then take 5 minutes to discuss your discoveries with partners at your table. Be prepared to share your group’s insights.

Analyzing Mid-Year Student Growth Story of the teachers that looped with a child, and questioned the winter report in one goal area that indicated the child did poorly in that area. They retested her using a classroom assessment for that goal area and did very poorly on it as well. They still wondered if these were flukes because they had already worked with this child the previous year and felt they knew her well. But, just to be safe, they did one additional classroom assessment of the concept (goal area) in question, and she failed it too. They decided she did need additional instruction in this area. We’re always wise to double-check. It can go either way, but we need to know. Additional key info related to the percentages recorded on this part of the report. In the years before we began to actually use the data from our NWEA assessments, it was very typical for around 29% of students to make their targeted growth in most classes. One a very few exceptions to this pattern were noted and they were primarily in classes of teachers that were very strong teachers. Those teachers would have 60% or more…even up to 90% Once sites began to use the data more, the new average amount of growth jumped up to around 39-45% of students meeting targeted growth. Again, there were some strong teachers that became even stronger as they used the data and engaged students, so their scores went even higher, but they were the anomalies. Sites that were just testing, but doing little with the results stayed around 29-35% As sites began to add class and student goals, and to use DesCartes to guide differentiation, the scores jumped to 69% and more of the students reaching their targeted growth When special ed teachers collaborated well with classroom teachers, using individual student reports and data from DesCartes to scaffold students for grade level instruction, some had 90% of their caseloads reaching their targeted growth.

FAQs: Typical and Optimal Growth What are typical growth and optimal growth targets? 

FAQs: How Many make Typical Growth? What percentage of students normally make typical growth? 29-39 : little access to MAP data 40-59 : beginning use 60-100 : proficient use of data, class/student goal setting, and strong instructional strategies (differentiation, student ownership and engagement)

FAQs: How Many Make Optimal? What percentage normally make Optimal growth? Over 50% is strong At k-3 we’ve seen 60-100%

FAQs: Why Scores Go Down Why did some students’ scores go down and what can I do about it? NWEA reports the following: The student took too little time on the second test The student was not engaged during the test The student received little or no instruction in the appropriate RIT range since the previous assessment We’ve also noticed: It is important to look at the goal areas for each student. For example, when our students grow dramatically in Interpretive Comp, they often fall in Literal Comp Students sometimes become focused on learning more in one area and need support to integrate the new skills across the subject area We sometimes overemphasize areas when we notice unique needs (Interpretive Comp, Response to Literature) New textbooks may have areas of weakness and we need to find support materials to balance them Students may need support to take the risks necessary to promote growth

Why Scores Drop… NWEA reports the following: The student took too little time on the second test The student was not engaged during the test The student received little or no instruction in the appropriate RIT range since the previous assessment

Why Scores Drop We’ve also noticed: It is important to look at the goal areas for each student. For example, when our students grow dramatically in Interpretive Comp skills, they often fall in Literal Comp skills. Students sometimes become focused on learning more in one area and need support to integrate the new skills across the subject area We sometimes overemphasize areas when we notice unique needs (Interpretive Comp, Response to Literature) New textbooks may have areas of weakness and we need to find support materials to balance them Students may need support to take the risks necessary to promote growth Story of the fourth grade student that enjoyed being number one, which was easy if she was doing grade level work. She didn’t WANT to work at her level because it took more effort and she couldn’t just shine as the star student of the class all the time. (She’d always looked great when she was doing grade level work that was too low for her. She could also earn more points for Accelerated Reader if she read more books. She could read more books if she chose easy books she could read faster, so preferred that strategy.) When her scores went down in the winter, she was horrified and embarrassed because she was the ONLY one that didn’t grow significantly. She stayed in at recess and asked the teacher to help her learn to choose books at an appropriate level. Her scores improved dramatically by spring.

FAQs: Why GATE scores Sometimes Drop Why do more of my GATE students show a drop in scores and my Basic and Proficient students make advances? Let’s look at underlying goal areas

FAQs: Why do some go SO High? What does it mean when the scores from some students go up much more than expected?

Analyzing Student Growth II

Team Up to Lighten the Load

Using DesCartes to Go Deeper Before we continue our analysis, we will need access to DesCartes in NWEA’s site or the PUSD Report Center

FAQs: Vocabulary, Signs, and Symbols Login to the NWEA site and select “View Reports and Instructional Resources,” then select “Instructional Resources”

Take Time to Honor Growth Share successes Remember, it’s about the learning, not the numbers!!!

New Discoveries and Questions