1. 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

2. 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

3. 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

4. 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

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

6. 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.

7. 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.

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

9. 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
: proficient use of data, class/student goal setting, and strong instructional strategies (differentiation, student ownership and engagement)

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

11. 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

12. 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

13. 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.

14. 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

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

16. Analyzing Student Growth II

17. Team Up to Lighten the Load

18. 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

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

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

21. New Discoveries and Questions