Glenview School District 34

Glenview School District 34
MAP Administration Workshop Teacher Module Revised 6/26/2003 Glenview School District 34 Parent’s Guide to Measures of Academic Progress MAP Welcome participants and introduce yourself and other key staff. If small enough group, have participants introduce themselves.

NWEA-MAP-ALT??? Revised 6/26/2003

MAP Administration Workshop Teacher Module
Revised 6/26/2003 Design of Achievement Level Tests (ALT) Design of Measures of Academic Progress (MAP) Challenging, appropriate and dynamically developed for every student Accurate data for students across the scale Untimed Purpose is internal accountability Measures growth in student achievement Immediate results Can test up to 4 times a year Challenging and appropriate for every student Assesses what we teach Untimed Purpose is internal accountability Measures growth in student achievement Adult Reading Adult Reading x - x - - - + + + + + 219 x + x x 5th Grade 5th Grade x x + x x x x x Show and explain how Achievement Level Tests (paper-pencil) design creates a challenging and appropriate fit for all students, regardless of achievement. Lower performing kids interact differently with this test, so do your top kids. Overlap allows us to give an appropriate test to each student, in order to find the best fit. CLICK Show and explain how Measures of Academic Progress tests create an even more accurate and appropriate test for students because the test is dynamically developed as a child takes it. Each of the goals survey tests take approximately an hour to administer. The tests are untimed and just like with the Level Tests, the proctor should be monitoring students’ progress. x x x Beginning Literacy Beginning Literacy Revised 6/26/2003

Revised 6/26/2003 RIT (Rasch Unit) Scale Achievement scale Equal interval Used to show growth over time Scale has the same meaning regardless of the students’ grade level or items taken Adult Reading MAP Test 250 x x - - - - + + + + x + 215 x + x 5th Grade x x x + x x x x x If we attach a scale onto our pictures for a typical range, this is what it looks like. Explain how this is a curriculum and achievement scale. You can use the language that is appropriate to the audience – a curriculum scale when talking to teachers and an achievement scale when talking to parents. It is an equal interval scale, like a yardstick. This means that 10 RITs at the bottom means the same as 10 RITs at the top of the scale. This scale lets us see how much growth happened between fall and spring and across time – a “snapshot” of the student’s ability. x x 150 Beginning Literacy Revised 6/26/2003

Revised 6/26/2003 Instructional Level The NWEA test is not a test for determining mastery of skills. It provides a road map for students toward achieving mastery. The NWEA assessment is not a “mastery” test. Rather, it is based on a continuum of skills in math, reading, and language usage from low skill levels to high skill levels. We can consider it to be one long test, rather than a series of shorter tests that assess students over specific criteria at various grade levels. It provides a way—a road map–for determining where each student is performing in relation to local or state standards, curriculum, or other criteria. CLICK A KEY POINT here is that this assessment provides teachers with the INSTRUCTIONAL LEVEL of the student. {Note to trainer – Throughout the workshop continue to emphasize that we are finding the instructional level; this is a concept new to most of the participants and one than needs constant review and emphasis} Teachers may ask questions about upper level math end-of-course tests. Explain that those tests may be considered mastery tests in that subject. With NWEA assessments, our purpose is to get the most accurate information we can on every child, regardless of where they are in the curriculum. In order to do this, we had to design something different. This test provides the instructional level of the student. Revised 6/26/2003

Talking to Students Before Testing
MAP Administration Workshop Teacher Module Revised 6/26/2003 Talking to Students Before Testing Handout — Guide to Talking to Students about the Test Purpose – to find out exactly where each of them are performing Not expected to know the answer to every question Must answer every question – cannot skip Cannot go back (because of adaptive nature of test) Need to know how to use a pop-up calculator and scroll bar Teachers should spend some time with their students before the assigned testing day preparing their students for the experience. Some important things to share with the students are: Purpose of the test: This test is designed to measure how tall students are in each of the subject areas, just like we measure them in height. It will adjust as they answer questions. We need to know exactly where each student is performing to better instruct them. Students will not know the answers to every question. They should use their test taking strategies to make the best choice of answers. Students must select an answer for every question. They cannot skip a question. Students cannot go back once a question has been answered. Because of the adaptive nature of the test, the test is scored after each response. Dependent upon the way the math tests were built, a pop-up calculator may appear for some questions. Students should be taught to use a pop-up calculator on the computer before the testing session. Some reading items contain scroll bars on the passages. Students need to be familiar with scroll bars and their use before the testing session. We have prepared a short PowerPoint MAP Student Presentation that is available on our website and can be used to prepare students for their first testing experience. You also have a handout that is a Guide to Talking to Students about the Test to help you with this each season. Revised 6/26/2003

Revised 6/26/2003 Demo a test, spending a little time on how students can select answers and move on to the next question. Show how a test may be halted or terminated by pressing <Control><Shift><P> on PCs (different for MACs). Password must be entered to get in and to get out. Use the <Close> button to return to the test. Revised 6/26/2003

Revised 6/26/2003 Revised 6/26/2003

Revised 6/26/2003 A Spanish version of the math test is available for an additional fee. The test works the same way. The items appear in English and where appropriate, a sound button appears. When the student pushes the sound button, that part of the item is read to the student in Spanish. This is ONLY available for math and we do not project creating Spanish versions in any other subjects at this time. Districts can call the Portland office if they are interested in purchasing this version of the tests. This button allows the question to be read in Spanish. Revised 6/26/2003

Revised 6/26/2003 Never use only one point of data Section 3 – Interpreting NWEA Reports and Using the Data Slides 10-37 Time required: 10 minutes (maximum), should serve as a review Materials Packet Pp. 5-8 Placement Guidelines Triangulation Local & State Assessments We should never use only one piece of data, especially when making important decisions. Use the analogy of an iceberg—often 3-sided. The portions below the water—that which we don’t see– may be just as significant as what we do see (or even more so!). Remind participants these NWEA data are only one piece, providing one snapshot in time. Another good analogy to use is taking a student’s photograph on picture day. Most often the photo is good, but not always. The student is always changing—tomorrow they will look very similar, but not identical. Triangulation (3 supporting pieces that agree) of data should be emphasized as well as using a “Body of Evidence”. Teacher (Classroom Assessment) NWEA Data Revised 6/26/2003

Individual Student Progress Report
MAP Administration Workshop Teacher Module Revised 6/26/2003 Individual Student Progress Report The Individual Student Progress Report is very helpful to send home to parents. We recommend these be given to parents in a conference the first time out. There are sample parent letters available on the Teacher Toolbox on the web. You can download these and edit these to meet your needs. Revised 6/26/2003

What does “Goal Performance” mean?
MAP Administration Workshop Teacher Module Revised 6/26/2003 What does “Goal Performance” mean? Goal scores are percentiles based on the entire group of students in the norming study at each student’s grade level. They tell how a given student compares with others in this whole group. For example, if a student is at the 70th percentile, it means that 70% of the students in that grade level scored lower than this student. Go over the points listed on the slide: Goal scores are percentiles based on the entire group of students in the norming study at each student’s grade level. They tell how a given student compares with others in this whole group. For example, if a student is at the 70th percentile, it means that 70% of the students in that grade level scored lower than this student. Explain that on the previous slide, we talked about goal performance data coming in two different ways By RIT range – not related to a particular grade level By Hi, Av, Lo which is based on a percentile – related to a grade level as determined by the norming study. Revised 6/26/2003

Goal Score Descriptors Revised 6/26/2003 Hi = Percentile scores greater than 66 Av = Percentile scores between 66 and 34 Lo = Percentile scores less than 34 Hi > 80 percentile HiAvg = percentile Av = percentile LoAvg = percentile Lo < 21 percentiles On Student Progress Reports only Goal Scores listed as Hi, Av, and Lo, are percentiles based on the entire group of students in the norming study at each student’s grade level. They tell how a given student compares with others in this group. Goal performance of Lo means that the child is performing at the 33rd percentile or lower for all the students in that grade in the norming study. These numbers are set as the default in the current system. Your MAP coordinator can order reports where a goal strand range can be reported instead of a descriptor. If you desire this, then you need to confer with your MAP coordinator prior to him/her ordering district reports after the testing window is finished. A hyphen in the goal area means the student didn’t answer enough questions in that goal area to report a valid score. It is important to distinguish between a student’s RIT information and the norm-referenced information on a class report. If the report shows descriptors (Hi, Av, Lo) it refers to percentiles. This can best be accomplished by drawing a line between “RIT range” and “%ile” on your class report. All the information to the left of that line represents the student’s own RIT scores, and all information to the right of the line represents norm-referenced information. This only holds true if your report has lo/avg/hi descriptors instead of RIT ranges for the goal areas (ALT will only show descriptors). CLICK Note that on the Student Progress Reports that first came out Spring 2003, break down is into 5 categories – Hi, Hi Average, Average, Lo Average, and Lo. Currently this is the only report on which you will find the breakdown into five, rather than three percentile categories. Revised 6/26/2003

Revised 6/26/2003 NOTE: If using goal descriptors, they ARE grade dependent { { { An important note is that some of the data on the report is dependent on grade, while some is not. The RIT score and RIT range are not dependent on grade. A student in one grade can make the same RIT score as a student in another grade and it means basically the same thing. If ordered, the goal RIT ranges mean the same thing. The percentile score, percentile range, and goal descriptors (HI, AV, LO) are dependent on the grade level norms. RIT not grade level dependent Percentile – grade level dependent (NWEA norm)

Revised 6/26/2003 What are expected RIT and growth scores? typical ”Monitoring Growth in Student Achievement” NWEA updates the norming data every 3 years. The most recent norming study concluded in 2002 and new norms were first used for the fall 2002 testing season. We can use the grade-level norms, shown on the Monitoring Growth in Student Achievement chart, to help us with what is “typical”; that is, students scoring at the 50th percentile in the norm study. Emphasize that the word “typical” should be used by teachers and administrators. They should avoid using “expected” or “should be”, as we treat each student as an individual. For example, if the typical median Spring RIT for a student is 230, and (s)he was at a 200 in the fall, then we should not say that the student is “expected” or “should be” at a That is not reasonable. Remember, this is only a point of reference. Over time, you will come to know what “typical” growth looks like for your district, which may be different than the NWEA norms. Revised 6/26/2003

Revised 6/26/2003 Monitoring Growth in Student Achievement Monitoring Growth Chart from pocket of materials binder Reading Achievement and Growth Grade Median Mean 2 179 177.7 188 186.6 14.9 n/a 3 191 188.7 199 197.2 10.4 4 200 198.0 206 204.3 7.4 5 207 205.2 212 210.3 6.3 6 210.5 217 215.2 5.3 7 216 214.4 221 218.9 4.3 8 220 218.3 225 222.8 4.2 9 223 221.0 226 224.2 2.9 10 223.1 224.3 2.6 11.9 7.6 7.0 3.0 3.3 14.1 10.7 8.0 6.1 4.6 3.8 3.6 Ending Fall to Spring Fall Spring to Mean Growth When looking at yearly growth on the Monitoring Growth Chart, it is recommended that you use Spring-to-Spring measures when at all possible. This will depend on how many testing sessions each student has participated in. Spring-to-Spring growth takes into account the summer months and it is a better indicator of yearly growth. Fall-to-Spring represents only the instructional months, but can serve as a good indicator of successful teaching strategies implemented during the school year. Also, keep in mind that “growth” is not obtained simply by subtracting the Fall RIT from the Spring RIT or the Fall RIT from the previous Fall RIT. Matched students were used for this process. That is, only the data from students who were tested in the fall who were also tested in the spring were used. Data of students who moved into or out of districts between the fall and spring were not used to determine growth scores. Mean and median RIT scores, however, were obtained through the norming study using all of the students—1,050,000. Revised 6/26/2003 Materials Packet – Binder Pocket

Responding to Negative Growth Questions to ask yourself…
Is this a Spring to Fall issue? How much data do we have? Is this one or two data points? Did the student top out of the test? For the majority of the kids this will not be true. How does the data match other data you have about the child? What might be some reasons for the student’s performance at a given point in time? Upset? Test Anxiety?… Are there things that you know about the situation that could account for the lack of growth? Revised 6/26/2003

Responding to Negative Growth Questions to ask yourself…
Is this a pattern that you see in other subject areas? As you look at the student’s performance in this area, what do you see in the goal data? Is this a particular student’s pattern or did it show up in other kids? Are we challenging these kids appropriately? Is instruction differentiated enough? Is it a curriculum issue? Revised 6/26/2003

Revised 6/26/2003 A Lexile is… Section 6 – Lexiles Use discretion on this piece. Find out if the district has purchased Lexile Scores. If the district does not have Lexile scores, you should just touch on this section; if they do, go through the entire section. Slides 78-87 Time required: 35 minutes Materials NWEA Learning Continuum Sample Reports Sample Class Report p. 4 Materials Packet P. 25 – Instructions for use of Lexile Web Site Lexile Tour Guide – back pocket of binder A unit for measuring text difficulty that is linked to the RIT score, Northwest Evaluation Association’s unit for measuring reading comprehension. These links allow teachers to use the student’s RIT score to find books, periodicals, and other reading materials that will be appropriately challenging for each student. Instructions for use of Lexile Web Site Materials Packet p. 25 Lexile scores are available on the reading reports. (Sample Reports p. 4)A RIT is a measure of what students can do. We linked our RIT scale to the MetaMetrics Lexile scale. A Lexile measures text and how difficult it is to read and comprehend. They are both equal interval scales. Revised 6/26/2003

Revised 6/26/2003 What Lexile measures… Semantic Difficulty As measured by the frequency with which each word in a measured text appears in Lexile’s database of 200 million words. Syntactic Complexity As measured by sentence length. Lexile has two dimensions. It measures: Semantic Difficulty – frequency. They constructed a huge text database, which looks at vocabulary in texts. It looks at how hard the vocabulary is and how sophisticated it is. The other dimension is Syntactic Complexity - sentence length. This measures the technical difficulty—how long and convoluted are the sentences? Revised 6/26/2003

The Lexile doesn’t evaluate…
MAP Administration Workshop Teacher Module Revised 6/26/2003 The Lexile doesn’t evaluate… Genre Students moving to a new genre may need more teacher support to read effectively. Theme A low Lexile score doesn’t mean the book’s theme is appropriate for children. Emerging adult readers want to read adult content, not children’s books, so teachers need to consider them when using Lexile with adults. Content Students encountering content or topics that are new to them may need to have new vocabulary and concepts pre-taught. Interest Students will tend to be more motivated when they can self-select reading material. Teachers should also encourage students to constantly expand their interest and read material that builds reading competence. The Lexile doesn’t evaluate genre, theme, content, or interest. Revised 6/26/2003

The Lexile score represents…
MAP Administration Workshop Teacher Module Revised 6/26/2003 The Lexile score represents… Use sample Reading Class Report pp. 4-6 Lexile NWEA RIT …the level of text that a student can read with 75% comprehension. For a student with a RIT of 205, books with a 600 Lexile provide an excellent match with the student’s instructional level. The book, After the Rain by Norma Mazer is a 600L text. 205 600 A student’s RIT score represents items he/she can get right about ½ the time. This is a student’s instructional level, not a mastery level. The Lexile range represents the level at which the student can read with 75% comprehension. This is the student’s independent reading level, where a student may read without a lot of support. Revised 6/26/2003

Revised 6/26/2003 Lexile Uses Teachers can use Lexiles along with professional judgment to help students choose appropriate challenge levels Helpful to parents in choosing appropriate reading materials Put together books to accompany theme units that meet all students challenge level. Example: Adventures of Huckleberry Finn by Matern – 390L Adventures of Huckleberry Finn by Suter – 440L Adventures of Huckleberry Finn by Twain – 990L Lexiles can be used in different ways, but keep in mind that a Lexile is only one piece of data. Teacher judgment and other sources of information should be the guiding forces to help make Lexiles a very powerful tool. This slide shows an example of using a novel – Huckleberry Finn – as the basis for a themed unit. This book is available in three different Lexile levels, so it could be used for wide variety of readers. Revised 6/26/2003

Revised 6/26/2003 Lexile Resources Lexile Tour Guide in back pocket of binder Have them pull out the Lexile chart (large one). They can use this as a general reference. They also have a copy of “The Lexile Tour Guide”. For more information, visit the Lexile.com web site. We plan to spend more time talking about using Lexiles in the classroom in the next NWEA workshop, Climbing the Data Ladder. Revised 6/26/2003

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