2. Partnering to help all kids learn Teacher’s Guide to Measures of Academic Progress MAP

3. Partnering to help all kids learn 2 Intended Accomplishments Introductions Introductions MAP Basics MAP Basics Test Administration Test Administration Demo of TestTaker Demo of TestTaker Reports Reports Communicating with Parents Communicating with Parents Other Resources Other Resources Looking Ahead Looking Ahead Optional Lab Practice Optional Lab Practice Handout — Agenda

4. Partnering to help all kids learn 3 Key to Pictures You’ll See = discussion item = key point = a tool for your use = something to think about

5. Partnering to help all kids learn 4 What questions do you want answered today? What do you want to know about MAP assessments and the reports you will receive? What do you want to know about MAP assessments and the reports you will receive? How can this workshop meet the needs of your district? How can this workshop meet the needs of your district?

6. Partnering to help all kids learn 5 NWEA Partner Districts We partner with schools and districts to help all kids learn. AK British Columbia Taiwan OR WA CA AZ ID NV MT WY CO NM TX MN NE IA AR IL WI MI IN PA SC RI VA OH KY KS NY UT TN GA NC ND NH ME RI Canada Venezuela

7. Partnering to help all kids learn 6 Our Purpose Our purpose is to help all kids learn; more tomorrow than today, more next year than this year. Our purpose is growth and improvement of learning. improvement of learning.

8. Partnering to help all kids learn 7 NWEA Mission Partnering to help all kids learn

9. Partnering to help all kids learn 8 Quick Survey Have you attended a MAP Intro workshop? Have you attended a MAP Intro workshop? What do you already know about MAP? What do you already know about MAP?

10. Partnering to help all kids learn 9 Pre-Assessment How is MAP different from conventional assessments? How is MAP different from conventional assessments? What does the RIT scale measure? What does the RIT scale measure? What are some of the features of the RIT scale? What are some of the features of the RIT scale? How does the MAP system know where to give a student the first question? How does the MAP system know where to give a student the first question? How soon is data available after a student takes a MAP test? How soon is data available after a student takes a MAP test?

11. Partnering to help all kids learn 10 Assumptions of ‘Graded’ Schools Curriculum scale Curriculum scale Skills taught may begin with associating sounds with letters in K-1, to adult levels in high school Skills taught may begin with associating sounds with letters in K-1, to adult levels in high school Typically, we feel restricted to “covering” specific curricula related to adopted grade level standards Typically, we feel restricted to “covering” specific curricula related to adopted grade level standards Does this design meet the needs of all students? Beginning Literacy Adult Reading 5 th Grade

12. Partnering to help all kids learn 11 We have students performing above, at, and below this ‘grade level’ curriculum We have students performing above, at, and below this ‘grade level’ curriculum How does this impact assessment and instruction? How does this impact assessment and instruction? The profound challenge: The profound challenge: How do we foster growth for all students? Beginning Literacy Adult Reading 5 th Grade x x x x x x x x x x x x x x x How does classroom reality relate to our assumptions?

13. Partnering to help all kids learn 12 Instructional Level vs. Mastery The NWEA test provides the instructional level of the student. The NWEA test provides the instructional level of the student. It provides a road map for students toward achieving mastery. It provides a road map for students toward achieving mastery. It is not a test for determining mastery of skills. It is not a test for determining mastery of skills.

14. Partnering to help all kids learn 13 Features of MAP Test Challenging, appropriate and dynamically developed for every student Challenging, appropriate and dynamically developed for every student Accurate data for students across the scale Accurate data for students across the scale Untimed Untimed Purpose is internal accountability Purpose is internal accountability Measures growth in student achievement Measures growth in student achievement Immediate results Immediate results Can test up to 4 times a year Can test up to 4 times a year

15. Partnering to help all kids learn 14 Design & Features of MAP Test Beginning Literacy Adult Reading 5 th Grade x x x x x x x x x x x x x x x MAP Test + + - + - -- + + + + 215

16. Partnering to help all kids learn 15 RIT (Rasch Unit) Scale Achievement scale Achievement scale Equal interval Equal interval Growth over time Growth over time Consistent scale Consistent scale 150 250 Beginning Literacy Adult Reading 5 th Grade x x x x x x x x x x x x x x x MAP Test + + - + - -- + + + + 215

17. Partnering to help all kids learn 16 Checkpoint How is MAP different from conventional assessments? How is MAP different from conventional assessments? What does the RIT scale measure? What does the RIT scale measure? What are some of the features of the RIT scale? What are some of the features of the RIT scale? How does the MAP system know where to give a student the first question? How does the MAP system know where to give a student the first question? How soon is data available after a student takes a MAP test? How soon is data available after a student takes a MAP test?

18. Partnering to help all kids learn 17 Uses of MAP Intake testing Intake testing Parent conferences Parent conferences Monitoring progress across time Monitoring progress across time Course Placement Course Placement Monitoring students in Special Programs Monitoring students in Special Programs

19. Partnering to help all kids learn 18 How do I know which test to give? Handbook— Page 3 Guidelines for Choosing the Correct Test Handout - Goal Structure GOALS Survey –42-52 items –~ 1 hour to administer –Gives information on goal areas –Most commonly used fall and spring Survey –20 items –~30 minutes to administer –NO INFORMATION on goal areas –OVERALL RIT only –Most commonly used for intake and winter testing

20. Partnering to help all kids learn 19 Role of MAP Coordinator Handbook— Pages 4-7 Roles and Responsibilities Key point of contact Key point of contact Distributes all user names and passwords Distributes all user names and passwords Receives all updates Receives all updates Coordinates the entire process Coordinates the entire process New Class Roster File New Class Roster File

21. Partnering to help all kids learn 20 Principal Distributes user names and passwords Distributes user names and passwords Assists with scheduling Assists with scheduling Confirms teachers are in student data file Confirms teachers are in student data file Confirms teachers have copies of reports Confirms teachers have copies of reports Meets with grade level teams on MAP data Meets with grade level teams on MAP data

22. ProctorsTeachers Before Testing Ready computers MAKE SURE CORRECT TESTS ARE ASSIGNED!!! Number class lists to computers Have scratch paper and pencils available Let students know computer assignments Show “MAP Student Presentation” to students Have students bring book to read or assignment Bring class to computer lab During Testing Read directions Monitor test event Invalidate tests Log scores or print screen Remain in lab After Testing Prepare computer for next group Upload data to NWEA at end of every day Access and analyze teacher reports Discuss student scores with parents and students Implement necessary instructional modifications

23. Partnering to help all kids learn 22 One Week Prior to Testing Provide list(s) of students Provide list(s) of students Seating arrangements Seating arrangements Special testing arrangements Special testing arrangements Review schedule Review schedule Prepare students Prepare students Handbook— Pages 8-9 Reminders for Teachers

24. Partnering to help all kids learn 23 Other Important Reminders Outside materials Outside materials Importance of listening to directions Importance of listening to directions Importance of doing their best Importance of doing their best

25. Partnering to help all kids learn 24 Talking to Students Before Testing Handout — Guide to Talking to Students about the Test Teacher responsibility:Teacher responsibility: –Explain purpose of test –Not expected to know the answer to every question –Cannot skip questions –Cannot go back –Pop-up calculator and scroll bar –Use MAP Student Presentation – http://www.nwea.org Select, then Select, then

26. Partnering to help all kids learn 25 NWEA Resources http://www.nwea.org http://www.nwea.org Click link: Click link:

27. Partnering to help all kids learn 26 NWEA Resources Document Library Knowledge Base

28. Partnering to help all kids learn 27 Allowable Accommodations No reading any part of language usage or reading test No reading any part of language usage or reading test May help with a difficult word in math as long as no additional clues are given May help with a difficult word in math as long as no additional clues are given If IEP allows test to be read to student, this may be done in math or science If IEP allows test to be read to student, this may be done in math or science If one-on-one testing is needed for a student, plan ahead If one-on-one testing is needed for a student, plan ahead Handbook— Pages 10 Allowable Accommodations and Modifications

29. Partnering to help all kids learn 28 Day of Testing Take break before lab Take break before lab Students should bring a library book to read after testing Students should bring a library book to read after testing Be there on time Be there on time Help seat students Help seat students Remain in lab Remain in lab Handbook— Pages 11-12 Proctor’s Duties During Testing

30. Partnering to help all kids learn Demo of TestTaker Application

31. Partnering to help all kids learn 30 Handbook— Page 17 Student Score Log Sheet

32. Partnering to help all kids learn 31 MAP Reports Teachers (Reports Web Site) : Teachers (Reports Web Site) : – Teacher, Student Progress, Class Roster, Students Not Tested – Instructional Resources (additional cost) MAP Coordinator* : MAP Coordinator* : – Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress, Alpha by Grade, School Summary, District Summary, Student Growth Summary, Student Growth District Summary – Leaders’ Edge (additional cost) Principals* : Principals* : – Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress, Alpha by Grade, School Summary, Student Growth Summary Handbook— Page 19 MAP Reports *Complete reports available only at the end of testing window

33. Partnering to help all kids learn 32 What’s the difference between MAP classroom reports? Teacher ReportClass Report Accessible to teacher within 24-48 hours Accessible to district coordinator 72 hours after district testing declared complete Goal area descriptorsGoal descriptors and/or RIT ranges Results for current season only Results show historical data Accessible via Internet to teacher Not accessible via Internet to teacher (distributed by district coordinator)

34. Partnering to help all kids learn 33 Accessing MAP Reports Handout – Guide to Accessing Teacher Level Reports Teachers receive their user name and password from Principal (from MAP Coordinator) Go to https://reports.nwea.org BondyBondy3586759 ******

35. Partnering to help all kids learn 34 Accessing MAP Teacher Reports Handout – Guide to Accessing Teacher Level Reports Must have Adobe Acrobat Reader loaded on computer to open the file

36. Partnering to help all kids learn 35 Handout – Guide to Accessing Teacher Level Reports Accessing MAP Teacher Reports

37. Partnering to help all kids learn 36 Teacher Report

38. Partnering to help all kids learn 37 Class Rosters

39. Partnering to help all kids learn 38 Class Rosters – Student List

40. Partnering to help all kids learn 39 Student Information

41. Partnering to help all kids learn 40 Class Rosters – Student List

42. Partnering to help all kids learn 41 Individual Student Progress Report Handout — Sample Individual Student Progress Report; Annotated Report

43. Partnering to help all kids learn 42 Students Not Tested

44. Partnering to help all kids learn 43 Students Not Tested

45. Partnering to help all kids learn 44 Students Not Tested

46. Partnering to help all kids learn 45 Sample Class Report (Final)

47. RIT: not grade level dependent NOTE: goal descriptors (HI,AV,LO) ARE grade dependent

48. Partnering to help all kids learn 47 Achievement Status Growth Report

49. Partnering to help all kids learn 48 Invalidations and Retesting Handbook— Pages 13-15 Invalid Scores and Retesting Invalidations Invalidations Invalid test events Invalid test events Retesting Retesting

50. Partnering to help all kids learn 49 Communicating with Students and Parents RIT Reference Chart RIT Reference Chart Goal structures Goal structures Handbook— Page 20 Communicating with Parents and Students Handout — RIT Reference Chart; Goal Strand Structure

51. Partnering to help all kids learn 50 Individual Student Progress Report Available to teachers with teacher reports

52. Partnering to help all kids learn 51 NWEA Monitoring Growth Document What are expected RIT and growth scores? t y p i c a l

53. Partnering to help all kids learn 52 Monitoring Growth in Student Achievement Mathematics Achievement and Growth 250 Handout – Monitoring Growth in Student Achievement

54. Partnering to help all kids learn 53 RIT Block Growth Norm Chart - Handout 11.35.4 RIT Block Growth Norms

55. Partnering to help all kids learn 54 NWEA Learning Continuum A useful tool for assisting in instructional development A useful tool for assisting in instructional development Can use in goal setting for students Can use in goal setting for students Helpful for flexible grouping planning Helpful for flexible grouping planning 1.01

56. Partnering to help all kids learn 55 Learning continuum sequence of skills RIT  Skill  <150161-170181-190201-210231-240241-250 WholeNumbers -Identify fact families with sums 0-18 in horizontal format - Subtract two # in vertical format -Subtract a 1-digit number from a 2-digit number with no regrouping -- Solve simple addition word problems -Solve 1- step word problems involving division -Divide a 3- digit or 4- digit # by a 1-digit # -Understand the concept of division using pictorial representation - Divide a 2- digit by a 2-digit # with a remainder -Divide multi- digit # using a calculator N/A Fractions -N/A -Read, shade & write fractional parts of a group -Add mixed # with like denominators with regrouping -Multiply mixed # Divide a mixed number by a whole # or a fraction Divide a fraction, whole number, or mixed # by a mixed # Multiply a whole # by a fraction Percents -N/A -Write a decimal or fraction as a percent Find the percent one # is of another N/A

57. Partnering to help all kids learn 56 The Learning Continuum Handout — Sample Learning Continuum page from web http://www.nwea.org http://www.nwea.org Select link: Select link: Learning Continuum Link Login Login: Learning Continuum Password: LCAccess

58. Partnering to help all kids learn 57 The Learning Continuum Another Sample Report… Subject : Reading Subcomponent: Word Analysis and Vocabulary Development RIT Score Range: 201-210

59. Partnering to help all kids learn 58 A Lexile is… 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.

60. Partnering to help all kids learn 59 LexileNWEA RIT 205600 …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 reading level. The book, After the Rain by Norma Mazer is a 600L text. The Lexile score represents…

61. Partnering to help all kids learn 60 500L Look at the Lexile as a range of scores… 205 600L The teacher might use the lower part of this range as a target for the student’s – independent reading level The upper part of a 500- 650L range might be used for the student’s group reading program – instructional reading level 650L LexileNWEA RIT

62. Partnering to help all kids learn 61 } Guided instruction (+50)  75% Comprehension } Independent (-100) 500L 600L 650L 205 Guided instruction vs. independent reading LexileNWEA RIT

63. Partnering to help all kids learn 62 Lexile Resources www.lexile.comandhttp://www.nwea.org Select:, then

64. Partnering to help all kids learn 63 Next Steps “Stepping Stones to Using Data” workshop “Stepping Stones to Using Data” workshop Interpreting your reports Interpreting your reports Class and Goal breakdowns Class and Goal breakdowns Parent conferencing Parent conferencing Putting the data to use Putting the data to use “Climbing the Data Ladder” workshop “Climbing the Data Ladder” workshop Goal setting Goal setting Differentiating instruction Differentiating instruction Planning lessons around the state standards and the Learning Continuum Planning lessons around the state standards and the Learning Continuum Lexile in-depth Lexile in-depth

65. Partnering to help all kids learn 64 Please complete the evaluation form Please complete the evaluation form Place it in the designated spot on the way out. Place it in the designated spot on the way out. Thanks!!! Thanks!!! Help us learn from you … Handout — Evaluation Form

70. Partnering to help all kids learn 69

71. Sound button This button allows the question to be read in Spanish.

72. You can add a comment DURING the test event regarding any issues you feel recording. Allows you to shut down the test, either to RESUME or NOT TO RESUME. IMPORTANT NOTE: Only use resume if you intend to bring the student back into the test, otherwise this shows up as an “incomplete test event”, which makes it appear as data is missing. Returns you back to the test in progress. This is a list of pre-defined codes for invalidation purposes. By selecting one of these codes, the test will AUTOMATICALLY be invalidated. Some examples could be “Student refused to take the test” or “Student was cheating”. On PCs, use to move to Proctor Administration Menu. On Macs, use to move to Proctor Administration Menu.

73. Partnering to help all kids learn 72 These are PRELIMINARY scores ONLY!!! Class reports will have the FINAL scores.