Best Practices in using MAP to Impact Student Progress and Attainment Patricia Reeder, NWEA Facilitator MENA Conference October 2016 Climbing the Data Ladder, IL, DI Revised 1/2012 © 2012 Northwest Evaluation Association™

Focus on: Differentiating content by readiness Zone of Proximal Development (ZPD) Growth mindset Use this slide to summarize what I heard © Northwest Evaluation Association 2015 | NWEA.org 11/15

Zone of Proximal Development A central concept in Lev Vygotsky’s Zone of Proximal Development (ZPD) theory is that determining the optimal match between the learner’s background knowledge and the introduction of new ideas and skills is an effective way to maximize academic growth.

Identify instructional decisions: Role of MAP in Differentiated Instruction Identify readiness Identify instructional decisions: Content Structures Assessment Identify gaps Monitor progress What are some examples of ways you (your colleagues) have been using MAP for differentiation? Consider targeting a new use as we move through today’s work. MAP can be one of the starting info points for inclusion in units of inquiry MAP can be utilized for differentiation and instructional planning MAP can be used to help identify gaps in individual and group skill sets—in many international schools, there are many students who come and go—it can be used to both close gaps that may have occurred due to transience and it can also be a communication tool as students move between schools Lastly MAP data can be used to monitor progress of students, groups and school goals.—to make the progress happen, instruction needs to be differentiated © Northwest Evaluation Association 2015 | NWEA.org 11/15

How is the Learning Continuum a Guide to Learning? Organized by strand and subgoal for your curriculum Learning statements are organized by RIT range Connects student results to their Zone of Proximal Development (ZPD) Can be used to scaffold content, close gaps in learning and provide extended learning objectives Distribute sections of the LC and ask them to group by interest/level to consider these three questions and to consider the 4th as an individual. Be prepared to report out -Feel free to write or mark on the LC copy -Find out who is using CS and check on knowledge of DesCartes Show access to the LC in Test View and check who has used this before and depending on info in Today’s Meet—may need to spend access time -Pull cards to check on first three ©2014 Northwest Evaluation Association™ | NWEA.org 12/14

Use of the Learning Continuum to Take Data to Instruction

Student Goal Setting as a Formative Assessment Practice “Although we readily acknowledge the power of goals in our own lives, they remain the single most underestimated and underused means of improving student learning minute by minute and day to day in the classroom” Advancing Formative Assessment in Every Classroom Moss and Brookhart After reading over this quote from Moss and Brookhart, turn to an elbow partner and have a quick buzz. (3 minutes) ©2014 Northwest Evaluation Association™ | NWEA.org 12/14

MAP REPORTS AND RESOURCES This graphic pulled from your FOG WB p. 17 associates this information with different users and levels within the school and home envrionemnt

Best Practices Continued

Other Needs and Strategies Learning Centers MATH® Language Arts Special Populations Introduce the center concept and let them know that if they want support for use of the Learning Continuum—I will be free to respond and work with them during center work time. Other Needs and Strategies © Northwest Evaluation Association 2015 | NWEA.org 11/15

Find Your “Sole Mates” Find one or two people with similar shoes Once you have gathered, take a minute or so apiece to share what you explored or learned during center time See if the group has any questions to pose to the whole group or the facilitator

Reflection and Planning Ahead Questions? Patricia Reeder, NWEA Facilitator Patricia.reeder@nwea.org Climbing the Data Ladder, IL, DI Revised 1/2012 © 2012 Northwest Evaluation Association™