Measures of Academic Progress (MAP) – Overview Tran Keys, Ph.D. – Research & Evaluation, Santa Ana USD TOSA/ELD/ELA Chairs meeting October 15-16, 2014 - UPDATED 10/23/2014

This graphic depicts status. The graphic on next slide depicts growth. Who is more successful? This graphic depicts status. The graphic on next slide depicts growth. Growth is the metric we use to measure our success… Between student, teacher and parent, success can be defined. ©2014 Northwest Evaluation Association™ | NWEA.org 03/14

©2014 Northwest Evaluation Association™ | NWEA.org 03/14

What is MAP? MAP – Measures of Academic Progress Computerized and adaptive test that measures academic growth (in reading and math) Difficulty of the test changes based on student performance as they progress through the test Individualized and unique for each student Tests NOT timed and students are given as much time as needed to complete each test (AVERAGE time to complete each test is 50 minutes) A continuous test with content covering Kindergarten through High School

Benefits of MAP Each test is individualized giving all students the opportunity to succeed Parents and teachers receive quick, detailed, and accurate information about student’s academic growth Test is designed to let teachers know where students strengths and challenges are (Results used to inform instruction in the classroom) Provides students with information need to achieve their personal goal

Who takes MAP and when? Reading Sept/Oct, Jan/Feb (optional), and May/June Students in grades 4 – 10 and (grades TK-3 optional) Students in grades 11 – 12 that have not passed CAHSEE Mathematics Students in grades TK – 10 and

fsdfsdfds MAP: Adaptive Assessment Richest point of data…where are you getting things right 50% of the time? MAP: Adaptive Assessment The MAP test is designed to find the level where students are at 50% proficiency (their ideal instructional level).

High Achievers Source: NWEA

RIT (Rasch Unit) Scale Item Difficulty (RIT) The RIT scale is one of most widely used achievement scales. (8+ million U.S. and over 400,00 international students take MAP) Item Difficulty (RIT) RIT (Rasch Unit) Scale Equal interval achievement scale Specifically designed to measure longitudinal growth Grade and standards independent Virtually no shift in NWEA RIT scale for more than two decades

Ready for Instruction Today RIT Skills and Concepts 250 The Learning Continuum 195 120 Stepping Stones to Using Data, ER, AMD Revised 6/2012 © 2012 Northwest Evaluation Association™

2011 Mathematics Status Norms (RIT Values) Normative Data: Bringing Context to the Data Grade-level norms – Typical performance 50% 2011 Mathematics Status Norms (RIT Values) Typical Year’s Growth Grade Beginning-of-Year Mean Middle-of-Year Mean End-of-Year Mean K 143.7 150.7 159.1 15.4 1 162.8 172.4 179.0 16.2 2 178.2 185.5 191.3 13.1 3 192.1 198.5 203.1 11.0 4 203.8 208.7 212.5 8.7 5 212.9 217.8 221.0 8.1 6 219.6 222.8 225.6 6.0 7 228.2 230.5 4.9 8 230.2 232.8 234.5 4.3 9 233.8 234.9 236.0 2.2 10 234.2 235.5 236.6 2.4 11 237.2 238.3 2.3 Measures of Academic Progress (MAP) – 2011 Normative Data Normative data is the average score of students who were in the same grade and tested in the same term as observed in the latest MAP norming study (2011 NWEA RIT Scale Norms Study). It gives a reference point for educators to compare class or grade-level performance of students in the same grade from a wide variety of nation-wide schools.   The 2011 NWEA RIT Scale Norms Study provides growth and status norms for the RIT scales. The study’s results are based on grade level (K-11) samples of at least 20,000 students per grade. These samples were randomly drawn from a test records pool of 5.1 million students, from over 13,000 schools in more than 2,700 school districts in 50 states. Rigorous post-stratification procedures were used to maximize the degree to which both status and growth norms are representative of the U.S. school-age population. Individual student RIT scores are compared to a minimum of 4,000 like-peers to determine projected RIT growth. Additionally, the 2011 norms allow for flexible interpretations of both growth and status by taking instructional weeks into account. -end-

2011 Reading Status Norms (RIT Values) Normative Data: Bringing Context to the Data Grade-level norms – Typical performance 50% 2011 Reading Status Norms (RIT Values) Typical Year’s Growth Grade Beginning-of-Year Mean Middle-of-Year Mean End-of-Year Mean K 142.5 151.0 157.7 15.2 1 160.3 170.7 176.9 16.6 2 175.9 183.6 189.6 13.7 3 189.9 194.6 199.2 9.3 4 199.8 203.2 206.7 6.9 5 207.1 209.8 212.3 5.2 6 214.3 216.4 4.1 7 216.3 218.2 219.7 3.4 8 219.3 221.2 222.4 3.1 9 221.4 221.9 222.9 1.5 10 223.2 223.4 223.8 0.6 11 223.5 223.7 0.3 Measures of Academic Progress (MAP) – 2011 Normative Data Normative data is the average score of students who were in the same grade and tested in the same term as observed in the latest MAP norming study (2011 NWEA RIT Scale Norms Study). It gives a reference point for educators to compare class or grade-level performance of students in the same grade from a wide variety of nation-wide schools.   The 2011 NWEA RIT Scale Norms Study provides growth and status norms for the RIT scales. The study’s results are based on grade level (K-11) samples of at least 20,000 students per grade. These samples were randomly drawn from a test records pool of 5.1 million students, from over 13,000 schools in more than 2,700 school districts in 50 states. Rigorous post-stratification procedures were used to maximize the degree to which both status and growth norms are representative of the U.S. school-age population. Individual student RIT scores are compared to a minimum of 4,000 like-peers to determine projected RIT growth. Additionally, the 2011 norms allow for flexible interpretations of both growth and status by taking instructional weeks into account. -end-

Educator’s/Student’s Perspective… Educator’s perspective 1. Where is each student? 2. Where do they each need to be? 3. How do I help get them there? Where am I today? Where do I need to go? How do I get there? Kid’s perspective Source: NWEA

MAP Training of Trainers model 8/22 – 9/11 = MAP testing/proctoring – 4 sessions 9/10 = District office staff – NWEA MAP training 9/25 = Principals’ meeting (1 hour) 9/29 = DAC DELAC meeting (and future meetings) 10/9 = Principals’ meeting (1 hour) Upcoming: 10/20 = NWEA MAP training focusing on Teacher reports (curriculum specialists and TOSAs) Principals’ meetings – ongoing AP meetings – ongoing TOSA meetings – 10/15, 10/16 - ongoing Curriculum specialist meetings (10/10 & future dates TBD) October = R & E piloting small group facilitator-teacher protocols

MAP info on SAUSD Staff Portal http://www. sausd MAP info on SAUSD Staff Portal http://www.sausd.us/Page/27291 Staff > Educational Services > Research & Evaluation > MAP - Measures of Academic Progress

MAP Reports training Monday, October 20, 2014 TOSAs and Curriculum specialists are invited! Please RSVP today Pick between 2 sessions 8 – 11am OR 12 – 3pm

Thank You & Questions