Setting MAP Goals Grades 1 - 3

Key Ideas to Review and Understand Typical Growth Projections are norm referenced based on average performance of all students nation-wide who have taken the test who are in the same grade level and received the same score in that test cycle. Typical Growth Projections are not based on the previous performance of the individual student. Students who start at a lower level, tend to grow more. Students who start at a higher level, tend to grow less. This is why there is a standard deviation number next to each mean, indicating the number of points the typical growth may fluctuate, depending on the student’s most recent score.

MAP Student Growth Norms Reading Student Growth Norms Begin-Mid Mid-End Begin-End Grade Mean SD 1 10.8 6.0 5.99 5.46 16.8 8.09 2 9.5 6.05 4.52 5.49 14.0 8.20 3 7.3 5.79 3.02 5.33 10.3 7.59 Math Student Growth Norms Begin-Mid Mid-End Begin-End Grade Mean SD 1 11.4 5.50 6.97 4.99 18.4 7.45 2 9.5 5.35 5.72 4.90 15.2 7.11 3 7.8 5.08 5.19 4.73 13.0 6.47 Science Student Growth Norms Begin-Mid Mid-End Begin-End Grade Mean SD 3 5.1 6.28 2.88 5.85 8.0 8.02

Disclaimer… The following slides contain tips and suggestions for goal setting based on common trends for students in grades 1 – 3. These are simply suggestions and ideas to get you started in analyzing your student growth goals, and is in no way meant to trump your ultimate expertise as the student’s teacher, as your relationship with the student will be a significant factor in the goal setting process. If you discover other trends or hurdles, contact your administrator, instructional coach, or Emily Christensen to discuss solutions!

Setting Goals – *Let it be… The Sky Really is the Limit Who is this? Student consistently performs in the blue and shows growth. Setting the Goal Consider: If student grows at the “norm”, he will still be in the 99th percentile. The higher a student performs, the lower the growth. *Unless the student’s status percentile will fall if the goal is not increased, it would not be unreasonable to keep the growth goal at the default.

Setting Goals – Let it be… Red Alert Who is this? Student consistently performs in the red or orange and has extenuating academic circumstances. Setting the Goal Consider: Notice the student performs in the lower 20th percentile, and growth pattern follows national patterns. This student is likely facing other academic hurdles. *Based on this trend, it would not be unreasonable to keep the growth goal as-is.

Setting Goals – Step 1. Let it be…Step 2. Aim Higher The Bump Who is this? Student grows very little over the past three tests. Setting the Goal Consider: Fall – Winter: 6 pt. increase Winter – Spring: 3 pt. increase Spring – Fall: 0 pt. increase *Based on this trend, it would not be unreasonable to set the goal to the default for the next test. Once the student breaks out of the stagnant pattern, the teacher can reassess goals moving forward.

Setting Goals – Keep going higher! The Steady Climber Who is this? Shows growth between the last three tests. Setting the Goal Consider: Fall – Winter: 9 points of growth Winter – Spring: 12 points of growth Spring – Fall: 5 points of growth *Based on this trend, it would not be unreasonable to increase this student’s goal from the mean of 8 to a goal of 10. Keep in mind that the higher the student goes, the lower the growth increases will be.

Setting Goals – Increase Growth Percentile by 10 – 15% The Flow Go’er Who is this? Student experiences little growth over the last three tests. Setting the Goal Consider: In order to keep from stagnating in one color band, student growth percentile will need to incrementally increase. *Based on this trend, it would not be unreasonable to increase the growth percentile from 48% to 60%, which will help begin to push the student toward the next status percentile band.

Setting Goals – Recoup Loss + Norm The Roller Coaster Who is this? Student experiences regression between the last two tests. Setting the Goal Consider: Spring 17: 191 Fall 17: 170 Conversations: What happened over the summer? What happened on test day? What supports do we need to engage to recoup ground? Did we really lose ground, or was this a bad day? *Based on this trend, it would not be unreasonable to base the student’s goal off of the 191 score, then add 70 – 100% of typical growth, for a new goal of 198 – 201.

Setting Goals – Step 1. Recoup + Norm…Step 2. Push The Steady Fall Who is this? Student experiences regression over the last three tests. Setting the Goal Consider: Winter – Spring : -1 pt Spring – Fall: - 3 pts. Highest RIT: Winter 17 = 173 *Based on this trend, it would not be unreasonable to recoup points based on the highest RIT score, then add that to typical growth for your new RIT growth goal. Once the student regains ground, the teacher can reassess goals for future tests.