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MAP® Suite of Assessments Measures of Academic Progress® Computerized assessment Adapts to each child as they take the test PreK-12 for longitudinal data Immediate feedback Provides highly accurate data Finds instructional level, not mastery level Over 6,000 Partners / Pennsylvania - 95

Rasch unIT (RIT) Scale Achievement scale Equal-interval scale Shows growth over time Independent of grade level Grade-Level Norms DesCartes 250 10 9 8 7 7 6 6 5 Materials: Workbook p. 4 Reports: None Key Concepts: To introduce the RIT scale Talking Points: The RIT scale 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. The RIT scale lets us see how much growth happened between fall and spring test events, and across time. The scale is consistent – it has the same meaning regardless of the students’ grade level or items taken. Scores are aligned to the RIT scale. Show growth over time. Identify concepts and skills at students’ instructional level. The RIT scale aligns both to performance norms and content. MAP questions are based on a continuum of skills and concepts. Each question on a MAP assessment is assigned a point value along the RIT scale allowing for the measurement of achievement and growth along the learning continuum. Activity: None Facilitator Notes: The animation of this slide will assist you in describing the link between the normative information linked to the RIT scale and the instructional information linked to the scale by DesCartes. 4 3 2 1 K 120 Step 1 – MAP Administration Revised 6/2007 © 2007 Northwest Evaluation Association

Normative Data Sheet

The MAP Adaptive Assessment Adult Reading MAP Test x x x x x x 5th Grade x x - x x x x x - x - + - 195 Materials: None Reports: None Key Concepts: To describe how MAP measures the student’s level along a learning continuum Talking Points: In this example, we will take a look at what happens in a single goal strand when a 6th grade student sits down at the computer for the first time. The initial item will be at the median difficulty level for that grade level. From here on out, the computer will select items specifically for the student depending on how he or she performs on all of the previous items in that goal strand. The student here misses the first item and the test will select an easier item the next time it visits this goal strand and displays it on the screen. The student misses the second item, as well. Based on the student’s two responses so far, the computer will display another easier item. The student misses this one, too. Based on the student’s three responses so far, the test chooses another easier item. Each time the student answers a question, the test scores all the items taken so far to make the selection for the next item. The test will continue to select questions, cycling through the goal strands, until the student reaches the end of the test. The score is immediately available to the student and teacher. Activity: None Facilitator Notes: Each student response is animated when you “click” your mouse. x Beginning Literacy Step 1 – MAP Administration Revised 6/2007 © 2007 Northwest Evaluation Association

© 2008 Northwest Evaluation Association Materials: None Reports: None Key Concepts: To show a sample Reading question Talking Points: Once the students begin the test, they will see a variety of items that will assess their knowledge across all of the goal performance areas. Here is a sample item from a Reading test. You will notice the type of test in the left hand corner, student’s name and ID number in the center, and the test question in the top right hand corner. As you monitor your class this will help you know how far along students are in the test process. When the reading passage is too long to fit inside the window a scroll bar will be present to allow the student to scroll through the text. After reading the item, the student will simply select a response and click <Go on> to get the next item. Remind students that they may change their response to a test item, but once they click <Go on> they may not change their response or go back. If an issue with a question occurs, reference the item number located in the upper right hand corner after the question number. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Materials: None Reports: None Key Concepts: To show a sample item from a Mathematics test Talking Points: A pop-up calculator will be available when it is appropriate. It will not be available for computation problems. Scratch paper and pencils will need to be provided. The student has the option of hiding the pop-up calculator and also can bring it back if they would like to use it. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

What we do is simply start by observing teaching, and recording specifics we’re seeing. No judgments. Only observable behaviors.

Accessing Reports

Teacher Report 15 15

Instructional Resources Reports Class by RIT The Class Breakdown report provides a classroom level view of academic diversity by grouping students based on their subject-area test scores. Clicking on a subject area heading drills down to Class Breakdown by Goal Report.

Instructional Resources: DesCartes Choose a cell within the Class Breakdown by Goal Report and drill down further. Enter DesCartes, an NWEA tool that provides detailed information about specific skills and concepts students are ready to learn.

Setting Goals See P. 10 in Reporting Tools

MAP Intro for SouthEast/SouthCentral Educational Cooperative 2/25/2009 Student Progress - Numerical Northwest Evaluation Association

Student Progress - Graph 20

MAP Intro for SouthEast/SouthCentral Educational Cooperative 2/25/2009 Linking Study = Projected Proficiency Below Basic, Basic, Proficient, Advanced New version of report is instantly sortable. No need to toggle back and forth to interactive version. Quickly assess the proficiency forecast for each student in the class. Sort to group. Click on name to access Goal setting worksheet. Northwest Evaluation Association 21

District Summary Report

District Growth Reporting

MAP for Primary Grades (MPG) MAP Intro for SouthEast/SouthCentral Edudcational Coop 2/25/2009 Key Concepts: MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide. Teachers will determine at which tier students will begin testing based upon: Knowledge of student Input of parents Prerequisite or Skills Checklist test data Other assessment information District’s intended uses/requirements Materials: Call participants attention to the documents below as we move through the slides in this section. Test Descriptions document Guidelines for Placing Students document Talking Points: MAP for Primary Grades is a tiered system with 3 distinct levels of assessment: Screening tests in math and reading that assess basic letter/number skills Skills checklist tests to assess critical pieces of developing literacy/numeracy skills Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile) Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations: No Lexile generated from Prerequisite tests or Skills Checklist tests in reading No RIT score for growth over time from Prerequisite tests or Skills Checklist tests No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests No documentation of mastery from the Survey with Goals tests MAP for Primary Grades (MPG) Screening tests Assess basic letter/number skills Skills Checklist tests Assess developing literacy/numeracy skills Survey with Goals (adaptive tests) Measures growth in reading & math skills Key Concepts: MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide. Teachers will determine at which tier students will begin testing based upon: Knowledge of student Input of parents Prerequisite or Skills Checklist test data Other assessment information District’s intended uses/requirements Materials: Call participants attention to the documents below as we move through the slides in this section. Test Descriptions document Guidelines for Placing Students document Talking Points: MAP for Primary Grades is a tiered system with 3 distinct levels of assessment: Prerequisite tests in math and reading that assess basic letter/number skills Skills checklist tests to assess critical pieces of developing literacy/numeracy skills Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile) Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations: No Lexile generated from Prerequisite tests or Skills Checklist tests in reading No RIT score for growth over time from Prerequisite tests or Skills Checklist tests No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests No documentation of mastery from the Survey with Goals tests www.nwea.org/assessments/primary.asp Northwest Evaluation Association

The MAP Foundation Series MAP Administration Implement and administer MAP assessments Measure student progress and identify instructional needs Develop a sustainable process for continuous improvement Stepping Stones to Using Data Analyze and interpret real student data from your MAP reports Make informed decisions around student goal-setting Share best practices for increasing student learning Climbing the Data Ladder Use real-time MAP data to develop instructional strategies Develop differentiated instruction plans to meet student needs Use DesCartes to design data-informed lessons and instructional ladders Growth and Goals Develop skills at analyzing growth data Lead change and make effective planning decisions Evaluate programs, practices, and curricular objectives MAP Administration   This course is a primer for understanding the fundamentals of testing with MAP. Adaptive testing measures student progress and identifies instructional needs, and understanding these benefits is an essential starting point. We work with participants to help them develop a process for continuous improvement. Stepping Stones to Using Data Success with MAP depends on educators’ ability to tease out relevant, actionable information from student test data. In this course educators learn to interpret the results - using real data from their own reports - to inform decisions around student goal-setting and classroom improvement. Participants engage in a discussion with colleagues about best practices, and exchange ideas and information.

Comparison to the PSSA: PSSA MAP Summative Instructional level “Over the bar” Growth data Grade specific Child Specific Yearly Once a season Results in months Immediate results Grades 3-8, 11 K-12 Aligned to standards Also aligned + Lexiles

Questions? Together… we can make a difference for every child! Northwest Evaluation Association Portland, OR Jim Tilghman 260-432-3963 jim.tilghman@nwea.org Together… we can make a difference for every child!

Item With Dropdown Lists CC 101& MAP- hosted by WWS 11/16/2011 Item With Dropdown Lists

CC 101& MAP- hosted by WWS 11/16/2011 Drag and Drop Items

CC 101& MAP- hosted by WWS 11/16/2011 Item With Animation

CC 101& MAP- hosted by WWS 11/16/2011 Item With Audio

CC 101& MAP- hosted by WWS 11/16/2011 Polytomous Item

Scoring Explanation Scoring Explanation for item 50014500 CC 101& MAP- hosted by WWS 11/16/2011 Scoring Explanation Scoring Explanation for item 50014500 Justifications Full credit C. Communication became faster and easier This is the correct answer. This demonstrates full understanding of the impact of the telephone in the 1800s. Partial credit B. Women got new jobs as operators This is a partially correct answer. This demonstrates a partial understanding of the impact of the telephone in the 1800s. While women did have added employment opportunities, the impact of the telephone on communication is universal and ubiquitous. No credit Options A and D