2. Using MAP Data to Impact Instruction Melanie R. Stewart, Ph.D. 2013

3. Learning Intentions The teacher will be able to: – Sign in and generate reports – Choose a report appropriate for your position – Access the report for your classroom – Choose appropriate tools and resources to analyze data » Grade Level Interpretation Charts » DesCartes » Curriculum Ladders – Analyze data to determine 1-2 key concepts/skills that relate to current instruction – Help students create SMART Goals and action plans – Link MAP data to use of Odyssey 2

4. To Begin From the MPS APPS Page, click on MAP Web Admin icon If you do not have access to the APPS page, go to: https://mps-admin.mapnwea.org 3

5. To Begin Sign into the website using your district email address and your password. If you forget your password click on the link and a new temporary password will be sent to your email. 4

6. Click on “View Reports & Instructional Resources” 5

7. Then select the first option “MAP Reports” 6

8. Today we will use the Class Breakdown Report and the Student Goal Setting Worksheet 7

9. Choosing the Correct Data If you are working with your classroom, the best report is the NWEA Class Breakdown Report If you are working with an entire grade level, use the Data Warehouse School Leader Dashboard and School Profile Report 8

10. SCHOOL PROFILE REPORT Access Instructions Start by going to the “Apps” page and click on “Dashboard” under Data Warehouse 9

11. Log in using your MPS login and password. Information is available on this page if you have technical difficulties. From the School Leader Home Page, click on “School Profile”. Note: if you are trying to run the report for different schools, choose a different school from the drop-down menu and then hit the “Go” button on the top right side of the screen. 10

12. School Profile Report Click “School Profile” on the School Leader Home Page 11 Click on any quadrant to go to grade level charts

13. A new way to look at MAP Achievement Data! Significantly Above Target – Top Quartile Nationally On Target for Grade Level Below Target Well Below Target – Between 25 th and 11 th Percentile Nationally Significantly Below - < 10 th Percentile Nationally Not Tested 12

14. For Grade Level Analysis As we go through this exercise, you can use the dashboard report from the School Leader Report Click on each color wedge to get a student list for that performance group on the grade level charts 13

15. Today we are focusing on the “Class Breakdown Report” 14

16. Your Report should look like the one above and include the names of all the students in your classroom. Note: The Breakdown is done in all the areas the students tested 15

17. What is a Growth Projection? NWEA determines typical growth based on the fall RIT score of the student compared to others with a similar score This projected growth is average and may not represent the growth needed to be at grade level or “On Target” for proficiency Fall RIT Spring RIT On Target RIT NWEA Growth Projection Growth Needed to be at Grade Level 16

18. MAP READING RIT Scores GradeRIT Score to Predict ACT of 24 Fall RIT Score That Predicts “On-Target” Winter RIT Score That Predicts “On-Target” Spring RIT Score That Predicts “On-Target” K5N/A147155162 1N/A166176183 2N/A183191197 3205197202206 4214206209213 5220212215217 6226218220222 7229222224225 8232227229230 9234229231 10237231233 11242232 233 1-13 17

19. MAP MATH RIT Scores Grade RIT Score to Predict ACT of 24 Fall RIT Score That Predicts “On-Target” Winter RIT Score That Predicts “On-Target” Spring RIT Score That Predicts “On-Target” K5N/A145153161 1N/A165175181 2N/A180187193 3207194200205 4217204209213 5228212217220 6239222225228 7242227230232 8247235238239 9250238240 10253239241 11258242 1-14 18

20. ****Score changed using internal scores and need to identify for Algebra readiness The Interpretation Chart will be Used With Class Breakdown Report REPLACE WITH UPDATED CHART Fall RITWinter RITSpring RIT Top Quartile 75 th percentile or above this score 241244246 On-Target** At or above this score 235238239 Below Target 234-219237-222238-236 25 th Percentile At or below this score 218221235*** 10 th Percentile At or below this score 208211212 19

21. Now what do I do? Using the Grade Level Interpretation chart for the appropriate grade level, determine how students in your class are performing for their grade level for Reading and Math (For Language Usage and Science tests we will continue to use the National Norms Chart) A simple way to look at students is by color coding with highlighters or circling Are my students clustered or spread across multiple RIT bands? Click on the blue link (Mathematics, Reading, Language Usage) on the left side of the chart to create a Class Breakdown by Goal 20

22. 21

23. 75 th Percentile in 8 th Grade Math = 241 22

24. Fall 75 th Percentile in 8 th Grade Math = 241 You have identified students that scored above the 75 th Percentile Consider the following questions: Have these students been identified Gifted and Talented? Is he/she already in an advanced math class? How does he/she perform in class and on other assessments? What are his/her strengths and areas for growth? (e.g., J. Brooks is scoring lower in Geometry) What enrichment or enhancements are being offered to this student in math? 23

25. 8 th Grade Math Fall “On- Target” = 235 24

26. 8 th Grade Math Fall “On-Target” = 235 You have identified no additional students in this class to be “on-target” o N. Kerr has an overall RIT above 248, but may have 1 goal area in the “on-target” range Students in this group have a 50% probability to be proficient on the state assessment. What goal strengths and opportunities for growth do each of these students have? What do these students need to do to meet their growth target? 25

27. Student’s scoring between the national norm and above the 25 th percentile – A RIT between 234 and 219 “Well Below Target” 26

28. Student’s scoring below the On-Target score and above the 25 th percentile We have identified o J. Davis o W. Jones o J. Rogers o K. Wright o J. Jamison o M. Lopez o S. Bryn o H. Wang o R. Lennon All of these students are below the On- Target score and are not predicted to be proficient on the state test. As the teacher, you must continue to use high quality strategies to assist these students’ performance. You may need to seek the assistance of your instructional resource people to help learn how to meet the needs of these students in your classroom. Focus these students in Odyssey on their lowest scoring areas first Use the Curriculum Ladders to differentiate for students and help close their achievement gap 27

29. Student’s scoring below the the 25 th percentile – A RIT below 218 and above 209 In this example, students B. Baker & J. Carter fall into this category. Note that their performance falls in 4 different RIT bands depending on the goal area. Focus this student first in the Odyssey program on the folders that will help prepare for the next unit of study. Students in this band will continue to need strong Tier I support in your class along with any additional intervention. 28

30. Student’s scoring below the 10 th percentile – A RIT below 208 In this case, we do not have any students that fall into this category If you had students fall into this category you must continue strong Tier I support and differentiation in your class. These students may be in intense interventions. See your building instructional resource people for assistance in maximizing classroom instruction. Odyssey lessons will be geared to the student’s next level of learning. Focus the student in Odyssey folders that will help prepare for upcoming units first. 29

31. Using the Data Odyssey will provide personalized folders based on the student’s RIT score To further differentiate in the classroom use: – DesCartes – Curriculum Ladders Helping students create goals will help focus their work 30

32. What is DesCartes? DesCartes is the instructional resource that provides you the concepts/skills that relate to each RIT band in each goal area DesCartes is a resource not your curriculum DesCartes also provides information on key vocabulary and Signs/Symbols You can access DesCartes from the MAP Classroom Breakdown Report, the Instructional Resources on NWEA or a copy of each is in the TLC 31

33. Accessing DesCartes on TLC Go to TLC > Open Communities > Assessments. Click “Enroll”, if you are not enrolled. There are sections for MAP and other assessments. Access the TLC (The Learning Community) through the Apps page. 32

34. Accessing DesCartes From NWEA: – The MAP Report – Instructional Resources on the MAP website then click on DesCartes: A Continuum of Learnings 33

35. To Access Descartes from the Class Breakdown Report Click on the blue link above student names to access DesCartes for that group of students in that goal area OR click directly on the student’s name 34

36. DesCartes Aligns to the student’s RIT – The Instructional Level 35

37. Using DesCartes For Struggling Students Choose a single goal area Choose from your report a small group of students that have a RIT below the target score for their grade level Match their goal area RIT score to the corresponding DesCartes (Center panel) Consider what you will be teaching and compare to the instructional level concepts and skills described for these students in DesCartes to where you will begin teaching What are the key concepts and skills the students will need to be successful in regular classroom instruction? Create mini lessons, activities, pre teaching lessons to target these concepts/skills 36

38. Using DesCartes For High Performing Students Choose a single goal area Choose from your report a small group of students that are above the “On-Target” area – those students who are already working at grade level Match their RIT score to the DesCartes Consider what you will be teaching and compare to the instructional level described for these students in DesCartes What are the enrichments or extensions that you could create for these students? Do these students need “instead of” instruction? 37

39. Curriculum Ladders are subsets of DesCartes in a vertical format 38

40. Student Goal Setting Worksheet The Goal Setting Worksheet is based on the student’s personal score and provides a national growth target, strengths and weaknesses. Remember that the growth target is based on the student score and may need to be greater to close an achievement gap. 39

41. Helping Students Set SMART Goals Show the goal setting PowerPoint to students to explain the goal setting process Share the Goal Setting Worksheet with students Explain what each part means Share target area Curriculum Ladder with older students 40

42. Helping Students Set SMART Goals SMART goals are – Specific – Measurable – Attainable – results-based – time bound 41

43. 42 During this school year, I will improve my knowledge of Geometry by working in Odyssey and having the Tech Ed teacher help me with measuring shapes. I will reach my MAP goal score of 239 in spring. (This goal is focused on closing the achievement gap) During the 2013-14 school year, I will read 15 non fiction books and work in Odyssey to improve my reading abilities. I will close my learning gap by at least 30% by spring.

44. Practice Your student is in 5 th grade and has a score of 205 in Math in the fall On the Goal Setting Worksheet the yellow indicates this student has a weak area in Numbers and Operations (Fractions) Using the interpretation chart and 1 curriculum ladder, help this student develop a SMART Goal that will help close the gap and write an action plan on the template 43

45. Using MAP Data to Impact Instruction MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway, Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives 44