1. USING MAP DATA TO SET GOALS AND ENGAGE STUDENTS AND FAMILIES 7/14/16

2. INTRODUCTIONS

3. AGENDA ▪ What is MAP? ▪ What does MAP tell us? ▪ Calculating student level goals ▪ Communicating Goals to Engage Students ▪ Communicating Goals to Engage Families ▪ Thinking about classroom or school level goals

4. WHAT IS MAP?

5. WHAT IS THE NWEA MAP ASSESSMENT? Northwest Evaluation Association // Measures of Academic Progress Taken 2-4 times a year Math, Reading, Language Usage Grades K to 12 Computer adaptive test ● Challenging and appropriate for every student across the scale ● Each student’s test will look different Aligned to Common Core 5

6. WHY DO WE TAKE MAP? Offers instructional resources to target each student’s needs Compares student performance to students nationally Measures student growth within a year and across multiple years Tracks progress toward college readiness Part of our school accountability plan

7. WHAT DOES MAP TELL US?

8. 1. LEVEL OF INSTRUCTION 2. ACHIEVEMENT 3. GROWTH

9. RIT SCORE (RASCH UNIT) ▪ Continuous vertical scale from K to 12 A RIT score of 210 means generally the same thing for a 3 rd grader and an 8 th grader

10. RIT 120 RIT 300 Start at grade level average x x - + - - - + + 190 - - - - - RIT SCORE

11. STRAND SCORES MAP 6+ Math RIT Score MAP 6+ Reading RIT Score Algebraic Thinking Geometry Real & Complex Number Systems Statistics & Probability LiteratureVocabulary Informational Text

13. 1. LEVEL OF INSTRUCTION 2. ACHIEVEMENT 3. GROWTH

14. PERCENTILE 14 How does one student’s performance compare to that of other kids in the same grade? ●●●●●●●●●●●●●●●●● 159 ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 181 ●●●● least greatest 1 st grade, math, fall window 159 is greater than 39% of national scores → 39 th percentile 181 is greater than 91% of national scores → 91 st percentile

15. QUARTILE 15 1 st quartile (bottom quartile) 2 nd quartile3 rd quartile4 th quartile (top quartile) 1st25th50th75th99th Divides percentiles into 4 equal groups national average

16. COLLEGE READINESS https://www.nwea.org/resources/map-college-readiness- benchmarks/

17. TURN AND TALK “What is a RIT score and how do I know if it’s good or bad?” With a partner, answer this question for either a principal, a teacher, or a student

18. 1. LEVEL OF INSTRUCTION 2. ACHIEVEMENT 3. GROWTH

19. GROWTH 19 Typical Growth How many RIT score points a student in the same grade level with the same starting RIT score typically grows from window to window E.g. A 3rd grader scoring 200 in Math in the Fall typically grows 11 RIT score points by the Spring

20. TURN AND TALK Carter is in 2 nd grade. He scored a 160 on his fall Reading test, putting him in the 17th percentile. NWEA projects that he will make 16 points of growth by the spring. If he makes typical growth… What will his spring RIT score be? Roughly what percentile will he score in?

21. GROWTH 21 Typical Growth

22. GROWTH 22 Typical GrowthTiered Growth

23. SETTING STUDENT MAP GOALS

24. Why should we set student MAP goals?

25. STUDENT LEVEL GOALS Achievement Framing “Student will score in the top quartile of students nationally” Growth Framing “Student will meet or exceed tiered growth this year”

26. When should I set growth goals? Source: KIPP Foundation presentation

27. What do I need to calculate goals? NWEA pre-made reports OR NWEA norms table

28. ...and tiered growth multipliers K-3rd: Bottom: 1.5x typical growth 2nd: 1.5x typical growth 3rd: 1.25x typical growth Top: 1.25x typical growth 4-9th:  Bottom: 2x typical growth  2nd: 1.75x typical growth  3rd: 1.5x typical growth  Top: 1.25x typical growth

29. PRACTICE Identify typical goal and calculate tiered goal for “Mekia Johnson”

30. HOW CAN WE USE MAP GOALS TO ENGAGE STUDENTS?

31. BRAINSTORM Draft a student-facing presentation of MAP goals, e.g. student goal cards What data will you include? Will you include multiple goals and if so, how will you differentiate them? Will you use graphics? How can you encourage student ownership of their goals? How can you explain the significance of the numbers?

32. EXAMPLES FROM KIPP DC

34. HOW CAN WE USE MAP GOALS TO ENGAGE FAMILIES?

35. BRAINSTORM Draft a family-facing presentation of MAP goals, e.g. a parent letter What data will you include? E.g. previous scores? Will you include multiple goals and if so, how will you differentiate them? Will you use graphics? How can you encourage student ownership of their goals? How can you explain the significance of the numbers?

36. EXAMPLES FROM KIPP DC

38. SETTING CLASSROOM/ SCHOOL LEVEL GOALS

39. SCHOOL LEVEL GOALS Achievement Framing “40% of students will score in the top quartile of students nationally” Growth Framing “60% of students will meet or exceed their typical growth goal”

40. CONSIDERATIONS  What is the purpose of this goal? ● Progress monitoring ● Setting expectations ● Evaluation of programs or teachers  What context do I need to set this goal? ● National norms ● Historical performance ● Other district goals (e.g. ACT)

41. BRAINSTORM What is an appropriate MAP goal for your classroom/school/district next year?  What is the achievement cutoff or growth requirement?  What percent of students need to reach it?  What is the sample of students included?