1. NWEA Measures of Academic Progress (MAP)
CWCS
Winter 2017

2. Role of Network
Mission & model: Set organization-wide purpose, mission, values, CWC Way and CWC Academic Model, and mission critical performance thresholds.
Strategic planning: Facilitate annual network strategic planning, influence regional planning through rigorous thought partnership, and align network and regional plans.
Accountability: Assess progress toward strategic plans and hold regions accountable for adherence to mission, vision, principles, and mission-critical performance thresholds.
Sharing: Build and facilitate network-wide learning community.
Innovation: Facilitate the development and piloting of new ideas or the improvement of existing solutions.
Communications: Strengthen CWC’s brand internally and externally and influence the national narrative.
Growth & Expansion: Seek out and capitalize on opportunities for expanding the foundational pillars of CWCS.
Note: Mandated shared services & Operational Efficiencies are not listed. 2

3. Reasons why we use NWEA MAP
Continues to meet State and LAUSD requirements for Common Core aligned interim benchmark assessments
Provides evidence on how CWC students are doing compared to their student peers across the nation
Includes features (i.e. adaptive nature of NWEA MAP) that can provide teachers an additional resource to understand skill gaps of students
Provides alignment across schools, regions and network, and offers school to school comparisons 3

4. State and District each had requirements related to assessments
Both state and district agencies outlined requirements for a benchmark assessment at a school site:
State
District
In 2013, CA temporarily suspended most standardized testing to ease transition to Common Core
Education Code requires charters to demonstrate academic growth school-wide and in subgroups as a primary factor for renewal
Schools needed Common Core aligned interim assessments to track progress at the student level and school level
Through the Oversight and Renewal processes, LAUSD provides the following guidance:
Schools must provide quantitative performance data related to academic performance and progress assessment, monitoring, and analysis
LAUSD considers only such data that is derived from standards-based high quality standardized or widely accepted assessments 4

5. CWC needed an assessment that meets several requirements
State
District
CWC
Aligns with Common Core State Standards ✓
Provides student-level and school-level views
High-quality, standardized and widely accepted
Meets requirements for Renewal/Oversight processes
Provides additional features that support CWC model 5

6. NWEA MAP meets many of these requirements
Measures of Academic Progress
Normative
RIT Scale
Adaptive
Instructional Readiness
State and District Needs 6

7. Nation-wide sample of data
Normative or Norm-Referenced
NWEA “norm data” includes samples from over 10 million students across the country
Scores are ranked from low to high performance, forming a normal distribution reflected below
A student at grade level (a typical score) falls at the 50% percentile of the normative data group. CWC can measure results against a larger, nation- wide sample. 7

8. Achievement scale across grade-levels
RIT Scale
Equal interval scale of achievement
Used to show growth over time for a student
Grade-level independent
Grade-Level Norms 11 10 9 8 7 6 5 4 3 2 1 K
RIT
250
Grade 3 Student
RIT = 190 =
Grade 6 Student
RIT = 190
120
Grade-level independent means a 3rd grader with a RIT of 190 and a 6th grader with a RIT of 190 are ready for the same instruction.
Note: Sample data only. 8

9. Adaptive assessment format
Provides students with an assessment tailored to his/her level of proficiency
Instructional Readiness
NWEA is NOT an assessment for determining mastery of skills, but provides a road map for students towards achieving mastery
The student begins to get mostly half correct and half incorrect, leading to the area where s/he is ready to learn.
Grade Level
Overall, the student exceeds Grade Level Performance for Grade 3.
Correct Answer
Increases difficulty of next question
Incorrect Answer
Decreases difficulty of next question
Test Questions for Grade 3
Note: Sample data only. 9

10. Let’s look at an example for one student
Mark took the Winter NWEA MAP Assessment in Math. We will look at three key data points:
Normative (Achievement)
Mark’s Winter RIT score of 205 is at the 70th percentile relative to other 3rd grade students.
Growth
Mark gained 9 RIT units since the Fall MAP test. Typical growth for students starting at the same level (other 3rd grade students with Mark’s RIT score during the Fall) was 5 points.
Predictive (Projected Proficiency)
Mark’s score indicates he is on track to a Level 3 on the Spring SBAC.
As shared in our Trimester Reports, we would like to see students demonstrate growth regardless of her/his starting achievement level (relative to NWEA’s normative data).
High Growth
Low Achievement
High Achievement
Low Growth
Achievement
Growth
Note: Sample data only. 10

11. Example: Normative (Achievement) Data
Mark’s Winter RIT score of 205 is at the 70th percentile relative to other 3rd grade students.
Math (RIT Values)
2015
Grade
Fall T1
Winter T2
Spring T3 K
140.0
151.5
159.1 1
162.4
173.8
180.8 2
176.9
186.4
192.1 3
190.4
198.2
203.4 4
201.9
208.7
213.5 5
211.4
217.2
221.4 6
217.6
222.1
225.3 7
222.6
226.1
228.6
167
229
198
RIT Score
Percentile
1st
99th
50th
Mark’s Winter Math Result
70th
205
The Table above lists the typical score for each grade level over the course of the school year.
The graphic above illustrates Mark’s score relative to NWEA’s Winter Normative Math data for Grade 3 students.
Note: Sample data only. 11

12. Example: Growth Data 3rd Grade MAP Math Fall 3rd Grade MAP Math Winter
Mark gained 9 RIT units since the Fall MAP test. Typical growth for students starting at the same level was 5 points.
3rd Grade
MAP
Math
Fall
3rd Grade
MAP
Math
Winter
Met Growth? Yes
Mark exceeded the projected (typical) growth RIT score of 201 given the following factors:
Grade Level: rd
Starting RIT Score:
Subject: Math
Mark
Winter RIT Score 205
Typical Grade 3
Winter RIT Score 201
Mark
Fall RIT Score 196
Note: Sample data only. 12

13. Example: Predictive (Projected Proficiency) Data
Mark’s score indicates he is on track to a Level 3 on the Spring SBAC.
Percentile when MAP is take in Winter prior to SBAC
Grade
Level 1
Level 2
Level 3
Level 4
Range of Percentile Ranking 3
1 - 23 4
1 - 20 5
1 - 31 6
1 - 30 7
1 - 33
NWEA’s linking study provides the Grades cut scores on MAP reading and math that correspond to the benchmarks on the Smarter Balanced ELA and Math tests (SBAC)
The cut scores can be used to predict students’ most probable SBAC performance category, based on their observed MAP scores
NWEA provides different cut scores depending on when students take the NWEA assessment (Fall, Winter or Spring)
The Table above provides SBAC Math benchmarks if the Math MAP were taken in the Winter administration.
Note: Sample data only. 13

14. Trimester Reporting: Data to be reviewed
Alignment to model
Measure
Trimester 1
Trimester 2
Trimester 3
Diversity
Student
Enrollment: Overall, Race/Ethnicity, and Program Subgroup x
Attrition: Overall, Race/Ethnicity, and Program Subgroup
Staff
Count: Overall and Race/Ethnicity
---
Regrettable Attrition: Overall and Race/Ethnicity
Understanding
NWEA Measures of Academic Progress
Projected Proficiency to State Assessment (& Compared to Actual)
Percentage of Students On or Above the National Average
Percentage of Students Who Met Projected Growth Target
Student-level Median Achievement Percentile Ranking
Student-level Median Conditional Growth Percentile Ranking
Fountas & Pinnell
Percentage of students on or above grade level (instructional level)
SELweb
Percentage of Students Who Score At or Above Average
Percentage Change of Students Accepted by Peers
Connection
Stakeholder Feedback
Leadership, Staff and Parent Surveys 14