Stepping Stones into MAP

Stepping Stones into MAP
Measures of Academic Progress® (MAP®) Stepping Stones into MAP Materials: None Reports: To derive maximum benefit from the day, participants should bring their User Name and Password for the Northwest Evaluation Association™ (NWEA™) Reports Site and copies of the reports listed below. When those who are attending are not assigned to a specific class, they should obtain reports from one teacher with whom they work. If administering Measures of Academic Progress® (MAP®) and/or MAP® for Primary Grades Survey w/ Goals tests: Instructional Resources – Class by RIT Reports Class Breakdown by Overall RIT Report; one class or class period – one per participant Class Breakdown by Goal Report; one class or class period – one per participant Teacher Report (by RIT ranges); Mathematics or Reading reports strongly preferred – one per participant Online Individual Student Progress Report; one student (text version) – one per participant For teachers to access the Online Individual Student Progress Report, follow the directions below: Under the Online Reports heading, click on <Class Rosters>. Select the term and select the class, then click <Submit>. Select the comparison period to show the student’s growth and select Text version. Do not click Submit after making these selections. Scroll down the page to view the report. In the Name column, click on a student name to view their report. The Online Individual Student Progress Report opens in your PDF-viewing software. On the toolbar, click <Print>. Dynamic Reporting Suite Reports – one per participant Student Goal Setting Worksheet; one student RIT to Reading Range Report one class (or class period) Achievement Status and Growth (ASG) Targets Class and Summary Class Reports; one class, one subject – one per participant (Must be obtained from your MAP Coordinator or School Administrator) The ASG Targets Class Report, which is available after the first testing season, shows realistic growth projections for all students in a class based on NWEA RIT point norms. The ASG Summary Class Report, available after the second testing season, displays data relative to the growth projections for each student that were calculated based on the student’s grade and RIT level in the previous testing season. If administering MAP® for Primary Grades Screening or Skills Checklist tests: Sub-skill Performance Report – one per participant District and School Administrators should bring these additional reports: District Summary by Institution (School) Report – one per participant Student Growth Summary Report – one per participant Key Concepts: None Talking Points: None Activity: None Facilitator Notes: Prior to the training session, post chart papers on the wall labeled Parking Lot and Activating Prior Knowledge exercise stations (reference Activate Prior Knowledge slide Facilitator Notes for topics); ensure 3x3 sticky notes, highlighters, and markers are pre-set on tables. The names of other companies and their products mentioned in this presentation are the trademarks of their respective owners. The names of other companies and their products mentioned in this presentation are the trademarks of their respective owners. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Activate and Extend Prior Knowledge
MAP and Primary MAP as adaptive assessments Student RIT scores and RIT Scale MAP: Instructional Level vs. Mastery NWEA Normative Data DesCartes: A Continuum of Learning®/Primary Grades Instructional Data Primary Grades Instructional Data Materials: None Reports: None Key Concepts: To activate prior knowledge presented in the MAP® Administration training Talking Points: To begin, we need to ensure that everyone has similar “baseline” knowledge so that we can effectively approach the new content of the training day. The points on the slide represent topics presented at the MAP® Administration training. In case any of these topics are unfamiliar to you, we’ll begin with a brief activity to activate your prior knowledge on these points. Activity: Activating Prior Knowledge (10 minutes) Have table teams rotate from topic to topic writing their descriptors for each. Facilitator Notes: The topics are presented here with a “best match” term to assist you in debrief. MAP as an adaptive assessment Adapts to student’s level Gives accurate data for students at all levels of achievement Enables a measure of academic growth regardless of starting point Student RIT scores Indicate students’ current instructional level RIT scale Equal-interval scale A measure for academic growth like a yardstick measures physical growth Not grade-level dependent NWEA Normative Data Indicates typical RIT scores for students in grades K-11 DesCartes: A Continuum of Learning® Lists skills and concepts at students’ instructional level Aligned with goal structure of your state standards Primary Grades Instructional Data Indicates skills and concepts that parallel the RIT scale Identifies content at students’ instructional level Class Breakdown by Overall RIT Report/Class Breakdown by Goal Report Disaggregates groups of students with similar instructional needs by subject or by goal Class Breakdown by Goal Report links directly to DesCartes or Primary Grades Instructional Data Many points can be matched to more than one term. (For example, “Enables a measure of academic growth regardless of starting point” could be matched to both the MAP test and the RIT scale correctly.) As you debrief this activity with the whole group, be sure to acknowledge and affirm all answers that are fitting. While is it often tempting to spend time here “reteaching” these concepts, keep in mind that these were covered in the MAP® Administration training and that participants have had access to materials like Knowledge Academy and MAP® Basics to introduce and reinforce these concepts. This activity is designed just to remind participants of some of the terms and topics that they will be learning about in greater depth during the course of the day. You don’t want to ignore obvious lack of understanding here, but you also don’t want to go into great depth with these. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

The MAP Adaptive Assessment
Adult Reading MAP Test What is this student’s approximate instructional grade level? x x x x x 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 mean 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. In this example, the 6th grade student’s overall RIT score is 195. Activity: None Facilitator Notes: Each student response is animated when you “click” your mouse. x x x x x 7th Grade x x - x x - x - + - 195 Beginning Literacy MAP™ Administration Revised 7/2009 © 2009 Northwest Evaluation Association

Rasch unIT (RIT) Scale Achievement scale Equal-interval scale
Skills Data DesCartes Achievement scale Equal-interval scale Used to show growth over time Independent of grade level Ready for Instruction Today (RIT) Grade-Level Norms 250 10 9 Materials: Workbook p. 2 Reports: None Key Concepts: To introduce the RIT scale Talking Points: The RIT scale is short for the Rasch unIT scale. The RIT scale is an equal-interval scale, like a yardstick. This means that 10 RIT points at the bottom means the same as 10 RIT points at the top of the scale. The RIT scale lets us see how much growth happened between beginning-of-year and end-of-year test events, and across time. The scale is consistent – it has the same meaning regardless of the students’ grade level. Scores are aligned to the RIT scale to help us see students’ learning readiness. RIT Scores will also help us to demonstrate student growth over time. The RIT Scale aligns both to performance norms (typical grade level performance) and content and skills found in DesCartes, or in the case of MAP for Primary Grades, in Primary Grades Instructional Data. These skills are presented on a continuum of increasing difficulty and complexity. The star on the slide might represent a student in a sixth grade classroom. The RIT score helps his teacher to see that his learning readiness is more like that of a 3rd grader but more importantly it aligns with DesCartes to indicate skills and concepts appropriate for his instructional needs. Activity: None Facilitator Notes: None 8 7 7 6 6 5 4 3 2 1 K 120 MAP™ Administration Revised 7/2009 © 2009 Northwest Evaluation Association

Facts to remember about RIT
Although RIT is an equal interval scale, because most components of effective reading are learned early in the school years, the amount of growth slows as students move up through the grades. (Look at Norms.) Although the rate of growth slows in higher grades, MAP may still be able to point to specific areas of strengths and needs --students at the same Overall RIT do not necessarily need the same instruction Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Normative Data: Bringing Context to the RIT
Grade-level norms Typical performance for each grade level Beginning-of-Year, Middle-of-Year, and End-of-Year Mean, which can be skewed by highs and lows, is similar to Median because of large data sample Materials: Essential Reports Workbook pp. 2-3 Reports: None Key Concepts: To review the purpose for referring to the Normative Data handout when examining student data Talking Points: It is important before we start looking at our reports that we connect the data to something meaningful. We use norms to help us make meaning of the numbers. The Normative Data document provides the connection from the scores you see represented on your reports to those of a larger group. Activity: Bringing Context to the Data (5 minutes) Discuss the following scenarios with a partner: It is the beginning of a new school year and students have just completed MAP testing. A fifth grade student asks her teacher, “I scored a 220 in reading, Mr. Smith; is that good?” How might Mr. Smith respond? Another fifth grade student from the same class asks his teacher, “I scored a 195 in reading, Mr. Smith; is that good? How would this discussion be different? Facilitator Notes: NWEA completes and releases a new Norms Study every three years. If groups would like to role play this, ask for volunteers to share the discussion that occurred. Stepping Stones to Using Data Revised 8/2009 © 2009 Northwest Evaluation Association

New Norms vs. Old October 2011 Stepping Stones to Using Data
Revised 1/2011 © 2011 Northwest Evaluation Association™

How does NWEA derive Normative Data?
Norms calculated every three years (latest calculation made available 9/11) Largest normative data base in U.S 2008 database was 2.8 million = 5.2 million

Normative Data Table Allows Association of RIT with Grade Level (with caveats)
Student performing at x RIT is performing at ~ x grade level according to MAP Cannot equate higher scores with ability to do work at RIT grade level (background knowledge for content) Well, we see Median and Mean, what about the lows and highs? Primary MAP MAP Lower End of Scores (depending on target) 140 Descartes < 151/161/171 Upper End of Scores ~ /230 ~ > 220/230

Adult Reading MAP Test x + - x 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 mean 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. In this example, the 6th grade student’s overall RIT score is 195. Activity: None Facilitator Notes: Each student response is animated when you “click” your mouse. x 220 x x 7th Grade x x x - x x x x - x x What does this student’s RIT tell you? x Beginning Literacy MAP™ Administration Revised 7/2009 © 2009 Northwest Evaluation Association

220 RIT Score (7th Grader, B-o-Y)

The Biggest Mistake Districts Make: Not preparing students adequately for the adaptive nature of the test. The test will start with questions at the “typical” grade/time of year representing each student’s enrolled grade. Students far below grade level may experience 5 questions in a row that are too hard for them to answer. ALL students, even gifted, should expect to experience many questions they cannot answer as the assessment moves to different targets. The first test will be the one where students encounter the most difficult questions. After the first test, the program will “remember” the students’ levels and start from there. MAP is used in every state and in several national schools. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Instructional Level vs. Mastery
The MAP test: Provides information about the instructional level of the student—not the independent level. Provides a road map for students toward achieving mastery. Is not a test for determining mastery of skills. Materials: Workbook p. 2 Reports: None Key Concepts: To introduce instructional level To become aware of your own thinking and reasoning around instructional level data Talking Points: MAP assessments provide you with the instructional level of the student. With MAP assessments, our purpose is to get the most accurate information we can on every child, regardless of where they are in the curriculum. In order to do this, we had to design something different. MAP assessments provide teachers with the instructional level of the student. MAP tests are based on a continuum of skills in mathematics, reading, language usage, and science from low knowledge skill levels to high levels. We can consider them to be one long test in a particular subject, rather than a series of shorter tests that assess students over specific criteria at various grade levels. It provides a way–a road map–for determining where each student is performing in relation to local or state standards, curriculum, or other criteria. This road map is similar to mile markers along a highway that are used as one travels from one destination to another. Just as we follow mile markers to help us travel, the MAP tests provide us with similar mile markers, which we can use to continue to monitor students’ progress along the continuum of skills toward mastery. It’s important to remember that MAP assessments are not mastery tests; they show us the instructional or learning level of the student. Activity: None Facilitator Notes: None MAP® Administration Revised 10/2010 © 2010 Northwest Evaluation Association™

What tests are on MAP?

How many items on each test?

How much time is allotted?
MAP tests are not timed. Average time is 50 minutes Schedule one hour If students need extra time, provide it

Topics for Today Essential Reports
Accessing and Understanding Key Reports BEGINNING to use MAP Reports as One Measure to Plan Differentiated Instruction And to Monitor the Effectiveness of Instruction Materials: None Reports: None Key Concepts: To introduce the topics of this session Talking Points: You may be asking yourself: What are the key MAP reports I should be using? How do I access, interpret, and apply my MAP data? In this session, we’ll examine several key reports in-depth, provide you with a differentiated online learning experience based on your specific role, and take a few minutes to begin building an action plan that will enable you to sustain the momentum as you integrate the use of MAP data into your daily work. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Making Decisions Using Data
State/ Annual Triangulation Materials: None Reports: None Key Concepts: To illustrate the importance of triangulation when making data-informed decisions Talking Points: Now that we have covered some of the basic terms and concepts associated with the MAP system, we also want to remind you of the importance of triangulation. Triangulation means we seek three supporting pieces of information from different sources and look for commonalities. We always recommend that you use more than one piece of data, especially when making important decisions about your students. MAP data are only one piece, providing one snapshot in time. The iceberg reminds us that what is below the surface – factors that we do not see at school – may be just as significant as what we do see (or even more so!) Activity: None Facilitator Notes: None International Facilitator Notes: When discussing triangulation, the first of the three sources of supporting data can be referenced as “State/Annual” to indicate the use of any assessment given once per year. Local -Classroom Interim (MAP) Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Uses for MAP Data Screening Predicting and Monitoring Growth
Goal setting Informing instructional decisions, guiding Instructional planning Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To introduce the intended accomplishments for this session Talking Points: Today’s work will strengthen your knowledge and ability to: Interpret and apply data from key reports Use data to evaluate academic needs in the classroom Set goals with students Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Two Types of MAP Data Status Data
Teacher Report Instructional Resources-Class by RIT Class Rosters—Student Progress Reports Growth Data—Available after 2nd MAP Test Period Student Progress Reports—Normative Data shows typical growth, but growth charts show actual growth for all students—including lower and higher achieving students who won’t follow the Norm Data path Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To give an overview of the reports we will be discussing Talking Points: NWEA provides two types of data – status data and growth data. Status data is a single point in time score. Growth data is a comparison of scores from at least two points. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Click on Reports Log-in Log in as sample data Password = reports
Let’s Look at One Essential Report: Instructional Resource, Teacher Report Google NWEA Click on Reports Log-in Log in as sample data Password = reports Click Log On In the left-hand column, scroll down to Online Reports and click on Logins and Teacher Reports Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

A First Important Report: Teacher Report
Click here Select this school and term Hit this

Getting to the Teacher Report
Leave this as is… View by RIT Ranges Click on Edinborough Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Interpreting the Teacher Report—View by RIT Ranges—Pick a focus
Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To explain the key terms and data points on the Teacher Report Talking Points: Examine the sample Teacher Report in your workbook. We will be talking about all of the columns of information on this report. Student Data – Test Type: S/G represents the Survey w/ Goals test, the longer test that gives goal information; SUR indicates the Survey test, the short 20 item test. Standard Error: The standard error of measurement is an estimate of the precision of the RIT score. The smaller the standard error, the more precise the score. Most MAP tests have a standard error of around 3. RIT/RIT Range: Indicates student score/score + or – standard error of measurement Percentile/Percentile Range: Indicator of where the child performed relative to the norms group. For example, a student at the 85th percentile is an indication that he/she is performing as well as or better than 85 percent of the students in the norm group for that grade. Reading Range: The Reading Range is a score resulting from a correlation between NWEA’s RIT score and the MetaMetrics® Lexile® scale. We will talk more about this reading range in the lab. Goal Performance Area: Goal reporting categories on MAP reports that are aligned to the content of individual state standards for most states. Ranges are offered rather than specific scores because a minimum of seven questions are asked relative to each goal area; thus, we prefer to use this “range” as an indicator of performance related to goals in the subject. Summary Data – Mean: The arithmetic “average” of all scores/ Median: Signifies the “middle” score In a smaller group of students, it is best to use the median score as an indicator of what is typical for this class, since it is less influenced by outliers (data extremes at either end of the score scale). Standard Deviation: Illustrates the academic diversity of the class. The higher the standard deviation, the more diverse the class. Activity: None Facilitator Notes: It’s best to do this part of the examination of the report with the sample, so that everyone can have the same data as a reference point while learning. Be prepared to talk about where the sub-goals in the Goal Performance area come from. Note: The next slide goes into more detail about Standard Deviation. If you feel that your group has a good understanding of this concept, feel free to hide this slide. For Lexile info and Bookfinder, go to Find highest Std Dev. for possible focus area(s). Find high/low areas overall. Lowest area is possible focus Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Standard Deviation Smaller standard deviations indicate that students are more alike. How might this impact instruction? Larger standard deviations indicate more academic diversity. How might this impact instruction? Materials: None Reports: None Key Concepts: To illustrate the instructional impact of Standard Deviation Talking Points: Standard deviation is another way to get a “picture” of the academic diversity in a class. Larger standard deviations indicate that the group is more diverse. Here is an example of an actual class of students with a larger standard deviation of 21. Notice that they are fairly well spread out across the chart. Given that each column represents a distinct instructional level, how might this impact instruction? It is likely that small group instruction, or differentiated instruction, may be more appropriate in this case than whole group instruction. Conversely, this shows an example of a class of students with a smaller standard deviation. We can quickly see that this group of students is more homogeneous in regard to their skills in this subject area. For this class, whole group instruction might be more appropriate and successful. Activity: None Facilitator Notes: If questions arise regarding Standard Deviation, it may help to say: First we establish the mean score for the group. Then we examine what scores comprise 66% of all student scores nearest the mean. [The figure of 66% is used to eliminate outliers statistically. In education, as opposed to statistics, however, we often find that we need to teach these outliers too.] Finally we “center” that 66% - we call the outmost score for the 33% who are higher than the mean 1 standard deviation. Same for the score on the lower side of the mean. The further the scores at the outmost point of those ranges are, the more diverse the scores are within the group . For example, if the mean is 200 with an SD of 5, then 66% of scores in the class fall between 195 and 205. However, if the mean is 200 with an SD of 20, then 66% of scores fall between 180 and 220 – a much greater range. Hide this slide if no explanation of standard deviation is needed. Standard Deviation = 21 Standard Deviation = 8 Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Applying the Teacher Report
Grayed out score = Retaken test or Test-taking time too short or standard deviation too high. Student probably guessing. Teachers are encouraged to look at their reports. Consider retakes for Stdev > 3.5 and definitely over 4. Val to request retakes. Applying the Teacher Report Draw a line to show students two grades below mean by RIT (INTENSIVE) Materials: Essential Reports Workbook pp ; State Proficiency Tables handout (if available); Normative Data handout Reports: Teacher Report Key Concepts: To discover additional documents that can help you understand the data on the Teacher Report Talking Points: Now we’ll use the sample Teacher Report to dig deeper into the data. For screening purposes, we can reference important normative and research documents quickly creating a much more vivid picture of the class Let’s look at the Normative Data handout. Notice that there are tables which provide beginning-of-year mean scores in Mathematics, Reading, and Language Usage. We’ll also examine the column on this report which provides percentile information to determine which, if any, of our students are performing at or above the 95th percentile for the grade. You will also need to have your State Proficiency Tables handout (if available) for the activity. This will provide you with more information related to state-determined expectations for student performance. Activity: Applying the Teacher Report (15 minutes) Using the column on the report indicating percentile, draw a line on your Teacher Report (or the sample Teacher Report) at the 95th percentile which is typically used as an indicator for identification of gifted and talented students. Remember that your local indicators for this may vary and it is important to use other points of data when making critical placement decisions about students. On the Normative Data handout, identify the Mean RIT score two grade levels below the grade on your Teacher Report. Make sure it is the same subject and term as your report. Find the student on your Teacher Report that matches or comes close to that RIT score. Draw a line across your report at that point. Students above this line are most likely to be significantly behind the performance of typical students at this grade and may qualify as at risk. Using the State Proficiency Tables handout (if available), draw a line or highlight the scores which match the RIT indicator for your state proficiency benchmark. Draw a star beside all RIT scores that are within 3 points of the grade level mean indicated for your grade on the Normative Data handout. In the Summary Data section at the bottom of the report, highlight the highest Standard Deviation in a Goal Performance area. Draw a box around the highest Median RIT score for the Goal Performance areas. Draw a circle around the lowest Median RIT score for the Goal Performance areas. Discuss with your table group the significance of these indicators in looking at the Teacher Report. Facilitator Notes: This slide is animated to show the activity process. Use while completing the activity. Refer to Using the State Proficiency Tables document which is provided to facilitators. Be familiar with the Scale Linking (Alignment) Study document for the state in which you are conducting this workshop prior to this activity. Be prepared to answer questions about this study. If MAP for Primary Grades participants are present who have given the Survey w/ Goals Tests, they will skip step 3 and modify step 4 of this activity. Those who have administered Screening or Skills Checklist Tests should participate using the sample report and be informed that when they give Survey w/ Goals Tests, they will have this type of information for their students. International Facilitator Notes: Since international schools don’t have alignment studies, NWEA uses percentiles from the most recent RIT Scale Norms Study. NWEA uses the 40th percentile as an indicator for basic proficiency and the 70th percentile for exceeding proficient. Based on these numbers, the proficiency benchmark would be the 40th percentile for basic proficiency. These points were chosen based on an aggregation of the cut points in the Scale Linking (Alignment) Studies and the performance of students nation-wide at the same grade level. Star Typical Scores (Benchmark)—w/in 3 pts. of grade level mean (This class = 2 students--almost) Shade students working at or above mean RIT for grade/time (Benchmark and Above Benchmark) Draw a line to show students at or above 95th percentile = Gifted? (This Class—0) Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Another Version of the Teacher Report— View by Goal Descriptors
Go back to the Logins and Teacher Reports Click View by Goal Descriptors and then Edinborough

Another Version of the Teacher Report— View by Goal Descriptors

Review: How to get to the Teacher Report
Click here Go here Click here and then on name

Go here Hit Submit Next: Class By RIT
In the left-hand column click here Go here Hit Submit Class by RIT is only available for classes of 10 or more. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Let’s Look at Instructional Resources: Class Breakdown by Overall RIT
Materials: Essential Reports Workbook pp. 4-5; Easy Access to Online Resources handout; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To illustrate ways to look at the Class Breakdown by Overall RIT Report Talking Points: The Class Breakdown by Overall RIT Report is an important source of instructional information. One benefit of this report is to illustrate the academic diversity of your classroom in each subject area. This illustration shows you that in this class, the students are spread out over seven RIT bands in reading. Another way this can be used is by looking at the Mean RIT for your grade and thinking about the instructional implications for all students. The sample on the screen and in your workbook shows a fifth grade class. The Beginning-of-Year Mean RIT for fifth grade in reading is 206.7, so you can see that the academic diversity of this classroom ranges from a small group of students who are in the “on grade level” group, to a large number of students who are above and below grade level. Using the Normative Data handout and your own report, draw a square around the RIT band which includes the Beginning-of-Year Mean RIT score for the grade level you teach. What implications does the diversity of your classroom have for your teaching? Activity: None Facilitator Notes: None A 8th grade class—Fall Data Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Applying the Class Breakdown by Overall RIT Report
Instructional applications of Overall RIT: Reading Groups Formation (preliminary data) Intervention/remediation Reading support in content areas Gifted and talented support Materials: Essential Reports Workbook pp. 4-5; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To show ways the Class Breakdown by Overall RIT Report can be used Talking Points: Looking at the Class Breakdown by Overall RIT Report gives all teachers a sense of where students are performing. It invites conversation around how to best meet student needs. Instructional applications include identifying the following: Students performing two or more RIT bands below grade level might need an extra reading or mathematics class, or support from remediation or intervention specialists. Students performing one or two RIT bands below grade level in content areas may need support in other classes to access and understand the text. Students performing two or more RIT bands above grade level will need support in order to challenge them and keep them engaged in the learning. Activity: Applying the Class Breakdown by Overall RIT Report (10 minutes) Use your Class Breakdown by Overall RIT Report or the sample Class Breakdown by Overall RIT Report to work through the activity questions. How many RIT bands are represented in this class in: Mathematics?_______ Reading?_______ Language Usage?_______ Using the Normative Data handout, what is the Beginning-of-Year Mean RIT for this grade in each of these subjects? Do most of the students fall within that RIT band? Who (other staff) might need to know this information? Why would it be helpful to share it? Facilitator Notes: Participants who administered MAP® for Primary Grades Screening or Skills Checklist tests may use the sample Class Breakdown by Overall RIT Report to complete the activity. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Let’s Look at Instructional Resources: Class by Goal
Materials: Essential Reports Workbook pp. 4-5; Easy Access to Online Resources handout; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To illustrate ways to look at the Class Breakdown by Overall RIT Report Talking Points: The Class Breakdown by Overall RIT Report is an important source of instructional information. One benefit of this report is to illustrate the academic diversity of your classroom in each subject area. This illustration shows you that in this class, the students are spread out over seven RIT bands in reading. Another way this can be used is by looking at the Mean RIT for your grade and thinking about the instructional implications for all students. The sample on the screen and in your workbook shows a fifth grade class. The Beginning-of-Year Mean RIT for fifth grade in reading is 206.7, so you can see that the academic diversity of this classroom ranges from a small group of students who are in the “on grade level” group, to a large number of students who are above and below grade level. Using the Normative Data handout and your own report, draw a square around the RIT band which includes the Beginning-of-Year Mean RIT score for the grade level you teach. What implications does the diversity of your classroom have for your teaching? Activity: None Facilitator Notes: None A second grade class—Winter “Drill Down” Data Primary Reading—All Tests, Survey w/Goals Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Let’s Look at Instructional Resources: Class by Goal
Materials: Essential Reports Workbook pp. 4-5; Easy Access to Online Resources handout; Normative Data handout Reports: Class Breakdown by Overall RIT Report Key Concepts: To illustrate ways to look at the Class Breakdown by Overall RIT Report Talking Points: The Class Breakdown by Overall RIT Report is an important source of instructional information. One benefit of this report is to illustrate the academic diversity of your classroom in each subject area. This illustration shows you that in this class, the students are spread out over seven RIT bands in reading. Another way this can be used is by looking at the Mean RIT for your grade and thinking about the instructional implications for all students. The sample on the screen and in your workbook shows a fifth grade class. The Beginning-of-Year Mean RIT for fifth grade in reading is 206.7, so you can see that the academic diversity of this classroom ranges from a small group of students who are in the “on grade level” group, to a large number of students who are above and below grade level. Using the Normative Data handout and your own report, draw a square around the RIT band which includes the Beginning-of-Year Mean RIT score for the grade level you teach. What implications does the diversity of your classroom have for your teaching? Activity: None Facilitator Notes: None 8th grade class—Fall“Drill Down” Data 6+ Reading Survey w/Goals CO Version Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Interpreting the Class Breakdown by Goal Report
N. Roeder (207) Materials: Essential Reports Workbook pp. 6-7; Easy Access to Online Resources handout; DesCartes Framework Reports: None Key Concepts: To illustrate ways to look at the Class Breakdown by Goal Report Talking Points: The Class Breakdown by Goal Report is an essential tool for assisting the teacher in instructional decision making. This report allows you to see the academic diversity of your students in specific goal areas within a subject. Notice that H.R. Frale, who has an overall RIT of 213, is in three different RIT bands in reading. He is in the RIT band in Read/Recognize Literature, the RIT band in Locate/Select/Use Information, and is in the RIT band in Read a Variety of Material. In this example, the identified area of strength for this student would be in the Read/Recognize Literature goal area and an area in need of additional support would be Read a Variety of Material. This report helps teachers to plan for differentiation of skills in goal areas for the entire class, small groups of students, and individual students. At this level, each student name is an active link that drills down to DesCartes learning statements or Primary Grades Instructional Data statements for that student. Also, there is a link for <all students in cell> which allows the teacher to look at DesCartes/Primary Grades Instructional Data skills for an entire group. The goal areas you see on your reports will vary depending on your DesCartes Framework. The goal reporting categories on MAP reports are aligned to the content of individual state standards for most states. Look at your DesCartes Framework to see what your goal areas are. Activity: None Facilitator Notes: Primary Grades Instructional Data is not aligned to state standards. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Interpreting the Class Breakdown by Goal Report
A. N. Bigelow (231) Materials: Essential Reports Workbook pp. 6-7; Easy Access to Online Resources handout; DesCartes Framework Reports: None Key Concepts: To illustrate ways to look at the Class Breakdown by Goal Report Talking Points: The Class Breakdown by Goal Report is an essential tool for assisting the teacher in instructional decision making. This report allows you to see the academic diversity of your students in specific goal areas within a subject. Notice that H.R. Frale, who has an overall RIT of 213, is in three different RIT bands in reading. He is in the RIT band in Read/Recognize Literature, the RIT band in Locate/Select/Use Information, and is in the RIT band in Read a Variety of Material. In this example, the identified area of strength for this student would be in the Read/Recognize Literature goal area and an area in need of additional support would be Read a Variety of Material. This report helps teachers to plan for differentiation of skills in goal areas for the entire class, small groups of students, and individual students. At this level, each student name is an active link that drills down to DesCartes learning statements or Primary Grades Instructional Data statements for that student. Also, there is a link for <all students in cell> which allows the teacher to look at DesCartes/Primary Grades Instructional Data skills for an entire group. The goal areas you see on your reports will vary depending on your DesCartes Framework. The goal reporting categories on MAP reports are aligned to the content of individual state standards for most states. Look at your DesCartes Framework to see what your goal areas are. Activity: None Facilitator Notes: Primary Grades Instructional Data is not aligned to state standards. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Applying the Class Breakdown by Goal Report
Instructional applications: Flexible grouping Identify relative strengths and weaknesses of class and individual students Designing whole group and differentiated instructional plans (See DesCartes/Primary Grades Instructional Data) Materials: Essential Reports Workbook pp. 6-7 Reports: Class Breakdown by Goal Report Key Concepts: To show ways the Class Breakdown by Goal Report may be used Talking Points: The Class Breakdown by Goal Report is an excellent place to begin thinking about flexibly grouping students. It is important to note that “flexible” grouping is different from grouping practices in the past. Those groups were mostly static and often led to tracking. Not only does flexibility mean that students can move, but also the teacher can move. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level. When planning instruction based on MAP data, it is important to focus on using the right “materials” to build instruction on a strong “foundation.” It is important to be aware of both state standards and student performance data when designing instruction. Analyzing student scores in the goal areas can lead us to better instructional decision-making. Disaggregating student goal area scores allows us to see which students have similar needs for instructional grouping. The Class Breakdown by Goal Report disaggregates classroom data in this way for teachers and links to key skills for instruction through DesCartes/Primary Grades Instructional Data. Activity: Applying the Class Breakdown by Goal Report (5 minutes) Use your Class Breakdown by Goal Report or the sample Class Breakdown by Goal Report to work through the activity questions. Look at the distribution of students in each goal area. What instructional implications does this have for you? How might you use this report to work with another teacher in your grade/subject to plan for instruction? Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

To Access Learning Targets in Descartes Report for Class Breakdown by RIT
Go to Start → Programs → Assessments → Decartes

Open Reading_WA_3.6.1.pdf

Click on the RIT Range to View Report

Here’s a RIT Range Report (A. N. Bigelow)
Ready for instruction today! Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Whole Class Report: Class Breakdown by Goal—Click on Goal Name for this report
RIT reflects a 1-day score. The RIT range is a more accurate indicator of where actual achievement may lie.

Review: Now you try to get into NWEA reports.
Password = reports

Class Breakdown by Goal
Review: Now you try! This link will provide Access to the Class By RIT and Class Breakdown by Goal Reports

Go here:

See this → Scroll down to Reading

Drill down on reading →

Hit the component of Apply Thinking Skills

Another Report: Class Rosters/Student Progress Report
Go here Click here

Scroll down to Edinborough English8 1and click

Before clicking SUBMIT,
change to Both Note you can click on a name or class

Clicking on Teacher’s Name on Class Rosters Page → All Student Reports

How to Communicate with Parents & Students—The Student Progress Report
Materials: Essential Reports Workbook pp ; Easy Access to Online Resources handout Reports: None Key Concepts: To explain the key terms and data points on the Online Individual Student Progress Report Talking Points: The Online Individual Student Progress Report provides important growth information, which can be shared with students and parents. The text version of the Online Individual Student Progress Report includes RIT/RIT Range and Percentile/Percentile Range as on the Teacher Report. It also includes the following: District Average RIT for the subject is displayed as a point of reference. Norm Group Average for the subject is displayed as a point of reference. Student Growth shows actual growth in RIT points from one term to the next. Typically, teachers choose fall to spring growth calculations. Typical Growth shows the average growth of students in the latest RIT Scale Norms Study who were in the same grade. Descriptors (Hi – HiAvg – Avg – LoAvg – Lo) are given for goal areas in each subject to present student performance level relative to the norm group. The student identified in this report, Darwin, had a typical growth projection of 9 RIT points for reading from the beginning of the year to the end of the year. What was Darwin’s actual growth in reading? What do you notice about Darwin’s growth in other areas? How does this student compare to the norm group in these areas? What would you say about this student’s overall performance? The graph version of the Online Individual Student Progress Report includes the following: G(x) is shown at the top of the graph and indicates the student’s grade at the time of the test event. G3 would represent third grade. Activity: None Facilitator Notes: It’s best to do this part of the examination of the report with the sample, so that everyone can have the same data as a reference point while learning. We will shift to the participants’ Online Individual Student Progress Report with the application activity. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

A report is accompanied by growth chart IF the student has been tested at least twice
Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

MAP Logins & Passwords Teachers & Proctors only—no student use
Four types: Login: cksdmap Password: map1112 to launch TestTaker Site-specific Login/Password to open TestTaker Personal Login/Password to view your class reports Login: k12 Password: k12 to open the TestTaker Training Database:

Stepping Stones into MAP

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