1. Using MAP for College and Career Readiness
Welcome!
Using MAP for College and Career Readiness

2. Agenda MN Landscape with College and Career Readiness
Two College Readiness Studies Completed by NWEA
Linking Study for Explore, Plan and ACT Grades 8,10, 11 (2011)
Theaker & Johnson study for Grade’s 5-11 to ACT (2012)
Results
Meeting college readiness benchmarks
Using MAP scores to predict proficiency
Lexiles
Average college freshman requirements
Connection with career choices
Goal Setting
Conversations with your students
Setting growth targets
What Does the Future Look Like?
New study
Let’s go over our agenda.
We have two studies: the Linking Study for Explore, Plan and ACT from December 2011 and the Theaker and Johnnson study for grade’s 5-11 from 2012 but is from small subject group.
Theaker and Johnson has some great data. Robert Theaker was a senior researcher at NWEA and Clay Johnson is from University of Arkansas completed this study showing projections on how student will do on ACT down to grade 5.
We will look at the Results of the study READ
We will look at how you use Lexiles at the upper grades READ
In your conversations with Goal Settings READ
And then what the future looks like READ
Agenda

3. MDE’s Ready, Set, Go MN MN 9th Graders need Personal Learning Plan
In today's global economy, students must be well-prepared for the demands of college and the workplace. We provide and support the development of quality resources, tools and strategies designed to assist students as they transition from middle school to high school and into an increasingly wide array of postsecondary options.
In MN, legislation requires all students starting in 9th grade to have a Personal Learning Plan. This plan should include academic scheduling, career exploration, career and employment-related skills, community partnerships, college access, all forms of postsecondary training, and experiential learning opportunities.
To support Minnesota’s state’s commitment to prepare all youth for postsecondary opportunities, we have developed the Ready, Set, Go website for educators, families, and students. This site provides resources for college and career readiness and accelerated course options in Minnesota, including:
Stepping Stones to Using Data, ER, AMD
Revised 1/2012
© 2012 Northwest Evaluation Association™

4. Minnesota Students Outperform Nation on ACT
MN’s average composite score of 23 was highest in nation among 30 states.
MN has led the nation in ACT average for 9 consecutive years.
Stepping Stones to Using Data, ER, AMD
Revised 1/2012
© 2012 Northwest Evaluation Association™

5. Growth Average growth is not enough in MN
This is a great visual chart my colleague built shows how our state test is more difficult that other states.
This is an example of SPRING MATH SCORES
If a student just stayed at the norm (orange line) which is 50% average. Would that student be able be proficient on MCA or how about the ACT?
Note: The normative data the numbers are 50% average but students need to be at 60-70% to pass MCA in MN and CCR can be 70-80% to pass. So use caution. The norms are INDEPENDENT of state standards.
Stepping Stones to Using Data, ER, AMD
Revised 1/2012
© 2012 Northwest Evaluation Association™

6. Technical rigor provides other insights Proficient bar varies by grade
Difficulty of Minnesota Meets the Standard Cut Score
College Readiness
National Percentile
No Child Left Behind required everyone to get above proficient – message focus on kids at or near proficient
School systems responded
MS standards are harder than the elem standards – MS problem
No effort to calibrate them – no effort to project elem to ms standards
Start easy and ramp up.
Proficient in elem and not in MS with normal growth.
When you control for the difficulty in the standards Elem and MS performance are the same
A Study of the Alignment of the NWEA RIT Scale with the Minnesota Comprehensive Assessments (MCA) Testing Program, April 2014

7. Graduation Trends in MN High Schools
The goal of the Minnesota Department of Education is to reduce the academic achievement gap and to make sure all students graduate from high school regardless of their background.
In 2014, 81.2 percent of Minnesota students graduated from high school, up from 79.8 percent in In addition, every student group showed an increase from the previous year. 
Since 2011, students have shown increases in graduation rates every single year. This year’s data moved Minnesota closer to a statewide goal of having a 90 percent graduation rate by 2020.
This chart shows the graduation rate for Sleepy Eye High School and indicates an increase in the graduation rate from 2013 to Their staff is really focused on making every student is on track for graduation.
Stepping Stones to Using Data, ER, AMD
Revised 1/2012
© 2012 Northwest Evaluation Association™

8. Linking Studies

9. NWEA completed two “College Readiness” studies:
Linking Study between MAP and the Explore, Plan and ACT Assessments (2011) Grades 8, 10 and 11
Robert Theaker & Clay Johnson study between MAP and ACT - took linking study & extended the data down to grade 5 (2012)
Method:
Active NWEA districts that use EXPLORE, PLAN, and ACT were recruited.
ACT data was matched to corresponding MAP data at the individual level
Linking Study had 108,000 matched pairs of scores from 26,000 students from 140 schools in 3 states.
Theaker & Johnson used only ACT so it was a smaller study
NWEA completed two “College Readiness” studies:
The first is the Linking Study between MAP and the Explore, Plan and ACT Assessments for grades 8 and above done in Typically, the Explore was taken in 8th or 9th grade. Plan was taken in 10th grade. And ACT is taken in 11th and 12th grade. The Plan and Explore are going away (some districts may give it for contractual obligations still) but the information is still included in this study done in We are working on gathering data for our next update to this. For this Linking Study we took info from NWEA Partners (meaning school districts and charters) that took Explore Plan and ACT.
Then Robert Theaker and Clay Johnson took the data from the linking study and they were able to extend the data down to grade 5. They completed their study in 2012.
In both studies, Active NWEA districts (meaning school districts or charters) that took EXPLORE, PLAN, and ACT were recruited for this study.
The Theaker & Johnson only used ACT NWEA districts.
ACT data was matched to corresponding MAP data at the individual student level
Total number of matched record pairs was 108,000 in the Linking Study and 201,000 for the Theaker & Johnson Study
More information on the methodologies used in the studies can be found on our website
You will see study in download box that you have access to.

10. Results

11. The ACT College Readiness Benchmarks are the minimum ACT college readiness assessment scores required for students to have a high probability of success in credit-bearing college courses.
11th grade student has a MAP cut score of 236 in the fall on the Reading assessment, then that means they are in 77% for normative percentile rank. That gives them a 50% probability of achieving a 21 on the ACT Reading in the spring. See Probability Table to get higher than 50%.
So here are the results from the first linking study for grade 8 and above. Complete study is in the download box (or on MN wiki site)
We took ACT college readiness benchmarks which are minimum college readiness acceptance scores required for students to have a high probability of success in college-bearing courses.
And you’ll see those benchmarks, the 15 for Explore, 17 Plan, 21 ACT and so on. And we were able to match those with MAP cut scores that you see if the table.
These MAP cut scores shown in these tables are the minimum estimated scores. Meeting the minimum MAP cut score corresponds to a 50% probability of achieving that benchmark.
This table only shows the 50% chance, so the higher the score you go up on the probability of achieving that benchmark.
We have three charts – one for your MAP Reading RIT Scores, one for MAP Language Usage RIT Scores, and for MAP Math RIT Scores
Here is the first chart for MAP Reading.
How you read this chart:
We are looking at MAP Reading RIT Score as Predictor Prior Season – Prior Season means Fall MAP Scores
This chart is only looking at READING, so you need to look at which test the student took.
So on here you see for 11th grade, with a fall MAP cut score of 236 with a normative percentage rank of 77% gives you a 50% probability of achieving a 21 in the spring on the ACT Reading.
In English College Readiness Test, for 11th grade, if you had a fall MAP cut score of 231 with a normative percentage rank of 68% gives you a 50% probability of achieving an 18 in the spring on the ACT English.
NOTE: we completed our study in However, In September 2013 ACT raised the benchmarks for the Reading (only) Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT. You can see our benchmark shows 15, 17 and 21. So when looking at this, use your judgment so know that if it is one point higher then your MAP score needs to be a little higher.
Note: In September 2013 ACT raised the benchmarks for the Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT.
Results

12. Then the study has two more charts for prior season or fall
Then the study has two more charts for prior season or fall. Based on them taking the ACT in the spring using fall MAP cut scores.
This top chart is for Language Usage and the bottom chart is for Math.
You read these charts the same way.
These are MAP cut scores in fall (prior season), based on taking ACT in spring.
Example: if an 11th grade student has a MAP cut score of 233 in the fall on the Language Usage assessment, then that means they are in 76% for normative percentile rank. That gives them a 50% probability of achieving a 21 on the ACT Reading in the spring.
The lower chart is Math
Example: if an 11th grade student has a MAP cut score of 255 on MAP Math assessment, then that means they are in 83% for normative percentile rank. That gives them a 50% probability of achieving a 22 on the ACT Reading.
If got 255 in fall in math, then they are projected in spring to get 22 on ACT – it is a 50% chance of getting 22 on ACT in the spring.
11th grade student has a MAP cut score of 255 in the fall on the Math assessment, then that means they are in 83% for normative percentile rank. Meaning: if you got a 255 in fall in math, then you are projected to get 22 on ACT.
Note: In September 2013 ACT raised the benchmarks for the Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT.
Results

13. Results See higher probability than 50/50 Chance
11th grade student scoring 255 on a MAP math test taken during the same season would have a 62% chance of meeting the ACT benchmark in reading
If you are thinking this just shows a 50/50 chance – what good is that? What we have in the linking study the table that shows this 50% cut score, but then it goes on to show all cut scores for 60%, 70%, 80% all the way up to 100%
We are now seeing table in the study that takes the probability all the way up to 100%. So you can find all scores and probabilities.
RIT scores are in 5 point increments.
Example: a 11 th grade student
scoring 235 on a MAP reading test taken during the same season would have a 54% chance of meeting the
ACT benchmark in reading, and about a 84% chance of meeting the ACT college
readiness benchmark in English.
CLICK now we look at Language Usage:
Example: an eighth grade student
scoring 220 on a MAP language usage test taken during the same season would have a 27% chance of meeting the
EXPLORE college readiness benchmark in reading, and about a 64% chance of meeting the EXPLORE college
CLICK now we look at Math:
Example: a 11th grade student
scoring 255 on a MAP math test taken during the same season would have a 62% chance of meeting the
ACT benchmark in math.
11th grade student scoring 235 on a MAP reading test taken during the same season would have a 54% chance of meeting the ACT benchmark in reading
11th grade student scoring 240 on a MAP Language Usage test taken during the same season would have a 84% chance of meeting the ACT benchmark in reading
Results

14. The MAP cut scores shown in these tables are the minimum estimated scores. Meeting the minimum MAP cut score corresponds to a 50% probability of achieving that benchmark.
The ACT College Readiness Benchmarks are the minimum ACT college readiness assessment scores required for students to have a high probability of success in credit-bearing college courses. In addition to the benchmarks for the ACT, there are corresponding benchmarks for ACT Explore taken in eighth, and ACT Plan taken in tenth grade, to gauge student progress in becoming ready for college.
Note: In September 2013 ACT raised the benchmarks for the Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT.
Now we are looking at the charts from Same Season or Spring data.
We have three charts again – one for your MAP Reading RIT Scores, one for MAP Language Usage RIT Scores, and for MAP Math RIT Scores
Here is the first chart for MAP Reading looking at Spring / Same Season information. So this when student would take the MAP and ACT both in the spring.
This first chart is for READING.
So on here you see for 11th grade, with a MAP cut score of 237 in the spring with a normative percentage rank of 77% gives you a 50% probability of achieving a 21 on the ACT Reading taken in the spring.
In English College Readiness Test, for 11th grade, if you had a spring MAP cut score of 231 with a normative percentage rank of 68% gives you a 50% probability of achieving an 18 on the ACT English taken in the spring.
Note Again, In September 2013 ACT raised the benchmarks for the Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT. So the above numbers need to be changed from 15, 17 and 21 to this increase because this study you see was done in 2011 before the change.
Results

15. Then the study has two more charts for same season or spring
Then the study has two more charts for same season or spring. Based on them taking the ACT in the spring using spring MAP cut scores.
This top chart again is for Language Usage and the bottom chart is for Math.
You read these charts the same way.
These are MAP cut scores in spring (spring season), based on taking ACT in spring.
Example: if an 11th grade student has a MAP cut score of 234 in the spring on the Language Usage assessment, then that means they are in 76% for normative percentile rank. That gives them a 50% probability of achieving a 21 on the ACT Reading in the spring.
The lower chart is Math
Example: if an 11th grade student has a spring MAP cut score of 258 on MAP Math assessment, then that means they are in 83% for normative percentile rank. That gives them a 50% probability of achieving a 22 on the ACT math.
If got 258 in spring MAP math, then they are projected to get 22 on ACT taken in that same season of spring – it is a 50% chance of getting 22 on ACT in the spring. But keep in mind you can look at all percentages in the chart 51, 55, 63 on up to 100%
Overall: These cut scores are to guide you. These cut scores are guidance and lets the student know where they are at as far as what they are going to score on the spring on the ACT. So is a guidance to see, are they close to benchmarks or way off. Are they going to knock it out of the park. So again, just a guidance.
Note: In September 2013 ACT raised the benchmarks for the Reading College Readiness Test to 16 for Explore (taken in eighth) 18 for Plan, and 22 for ACT.
Results

16. Theaker and Johnson Study
Now let’s look at Theaker and Johnson study and the data they were able to pull.
The complete study is in the File Download box.
How you read this:
Act scores come from ACT from empirical data and identifies the scores of students that had a 50% likelihood of achieving a B average in a freshman level class.
So on the Top Row for example IN READING if student had ACT score of 16 in reading then they have a 50% chance of getting a B in open enrollment school, then ACT score of 24 in reading then they have a 50% chance of getting a B in a state university, if they got a 29 on ACT in reading then they have a 50% chance of getting a B average in a top university and then if they got 32 on ACT in reading they have a 50% chance of getting a B at an ivy league.
It then repeats FOR MATH. if student had ACT score of 16 in math then they have a 50% chance of getting a B in open enrollment school, then ACT score of 24 in math then they have a 50% chance of getting a B in a state university, if they got a 29 on ACT in math then they have a 50% chance of getting a B average in a top university and then if they got 32 on ACT in math they have a 50% chance of getting a B at an ivy league.
So what Theaker and Johnson were able to do was now match MAP scores that would project how a student would score on an ACT.
Example: For a 6th grader in the fall scored a 226 on MAP, they they are on the right path to have an ACT score of 24 when they take it in spring of grade 11.
This is the data that people love. So now you can have conversations with parents and students and ask the student what do you want to do when you graduate school? This data makes taking the MAP test more meaningful because the students now have a goal – and it’s not just a goal of growth that NWEA says where we say your growth should be X or 5 points. Here is a goal now that resonates with the student. Ex. I want to get a 277 because on I want to Harvard. Or I want to go to state university so I know will probably need a MAP score of So they students realize, I need to get on the right track here if their MAP scores on not where they should be. This will tell them how likely they are to that personal goal.
Theaker & Johnson matched MAP scores that would project how a student would score on ACT.
Example: For a 6th grader in the fall scored a 226 on MAP, they are on the right path to have an ACT score of 24 when they take it in spring of grade 11.
In Math, if student had ACT score of 16 in math then they have a 50% chance of getting a B in open enrollment school, then ACT score of 24 in math then they have a 50% chance of getting a B in a state university, if they got a 29 on ACT in math then they have a 50% chance of getting a B average in a top university and then if they got 32 on ACT in math they have a 50% chance of getting a B at an ivy league.
In Reading, if student had ACT score of 16 in reading then they have a 50% chance of getting a B in open enrollment school, then ACT score of 24 in reading then they have a 50% chance of getting a B in a state university, if they got a 29 on ACT in reading then they have a 50% chance of getting a B average in a top university and then if they got 32 on ACT in reading they have a 50% chance of getting a B at an ivy league.
Note: Values were calculated by ACT from empirical data to identify the scores of students with a 50% likelihood of achieving a B average in a freshman-level course. .  This research was done with a small number of students for a conference paper.  It can provide additional, informal idea of the kind of percentile levels, along with ACT Study and Proficiency Guidelines, that will aid in identifying students as early as Grade 5 who may not be on track for college and career readiness.
Results

17. And then Theaker and Johnson were able to take the ACT scores and college majors and how they match up with MAP. So students can start thinking what do I want to do after college. If I do want to go to college, what major am I thinking about. What do I need to have in order to be successful in that major of business or engineering or computer science.
This is a guide to show how well prepared the student will be in that college major.
Choose a subject, testing season and grade.
This chart is showing Reading MAP Test Scores in Grade 10 in the spring.
Now you can see the NWEA MAP test scores and average composite ACT scores for students intending to pursue these college majors.
Ex. If a 10th grade student had a Reading MAP score of 233 in the spring, then an average composite ACT score for the major of Education would 20.8.
Results

18. This chart is showing Math MAP Test Scores in Grade 10 in the spring.
Example: so look at your Math MAP score and start to see where you. Asking what do I want to do when I get to college, what do I want to major in, do my goals match up with how I am doing with MAP test scores.
Choose a subject, testing season and grade.
This chart is showing MATH MAP Test Scores in Grade 10 in the spring.
Now you can see the NWEA MAP test scores and average composite ACT scores for students intending to pursue these college majors.
Ex. If a 10th grade student had a Math MAP score of 250 in the spring, then an average composite ACT score for the major of Business would 21.1.
This is a great guide for students to take ownership of their College and Career Readiness plans.
It tells them what MAP score do I need to have to match up to a particular ACT score and how far off am I
If a student has a 230 and I want to major in engineering which shows a Then the student knows they have a lot of work to do.
This is really meaningful for those older students. Having those conversations with the students and include the parents. What do you want to do after high school. Do you want to go to college. What kind of college. What major.
It makes that MAP data so meaningful and useful. So the conversation shifts from MAP target growth to relevant information on how much work needs to be done to achieve your college and career readiness plans.
So this is a great starting point to start having conversations with those students. Normally a student would take the MAP test and get a score and I go what does a 239 really mean? The students can really take the MAP test very seriously when they connect their score with what the probability of their plans for after high school. It makes sense to them.
Results

19. Lexiles

20. Research collaborated with MetaMetrics (developers of the Lexile©) to develop an algorithm to calculate the Lexile© score and range from the RIT scale.
Our MAP Reading Reports show Lexile Score - for free!
NWEA provides a 150 point Lexile® range with the actual "Lexile® score" being 100 points from the low number and 50 points from the high number. The first 100 points of the range is the student's independent reading range (with 75% comprehension). The top 50 points represent the student's instructional range.
MAP Lexile information is great for those high students that are only growing a RIT point or two, because the Lexile number will continue to grow and grow.
Lexile score can help you look at where you want to go to college and what you want to study.

21. An average Lexile reading level for high school graduate is around 1000.
An average college freshman Lexile reading level is around 1250.
Look at this chart, for a student to read the NY Times you need 1380 Lexile.
Now lets talk about Lexile.
What happens in the MAP test, we get calls from partners that say I think I’m going to stop testing this group of students because they are kind of topping out and reaching a score 255 or 260 and only grow one point a year and say I’m not sure why we are using this data.
On our MAP reading test, we provide Lexiles and not every assessment company provides Lexiles or if they do they provide it for a fee. NWEA provides this for free. And what you will see in the results is that even though their MAP score may only be growing one point a year, but you will continue to see their Lexile grow and go up and go up.
You can use this Lexile score and chart just like you did with the Theaker and Johnson study. You can look at where should the Lexile score be if you want to go to college.
An average Lexile reading level for high school graduate is around 1000.
An average college freshman Lexile reading level is around 1250.
Look at this chart, for a student to read the NY Times you need 1380 Lexile.
Lexiles

22. Here is a chart now that talks about different Career Clusters around Lexiles.
If a student that wants to go in to Law and Public Safety, then they need a Lexile of
So use those Lexile scores about what they want to do after high school. Use these to look at careers or use the Lexile to see what a college freshman would need. If a student is only at Lexile of 950 then they have some work to do to be successful at their college plan or career plan.
You can monitor this Lexile number range by looking at each MAP Reading score. If you think your students are starting to top out and the data is not useful, then look at the Lexile range each time to see how it is growing and go up. And keep provided them the reading materials so they are challenged and continually growing.
So use this chart and the previous chart to have conversations around where their Lexile needs to be.
If you feel like you students might be topping out, know that we are improving and adding to our higher level items, so you will see more students get higher scores now. We have added more depth of knowledge questions as well. You can also look at your CDF Comprehensive Data File and actually see how many questions a student got right or wrong so you will definitively if they are truly topping out on the test.
Lexiles

23. Goal Setting

24. Let’s talk about Goal Setting. Now you have all this great data
Let’s talk about Goal Setting. Now you have all this great data. What wonderful conversations you can have with older students.
You can take a goal setting worksheet and work with a student. You see it provides the student score and the projected RIT.
Goal Performance Area – the students’ performance in the goal strands tested in this subject. Goal will display as RIT Range or Descriptor.
Projected RIT is the minimum RIT score the student would attain if their growth projection was met (calculated by starting RIT plus growth projection.)
This target is simply the student growing at the 50%tile – so it’s the average growth that all students did in the norming study that were in that grade, taking that test, in that season with that starting score.
RIT Range – Green indicates more than 3 RIT points above overall RIT score. Yellow indicates more than 3 RIT points below overall RIT score.
My Goal – will remain blank as it’s a place for student to write their new goal .
RIT Growth – the student’s RIT point growth from the initial term to the final term.
Student Action plan remains blank for the student/teacher to hand write in.
The conversation should change now in 8-12th grade – instead of saying let’s meet your target goal.
Talk about their college and career readiness plans. Do you want to go to college, what do you want to major in, what type of college do you want to go to, if you don’t want to go to college what do you want to do.
So now you can refer back to the college and career charts and find the MAP score need for that achievement and put that in as a target. If that target is too big of a stretch, then do mini goals for plan to get on the right path to achieve that.
CLICK TO NEXT SLIDE TO SAY THIS IS WHERE CONVERSATION GOING
Goal Setting

25. Show this with your student goal setting sheet.
Do you want to go to University of Minnesota.
Show this with your student goal setting sheet. Ask the student - where do you want to go to college? Let’s look at what you need to go to the University of Minnesota.
Goal Setting

26. Show this with your student goal setting sheet.
Use this sheet with your student goal setting sheet
Goal Setting

27. Show this with your student goal setting sheet.
Use this sheet with your goal setting worksheet
Using all charts from Theaker and Johnson, it really changes the meaning of MAP as the older students get closer to graduation and need a College and Career Readiness plan. Involve the parents. Keep in mind these are only guides but can really help you develop a plan and goal with each student. These students can see what a MAP score means to them as far as what they want to do in the future and so they may take MAP more seriously if they haven’t before now that they can see the connection.
Show this with your student goal setting sheet.
Goal Setting

28. Achievement Status and Growth Calculator
Use this for students that are below average that might not meet the standards on the state test or those that are at risk for graduating.
The Achievement Status and Growth Calculator is another tool that is available when working with students.
This is a tool that you would use with your below average students that might not meet standards on state test. And those that might be at risk for graduating.
This calculator tool is basically an interactive excel sheet.
The tool allows you to plug in a students RIT score, say after fall testing, it will give you their growth projection. Again, keep in mind that growth projection is only average growth or 50% growth. Average growth meaning the average growth an 8th grader makes when the score a 225 on the fall math MAP test.
Example on this slide, the student scored a 225 on Math in the fall, they are in the 38th percentile with a growth projection of 5 points.
CLICK
Goal Setting

29. Achievement Status and Growth Calculator
230 39
So if you set their goal of 5 points, and that gives them a RIT score of That just moves the student to the 39% tile.
They did make a years worth of growth of 5 points, BUT is that the growth you want them to make.
You would probably want to get them to the 50th percentile or even higher.
This tool, being an interactive excel spreadsheet, lets you play around with it and plug in certain numbers to see the results.
Goal Setting

30. Achievement Status and Growth Calculator
235 52
So now if you were to put in a RIT of 235 showing a growth of 10 points, then you get them to the 52nd percentile and start to close that gap of learning.
This tool becomes really valuable for those students that are at risk. For these students you really aren’t having the conversations around where do you want to go to college because this is the group at risk that needs to catch up and just be able to graduate.
It is really fun to play around with this: You would enter subject, grade, comparison period of instructional weeks, student RIT score, and students SEM Standard Error of Measure for the RIT score. Then the calculator displays the students status percentile and provide norm information as well as projected growth based on the norms.
You can download it from the file download box. This is really easy to work with and gives gave results data on the output.
Once you start closing the gap and getting them closer to where they need to be to graduate, then you can begin to have the conversations around college and career plans with the previous charts from the Theaker and Johnson study.
Goal Setting

31. What Does the Future Look Like?

32. ACT grades 5-12 out August or September
New Linking Study
ACT grades 5-12 out August or September
MAP Reports will have toggle between ACT & State Linking Study
We will have winter proficiency projections to show how a student will do on ACT without taking MAP in the spring.
We are still collecting ACT data and will be putting out a new study when that is complete. You may get a letter from NWEA asking if you would like to participate.
Gathering SAT data is on our radar to do as well.
We are working on:
On the student progress report and goal setting worksheet, we are working on adding college readiness benchmarks and progress over time.
So on the goal setting worksheet: you see RIT score, projected growth that we have seen and then another line that shows college readiness benchmarks where you can track the progress over time.
This wouldn’t come out though until we complete the new ACT linking study, so that will be a nice added feature.
Future Projects

33. Fill out a post it note for: What worked today? What do you need next?