Getting Started with MAP™ Assessments

Getting Started with MAP™ Assessments
MAP™ Administration Getting Started with MAP™ Assessments Materials: None Reports: None Key Concepts: None Talking Points: None Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Setting the Stage Welcome/introductions Intended accomplishments
Activate prior knowledge Materials: Packet Review, Parking Lot, Post-It Paper Reports: None Key Concepts: To introduce MAP Administration: Getting started with MAP Assessments training day Talking Points: Welcome participants and introduce yourself and other key staff. If small enough group, have participants introduce themselves. Inform participants of the meaning of the circular icons on this initial page. M – Materials, R – Reports that participants bring, A – Activity, W – Web resources other than NWEA Reports Site and NWEA web site Activity: Packet Review and Parking Lot (10 minutes) Examine the contents of the participant packets and identify the materials to be used throughout the presentation. Emphasize the workbook for taking notes through out the day. When they see the mouse icon in the workbook, they may reference the Easy Access to Online Resources document for accessing online resources and reports. Establish “Parking Lot” Directions: Use the Post-It notes to write down questions as they occur to you and post them on the “Parking Lot” chart paper. We will answer these questions at the end of each section. Facilitator Notes: None M R A W A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Roles and Responsibilities
MAP Team Roles and Responsibilities Checklist BEFORE DURING AFTER Sustaining the Momentum handout Materials: MAP Team Roles and Responsibilities Checklist; Sustaining the Momentum handout Reports: None Key Concepts: To introduce the MAP Team Roles and Responsibilities Checklist and the Sustaining the Momentum handout Talking Points: Several tasks must be completed prior to a successful implementation of the MAP assessment. This checklist will assist you in monitoring completion of these tasks. The MAP Team Roles and Responsibilities Checklist is not dictating anything in terms of who does what job. We identified roles we often see on our partner’s MAP Teams and assigned the tasks according to how teams frequently assign them. However, the “who” aspect of this planning is really up to the district to determine what’s most effective for them. Some districts merge several roles together into one depending on their personnel. The one role that remains pretty standard is the MAP Coordinator because they are the point of contact between the district and NWEA. You will be using the MAP Team Roles and Responsibilities Checklist to inventory what has happened and to plan for next steps. The plan you build will be recorded on the Sustaining the Momentum planning sheet. Your District Leadership Team will ask to see these plans at the end of the day. Activity: (Optional- If Leadership Team is present) (5 minutes) Leadership Team will discuss the designated roles and responsibilities that will assist you in your planning for the upcoming test implementation. Discuss timeline for designating roles and responsibilities. Facilitator Notes: None A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Intended Accomplishments
To develop an awareness of: NWEA’s role as your partner Measures of Academic Progress™ (MAP) assessments The Rasch unIT (RIT) scale NWEA reports Growth concepts Additional resources Materials: None Reports: None Key Concepts: To introduce our intended accomplishments for the workshop Talking Points: Our purpose is to develop awareness of the MAP system and to assist districts in successful implementation. MAP Administration training is designed to assist you in learning how adaptive testing can be used to measure student progress and identify instructional needs. It is our goal to present new concepts to you surrounding the MAP assessment in context so you can use this new knowledge to build further knowledge around the assessment. It is our desire that the conversations we have today and the conversations that you have at your school in the future, will continue to provide you with a process for reflection on your experiences using the MAP assessment. These collegial conversations will continue to deepen the learning process at all levels and help all members of your learning communities to work together to overcome challenges you might encounter throughout all phases of the implementation process. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

NWEA: Mission and Purpose
Our mission: Partnering to help all kids learn Our purpose: Growth and improvement of learning Materials: None Reports: None Key Concepts: To identify NWEA’s mission as “Partnering to help all kids learn” with the emphasis on partnership and purpose Talking Points: We are a non-profit partnership of schools founded in 1978. Our strength is adaptive assessments and application of data for improved student learning. We help schools create a culture that uses data to inform instructional decisions. We provide training and support in the use of data gathered from the use of our adaptive assessments. We conduct research to improve learning. Our main purpose is to promote the instructional needs of every child and create the most growth possible. We want all students to learn more tomorrow than they do today and more next year than they do this year. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Topics for Today Section 1 What is it? The MAP Experience
The RIT Scale Instructional Level vs. Mastery Research How do I make it happen? Preparing for the Testing Event What is it? The MAP Experience The RIT Scale Instructional Level vs. Mastery Research Section 1 Materials: None Reports: None Key Concepts: To introduce the four main sections Talking Points: The training is organized around four main sections. Our intended accomplishments drive our topics. These are the topics that will guide the work of the today’s session. Part of our work in each section will be to explore each participant’s roles and responsibilities in conducting a successful testing event and begin to utilize the data to inform planning and instruction. We will be building plans throughout the day. The last 45 minutes of the day will be a time for intensive planning so that your team will walk away with a clear picture of what you have accomplished and the next steps you need to take. We will have developed plans to prepare for an effective and successful testing event, and plans to prepare for interpreting the data to inform planning and instruction. Take notes during each section in the workbook to help you prepare for upcoming planning after each section. Activity: None Facilitator Notes: None Section 1 Section 2 What do I get? Reports Resources What’s next? Roadmap Sharing Information On-going work Section 3 Section 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP Assessments Standard MAP License Optional Purchase Reading
Grades 2-5 Grades 6+ Language Usage Mathematics End-of-Course Assessments Optional Purchase MAP™ for Primary Grades MAP™ for Science MAP™ for Mathematics with Spanish Audio Materials: None Reports: None Key concepts: To describe the variety of MAP assessments Talking Points: NWEA offers a variety of MAP assessments. The basic package of MAP assessments includes Reading, Language Usage, Mathematics, and End-of-Course Assessments (Algebra 1, Algebra 2, Geometry, and Integrated Mathematics). There is an additional cost associated with assessment in MAP™ for Primary Grades, MAP™ for Science, and MAP™ for Mathematics with Spanish Audio. You may have different assessments depending on what your district has purchased. Reading and Mathematics tests have two levels, Grades 2-5 and Grades 6+. The difference between the two levels lies in reading passage lengths, and more complex vocabulary in the 6+ level. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Types of Tests Survey w/ Goals 42-64 questions
Overall score for subject Goal area scores Average time for each test 50 minutes Survey 20 questions Overall score for subject No goal area scores Average for each test 20 minutes Materials: Workbook p. 1 Reports: None Key Concepts: To describe the difference between Survey w/ Goals and Survey tests Talking Points: The two main types of tests are Survey w/ Goals tests and Survey tests. Even though the names of these tests are similar the end results of each are very different. The average time for the Survey w/Goals test is approximately 50 minutes. The average time for the Survey test is 20 minutes. The Survey w/ Goals test is the longer form of the test (between 42 and 64 items) and is the primary test given in the fall and the spring. There are 42 questions on the Reading test, 52 on the Mathematics and Language Usage, and 64 on the Science test. This test will report not only an overall score for the subject, but it will also report how a student performed in each of the goal areas of the test; for example, Computation or Geometry in the Mathematics test. This gives teachers more data in order to make instructional decisions about a particular student and about an entire class. The Survey test is a short test (20 items). This test will only report an overall score for the subject. It is primarily given as an intake test when a student enters the district or as a monitoring tool mid-year to determine how a student is progressing. Other differences in the tests refer to grade level; for example, grades 2-5 and 6+. Be sure to review all of the choices; as a district select the test appropriate to the grade level of the student being tested. These tests have some important differences in the types of items that can be selected in order to build each student a unique test. Guidelines for Choosing the Correct Test is helpful in determining the correct test for a student and can be found in the Teacher and Proctor Handbooks in the Member Support section of the NWEA web site. Activity: None Facilitator Notes: None M Workbook p. 1 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

End-of-Course Assessments
Algebra 1 Algebra 2 Geometry Integrated Mathematics 1 & 2 Integrated Mathematics 3 Materials: None Reports: None Key Concepts: To describe End-of-Course assessments Talking Points: These tests are designed to measure specific content a student may understand in one specialty of mathematics after a year of instruction. These tests are designed to be used at the end of a course and should not be used as a pre-test. Included in your MAP license are five End-of-Course Mathematics tests for upper-level mathematics courses designed to measure specific content at the end of a mathematics course. Resulting scores provide one indicator of whether the student is ready to move to the next mathematics course in the sequence. In addition, teachers can use scores with DesCartes: A Continuum of Learning to guide targeted instruction. Educators can monitor course scores from year-to-year to learn how the mathematics program is improving over time. More information about interpreting and using data from End-of-Course Assessments can be found in the Member Support section of the NWEA web site. Activity: None Facilitator Notes: There is an information sheet about End-of-Course Assessments included in the box of materials sent for this training. MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP for Primary Grades Assessments
Designed for K through 2 Expands RIT scale to lower levels Uses enhanced items with audio Assesses Reading and Mathematics Materials: None Reports: None Key Concepts: To describe MAP for Primary Grades assessments Talking Points: If your district has MAP for Primary Grades assessments, a segment of the training today will provide key information about these assessments. [MAP for Primary Grades is an optional assessment purchase.] Additional detailed information is available at the link to MAP for Primary Grades on NWEA’s web site. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP for Science Assessments
Assesses General Science Assesses Concepts and Processes Provides separate reports for each area Materials: None Reports: None Key Concepts: To describe MAP for Science assessments Talking Points: This optional assessment is a 64-item computerized adaptive assessment that delivers reports in two areas of Science: General Science knowledge and Concepts & Processes, with goal strands unique to each. Therefore, each student receives two scores after taking one test. The content assessed by the General Science section covers three fields of Science: Life Science, Earth Science and Physical Science. The content assessed by the Concepts and Processes section covers Scientific Inquiry, Unifying Concepts in Science, and Science Technology. State-aligned versions for most states. (The current list can be found on the web site under Research) Norms and percentile data are provided. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

To show the first screen a student sees Talking Points:
Materials: None Reports: None Key Concepts: To show the first screen a student sees Talking Points: In a few moments we will provide you with an opportunity to experience a MAP test similar to the test your students will take in these subject areas. The next four slides will help to prepare you for this experience. This is the first screen a student sees when beginning the MAP test. Notice on this slide on the top left hand corner, the type of test selected for this student. In this example, it is a Reading Survey w/Goals test 6+. The student’s name will appear in the center at the top along with the grade level in parenthesis, and the student’s ID number. After the Proctor reads the directions, the student clicks <Start Test> to begin. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

To show a sample Reading question Talking Points:
Materials: None Reports: None Key Concepts: To show a sample Reading question Talking Points: Once the students begin the test, they will see a variety of items that will assess their knowledge across all of the goal performance areas. Here is a sample item from a Reading test. You will notice the type of test in the left hand corner, student’s name and ID number in the center, and the test question in the top right hand corner. As you monitor your class this will help you know how far along students are in the test process. When the reading passage is too long to fit inside the window a scroll bar will be present to allow the student to scroll through the text. After reading the item, the student will simply select a response and click <Go on> to get the next item. Remind students that they may change their response to a test item, but once they click <Go on> they may not change their response or go back. If an issue with a question occurs, reference the item number located in the upper right hand corner after the question number. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

To show a sample item from a Mathematics test Talking Points:
Materials: None Reports: None Key Concepts: To show a sample item from a Mathematics test Talking Points: A pop-up calculator will be available when it is appropriate. It will not be available for computation problems. Scratch paper and pencils will need to be provided. The student has the option of hiding the pop-up calculator and also can bring it back if they would like to use it. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

M Materials: MAP Administration Lab Experience handout Reports: None
Key Concepts: To show the End-of-Test Score Screen Report Talking Points: When the end of a test is reached a score screen will appear with the data from that test. An overall RIT score is provided as well as information around each goal performance area. The information can be directly related to DesCartes which is aligned to your state standards. Reading tests also report a student's Lexile score. This is an example of the screen at the end of the student’s MAP Reading test. Immediate data is available to the student and teacher. For any district that feels students may worry about scores displayed at end, the Proctor can hang a sheet of white paper on top of the computer screen. When student reaches the score screen, he or she flips the white sheet over. This covers the score and is a flag to the Proctor that the student is finished. More comprehensive reports are available hours after testing data is uploaded. This screen may be printed. We would like for you now to experience a sample Measures of Academic Progress (MAP) test . You will need the MAP Administration Lab Experience handout located in your folder for this process. Experiencing the MAP Test – Part 1 contains specific directions that will guide you through this process. Activity: None Facilitator Notes: Provide participants with directions on how to access students within TestTaker for the practice test. You might have each participant take a letter of the alphabet as a guide for locating a student for testing purposes. Remind participants that they will not be able to log in as a particular student if someone else has already done so. M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Topics for Today Section 1 What is it? The MAP Experience
The RIT Scale Instructional Level vs. Mastery Research How do I make it happen? Preparing for the Testing Event What is it? The MAP Experience The RIT Scale Instructional Level vs. Mastery Research Section 1 Materials: None Reports: None Key Concepts: To resume work in the first section – What is it? Talking Points: We will now continue with the key elements of the MAP experience, including: The RIT scale The concept of Instructional Level versus Mastery Research Activity: None Facilitator Notes: None Section 1 Section 2 What do I get? Reports Resources What’s next? Roadmap Sharing Information On-going work Section 3 Section 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Features of MAP Assessments
Challenging, appropriate, and dynamic Immediate results Untimed Accurate data Measures growth Frequency of testing Materials: Workbook p. 1 Reports: None Key Concepts: To describe the features of MAP assessments Talking Points: MAP tests address classroom diversity. MAP is a computerized adaptive assessment that adjusts to the student’s level. The test adjusts to each student so every student takes a different test. It provides a challenging test for every student. Students are not expected to get every question right or every question wrong. It is dynamically built based on the achievement level of the student and will give accurate and reliable info for every student. If you have 25 students in a class or period then ultimately, there are 25 customized tests generated for the students in your class. We receive results right at the end of the test event. It is an untimed test. Students should be given as much time as needed as long as they are making progress. It measures growth in how students are progressing. Because we can see consistent longitudinal data from season to season, growth over time can be measured. To monitor growth, students can be tested more than once per year: Up to four times a year: Mathematics, Reading and Language Usage Up to three times a year: MAP for Science Up to three times a year: MAP for Primary Grades Survey w/ Goals Unlimited testing for progress monitoring: MAP for Primary Grades Screening and Skills Checklists. This provides an optimum means of measuring student progress if your district has implemented the Response to Intervention (RTI) process for intervention and progress monitoring. Activity: Turn and Talk (2 minutes) Reflect on the items above with a partner. Based on your new knowledge of the MAP assessment and your experience taking the assessment, discuss new insight that you now have regarding the unique features of this test. Identify one area you would like to explore further and why? Facilitator Notes: None A M Workbook p. 1 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

How do we foster growth for ALL students?
Classroom Reality Adult Reading Grade-level assumptions x x Grade-level realities x 6th Grade Materials: None Reports: None Key Concepts: To describe how MAP assessments can give data that will help foster growth for all students Talking Points: The reality of the graded classroom is that a number of students will be performing above and below this grade level design. We must ask ourselves how this grade-level structure impacts how we assess and instruct all of our students. Now consider this...How do we foster growth for ALL students? The answer to that question lies in knowing where every student is performing and delivering instruction directly related to that performance level. The MAP system can help us with both by giving us scores that are accurate and reliable. Activity: None Facilitator Notes: None x x x x x x x x x x x x x x x The challenge: x x x How do we foster growth for ALL students? Beginning Literacy MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Adaptive Assessments The key to finding individual student strengths and needs is through an adaptive assessment process. Materials: None Reports: None Key Concepts: To introduce the benefits of adaptive assessments Talking Points: Unlike norm-referenced tests, MAP is an adaptive assessment that adjusts to the student’s level and identifies student strengths and needs. Finding those strengths and needs is an important initial requirement for adjusting instruction to meet student needs. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

The MAP Adaptive Assessment
Adult Reading MAP Test 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 6th Grade x x x - x x x x - x x - + - x 195 Beginning Literacy MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

DesCartes or Instructional Data
Rasch unIT (RIT) Scale Achievement scale Equal-interval scale Used to show growth over time Independent of grade level Grade-Level Norms RIT Skills Data 250 10 DesCartes or Instructional Data 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 fall and spring 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 M Workbook p. 2 120 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

typical NWEA Research What are expected RIT and growth scores?
Normative Data, grades 2 – 10 Achievement Status Growth State Scale Alignment Studies Aligns RIT scale with state proficiency benchmarks NWEA Goal Structures Materials: Workbook p. 2, Normative Data: Monitoring Growth in Student Achievement handout Reports: None Key Concepts: To understand that the data from the norm group provides information we need to begin to make meaning out of our scores To learn that the NWEA Research team provides state testing studies that link the NWEA assessment scale to state proficiency levels To point out that NWEA Goal Structures connect the content from state standards to each reporting area of state-aligned MAP tests Talking Points: NWEA completes a norming study every three years. These studies provide a reasonable way to compare the performance of a single student, class, or grade to a larger, more meaningful group. The norming study includes more than two million students from a wide variety of schools throughout the nation. The Normative Data document is organized into three tables – Language Usage, Reading, and Mathematics. The tables on the left of each section show mean and median scores for each grade level for fall and spring. The tables on the right show mean growth for students at the 50th percentile for that grade level. Median scores represent the middle score for the group and the mean score represents the average score of the group. These scores are not expectations or stopping points, merely an indication of the how each grade level group performed. Educators can use the norms to help determine what is the “typical” 50th percentile score for students in a particular grade level in the norm study. We recommend the use of the word “typical” should by teachers and administrators when talking about norms. Avoid using “expected” or “should be” since we wish to treat each student as an individual. Norms are to be used simply as a point of reference. “Typical” performance for a district may be different than the NWEA norms. Remember that most students are not “typical” and therefore, NWEA will provide you with individual growth targets based on students’ starting points. The NWEA Research team conducts alignment studies for many states which link NWEA assessment data to state assessments and proficiency benchmarks. These studies can be found at the NWEA web site under the Research tab. Goal Structures connect the content from state standards to each reporting area of state-aligned MAP tests. Using NWEA Goal Structures, the concepts in Teacher Reports may be directly connected to each state’s unique standards as well as the DesCartes continuum of learning. Take a moment to examine the Goal Structure handout. Your MAP test is built around this structure. Many of your reports will give you information related to these goal areas. Activity: Norms Review (5 min) Look at the Normative Data: Monitoring Growth in Student Achievement handout in your folder. Focus on the norms document to answer the questions. What is the fall median RIT score for grade 9 in Reading? What is the spring mean RIT score for grade 4 in Mathematics? Facilitator Notes: Be prepared to talk about the growth information if asked. Growth on this document represents “typical” growth for students in a particular grade with a RIT score at the 50th percentile. Growth targets can be calculated using the Target Growth Calculator available on the NWEA Reports site. Check ahead of time to find out if the state you are going to has a Scale Alignment Study. A CD with the entire norming study is provided to the MAP Coordinator of the district in the box of materials for this MAP Administration training. A M Workbook p. 2 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Ready for Instruction Today
RIT Skills and Concepts 250 DesCartes or Instructional Data Materials: None Reports: None Key Concepts: To confirm understanding of the RIT scale Talking Points: You may find it meaningful and memorable to connect the acronym R-I-T to the phrase Ready for Instruction Today, which indicates a student’s readiness to learn at the particular entry point indicated along the continuum of skills and concepts presented by DesCartes. In our previous example, the 6th grade student’s entry point along the continuum of skills and concepts was an overall RIT score of 195. That overall RIT score indicates a student’s instructional level, or readiness to learn. When we examine DesCartes we’ll find indicators of the best point of entry for this student along the achievement scale. DesCartes learning statements pinpoint the skills and concepts the student is likely to be ready to learn effectively. On the previous slide, the 6th grader’s overall RIT score of 195, indicates this student is ready to learn skills and concepts in DesCartes within the range. At what grade level is this student performing most like based on Normative Data? Activity: None Facilitator Notes: The animation of this slide will assist you in describing the link between the normative information linked to the RIT scale and the instructional information linked to the scale by DesCartes. 195 120 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Instructional Level vs. Mastery
The MAP test: Provides information about the instructional level of the student. 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: This slide is animated. M Workbook p. 2 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Characteristics of MAP Data
Identifies instructional level Provides placement information Provides immediate data Materials: Workbook p. 3 Reports: None Key Concepts: To introduce characteristics of MAP data Talking Points: Identifies instructional level Provides placement information Provides immediate data and dynamic, interactive reports Activity: Partner Interview (5 minutes) Reflect upon the significance of this data on your teaching. Discuss the most important way you can use instructional data. Facilitator Notes: None A M Workbook p. 3 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Making Decisions Using Data
State Triangulation Materials: None Reports: None Key Concepts: To introduce triangulation Talking Points: More than one piece of data should always be used when making important decisions about teaching and learning. MAP assessment data are intended to be used with other sources of data to make instructional and resource-allocation decisions. The analogy of an iceberg An iceberg is often three-sided just like the triangle formed by the three sources of data we typically have to describe our students knowledge and skills. The portions of an iceberg below the water—what we don’t see– may be just as significant as what we do see (or even more so!). MAP data are only one piece of data, providing one snapshot in time. However, use of periodic MAP data over multiple testing seasons, local and classroom assessments, and the information below the surface that is not evidenced from assessment data, provide us with specific information relevant to student learning. We can use this information along with state assessment data or other sources of data when making instructional decisions. The state test scores are just the tip of the iceberg. Valuable information is at all cornerstones. Triangulation of data (three supporting pieces that agree) should be utilized as part of a “Body of Evidence.” No one piece of assessment data should have singular importance when crucial decisions are made regarding teaching and learning. Activity: None Facilitator Notes: Another good analogy to use is taking a student’s photograph on picture day, year after year. The student is always changing—tomorrow they will look very similar, but not identical. Local -Classroom Periodic (MAP) MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Uses of Data From MAP Tests
Finding gaps Monitoring progress Monitoring programs Placing students Conferencing Materials: Workbook p. 3 Reports: None Key Concepts: To describe the variety of uses for MAP data Talking Points: MAP data helps identify student strengths and areas in need of attention. Student growth can be monitored from fall to spring. Winter testing is useful to further monitor progress and determine if instruction needs to be adjusted. Student progress in special programs such as Title I can be monitored by using MAP data. Testing new students as they enter the district allows an initial measure of where the student is performing. The data can be used to assist in placing students into certain courses, when used alongside other data. It can be used as a measure of student success to be provided at parent conferences. Section 4 of this training will elaborate further on the uses of MAP data. Activity: Top 3 List (5 minutes) At your table, identify the two most important uses you see on the screen. Generate one additional idea to add to the list which is important to you. Discuss possible new processes that may need to be instituted in your school for this use of data to occur. Facilitator Notes: None A M Workbook p. 3 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Sustaining the Momentum
Planning time MAP Team Roles and Responsibilities Checklist Critical components of this section MAP characteristics RIT scale Instructional Level vs. Mastery MAP data Triangulation Materials: Sustaining the Momentum handout; MAP Team Roles and Responsibilities Checklist Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward Talking Points: Review the key concepts from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others. Let’s look at the MAP Team Roles and Responsibilities Checklist. We have covered some of the points in the BEFORE testing section. Discuss with your team any questions you still have about the information presented in this section of the training. Activity: Sustaining the Momentum (10 minutes) Building Local Expertise Training Model: Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward. Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with the MAP assessment. A sample Sustaining the Momentum handout (Professional Development Strategy Teach-Back Plan for MAP Administration) handout is available in your materials to assist you as you build these plans. All Staff Training Model: Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Facilitator Notes: Determine which directions for the activity above you will use, i.e., Building Local Expertise or All Staff. Evaluate and respond to Parking Lot questions. Indicate those which will be addressed via upcoming content in the training. A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Sustaining the Momentum planning document
Terry Planner My Building 9/10/08 Sustaining the Momentum planning document Schedule meeting with my principal to discuss this info and plan Workbook from this workshop RIT Reference chart Finding available time/ Schedule over lunch Me Paula Principal 9/17/08 Schedule meeting to plan for sharing/ teaching other teachers key concepts: How MAP works Instructional vs. mastery level Materials: None Reports: None Key Concepts: To give an example of using Sustaining the Momentum Talking Points: This is an example of what you might decide to include in your Sustaining the Momentum plan. Activity: None Facilitator Notes: None Workbook from this workshop Sustaining the Momentum document Hectic schedules/ be persistent and prioritize– this is important! Other teacher leaders, grade/ department heads and me 9/19/08 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Topics for Today How do I make it happen?
What is it? The MAP Experience The RIT Scale Instructional Level vs. Mastery Research Section 1 How do I make it happen? Preparing For The Testing Event Section 2 How do I make it happen? Preparing for the Testing Event Section 2 Materials: None Reports: None Key Concepts: To introduce this section of the training Talking Points: In this section we will discuss critical elements of preparing for a successful test implementation. Activity: None Facilitator Notes: None What do I get? Reports Resources Section 3 What’s next? Roadmap Sharing Information On-going work Section 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

What do we need to do? Plan logistics Submit class roster file (CRF)
Select and train Proctors Prepare students Administer test Materials: Workbook p. 4, MAP Team Roles and Responsibilities Checklist Reports: None Key Concepts: To review the many tasks associated with a successful implementation of MAP assessments Talking Points: During this section we will be discussing some of the tasks that need to occur before and during testing to make this a successful endeavor. Use the MAP Team Roles and Responsibilities Checklist to check off things you may have already completed to determine things that still need to happen. We will have time at the end of this section to plan for next steps. Activity: Preview the MAP Team Roles and Responsibilities Checklist (10 minutes) Check off items which have already been done in the district. Highlight or circle items which apply to your role. Facilitator Notes: Encourage the District Leadership Team to share information about roles that have been previously defined and steps that have been taken prior to the MAP Administration training. A M Workbook p. 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About Logistics Prepare computers Create schedules M
Materials: MAP Team Roles and Responsibilities Checklist Reports: None Key Concepts: To review key logistical decisions such as preparing the computers and creating a schedule for your students Talking Points: Considerations about the computers: check readiness within each building. Considerations for testing procedures: plan for ordering fall and spring testing; establish responsibility for uploading data to NWEA. Considerations about scheduling: establish a realistic timeframe for testing, provide time between classes, and establish responsibility for the lab. Through out this section you will use the MAP Team Roles and Responsibilities Checklist to inventory what has already happened. Activity: None Facilitator Notes: None M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About Scheduling Start slow Lab seating Time between groups
One subject at a time Make-up testing Order of testing Materials: Workbook p. 4 Reports: None Key Concepts: To stress the importance of planning a testing schedule well in advance Talking Points: Planning a schedule well in advance of the testing session is critically important. Creating a schedule that allows for a “slow” start and end will allow the Proctor to test the testing environment without the stress of closely scheduled testing. The first morning of testing should provide enough freedom to make changes where necessary. The end of testing will be filled with ‘make-up’ testing of students who were either absent or who need to be retested for one reason or another. All testing needs to be scheduled and conducted during the testing window that has been chosen by the district. Survey tests take about 35 minutes to administer including set-up time for the next test and Survey w/ Goals tests take approximately 65 minutes to administer including set-up time for the next test. Schedule students so they will have adequate time to finish the test. Districts should plan to test students one subject at a time. It is best to schedule different days for different subjects. We encourage you to build in set-up time between groups to prepare computers for next group. It is recommended that Proctors have minutes to do this. As they gain experience, this lab turn-around can be accomplished relatively quickly. Sample Testing Schedules and the MAP Coordinator and School Administrator Handbook can be found online in the Member Support section of the NWEA web site. Create a schedule where all students are rotated through a lab to take one subject. Then all students should take another subject, and so on. This same rotation of subjects should be used fall and spring to create a consistent testing window and comparable growth scores; e.g., reading first in fall, reading first in spring. Create a schedule by classes, using the same rotation through each subject and each season. This will also create comparable growth scores between groups of students. The optimum testing window is 2-3 weeks; you should do everything you can to stay within this window and should plan the same approximate windows each year for fall and spring. Timeline for administration – every student needs an hour per subject. Most students should not be tested on multiple subjects in one day. Schedules at different buildings may look different; plan for a slow start. Arrange seating assignments in the lab. Leave time between groups. Test one subject at a time. Plan for make-up testing. Test in the same order each season. Activity: None Facilitator Notes: None M Workbook p. 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Sample Schedules Use sample schedules as a guideline for planning.
Scheduling testing will look different based upon which tests you give and at what grades. Materials: Workbook p. 4 Reports: None Key Concepts: To share sample testing schedules and prompt thinking about scheduling for each school in the district. Talking Points: Use the sample schedules provided at our web site as a guideline when planning the timing and logistics of MAP testing in your school district. The schedule that is developed for the schools in your district will vary based on the logistics of each school, such as number of computers available for use, and the number of students that need to be tested, length of day, etc. Activity: None Facilitator Notes: None M Workbook p. 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About the Class Roster File (CRF)
Decide who needs the data Build connections between the teachers and the students Don’t forget special programs teachers Don’t forget content area teachers Special programs file (SPF) Use NWEA recorded online training Materials: Workbook p. 5, Creating the Class Roster File (CRF) handout Reports: None Key Concepts: To begin thinking about the critical connection between students and teachers that determine the subsequent construction of reports of test results Talking Points: The class roster file (CRF) contains student and school data used by the assessment system. These data will need to be formatted in a Microsoft Excel file (.xls) or comma separated text file (.txt or .csv). A special programs file (SPF) is necessary if your district plans to disaggregate data based on special programs, such as Title I, ESL, or Talented and Gifted. This optional file is separate from the CRF and if you use one, you must submit it at the same time as the CRF. Teachers who are linked to specific students in the CRF can see the reports for those students. If a student has multiple classes, periods, or teachers, you can add all of these in the CRF. You may have as many lines per student in the CRF as you need. For example, if a student has period 1 Mathematics and period 2 English, that student would appear on two different lines in the CRF. This applies to teachers as well. For example, if a student has multiple teachers, the student would appear on a different line for each teacher. Teachers who are not linked to students in class roster files cannot see the student reports. Therefore, if a teacher needs to see reports for a student, there must be an association linking the two in the CRF. There is an online CRF tutorial available in the Member Support section of the NWEA web site to assist the person who creates and submits the file. Activity: Creating Connections in the CRF (20 minutes) The first page of the handout will give you an overview of the CRF creation process. Use page 2 of the handout to guide your group through information that will assist your district in creating a CRF which will provide the data you and other staff members will need. Turn completed handouts in to the facilitator who will relay these documents to a member of the District Leadership Team who can share with the person charged to create your district’s CRF. Facilitator Notes: If the district has already submitted the CRF, they can use the template for thinking through the connections they made and to begin pre-planning the CRF revisions for the next testing season. A M Workbook p. 5 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About Proctors Select more than one person Set clear expectations
Use the NWEA recorded online training Provide practice time Develop a process for feedback Materials: None Reports: None Key Concepts: To stress that having Proctors who are well trained ensures consistency between students’ testing events Talking Points: What is a Proctor and what do they do? This person has many responsibilities beginning about a week prior to testing. Prepare Proctors by using the NWEA MAP Proctor recorded online training. Proctors manage and direct the computer lab during each testing event. Some other responsibilities include: Prepare the lab for testing each day and in between classes of students. Work closely with teachers to make sure students are prepared for testing and know what to expect. Upload data to NWEA on a daily basis, if designated by the district to do so. Work closely with the MAP Coordinator and NWEA Technical Support to resolve technical difficulties that may occur during testing. Give clear and consistent directions to the students. Specific directions for each test are provided in the Proctor Handbook and are found online in the Member Support section of the NWEA web site. Students with special needs may need to be tested in another environment or for shorter periods. Plan ahead for these students. Make sure that the lab is secure. After a Proctor has logged on to TestTaker, no one should have access to the computers. Make sure that the lab remains quiet during testing. Put a “testing” sign on the door. Check to see that there is no glare on the monitors, close the blinds in the lab if necessary. Check to make sure that all power cords are out of the way. Check the progress of the students by checking the computer monitors. Generally, it is not recommend that the teachers be the Proctors. Although there are several reasons, one main reason is that the lab has to be set up between classes and this is the job of the Proctor. Teachers are usually taking the students to and from the lab. The best use of time is probably not going to be having students sit there while teachers go around to each computer to get it ready for testing. When students arrive in the lab, the computers should be set up for them to start testing. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About MAP Proctor Training
Delivered through an recorded online session Duration: 1/2 hour Complements Proctor Handbook Materials: Workbook p. 5 Reports: None Key Concepts: To provide information about the MAP Proctor recorded online session Talking Points: Proctor training materials provide basic understanding of the MAP system and management of computer labs during testing. The training is delivered through an recorded online session. The duration is about an 1/2 hour. The Proctor Handbook should be printed and used along-side the recorded online training. The recorded online training component is available without the need to schedule it with NWEA. This training allows for the use of a video projector if viewing with multiple participants, or Proctors can view this component on their own at their own pace. Training can be used with anyone who will serve in the role of test Proctor. Participants of this recorded online training will leave prepared to serve as Proctors and Proctor trainers for their own staff, if necessary. Activity: None Facilitator Notes: None M Workbook p. 5 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

About Students Prepare students Consider Special Education needs
Discuss the purpose of the test Demonstrate test taking essentials Use MAP Student Presentation Consider Special Education needs Talk with high-performing students Materials: Workbook pp. 6-7 Reports: None Key Concepts: To stress the importance of preparing students for testing Talking Points: Help students to understand that this test will allow them to see their academic growth. Let students know that the test will help teachers to see what they already know and to prepare for what they are ready to learn next. Prepare high-performing students for the fact that this test is designed to level up until it finds questions they CANNOT answer, and that is okay. Such students frequently feel that they are expected to know the answers to questions on a test and may never have taken a test when they did NOT know the answers before. To help you to prepare all students, use the MAP Student PowerPoint® Presentation or MAP for Primary Grades Test Warm-up. This test is different from other tests students have taken so it is important to make sure they understand how to take it. Things to point out to students about the MAP test include: Students must understand how to use the scroll bar in reading long passages. Students must understand how to operate the pop-up calculator. Students must choose an answer. Students can’t go back to a question once they have clicked on the <Go On> button. The MAP Student PowerPoint Presentation is available on the NWEA web site for teachers or Proctors to use with students prior to testing. Special Education accommodations that are typically allowed on your state assessment are allowed on MAP tests with the exception of reading the Reading and/or Language Usage test to the student. High performing students will typically need assurance that they are NOT expected to know answers to every question on an adaptive test like MAP; the MAP test will search beyond grade level content and skills for questions the student can’t answer in order to help teachers know what the student’s true challenge level is. Activity: Preparing to Talk with Students About MAP Testing (10 minutes) Turn to workbook pp and read the Talking with Students pages extracted from the Teacher Handbook. Underline or highlight two or three points that you want to be sure to share with students prior to testing. Use this document to guide conversations which will supplement the MAP Student PowerPoint Presentation. Points to emphasize: Purpose of the test Students not expected to know the answer to every question Cannot skip questions Cannot go back to a previous question Using the pop-up calculator and scroll bar Facilitator Notes: None A M Workbook pp.6- 7 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Allowable Accommodations and Modifications
May not read any part of the Language Usage or Reading tests May help with a difficult word in Mathematics and Science as long as no additional clues are given May read Mathematics and Science tests if the Individual Education Plan (IEP) allows Materials: Workbook pp. 7-8 Reports: None Key Concepts: To address accommodations for students with special needs Talking Points: NWEA has developed a set of accommodations and modifications in order to keep data consistent from site to site and season to season. The most critical ones for the Proctor are: Students may NOT be read any part of the Reading or Language Usage tests. Proctor may help with a difficult word in the Mathematics or Science test as long as no additional clues are given. Other points are discussed in the materials provided for the MAP Coordinator for the implementation of MAP testing. It’s important to remember that because the MAP test is adaptive, it ‘self-adapts’ to every child’s learning level. Additionally, because MAP testing is typically not high-stakes, but to be used for instructional and diagnostic purposes, accommodations may not be required in many cases. Activity: Modifications Review (10 min) Discuss with your table group: What modifications might you need to be prepared for when considering your special needs students? Who will be responsible for making sure that proctors and teachers are aware of these modifications? Make a list of the types of modifications that would be suitable for your setting. Facilitator Notes: None A M Workbook pp.7-8 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Administering the Test
Have students bring a book Be on time Help seat students at assigned computers Remain in lab during testing Materials: None Reports: None Key Concepts: To begin thinking about the actual day of testing Talking Points: Think about what you might need to anticipate and plan for in terms of “managing” the day of testing. Testing will be held on the computer in the lab. Consider your unique environment and what may need to occur during the day of testing to have a productive and efficient testing event. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Planning time MAP Team Roles and Responsibilities Checklist Critical components of this section Plan logistics Submit class roster file (CRF) Select and train Proctors Prepare students Materials: Sustaining the Momentum handout; MAP Team Roles and Responsibilities Checklist Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward. Talking Points: Review the critical components from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others. Let’s look at the MAP Team Roles and Responsibilities Checklist. We have covered some of the points in the BEFORE and DURING testing section. Discuss with your team any questions you still have about the information presented in this section of the training. Activity: Sustaining the Momentum (10 minutes) Building Local Expertise Training Model: Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Check off items on the MAP Team Roles and Responsibilities Checklist to determine what you have done and what is still left to do. During the last 45 minutes you will transfer any items that need action to your Sustaining the Momentum handout and develop plans for how you will deliver this content to others. Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward. Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with the MAP assessment. A sample Sustaining the Momentum handout (Professional Development Strategy Teach-Back Plan for MAP Administration) handout is available in your materials to assist you as you build these plans. All Staff Training Model: Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Check off items on the MAP Team Roles and Responsibilities Checklist to determine what you have done and what is still left to do. During the last 45 minutes you will transfer any items that need action to your Sustaining the Momentum handout and develop plans for how you will address these items. Facilitator Notes: Evaluate and respond to Parking Lot questions. Indicate those which will be addressed via upcoming content in the training. A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Topics for Today What do I get? Reports Resources Section 3
What is it? The MAP Experience The RIT Scale Instructional Level vs. Mastery Research Section 1 How do I make it happen? Preparing for the Testing Event Section 2 What do I get? Reports Resources Section 3 Materials: None Reports: None Key Concepts: None Talking Points: This section focuses on what NWEA provides to partner districts. We will be discussing two areas: Reports and Resources. Activity: None Facilitator Notes: None What do I get? Reports Resources Section 3 What’s next? Roadmap Sharing Information On-going work Section 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP Reports Purpose of reports: Critical reports for today
Provide data to inform instruction and decision making Critical reports for today Teacher Report Class Rosters Instructional Resources Materials: None Reports: None Key Concepts: To provide data that can be used to guide instruction and inform decision-making To focus on three critical reports during this training Talking Points: MAP assessments provide many levels of data: Individual student data Class data School data District data Today our focus will be on three critical reports: The Teacher Report shows data for individual students in the class as well as class data. Class Rosters give Individual Student Progress Reports which display longitudinal data and are suitable for sharing with parents. Instructional Resources shows the academic diversity of a class and links to skills and concepts that are appropriate for a student or group of students. Activity: None Facilitator Notes: There are slides and an activity to accompany each of the three critical reports. This slide is intended as a brief introduction to reports. We do not want to overwhelm participants at this point by showing all the different types of reports that NWEA provides. MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing MAP Reports User Name and Password required Online reports
Teachers, administrators, and MAP Coordinator 24 – 48 Hours Adobe® Reader® Ordered (online) reports Administrators and MAP Coordinator 72 Hours Crystal Reports Viewer Materials: Workbook p. 9 Reports: None Key Concepts: To teach participants how to access reports on the Reports Site – both online reports and ordered reports Talking Points: Access to the Reports Site can be gained through the NWEA web site. Go to – click the <Log In: Reports Site> button. User Names and Passwords for administrators are set up in the Test Administration Application by the MAP Coordinator and distributed to the School Administrators. User Names and Passwords for teachers are generated by the CRF and can be obtained from the School Administrator or MAP Coordinator. There are a number of online reports available to teachers and administrators within hours of uploading test data. There are reports for the entire class and for individual students. Acrobat® Reader® is required to view online reports. Most computers have this application loaded. It is a free download, however, and can be found on the left navigation bar after logging in under the Resources heading. The MAP Coordinator and School Administrators have access to a set of reports that must be ordered through the Reports Site. Ordered reports are not an additional charge, but must be requested online through the <Order Reports> link found on the left navigation bar after logging in to the Reports Site. These include school and district summary reports. These reports are available 72 hours after the testing has been declared complete. If these reports are ordered prior to declaring testing complete, the district summary information will not be complete. Crystal Reports Viewer is required to view ordered reports. It is a free download and can be found on the left navigation bar after logging in under the <Resources> heading. The Easy Access to Online Resources document will assist you in locating your reports. Show the “Reports Demo” only if you do not have a Lab Experience. Optional Activity: “Reports Demo” (10 min) Demo the Reports Site by showing the simulation. Click on the red arrow on the slide. Facilitator Notes: If you demo the Reports Site now, click on the red arrow on the slide. Be sure to point out where Crystal Reports Viewer can be downloaded and emphasize that it is necessary to view School Administrator and MAP Coordinator ordered reports. Remember that participants will be able to access this live in the Lab Experience later today. Reports Site Demo M Workbook p. 9 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Comprehensive Data File
Create your own reports from MAP data Import data into other reporting systems Customize assessment results Materials: None Reports: None Key Concepts: To learn the uses for the Comprehensive Data File Talking Points: This file is intended to enable partners to create their own reports using MAP results. It will enable you to import data into your own reporting system and allow you to customize assessment results for a specified term. The Comprehensive Data File currently is the only place to access a record of the time spent testing for each student test event. The Comprehensive Data File can be ordered at the Reports Site by administrators and MAP Coordinators. Click on the link for <Comprehensive Data File>, then select the instructional term for which you wish to see data. Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing the Comprehensive Data File
Materials: None Reports: None Key Concepts: To demonstrate how to access the Comprehensive Data File at the Reports Site Talking Points: Access the Comprehensive Data File through the NWEA web site at Click <Log in: Reports Site> and <Comprehensive Data File>. Activity: None Facilitator Notes: None MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Teacher Report Access: NWEA Reports Site Displays: RIT ranked order
Provides: Individual student and class data Designed: To provide indicators of class diversity Materials: Workbook pp Reports: Sample Teacher Report Key Concepts: To introduce participants to the Teacher Report Talking Points: The Teacher Report is the first report that teachers will access. It is important that teachers are aware of the kind of data displayed on the report along with the purpose of the data. Teacher Reports display data in overall RIT ranked order – from the lowest RIT in the class to the highest RIT in the class. It also gives RIT ranges in the Goal Performance Area. These reports provide data about individual and class performance on MAP assessments and are available hours after uploading the tests. Activity: None Facilitator Notes: Teachers can choose Descriptors of Hi, Av, Lo in Goal Performance Areas instead of the default RIT ranges. This is an option that appears for the teacher prior to displaying the report. This is the first slide with the format: Access: Displays: Provides: Designed: Explain that this format will be used throughout the remainder of the training as we talk about reports and resources. This format has been duplicated in the workbook for notes related to each report/resource. M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing the Teacher Report
Materials: Workbook pp Reports: Sample Teacher Report Key Concepts: To demonstrate how to access the Teacher Report Talking Points: Access the Teacher Report through the NWEA web site at Click<Log in: Reports Site> and Click <Teacher Report> located along the left hand side navigation bar under Online Reports. Activity: None Facilitator Notes: None M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Activity with the Teacher Report
Investigate a Class What subject, grade, and season is this report? Which student has the highest RIT score? Which student has the lowest RIT score? Which student has the median RIT score? Which goal area has the highest mean? Materials: Workbook p. 11 Reports: None Key Concepts: To allow participants to practice interpreting a report by using the sample Teacher Report Talking Points: None Activity: Investigate a Class (10 minutes) Have participants do a scavenger hunt using the sample Teacher Report. Give them a few minutes to complete the five questions. Answers to the activity: Subject, grade, and season – Reading, 6th grade, fall 2005 Student with highest RIT score – Candace 231 Student with lowest RIT score – Hannah 158 Student with median RIT score – Tasha 210 Goal area with highest mean RIT score– Literary Expression (209.4) Facilitator Notes: None A M Workbook p. 11 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Making the Grade-Level Connection
Highest RIT score = what grade level? Lowest RIT score = what grade level? Median RIT score = what grade level? Which students are three points or more from the grade level median? Materials: Workbook p. 11, Normative Data: Monitoring Growth in Student Achievement handout Reports: None Key Concepts: To connect participants’ understanding of the relationship between the RIT score and the typical grade-level performance described in the Normative Data tables Talking Points: Remember, a RIT score is grade-independent and the emphasis for students is on growth. Sometimes, however, there is a need to access grade-level equivalency. This helps us find meaning or context around a RIT score. The Normative Data: Monitoring Growth in Student Achievement handout shows the AVERAGE for students at a particular grade level based on the NWEA norms study. Activity: Applying Norm Data (5 minutes) Refer back to the “Investigate a Class” activity using the sample Teacher Report. Have participants look at the Normative Data: Monitoring Growth in Student Achievement handout in their folder to answer these questions. The student with the highest RIT score is performing most like what grade level? The student with the lowest RIT score is performing most like what grade level? The student who has the median RIT score of the class (210) is performing most like what grade level? Which students are three points or more either way from the grade-level median of 213? Do the first item with the whole group. Complete with table groups. Answers to the activity: Grade-level equivalent of student with highest RIT: Candace 231 – 10+ Grade-level equivalent of student with lowest RIT: Hannah 158 – lower than 2nd Grade-level equivalent of student with median RIT: Tasha 210 – spring 5th All students below 210 and above 216 (grade-level median for fall 6th grade is 213) Facilitator Notes: None A M Workbook p. 11 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Class Rosters Online Individual Student Progress Report
Access: NWEA Reports Site Displays: Text and graph Provides: Longitudinal data Designed: For sharing with parents Materials: Workbook pp Reports: None Key Concepts: To familiarize participants with features of this critical report Talking Points: It is important to understand that the actual report is not called Class Rosters. The link to the report – Online Individual Student Progress Report – is through the Class Roster link on the left navigation bar of the Reports Site. By clicking on individual student names, the report will display for that student. By clicking on the name of the class, reports for all students will display. This report displays in both text and graph form. The graphical representation of this report will not display until the student has at least two points of data. Longitudinal data will display for the student through all seasons of testing on both the text and graph display of the report. While the graphical form of this report displays in color, it is not necessary to print the report on a color printer. There is enough differentiation between the lines on the report to be able to print it in grayscale. Data displayed on the reports shows the student’s performance, the district average, and the norm group average. This report is often shared with parents. Activity: None Facilitator Notes: Make sure that participants realize that the graph report will not display until two seasons of data are available. M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing Class Rosters
Materials: Workbook pp Reports: None Key Concepts: To demonstrate how to access the Online Individual Student Progress Report Talking Points: Access the Online Individual Student Progress Reports through the NWEA web site at Click <Log in: Reports Site> and click <Class Rosters>. This will display a teacher’s entire class roster. In this example, 6th Grade Reading Class is the class name. All Online Individual Student Progress Reports can be accessed and printed at once by clicking <Class Name> or individual reports can be accessed by clicking an individual student name such as Sonya, M in this example. Activity: None Facilitator Notes: This slide is animated to allow the participant’s to view the teacher Reports Site and how they can navigate through the class roster to the individual progress report. M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Activity with the Online Individual Student Progress Report
Ask/Answer Questions a parent might ask Answers you would give Share out questions you can’t answer Materials: Workbook p. 13 Reports: None Key Concepts: To familiarize participants with the data displayed on the Online Individual Student Progress Report by looking at it from a parent’s perspective Talking Points: None Activity: Ask/Answer (5 minutes) What questions might a parent ask when they see this report? Find a partner and answer each others’ questions. Share with large group questions you can’t answer. Facilitator Notes: None A M Workbook p. 13 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Instructional Resources: Class by RIT
Class Breakdown by Overall RIT Score and Class Breakdown by Goal Access: NWEA Reports Site Displays: Groups with similar scores Provides: Skills/concepts at instructional level Designed: To support instructional planning Materials: Workbook pp Reports: None Key Concepts: To create excitement by looking at the display of data in the Class Breakdown by Overall RIT and Class Breakdown by Goal Reports To help teachers realize that NWEA provides tools for informing instruction (DesCartes) linked through the Class Breakdown by Goal Report Talking Points: Instructional Resources and DesCartes can give teachers an overview of critical instructional needs in a class. These reports and resources will be highlighted for hands-on learning in the Lab Experience. (Show the “Resource Preview” only if you will not have a Lab Experience.) Optional Activity: Resource Preview (5 minutes) Click on red arrow to link to Instructional Resources that links to DesCartes. Facilitator Notes: Please do not go into depth, but rather to show them enough to build some excitement and to promote involvement in the day’s activities. Instructional Resources Demo M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing Instructional Resources: Class by RIT Reports
Class Breakdown by Goal for Reading Materials: Workbook pp Reports: None Key Concepts: To demonstrate how to access the Instructional Resources Class Breakdown by Overall RIT and the Class Breakdown by Goal Report Talking Points: Access the Instructional Resources Class Breakdown by Overall RIT Report through the NWEA Reports Site. Along the left hand side navigation bar click <Class by RIT> located under Instructional Resources. Access the Class Breakdown by Goal Report for any of the areas tested. In this example, click <Reading> and a breakdown of your classroom by goal performance areas will be displayed. The academic diversity is displayed by the various RIT ranges that are present in this class, as shown along the top of this report. These instructional level ranges correlate with the learning statements in DesCartes. Clicking on any of the goal area titles or on <all students in cell> will take you directly from this report to the DesCartes pages related to that goal and RIT band. In the workbook you will find a printed sample of DesCartes statements along with the Class Breakdown by Overall RIT and Class Breakdown by Goal Reports. Activity: None Facilitator Notes: None M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

DesCartes: A Continuum of Learning
Access: NWEA Reports Site Displays: Three columns Skills and Concepts to Enhance Skills and Concepts to Develop Skills and Concepts to Introduce Provides: Skills/concepts found in state standards Designed: To support instruction Materials: Workbook pp Reports: None Key Concepts: To introduce DesCartes: A Continuum of Learning, which translates test scores into skills and concepts students may be ready to learn Talking Points: DesCartes: A Continuum of Learning translates test scores into skills and concepts students may be ready to learn. It orders specific reading, language usage, mathematics, and science skills and concepts by achievement level. For Reading, Language Usage, and Mathematics the skills and concepts align to the goal structures and content of a state’s standards. For Science, the skills and concepts align to national standards for the two domains of science: concepts and processes and general science. Educators can use DesCartes to help support classroom instruction. Point out the following features of DesCartes: Online access. Organization (Subject >> Goal Strand >> 10 point RIT Score Range) The statements in the center section (Skills and Concepts to Develop) are those that a student is ready to learn. The statements in the column to the left (Skills and Concepts to Enhance) may need continued reinforcement, support, and enhancement for the student to maintain. The statements in the column to the right (Skills and Concepts to Introduce) are those that the student can learn if the appropriate groundwork is laid or if a task is presented in a more structured format. Activity: None Facilitator Notes: None M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Accessing DesCartes: A Continuum of Learning
Materials: Workbook pp Reports: None Key Concepts: To demonstrate how to access DesCartes To demonstrate the connection of DesCartes to the Class Breakdown by Goal Report Talking Points: Access DesCartes through the NWEA web site at Click<Log in: Reports Site> and click <DesCartes> located along the left navigation bar under Data-Tools. Individual and/or small group DesCartes reports can also be accessed through the Class Breakdown by Goal Report. Click on <all students in cell> or on an individual student’s name to link to a DesCartes report for that particular goal performance area. Please note that you CANNOT access DesCartes from the Class Breakdown by Overall RIT Report, only AFTER you have drilled down to the goal level. Activity: None Facilitator Notes: None M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Activity with Instructional Resources
How might you use these reports? As an individual teacher As a grade-level team Across grade levels Materials: Workbook pp.17-18 Reports: None Key Concepts: To generate ideas about how Instructional Resources might be used at various levels within a school Talking Points: Educators find that Instructional Resources have many useful applications in the classroom as a link to instruction. Activity: Buzz Group (15 minutes) Divide participants into table groups or other groups of 5 or 6 to discuss how they might use this group of reports as an individual teacher, grade-level team, across grade levels (See workbook on page 18 for examples as discussion topics). Have one person record the ideas from the group on the three separate pieces of chart paper and post the charts on the wall (or complete in workbook). Have the groups walk around the room and read through the charts to see what new ideas they didn’t have on their charts (or share in whole group discussion). Facilitator Notes: You might want to use the document Ten Ways to Use NWEA Instructional Resources found on the NWEA web site to serve as a springboard for this conversation. A M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Other MAP Reports Reports Reference Index Access: NWEA web site
Displays: Information about all NWEA reports Provides: Report descriptions, purpose and access information Designed: To assist in selection and access Materials: Workbook p. 19 Reports: None Key Concepts: To make participants aware that there are many reports available through NWEA Talking Points: This training focuses on three critical reports, however, there are many more reports available from NWEA. A menu provides options to select reports by role or data needed. This document lists all the available NWEA reports with a brief description about each one. Activity: None Facilitator Notes: None M Workbook p. 19 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP Resources Important resources
Dynamic Reporting Suite – Lexile Booklist and Student Goal Setting Worksheet NWEA Web Site – Member Support Section Easy Access to Online Resources Materials: Workbook p. 19 Reports: None Key Concepts: To point out that NWEA provides many supporting resources for educators Talking Points: The Dynamic Reporting Suite is a suite of reports that are interactive in nature. These are also accessed through the Reports Site link, and are found under the <Data-Tools> heading. This suite of reports gives teachers and administrators information about students’ projected performance on state assessments as well as valuable resources like the Lexile Booklist and Student Goal Setting Worksheet. The Member Support section of the NWEA web site contains many resources for teachers and other educators involved in MAP testing. We will be looking at six documents found in the Member Support section during this training. The Easy Access to Online Resources handout is provided as a quick reference on how to access some of the resources mentioned in this training. Activity: None Facilitator Notes: None M Workbook p. 19 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

The Lexile Framework® for Reading
Access: Lexile web site- Displays: Resources for reading Provides: Readability of text for students Designed: To match readers with text Materials: Workbook p. 20 Reports: None Key Concepts: To familiarize participants with Lexile scores and establish the connection to the MAP Reading assessment Talking Points: Access Lexile scores within the following: MAP Teacher Reading Report Dynamic Reporting Suite NWEA partners with MetaMetrics to provide them with a Lexile score on reading reports. Access the MetaMetrics web site by going to Optional Activity: Lexile Web Site Navigation (5 minutes) Facilitator Notes: None Lexile Framework for Reading Demo W M Workbook p. 20 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

A Lexile Range Represents
NWEA RIT Lexile } Guided Instruction (+50)  75% Comprehension } Independent (-100) 750L Materials: Workbook p. 20 Reports: None Key Concepts: To familiarize participants with Lexile scores and establish the connection to the MAP Reading assessment Talking Points: Remember that when we use Lexiles, we should look at them as a range of scores – never as just one number. The level of text that a student can read with 75% comprehension. For a student with a RIT of 205, books in the Lexile range provide an excellent match with the student’s instructional reading level. The lower 100 points in the range is considered a range where the student reads fairly well independently. In this case, the student’s independent reading range is Lexiles. The book, From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg, is a 700L text. The upper 50 points in the range (or 50 points above the Lexile score) is considered a range where the student will need some guidance. In this case, the range for reading with some guidance is L. Activity: None Facilitator Notes: None 205 700L 600L W M Workbook p. 20 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Planning time MAP Team Roles and Responsibilities Checklist Critical components of this section Research Reports Resources Materials: Sustaining the Momentum handout; MAP Team Roles and Responsibilities Checklist; Lab Experience handout Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward. Talking Points: Review the key concepts from this section. What are some of the big ideas surrounding these topics? Discuss these with a partner to confirm your understanding and to think about how you would share this information with others. Let’s look at the MAP Team Roles and Responsibilities Checklist. We have covered some of the points in the BEFORE, DURING, and AFTER testing section. Discuss with your team any questions you still have about the information presented in this section of the training. Activity: Sustaining the Momentum (10 minutes) Building Local Expertise Training Model: Select the key concepts from this section that you will need to teach others. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Check off items on the MAP Team Roles and Responsibilities Checklist to determine what you have done and what is still left to do. During the last 45 minutes you will transfer any items that need action to your Sustaining the Momentum handout and develop plans for how you will deliver this content to others. Your plans should include what needs to be done, person(s) responsible, resources needed, and potential roadblocks. Focus on pro-active solutions to potential obstacles as means of continuing to work together to move forward. Include in your action plan steps for continuing the collegial conversations with teachers and other staff members surrounding their experiences with the MAP assessment. A sample Sustaining the Momentum handout (Professional Development Strategy Teach-Back Plan for MAP Administration) handout is available in your materials to assist you as you build these plans. All Staff Training Model: Identify any action items you may have identified during this section. Write these in the Sustaining the Momentum document under the heading “What Needs to be Done.” Check off items on the MAP Team Roles and Responsibilities Checklist to determine what you have done and what is still left to do. During the last 45 minutes you will transfer any items that need action to your Sustaining the Momentum handout and develop plans for how you will address these items. Facilitator Notes: Determine which directions for the activity above you will use, i.e., Building Local Expertise or All Staff. Evaluate and respond to Parking Lot questions. Indicate those which will be addressed via upcoming content in the training. Now is the recommended time to take participants to computer lab for the Lab Experience Part 2. A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Topics for Today What’s next? Sharing Information Roadmap
What is it? The MAP Experience The RIT Scale Instructional Level vs. Mastery Research Section 1 How do I make it happen? Preparing for the Testing Event Section 2 What’s next? Sharing Information Roadmap On-going work Section 4 Materials: None Reports: None Key Concepts: To focus thinking on what steps will be needed to move forward with using the data from testing Talking Points: We will use the time in this section of the training to complete the logistics of your Sustaining the Momentum action planning page. Activity: None Facilitator Notes: 45 minutes is to be spent on this section of the training. Spend very little time on slides (1 minute or less per), and reserve at least 20 minutes for team planning time. What do I get? Reports Resources Section 3 What’s next? Roadmap Sharing Information On-going work Section 4 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

NWEA Knowledge Academy
Access: NWEA Reports Site Displays: Online courses Provides: Foundational information for staff unable to attend training Designed: To build capacity to understand and use MAP data Materials: Workbook p. 21 Reports: None Key Concepts: To familiarize participants with: Access to Knowledge Academy courses Purpose of Knowledge Academy courses Talking Points: Knowledge Academy courses are designed for: New teachers and administrators in your district Staff who were not able to attend previous training opportunities Refresher material for those who want to deepen their understanding Expanding capacity of your staff Preparing staff prior to future trainings The first courses in a growing list include: MAP Basics What Every Teacher Needs to Know about MAP Reports Basics for the Teacher Getting the Most from the Class Report Making the Most of MAP Science Tools and Resources for Teachers MAP for All Seasons Activity: None Facilitator Notes: Knowledge Academy is available to all new partner districts as a part of the standard NWEA license package. M Workbook p. 21 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Additional Resources for Teaching Others
State Scale Alignment Studies Online trainings MAP Basics Proctor Training Enrolling for a Test Term (CRF) Using the Test Administration Application (TAA) Reports Reference Index Materials: Workbook pp Reports: None Key Concepts: To introduce the resources which can help you to: Help other stakeholders understand MAP testing and the value of growth data (MAP Basics) Demonstrate the connection between the MAP test, RIT scale, and state testing (NWEA State Scale Alignment Studies) Teach others in your school or district who are not at this training Teach new staff who will join your staff Talking Points: Helping other stakeholders understand MAP data provides benefits, too. Some key tools to support you in those conversations are the MAP Basics online recorded training and the NWEA State Scale Alignment Studies. Activity: None Facilitator Notes: NWEA State Scale Alignment Studies are not yet available for all states. Check the NWEA web site for updates to the list of studies available by state. M Workbook pp MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Using Data in Our Ongoing Work
Placement Differentiation Flexible Grouping Program and Curriculum Evaluation Materials: Workbook p. 22 Reports: None Key Concepts: To suggest ways that MAP data may become part of the ongoing work in our schools Talking Points: The power is not in collecting the data, or testing, but in utilizing the data to guide decision-making. There’s an old saying among farmers, “Weighing the pig won’t make him any fatter.” We all know the parallel is true in education. However, trying newer, more expensive brands of feed may not make the pig fatter either. And we won’t know unless we have a good scale to find out. Our MAP data can help us to find out if we are getting the results we need from programs and practices we have in place and help us see more clearly what our students need so we can make better decisions. Some key uses of your MAP data to focus on now are: Placement of students in courses, interventions, and special programs Differentiating instruction to better meet student needs Grouping students for more effective instruction Evaluating programs and curriculum for effectiveness Activity: Reflection on Uses of MAP Data and Resources (10 minutes) Discuss the four key uses of MAP data at your table. Identify the most important way you can use this data in your ongoing work. Which resources or tools discussed today will help you use this data? Facilitator Notes: If time permits, have table groups share ideas with larger group. A M Workbook p. 22 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Roadmap to Effective Use of Data
* Roadmap to Effective Use of Data Becoming an NWEA partner Implementation Process MAP Administration Training Stepping Stones to Using Data Climbing the Data Ladder Growth and Goals Consultation and Modularization 7 6 5 Materials: None Reports: None Key Concepts: To provide participants with an opportunity to assess their progress in using NWEA data and to examine possible milestones for success and next steps along the way Talking Points: Your district’s partnership with NWEA began with the decision to adopt this new assessment. Today’s training is one of the first steps on the path to successful use of growth data. The graphic is designed to help illustrate the milestones along the path to the most effective practices in data use. This is where you are now. Common milestones associated with success at or around this point are: “Why”- Everyone knows why we are using this new test and what the data will give us that we didn’t have before “Who”- We have the right people in the room today; roles are clearly defined and action steps are understood Think about what needs to happen in the near future and in your long-term planning to accomplish your best results for using your NWEA data as we move into planning today. Part of our mission is to help you build a culture of using data to help inform instructional needs in your school. The first step is what we have done here today and previously as you have become an NWEA partner. Next steps will be an important part of this process, which include the ongoing professional development needed to sustain the culture of using data to inform decision making. Activity: None Facilitator Note: None 4 3 2 1 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Relentless Pursuit of Improvement Questionnaire
“What does it take for schools to position themselves for constantly improving effectiveness?” Materials: Workbook p. 23, Relentless Pursuit of Improvement Questionnaire Reports: None Key Concepts: To introduce participants to effective schools research Talking Points: Our work together today and the work we will do in the future will continue to help you move forward in your use of data to inform instruction and make important decisions that will impact student learning. Effective schools research is grounded in best practices. Schools that embrace this philosophy continue to reflect on where they are and how they will continue to improve effectiveness. Moving forward after today’s work will enable you to reflect on where you are in the use of data and reflect on the practices and processes currently in place in your schools that relate to the use of data to inform decision making. The Relentless Pursuit of Improvement Questionnaire is a tool that can help you during this process today and in future planning you do at your school or district. Activity: Relentless Pursuit of Improvement Questionnaire (15 minutes) Reflect on the question: What does it take for schools to position themselves for constantly improving effectiveness? Complete the Creating a Mission Driven Organization and the Culture and Ownership sections of the Relentless Pursuit of Improvement Questionnaire. (individually) Discuss one area of strength and one area in which your school needs to continue to develop. Discuss how work in this area will continue to help your school position themselves for constantly improving effectiveness. Debrief with large group. Facilitator Notes: None A M Workbook p. 23 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

MAP Team Planning Sustaining the Momentum handout Review
Assign responsibilities Attach dates whenever possible Set a time for a series of follow-up meetings Materials: Workbook p. 23, Sustaining the Momentum handout, MAP Team Roles and Responsibilities Checklist Reports: None Key Concepts: To allow participants time for planning in order to identify questions, needs, and potential obstacles for moving the information presented in this section forward. Talking Points: Take some time to re-visit the MAP Team Roles and Responsibilities Checklist. Transfer any incomplete items to the Sustaining the Momentum handout. One of the keys to Sustaining the Momentum, and developing expertise in interpreting and applying data to our work is to work as a team to continually assess progress. NWEA provides opportunities for ongoing learning through a variety of professional development offerings as discussed previously. Additionally, links to recorded training sessions are also available at the NWEA web site for your use as a refresher to the content learned today, or for other staff who were not in attendance today. The Logistics training is located at The Reports and Resources training is found at These recorded training sessions can be included as part of your ongoing plan, especially if you will need to help others learn about MAP testing. Activity: Sustaining the Momentum (20 minutes) Review the BEFORE and DURING sections of the MAP Team Roles and Responsibilities Checklist for all the members of the MAP Team. Preview what the team will do after testing and be sure that your plan includes time for these steps too. It’s always helpful to assign responsibilities and attach dates. Be sure you set dates for a series of follow-up meetings, too. Develop the plans for how you will deliver this content now. Include steps for continuing to work together to generate and share pro-active solutions for overcoming potential challenges that may impede ongoing learning. Include in your plan the one area identified in the Relentless Pursuit of Improvement Questionnaire that you would like to continue to develop. At your table groups engage in the following process: Place 1 piece of chart paper on the wall. Label chart with the one area identified from the Relentless Pursuit of Improvement Questionnaire for continued development. Once the area has been identified, then add the following points to the chart: Possible Challenge(s) Where? (Where might it originate?) Perspective? (from whom?) Possible Solutions Debrief with larger group. The idea with this process is to generate potential challenges that might exist from a particular stakeholder group’s perspective and determine why this group might feel a particular way. If we can better understand other people’s perspectives, then effective solutions can be generated to help groups continue to move forward. Review the resources and assign responsibilities and dates as needed. Facilitator Notes: None A M Workbook p. 23 MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Help Us Learn From You Please complete the evaluation form and leave it in the designated location. Thank you for your attention and hard work. Materials: Evaluation Form Reports: None Key Concepts: To thank participants for their time Talking Points: Thank you for your time and attention today. We seek your feedback in helping us continue to provide quality assessments, data that informs your work, and resources to support you. Please let us know your suggestions for how we can improve what we do. Please fill out evaluation forms before leaving. Activity: Evaluation Facilitator Notes: None A M MAP Administration Revised 7/2008 © 2008 Northwest Evaluation Association

Getting Started with MAP™ Assessments

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