1. September 21, 2015
Grades 3 - 5
NWEA Data to inform instruction aligned with CCSS & SBAC & enVision Math 
This morning I am going to try to tie together what you heard Friday about the CCSS with what you have learned about assessments in the program together with the Changes in the Assessments throughout the state.
Remember what Marsha said on Friday….the standards are now about doing things differently in order to help students become mathematical problem solvers.

2. Today’s Goals Understand how NWEA ties to CCSS and SBAC
Understand how to read & use the new Achievement Status Growth report
Understand how to read & use the Learning Continuums to
Provide entry points for each student
Meet the students where they are ready
Align to the textbook & its resources

3. Why Assess ?
The goal of assessment has to be, above all, to support the improvement of learning and teaching
(Frederiksen and Collins, 1989)
Why MAP?
Shows growth/progress over time …within the year & throughout years
Gives information on where the students are at …individual/class
Aligns to Common Core State Standards
Aligns to Smarter Balanced Assessments
Shows growth/progress over time …within the year & throughout years: Only assessment that we have that does it for math
Gives information on where the students are at …individual/class:
Aligns to Common Core State Standards: Learning Continuum
Aligns to Smarter Balanced Assessments

4. Assessment: Formative vs. Summative
Assessment of Learning – Summative
Assessment for Learning - Formative
Formative and Summative are words used a lot when talking about Assessment….
The ultimate summative assessment is the new Smarter Balanced Assessment…although we use it to inform instruction for the following year, it cannot be used to inform instruction with our current group of students
MAP can be used to inform instruction with our current group of students
Like SBAC, MAP is also aligned to the CCSS

5. CCSS by Domain NWEA Math 2-5 Learning Continuum
NWEA Math 2-5 Learning Continuum
View Reports > MAP Reports > Learning Continuum > Math 2-5
MAP aligns so well with CCSS that we can see it in the domains that are reported out on.

6. These 4 puzzle pieces work hand in hand to guide instruction
CCSS drives it all
EnVision gives us a path to follow
NWEA gives us a checkin, growth measure, diagnostic info
SBAC gives us a summary of one year & an intro to the following year

7. SBAC assessments were designed based on the clusters & domains of CCSS… also on the rigor of the new standards.
NWEA aligned to CCSS a couple years ago, but this year has aligned to SBAC also
Smarter Balanced Achievement Levels
previous STAR levels: Advanced, Proficient, Basic, Below Basic, Far Below Basic
Now 4 levels
Standard
Not Met: very low group, below the 35th percentile
Nearly Met: deceiving name…could also be “Nearly NOT Met”
Met: Proficient, at grade level
Exceeded: Does not mean “Advanced or Above grade level”; Does mean VERY HIGH at Grade level standards

8. MAP Cut-Points Chart through the years. 
Question: What do you notice about the changes from STAR’s projected proficiency to SBAC’s projected proficiency?
& prior: Projected Proficiency aligned with STAR
only percentiles used…no test to align to
& beyond: Projected Proficiency aligned to SBAC
Question:
What do you notice about the changes from the STAR projected proficiency & the SBAC projected proficiency?
Answer: Higher expectations for SBAC…

9. For today’s conversations…
Level 3 “At Standard” falls between the 61st & 67th percentile in MAP…so we will use 65% today.
Level 2: Between 27th & 35th
Level 4: Between 85th & 88th
Remember that this is an Indicator of SBAC performance…it is not set in stone; it is not exact…it was aligned to the field test & will be re-aligned with the Spring 15 scores
Although no correlation can be made between STAR & SBAC…as far as performance is concerned Level 2 really houses what use to be Below Basic & Basic…the Level 1s are the Far Below
Preliminary NWEA correlations to SBAC show Level cut-points based on the percentages below.
Level 3: Between 61st and 67th percentile depending on grade level
Grade 2: 61st
Grade 3: 61st
Grade 4: 63rd
Grade 5: 67th
Level 2: Between 27th & 35th
Grade 2: 32nd
Grade 3: 32nd
Grade 4: 27th
Grade 5: 35th
Level 4: Between 85th & 88th
Grade 2: 88th
Grade 3: 88th
Grade 4: 87th
Grade 5: 85th

10. Leading High Achievement/ High Growth
Learning Low Achievement/ High Growth
Lucky High Achievement/ Low Growth
Losing Low Achievement/ Low Growth
Leading: where we want our kids to be! AT standard and meeting their growth targets
Learning: if we keep this up, our kids will get to where we want them to be. Currently NOT at standard, but are meeting growth targets. To close the achievement gap, students here will need “Accelerated Growth”
Losing: worst case scenario…not at standard & not making a year’s worth of growth
Lucky: Danger zone: kids are at standard so we don’t usually worry too much about them, BUT they are not making a year’s worth of growth so eventually they could fall into the red zone.

11.
View Reports
MAP Reports
Summary with Quadrant Chart

12. We are going to sort by ethnicity today.
Colors are fun so you want them. 
Students are fun too so you want them, but for my slides, I will not show student names.
Yes, because if we unclick these we will not have anything to look at.
Today we are focusing on MATHEMATICS, because math is awesome  & we just adopted new math materials. 
We are going to look at all ethnicities today, but this filter is pretty amazing if you want to focus on one group.

13. Above 50%:
meeting targeted growth
Below 50%: not meeting targeted growth
Above 65%: achieving accelerated growth 50
Approximately 65% is the mark between Level 2 “Nearly AT Standard” & Level 3 “AT Standard” 65

14. Questions
Who falls below the 65th percentile? (Below Level 3 “AT Standard”)
Who falls in Level 1? (0% - 35%)
Who is making growth? Accelerated growth?
Are any students currently receiving supports?
Any surprises? Ah-Has?
About finding out were kids are at, at a glance…

15. www.sanjuan.edu/nwea View Reports MAP Reports Class Breakdown
About narrowing down data to groups of students and CCSS domains

16. Class Breakdown Report Example: GRADE 4
Level 3 for Grade 4 is , so “AT Standard” Students fall about here
Students fall in Levels 1 & 2: Possible supports needed
Students fall in Levels 3 & 4: Possible enrichment needed

17. Explore… Take a few minutes to explore this report
Click on the student’s names
Click on the RIT Ranges
Explore the Learning Continuum
Explore “edit options” at the top
Do any concepts repeat over multiple RIT ranges?

18. enVision, CCSS, and MAP’s Learning Continuum
Questions:
What are your upcoming Topics/Standards in the enVision Curriculum?
Which goal area most closely addresses these topics & standards?

19. Find the Learning Continuum that is most applicable to your upcoming Topic/Standards

20. enVision, CCSS, and MAP’s Learning Continuum
Use the cut-points chart to identify the Level 3 RIT range for your grade level.
Use the class breakdown report to identify where your students are (RIT scores) for the standards in the next math topic.
Choose & use the one consolidated-printed Learning Continuum that correlates to those standards.

21. Questions: Use the learning continuum to determine…
Common standards for all students
Supporting standards for low students
Enriching standards for high students
What is the common entry point for all students?
Think:
What resources does enVision have that can be used as intervention/enrichment?
What outside resources do I have?
What do I need?

22. Kahn Academy…linked to MAP
Location on the NWEA website:
Click: View Reports
Click: MAP Reports
Click: Learning Continuum (then scroll down)
Under “Open Educational Resources Searchable by RIT” click Khan Academy Resources by RIT
Download the appropriate Khan PDF