1. Stepping Stones to Using Data Measures of Academic Progress, MAP, DesCartes: A Continuum of Learning, Partnering to help all kids learn, Power of Instructional Design, Power of Teaching, Power of Coaching, Keeping Learning on Track, and Learning Plans on Demand are registered trademarks of NWEA in the U.S. and in other countries. Northwest Evaluation Association, NWEA, GRD, KLT, and Skills Pointer are trademarks of NWEA in the U.S. and in other countries. Lexile ® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. The names of other companies and their products mentioned are the trademarks of their respective owners. Christ Lutheran School; Norfolk, NE Deb WraggeDeb Wragge, Heidi Rethmeier, Steph WanekHeidi RethmeierSteph Wanek ESU 8 Staff Development

2. 2 Setting the Stage  Welcome and introductions  Structure for the day  Agenda

3. 3 1. I am aware. I understand. I can apply. I can teach others. 2. I use DesCartes: A Continuum of Learning ® /Primary Grades Instructional Data (PGID) for lesson planning and goal setting. 3. I use the Class Breakdown by Goal Report for lesson planning and grouping. 4. I use the Teacher/Class Report to make instructional decisions. 5. I can identify strengths and areas of need using MAP data. 6. I know how to access and understand growth projections for students. 7. I set goals with my classes and students. Self-Assessment

4. 4 Activating Prior Knowledge  Adaptive Assessment Adaptive Assessment  RIT Scale as a Growth Measure RIT Scale as a Growth Measure  Normative Data Normative Data  Instructional Readiness Instructional Readiness  DesCartes: A Continuum of Learning DesCartes: A Continuum of Learning

5. 5 Teacher/Class Report  Displays the teacher’s class data for the current testing term, by RIT score

6. 6 Accessing the Teacher Report

7. 7 Accessing the Class Report

8. 8 Standard Deviation  Larger standard deviation indicates more academic diversity  How might this impact instruction?  Smaller standard deviations indicate that students are more alike.  How might this impact instruction?

9. 9 Class Breakdown by RIT Reports  Displays the teacher’s class data by subject and horizontally by RIT for current test term.

10. 10 Accessing Instructional Resources: Class by RIT Reports Class Breakdown by Goal for Reading

11. 11 Measuring Growth 221-230

12. 12 Class Breakdown Reports and DesCartes: A Continuum of Learning ®

13. 13  Identify a Standard/Concept  Identify related goal area  Find overall RIT range for class  Locate the middle range  Identify the ranges above and below  Choose 2-3 statements for each range Connecting Data to Instruction

14. 14 Growth Norms Bring Context to the Data  Physical Growth vs. Academic Growth  Typical Growth  Normative Data  Growth Projections Grade 6 Reading: Fall to Spring Growth Projections Starting RIT 170180190200210220230 Mean Growth 6555443 Hunter: RIT 227 Glennisha: RIT 198

15. 15 Student Goal Setting  Student  Class  Grade level  School  District

16. 16 Student Goal Setting Worksheet

17. 17 Student Progress Reports  Displays student’s overall progress in historical terms and includes comparisons to district average and NWEA norm group average.  In text and graphical format.

18. 18 Accessing Class Rosters/Individual Student Progress Reports

19. 19 Student Progress Reports

20. 20 Sharing Results  Students  Student Progress Report  Student Goal Setting Worksheet  With individual students  As a class activity  Parents  Student Progress Report  Student Goal Setting Worksheet  DesCartes/Primary Grades Instructional Data

21. 21 Measuring Today’s Learning  Please consider your learning today.  Using a “garage sale” dot, identify your movement to the right on the graph.  What questions do you continue to have?

22. 22 Today’s Learning: Exit Ticket  What worked for you in this session?  What will you change as a result of your learning today?  What are you wondering?  What do you need now?

23. Thank you for your attention and hard work. Help Us Learn from You Facilitator:Workshop:

24. 24 The MAP ® Adaptive Assessment Beginning Literacy Adult Reading 6 th Grade x x x x x x x x x x x x x x x MAP Test - - - + - -- + + + + 195

25. 25 Rasch unIT (RIT) Scale  Achievement scale is an equal-interval scale  Used to show growth over time  Independent of grade level 120 250 2 3 4 5 6 7 6 7 8 9 10 Grade-LevelNormsRIT Skills Data DesCartes or Primary Grades Instructional Data K 1

26. 26 Normative Data: Bringing Context to the Data  Grade-level norms  Typical performance  Beginning-of- Year, Middle-of- Year, and End-of-Year

27. 27 NWEA™ Research  What are expected RIT and growth scores?  Normative Data, grades K-10  Scale Alignment Studies  Aligns RIT scale with state proficiency benchmarks  NWEA Goal Structures t y p i c a l

28. 28 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.

29. 29 Ready for Instruction Today  R eady for  I nstruction  T oday 120 250 RIT Skills and Concepts DesCartes or Primary Grades Instructional Data 195

30. 30 DesCartes Framework

31. 31 DesCartes is a Continuum of Learning