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Essential ReportsEssential ReportsMeasures of Academic ProgressMeasures of Academic Progress®® (MAP (MAP®®))
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Setting the StageSetting the Stage
Welcome/Introductions
Structure for the day
Materials review
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Reports
Activity
Web ResourcesW
Activate Prior KnowledgeActivate Prior Knowledge
1. Measures of Academic Progress® (MAP®) as an adaptive assessment
2. Student RIT scores
3. RIT scale
4. NWEA Normative Data
5. DesCartes: A Continuum of Learning®
6. Primary Grades Instructional Data
7. Class Breakdown by Overall RIT Report and Class Breakdown by Goal Report
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Accountability vs. Answerability Accountability vs. Answerability
External locus of control
Lack of ownership
Punitive
Invites collaboration
Ownership
Clear expectations
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Sustaining the Momentum Sustaining the Momentum
Consider how you will implement what you’ve learned in the:
Next month
Next semester
Next year
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Terry Planner
xx/xx/xxxx
Schedule meeting to plan for sharing/ teaching other teachers key concepts:
Key Reports
•Accessing online reports
Schedule meeting with my principal to discuss this info and plan
Me
Paula Principal
•Workbook from this workshop
•RIT Charts
Finding available time
Schedule a lunch
Within two weeks of NWEA Workshop
Other teacher leaders, grade/ department heads and me
•Workbook from this workshop
•Sustaining the Momentum document
Hectic schedules/ be persistent and prioritize– this is important!
Prior to teach-back sessions
Sustaining the Momentum Sustaining the Momentum Planning Document Planning Document
My Building
Principal, teachers and me
•Workshop materials
•Computer lab
Finding available time
Within one month of NWEA training
Key Reports
•Applying the Teacher Report
Principal, teachers and me
•Workshop materials
•Computer lab
•Sample reports
Schedule for early release day or work period
Within one month of NWEA training
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Topics for TodayTopics for Today
Essential Reports Examining Key Reports Recorded Differentiated
Reports Activities Plan
Intended AccomplishmentsIntended Accomplishments
Interpret and apply data from key reports
Use data to evaluate academic needs in the classroom
Set goals with students
8Workbook p. 1M
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Taking StockTaking Stock
Disag
ree
Somew
hat D
isag
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Neutra
l
Somew
hat A
gree
Agree
1. I frequently access MAP data and apply MAP reports and resources in my class.
2. I think of individual student growth as an important measure of success.
1 2 3 4 5
1 2 3 4 5
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Examining Essential ReportsExamining Essential Reports
Status Instructional Resources-Class by RIT Teacher Report Online Individual Student Progress Report Dynamic Reporting Suite
Growth Achievement Status and Growth (ASG) Reports
Workbook p. 1M
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Making Decisions Using DataMaking Decisions Using Data
Local -Local -ClassroomClassroom
State/ State/ AnnualAnnual
PeriodicPeriodic(MAP)(MAP)
TriangulationTriangulation
Normative Data: Normative Data: Bringing Context to the DataBringing Context to the Data
Grade-level norms Typical
performance
Beginning-of-Year, Middle-of-Year, and End-of-Year
12Workbook pp. 2-3
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Uses for Essential ReportsUses for Essential Reports
Instructional planning
Screening
Growth
Goal setting
Informing instructional decisions
13Workbook p. 3M
Interpreting the Interpreting the Class Breakdown by Overall RIT ReportClass Breakdown by Overall RIT Report
14Workbook pp. 4-5M
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Applying the Applying the Class Breakdown by Overall RIT ReportClass Breakdown by Overall RIT Report
Instructional applications:
1. Intervention/remediation
2. Reading support in content areas
3. Gifted and talented support
15Workbook pp. 4-5
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Interpreting the Interpreting the Class Breakdown by Goal ReportClass Breakdown by Goal Report
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H.R. Frale (213)
Workbook pp. 6-7M
Applying the Applying the Class Breakdown by Goal ReportClass Breakdown by Goal Report
Instructional applications: Flexible grouping
Designing instructional plans
Differentiating instruction
Identify relative strengths and weaknesses
Transition into DesCartes/Primary Grades Instructional Data
17Workbook pp. 6-7
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Interpreting DesCartes and Primary Interpreting DesCartes and Primary Grades Instructional Data Grades Instructional Data
18Workbook pp. 8-9
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DesCartesPrimary Grades
Instructional Data Aligned to goal structure
of state standards
10 point RIT divisions: Skills
Concepts
New vocabulary, signs, and symbols
Not state aligned
Identifies content at students’ instructional level.
10 point RIT divisions: Skills
Concepts
Applying DesCartesApplying DesCartes
19Workbook pp. 8-9
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Student Data Test Type
Standard Error
RIT/RIT Range
Percentile/Percentile Range
Reading Range
Goal Performance Area
Summary Data Mean/Median
Standard Deviation
Interpreting the Teacher ReportInterpreting the Teacher Report
20Workbook pp. 10-11M
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Standard DeviationStandard Deviation
Larger standard deviations indicate more academic diversity.
How might this impact instruction?
Standard Deviation = 21
Smaller standard deviations indicate that students are more alike.
How might this impact instruction?
Standard Deviation = 8
Normative Data
State Scale Alignment Study
Applying the Teacher ReportApplying the Teacher Report
22Workbook pp. 10-11
Typical scores
2 grades below mean
At or above 95th percentile
Proficiency benchmark indicator
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Interpreting the Online Individual Interpreting the Online Individual Student Progress ReportStudent Progress Report
Key points on the text version
District Average RIT
Norm Group Average
Student Growth
Typical Growth
Descriptors
Key point on the graph version
Grade(G/x)
23Workbook pp. 12-13M
Applying the Online Individual Applying the Online Individual Student Progress Report Student Progress Report
Parent Conferences DesCartes Framework
Normative Data
State Proficiency Tables
RIT Charts
24Workbook pp 12-13
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Dynamic Reporting SuiteDynamic Reporting Suite
25Workbook p. 14M
Conference with each student
Review performance Celebrate success
Set content goal
Set growth goal
Make a plan The teacher will _____.
The student will _____.
Interpreting and Applying the Interpreting and Applying the Student Goal Setting WorksheetStudent Goal Setting Worksheet
26Workbook pp. 14-15
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Dynamic Reporting Suite: Dynamic Reporting Suite: RIT to Reading Range ReportRIT to Reading Range Report
27Workbook p. 16M
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LexileLexile®®
Doesn’t evaluate: Genre
Theme
Content
Interest
Quality
28Workbook p. 17M
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A RIT to Reading Range RepresentsA RIT to Reading Range Represents
Reading RangeNWEA RIT
600
750
205
Workbook p. 17
75% Comprehension
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Grade 5 Reading: Fall-to-Spring RIT Point Growth Norms
Start RIT
160 170 180 190 200 210 220 230
Mean Growth
14.41 13.22 10.43 8.19 6.26 4.34 2.78 0.99
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Growth NormsGrowth NormsBringing Context to the DataBringing Context to the Data
Physical Growth vs. Academic Growth
Typical Growth Normative Data
RIT Point Growth Norms
Workbook p. 17MGiovanni – RIT 229Kent – RIT 185
Interpreting the Achievement Status and Interpreting the Achievement Status and Growth (ASG) Targets Class ReportGrowth (ASG) Targets Class Report
31Workbook pp. 18-19M
KENT 5 8/9/06 S/G 185 3.3 9
GIOVANNI 5 8/9/06 S/G 229 3.3 2
Applying the Achievement Status and Applying the Achievement Status and Growth (ASG) Targets Class ReportGrowth (ASG) Targets Class Report
Comparing growth targets Look at sample report
Questions for consideration Reasons targets are different
Talking to students about differences
Impact on teachers
Helping parents understand
32Workbook pp. 18-19
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Interpreting the Achievement Status and Interpreting the Achievement Status and Growth (ASG) Summary Class ReportGrowth (ASG) Summary Class Report
Workbook pp. 20-21M
Applying the Achievement Status and Applying the Achievement Status and Growth (ASG) Summary Class ReportGrowth (ASG) Summary Class Report
Growth Index
Percent of Students Meeting Target
Percent of Target Met
34Workbook pp. 20-21
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Growth in ContextGrowth in Context
35Workbook pp. 22-23
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Recorded Differentiated Reports Recorded Differentiated Reports Activities Activities
Provides opportunity for differentiated learning for all groups
Includes application of reports and resources
Demonstrates and practice accessing reports and resources
36Workbook p. 24M
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AnswerabilityAnswerability
How do we ensure that all staff share answerability for student learning?
To whom and how do we provide accurate and timely information?
How and when will we structure conversations around the data?
Building Internal Capacity Building Internal Capacity
Find Time:
Early release days
Use substitute teachers creatively
Streamline “administrivia”
Learn More:
Professional development
Curriculum & data planning teams
Study groups
Data coaches
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Leading High Performing Learning Leading High Performing Learning CommunitiesCommunities
Mission driven
Culture and ownership
Answerability
Expert use of data
Staff development
Effective instruction
Quality student assessment
Dynamic learning environment
High quality curriculum
Strategic use of resources
Culture and OwnershipANSWERABILITY
Mission: Growth and Learning for Every Student
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Sustaining the Momentum Sustaining the Momentum
Consider how you will implement what you’ve learned:
Interpret and apply data from key reports
Use data to evaluate academic needs in the classroom
Set goals with students
40Workbook p. 24
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Thank you for your attention and hard work.Thank you for your attention and hard work.
Help Us Learn From You Please complete the
evaluation form and leave it in the designated location.
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