Teacher’s Guide to Measures of Academic Progress MAP

Partnering to help all kids learn

Teacher’s Guide to Teacher’s Guide to

Measures of Academic ProgressMeasures of Academic Progress

MAPMAP

2Partnering to help all kids learn

Intended Intended AccomplishmentsAccomplishments

• IntroductionsIntroductions

• MAP BasicsMAP Basics

• Test AdministrationTest Administration

• Demo of TestTakerDemo of TestTaker

• ReportsReports

• Communicating with ParentsCommunicating with Parents

• Other ResourcesOther Resources

• Looking AheadLooking Ahead

• Optional Lab PracticeOptional Lab Practice

Handout — Agenda


Key to Pictures You’ll SeeKey to Pictures You’ll See

= = discussion itemdiscussion item

= = key pointkey point

= = a tool for your usea tool for your use

= = something to think aboutsomething to think about


What questions do you What questions do you want answered today?want answered today?

•What do you want to know What do you want to know about MAP assessments about MAP assessments and the reports you will and the reports you will receive?receive?

•How can this workshop How can this workshop meet the needs of your meet the needs of your district?district?


NWEA Partner NWEA Partner DistrictsDistricts

We partner with schools and We partner with schools and districts to help all kids learn.districts to help all kids learn.

AK

British Columbia

Taiwan

OR

WA

CA

AZ

ID

NV

MT

WY

CO

NM

TX

MN

NE IA

AR

IL

WIMI

IN

PA

SC

RI

VA

OH

KYKS

NY

UT

TN

GA

NC

ND

NH

ME

RI

Canada

Venezuela


Our PurposeOur PurposeOur purpose is to help all kids learn; Our purpose is to help all kids learn;

more tomorrow than today,more tomorrow than today,

more next year than this year.more next year than this year.

Our purpose is growth and Our purpose is growth and

improvement of learning.improvement of learning.


NWEA MissionNWEA Mission

PartneringPartnering

to help to help

all kids learnall kids learn


Quick SurveyQuick Survey

• Have you attended a MAP Have you attended a MAP Intro workshop?Intro workshop?

• What do you already know What do you already know about MAP?about MAP?


Pre-Pre-AssessmentAssessment

• How is MAP different from conventional How is MAP different from conventional assessments? assessments?

• What does the RIT scale measure?What does the RIT scale measure?

• What are some of the features of the What are some of the features of the RIT scale?RIT scale?

• How does the MAP system know where How does the MAP system know where to give a student the first question?to give a student the first question?

• How soon is data available after a How soon is data available after a student takes a MAP test?student takes a MAP test?


Assumptions of ‘Graded’ Assumptions of ‘Graded’ SchoolsSchools

• Curriculum scaleCurriculum scale

• Skills taught may begin Skills taught may begin with associating sounds with associating sounds with letters in K-1, to with letters in K-1, to adult levels in high schooladult levels in high school

• Typically, we feel Typically, we feel restricted to “covering” restricted to “covering” specific curricula related specific curricula related to adopted grade level to adopted grade level standardsstandardsDoes this design Does this design

meet the needs of meet the needs of all students?all students?

Beginning Literacy

Adult Reading

5th Grade


• We have students We have students performing above, at, performing above, at, and below this ‘grade and below this ‘grade level’ curriculumlevel’ curriculum

• How does this impact How does this impact assessment and assessment and instruction?instruction?

• The profound challenge:The profound challenge: How do we foster How do we foster

growth for all growth for all students?students?

Beginning Literacy

Adult Reading

5th Grade

xx x

x

xx

xx

x

x

x x

x

x

x

How does classroom reality How does classroom reality relate to our assumptions?relate to our assumptions?


Instructional Level vs. Instructional Level vs. MasteryMastery

•The NWEA test provides the The NWEA test provides the instructional levelinstructional level of the of the student.student.

• It provides a road map for It provides a road map for students toward achieving students toward achieving mastery.mastery.

• It is not a test for determining It is not a test for determining mastery of skills. mastery of skills.


Features of MAP TestFeatures of MAP Test• Challenging, appropriate and dynamically Challenging, appropriate and dynamically

developed for every studentdeveloped for every student

• Accurate data for students across the Accurate data for students across the scalescale

• UntimedUntimed

• Purpose is internal accountabilityPurpose is internal accountability

• Measures growth in student achievementMeasures growth in student achievement

• Immediate resultsImmediate results

• Can test up to 4 times a yearCan test up to 4 times a year


Design & Features of MAP Design & Features of MAP TestTest

Beginning Literacy

Adult Reading

5th Grade

x x xx

xx

xx

x

x

xx

x

xx

MAP Test

+ +

-+ -- - +++

+ 215


RIT (Rasch Unit) ScaleRIT (Rasch Unit) Scale

•Achievement scaleAchievement scale

•Equal intervalEqual interval

•Growth over timeGrowth over time

•Consistent scaleConsistent scale150

250

Beginning Literacy

Adult Reading

5th Grade

xx x

x

xx

xx

x

x

x x

x

x

x

MAP Test

++

-+

-- -++

++ 215


CheckpointCheckpoint

• How is MAP different from conventional How is MAP different from conventional assessments? assessments?

• What does the RIT scale measure?What does the RIT scale measure?

• What are some of the features of the RIT What are some of the features of the RIT scale?scale?

• How does the MAP system know where to How does the MAP system know where to give a student the first question?give a student the first question?

• How soon is data available after a student How soon is data available after a student takes a MAP test?takes a MAP test?


Uses of Uses of MAPMAP

• Intake testingIntake testing

•Parent conferencesParent conferences

•Monitoring progress Monitoring progress across timeacross time

•Course PlacementCourse Placement

•Monitoring students Monitoring students in Special Programsin Special Programs


How do I know which test How do I know which test to give?to give?

Handbook— Page 3 Guidelines for Choosing the Correct TestHandout - Goal Structure

GOALS SurveyGOALS Survey– 42-52 items42-52 items– ~ 1 hour to ~ 1 hour to

administeradminister– Gives information Gives information

on goal areason goal areas– Most commonly Most commonly

used fall and used fall and springspring

SurveySurvey– 20 items20 items– ~30 minutes to ~30 minutes to

administeradminister– NO INFORMATION on NO INFORMATION on

goal areasgoal areas– OVERALL RIT onlyOVERALL RIT only– Most commonly used Most commonly used

for intake and winter for intake and winter testingtesting


Role of MAP CoordinatorRole of MAP Coordinator

Handbook— Pages 4-7 Roles and Responsibilities

• Key point of contactKey point of contact

• Distributes all user names Distributes all user names and passwordsand passwords

• Receives all updatesReceives all updates

• Coordinates the entire Coordinates the entire processprocess

• New Class Roster FileNew Class Roster File


PrincipalPrincipal

•Distributes user names and passwordsDistributes user names and passwords

•Assists with schedulingAssists with scheduling

•Confirms teachers are in student data fileConfirms teachers are in student data file

•Confirms teachers have copies of reportsConfirms teachers have copies of reports

•Meets with grade level teams on MAP Meets with grade level teams on MAP datadata

Proctors Teachers

Before Testing

•Ready computers•MAKE SURE CORRECT TESTS ARE ASSIGNED!!!

•Number class lists to computers

•Have scratch paper and pencils available

•Let students know computer assignments

•Show “MAP Student Presentation” to students

•Have students bring book to read or assignment

•Bring class to computer lab

During Testing

•Read directions•Monitor test event•Invalidate tests•Log scores or print screen

•Remain in lab

After Testing

•Prepare computer for next group

•Upload data to NWEA at end of every day

•Access and analyze teacher reports

•Discuss student scores with parents and students

•Implement necessary instructional modifications


One Week Prior to One Week Prior to TestingTesting

•Provide list(s) of studentsProvide list(s) of students

•Seating arrangementsSeating arrangements

•Special testing arrangementsSpecial testing arrangements

•Review scheduleReview schedule

•Prepare studentsPrepare students

Handbook— Pages 8-9 Reminders for Teachers


Other Important Other Important RemindersReminders

•Outside materialsOutside materials

•Importance of listening to directionsImportance of listening to directions

•Importance of doing their bestImportance of doing their best


Talking to Students Talking to Students Before TestingBefore Testing

Handout — Guide to Talking to Students about the Test

• Teacher responsibility:Teacher responsibility:– Explain purpose of testExplain purpose of test– Not expected to know the answer to every Not expected to know the answer to every

questionquestion– Cannot skip questionsCannot skip questions– Cannot go backCannot go back– Pop-up calculator and scroll barPop-up calculator and scroll bar– Use MAP Student Presentation – Use MAP Student Presentation –

http://www.nwea.orghttp://www.nwea.org• SelectSelect <Support><Support>, then , then <<Document Library>Document Library>


NWEA ResourcesNWEA Resources• http://www.nwea.orghttp://www.nwea.org

• Click link: Click link: <Support><Support>


NWEA ResourcesNWEA ResourcesDocument Library

Knowledge Base


Allowable Allowable AccommodationsAccommodations

• No readingNo reading any part of language usage any part of language usage or reading testor reading test

• May help with a May help with a difficult word in mathdifficult word in math as as long as no additional clues are givenlong as no additional clues are given

• If If IEPIEP allows test to be read to student, allows test to be read to student, this may be done in this may be done in math or sciencemath or science

• If one-on-one testing is needed for a If one-on-one testing is needed for a student, student, plan aheadplan ahead

Handbook— Pages 10 Allowable Accommodations and Modifications


Day of TestingDay of Testing

•Take break before labTake break before lab

•Students should bring a library book Students should bring a library book to read after testing to read after testing

•Be there on timeBe there on time

•Help seat studentsHelp seat students

•Remain in labRemain in lab

Handbook— Pages 11-12 Proctor’s Duties During Testing

Partnering to help all kids learn

Demo of TestTaker Demo of TestTaker ApplicationApplication

30Partnering to help all kids learnHandbook— Page 17 Student Score Log Sheet


MAP ReportsMAP Reports• Teachers (Reports Web Site) :Teachers (Reports Web Site) :

– Teacher, Student Progress, Class Roster, Students Not TestedTeacher, Student Progress, Class Roster, Students Not Tested

– Instructional Resources (additional cost)Instructional Resources (additional cost)

• MAP Coordinator* :MAP Coordinator* :

– Class (by RIT and/or Alpha), Achievement Status Growth, Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress, Alpha by Grade, School Summary, District Student Progress, Alpha by Grade, School Summary, District Summary, Student Growth Summary, Student Growth District Summary, Student Growth Summary, Student Growth District SummarySummary

– Leaders’ Edge (additional cost)Leaders’ Edge (additional cost)

• Principals* :Principals* :

– Class (by RIT and/or Alpha), Achievement Status Growth, Class (by RIT and/or Alpha), Achievement Status Growth, Student Progress, Alpha by Grade, School Summary, Student Student Progress, Alpha by Grade, School Summary, Student Growth SummaryGrowth Summary

Handbook— Page 19 MAP Reports

*Complete reports available only at the end of testing window


What’s the difference What’s the difference between MAP classroom between MAP classroom

reports?reports? Teacher Report Class Report

Accessible to teacher within 24-48

hours

Accessible to district coordinator 72 hours after

district testing declared complete

Goal area descriptors

Goal descriptors and/or RIT ranges

Results for current season only

Results show historical data

Accessible via Internet to teacher

Not accessible via Internet to teacher (distributed by district

coordinator)


Accessing MAP ReportsAccessing MAP Reports

Handout – Guide to Accessing Teacher Level Reports

Teachers receive their user name

and password from Principal (from MAP

Coordinator)

Go to https://reports.nwea.o

rg

BondyBondy3586759 ******


Accessing MAP Teacher Accessing MAP Teacher ReportsReports

Handout – Guide to Accessing Teacher Level Reports

Must have Adobe Acrobat Reader loaded

on computer to open the file

35Partnering to help all kids learn Handout – Guide to Accessing

Teacher Level Reports

Accessing MAP Teacher Accessing MAP Teacher ReportsReports


Teacher ReportTeacher Report


Class RostersClass Rosters


Class Rosters – Student Class Rosters – Student ListList


Student InformationStudent Information


Class Rosters – Student Class Rosters – Student ListList


Individual Student Progress Individual Student Progress ReportReport

Handout — Sample Individual Student Progress Report; Annotated Report


Students Not TestedStudents Not Tested






Sample Class Report (Final)Sample Class Report (Final)

RIT: not grade level dependent

NOTE: goal descriptors (HI,AV,LO) ARE grade dependent


Achievement Status Achievement Status Growth ReportGrowth Report


Invalidations and Invalidations and RetestingRetesting

Handbook— Pages 13-15 Invalid Scores and Retesting

•InvalidationsInvalidations

•Invalid test eventsInvalid test events

•RetestingRetesting


Communicating with Communicating with Students and ParentsStudents and Parents

•RIT Reference RIT Reference ChartChart

•Goal structuresGoal structures

Handbook— Page 20 Communicating with Parents and StudentsHandout — RIT Reference Chart; Goal Strand Structure


Individual Student Progress Individual Student Progress ReportReport

Available to teachers with teacher reports


NWEA Monitoring Growth NWEA Monitoring Growth DocumentDocument

What are expected What are expected

RIT and growth RIT and growth

scores?scores?

typical


Monitoring Growth in Monitoring Growth in Student AchievementStudent Achievement

Mathematics Achievement and Growth

250

Handout – Monitoring Growth in Student Achievement

53Partnering to help all kids learnRIT Block Growth Norm

Chart - Handout

11.3 5.4

RIT Block Growth RIT Block Growth NormsNorms


NWEA Learning NWEA Learning ContinuumContinuum

• A useful tool for A useful tool for assisting in assisting in instructional instructional developmentdevelopment

• Can use in goal Can use in goal setting for studentssetting for students

• Helpful for flexible Helpful for flexible grouping planninggrouping planning

1.01


Learning continuum Learning continuum sequence of skillssequence of skills

RIT RIT

Skill Skill <150<150 161-170161-170 181-190181-190 201-210201-210 231-240231-240 241-250241-250

Whole Whole

NumbersNumbers

-Identify fact Identify fact families with families with sums 0-18 sums 0-18 in horizontal in horizontal formatformat

- Subtract - Subtract two # in two # in vertical vertical formatformat

-Subtract a Subtract a 1-digit 1-digit number from number from a 2-digit a 2-digit number with number with no no regroupingregrouping-- Solve - Solve simple simple addition addition word word problemsproblems

-Solve 1-Solve 1-step word step word problems problems involving involving divisiondivision-Divide a 3-Divide a 3-digit or 4-digit or 4-digit # by a digit # by a 1-digit #1-digit #

-Understand Understand the concept of the concept of division using division using pictorial pictorial representationrepresentation- Divide a 2-Divide a 2-digit by a 2-digit by a 2-digit # with a digit # with a remainderremainder

-Divide multi-Divide multi-digit # using a digit # using a calculatorcalculator

N/AN/A

FractionsFractions

-N/AN/A -N/AN/A -Read, Read, shade & shade & write write fractional fractional parts of a parts of a groupgroup

-Add mixed # Add mixed # with like with like denominators denominators with regroupingwith regrouping-Multiply mixed Multiply mixed ##

Divide a mixed Divide a mixed number by a number by a whole # or a whole # or a fractionfraction

Divide a Divide a fraction, whole fraction, whole number, or number, or mixed # by a mixed # by a mixed #mixed #

Multiply a Multiply a whole # by whole # by a fractiona fraction

PercentsPercents

-N/AN/A -N/AN/A -N/AN/A -Write a Write a decimal or decimal or fraction as a fraction as a percentpercent

Find the percent Find the percent one # is of one # is of anotheranother

N/AN/A


The Learning ContinuumThe Learning Continuum

Handout — Sample Learning Continuum page from web

• http://www.nwea.orghttp://www.nwea.org

• Select link: Select link: <Data-Tools><Data-Tools>Learning Continuum

Link

Login

Login:

Learning Continuum

Password:

LCAccess


The Learning ContinuumThe Learning ContinuumAnother

Sample

Report…

Subject : Reading

Subcomponent: Word Analysis and Vocabulary Development

RIT Score Range: 201-210


A Lexile is…A Lexile is…

A unit for measuring text difficulty that is A unit for measuring text difficulty that is linked to the linked to the RIT scoreRIT score, Northwest , Northwest Evaluation Association’s unit for Evaluation Association’s unit for measuring reading comprehension.measuring reading comprehension.

These links allow teachers to use the These links allow teachers to use the student’s RIT score to find books, student’s RIT score to find books, periodicals, and other reading materials periodicals, and other reading materials that will be appropriately challenging for that will be appropriately challenging for each student.each student.


LexileNWEA RIT

205 600

……the level of text that a the level of text that a student can read with student can read with 75% 75% comprehensioncomprehension. For a . For a student with a RIT of 205, student with a RIT of 205, books with a 600 Lexile books with a 600 Lexile provide an excellent match provide an excellent match with the student’s with the student’s instructional readinginstructional reading level. level.

The book, The book, After the Rain After the Rain by by Norma Mazer is a 600L text.Norma Mazer is a 600L text.

The Lexile score The Lexile score represents…represents…


500L

Look at the Lexile as a Look at the Lexile as a rangerange of scores…of scores…

205 600L The teacher might use The teacher might use

the lower part of this the lower part of this range as a target for range as a target for the student’s the student’s – – independent independent readingreading levellevel

The upper part of a The upper part of a 500-650L range 500-650L range might be used for the might be used for the student’s group student’s group reading program – reading program – instructional instructional reading levelreading level

650L

LexileNWEA RIT


}} Guided instruction (+50)Guided instruction (+50) 75% Comprehension75% Comprehension}} Independent (-100) Independent (-100)

500L

600L

650L205

Guided instruction Guided instruction vs. independent readingvs. independent reading

LexileNWEA RIT


Lexile ResourcesLexile Resources

www.lexile.comwww.lexile.com

andand

http://www.nwea.orghttp://www.nwea.org

Select: Select: <<Assessments>, then <Lexile Framework>


Next StepsNext Steps• ““Stepping Stones to Using Data” workshopStepping Stones to Using Data” workshop

• Interpreting your reportsInterpreting your reports• Class and Goal breakdownsClass and Goal breakdowns• Parent conferencingParent conferencing• Putting the data to usePutting the data to use

• ““Climbing the Data Ladder” workshopClimbing the Data Ladder” workshop• Goal settingGoal setting• Differentiating instructionDifferentiating instruction• Planning lessons around the state standards Planning lessons around the state standards

and the Learning Continuumand the Learning Continuum• Lexile in-depthLexile in-depth


•Please complete Please complete the evaluation the evaluation formform

•Place it in the Place it in the designated spot designated spot on the way out.on the way out.

•Thanks!!!Thanks!!!

Help us learn from you Help us learn from you ……

Handout — Evaluation Form


Sound

buttonThis button allows the question to be read in Spanish.

You can add a comment DURING the test event regarding any issues you feel recording.

Allows you to shut down the test, either to RESUME or NOT TO RESUME.

IMPORTANT NOTE: Only use resume if you intend to bring the student back into the test, otherwise this shows up as an “incomplete test event”, which makes it appear as data is missing.

Returns you back to the test in progress.

This is a list of pre-defined codes for invalidation purposes. By selecting one of these codes, the test will AUTOMATICALLY be invalidated.

Some examples could be “Student refused to take the test” or “Student was cheating”.

On PCs, use <Control> <Shift> <P> to move to Proctor Administration Menu.

On Macs, use <Apple> <Shift> <P> to move to Proctor Administration Menu.


These are

PRELIMINARY

scores ONLY!!!

Class reports

will have the

FINAL scores.

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Teacher’s Guide to Measures of Academic Progress MAP

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