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Foundational Understanding of MAP & Reports-1st PD Given at MLK in PLCs (Feb 2018)

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Foundational Understanding of MAP & Reports-1st PD Given at MLK in PLCs (Feb 2018)

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Slides for Staff Activity to Review Your Data-2nd PD Given at MLK to whole site (April 2018)

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Slides for Staff Activity to Review Your Data-2nd PD Given at MLK to whole site (April 2018)

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Correlates with the document below

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Reflection Document for Staff Activity to Review Your Data-2nd PD Given at MLK to whole site (April 2018)

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Reflection Document for Staff Activity to Review Your Data-2nd PD Given at MLK to whole site (April 2018)

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Correlates with the slides above

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Description

Shows a student's test history and growth projections in the selected subject areas for a specific period of time so you can discuss the student's goals and celebrate achievements.

Applicable Tests

MAP Growth and MAP Growth K‑2.

Up to 2 years prior, for tests completed within your test window range (set under Manage Terms)

Video Overview

Tips for the Worksheet

Growth measured may span up to five terms.

In the fall, start a conversation with the student using the Overall RIT and Projected RIT and determine where the student stands with regard to goal areas. You could focus on a goal area in the student's action plan, particularly if you plan to emphasize instruction in that goal area.

Can be a reference to help celebrate achievements at the end of the school year.

Projected RIT

RIT projected from the first to second test event when a test event is in the initial term. Norms data are used to calculate projected RIT from the growth test event in the initial term of the growth comparison period, projected to the final term of the growth comparison period.

My Goal

A place to record the student's individual goals that may be above or below typical growth.

RIT Growth

The student's RIT point growth from the start term to the end term. If the end term testing is not yet completed, an asterisk appears.

Overall RIT Score

The student's RIT score for each term in which the student has a growth test event in the subject, regardless of the test the student took. For example, suppose a student took a Math 2-5 test in the fall and a Math 6+ test in winter and spring. In this case, the worksheet shows an Overall RIT Score for each of the three terms.

Goal Performance

Shows the RIT score range for each instructional area ("goal performance"). Color codes indicate the performance relative to the student's overall score:

Green indicates that the median of the goal score range is more than 3 RIT points above Overall RIT Score. In the above sample, Foundational Skills is green because 224 (median between 219-229) is 8 points above 216 (overall score).

Yellow indicates more than 3 RIT points below the Overall RIT Score. In the above sample, Literature is yellow because 209 (median between 205-213) is 5 below 216 (overall score).

White or gray indicates a RIT range within 3 RIT points of the overall RIT.

Note: Only test events that are consistent with the last test taken in the growth comparison period appear. For example, suppose a student took a Math 2-5 test in fall and then took a Math 6+ test in winter and spring. Only the test scores from the Math 6+ test events in winter and spring would appear on the report, because the goals were different in the fall term and are not comparable.

If an asterisk (* or *‑*) appears: The goal performance cannot be calculated. The student may have answered too many items incorrectly or too few items may have been available in the RIT range assessed.

Lexile® Range

This range appears when the student has taken a reading test. You can use it with online resources to identify appropriately challenging books, periodicals, and other reading material for each student. LEXILE ® and METAMETRICS ® are trademarks of MetaMetrics, Inc., and are registered in the United States and abroad.

Student Action Plan

A place to plan activities and strategies for the student to follow for improved performance in specific goal performance areas.

Options for Generating a Student Goal Setting Worksheet

-Jump to report sample above-

Term Rostered: List of terms in the current and previous academic years in which students, instructors, and classes are rostered in your district. For example, an instructor can view a student's test results from a previous term when the student was in another class. The default setting is the current term.

School, Instructor, Class, and Student: The choices you have depend on your MAP role. The Assessment Coordinator can choose from across the district-wide. Other roles are limited to assigned schools and classes.

Growth Comparison Period: Sets the initial and final testing terms for measuring growth shown in the "Growth Measured from" period on the report. Default selection depends on the roster term selected rather than current term. For example, if the term rostered begins in the fall or winter, the default growth comparison period is fall to spring in the same academic year. If the term rostered begins in spring, the default growth comparison period is spring to spring for the same academic year.

Subject: List of subjects you can show on the report.

Download Student Goal Setting Worksheet Template: Link to a blank Student Goal Setting Worksheet you can use to set goals and action plans for any student.

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Description Shows a student's test history and growth projections in the selected subject areas for a specific period of time so you can discuss the student's goals and celebrate achievements. Applicable Tests MAP Growth and MAP Growth K‑2.

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Why Understanding Growth is Important
As NWEA prepares to release 2015 norms this summer, I am exploring the thoughtful use of norms in a series of four posts. The first post focused on understanding what norms are and how to judge the quality and usefulness of normative data. The second post explained what status norms are, how to interpret them, and how they may be used to make decisions about students. The third post explored how NWEA leverages our norms data to link to instructional content. In this final post, I will focus on growth norms both for the individual and for the school.

An understanding of growth as captured in growth norms provides an important context for evaluating programs and for evaluating claims about the efficacy of potential new programs. Many curricular providers offer case studies that follow a pre-test/post-test model and then determine if the change between the two scores is statistically significant. Some have even used MAP data in this way. Focusing on the change from pre- to post- test can be misleading, as growth may occur with or without the curriculum product, so it can be difficult to assign attribution for the growth. The real questions educators want answered are:

Did students show more or less growth than expected?

Did students do better than they would have had we not implemented this program?

For what percent of the students was this instruction successful?

Student Growth Norms
NWEA growth norms provide the tools that MAP partners need to answer these questions. Partners can see how much each student grew and where that growth is in terms of a percentile for each student. Aggregating that data provides the most useful information for judging a program's effectiveness. I acknowledge that there are many other factors in judging efficacy of a program or in evaluating potential new programs, but simply note my focus here is norms. But looking at a program's usefulness through the lens of either student or school growth norms makes the most sense. In looking at evidence for new program adoption, educators should discount evidence that simply compares pre and post test scores to claim success.
School Growth Norms
The real power of MAP and MPG is in measuring growth over time and in being able to compare each student's measured growth to growth norms. NWEA makes this easy for educators by offering the Conditional Growth Index (CGI) which allows for comparisons based on subject, grade-level, starting RIT and instructional weeks. Using growth norms, teachers can not only determine whether a student met or missed a target, but also where that student's growth stands in comparison to other students with similar starting RIT scores and weeks of instruction-percentile rank. Accounting for instructional progress in growth norms is something only NWEA offers. Growth norms provide teachers the necessary context for setting individual student growth targets, a powerful way to help students take ownership of their own learning. With the 2015 norms release, NWEA will provide a table showing mean growth for each grade through grade 8 for three time periods: fall > winter, winter > spring and fall > spring. Each mean will be accompanied by the standard deviation. The standard deviation gives a good indication of how clustered the range of student growth is around the mean score.
Better and Easier
NWEA is providing school level norms for 2015 in a manner that is much easier to use. In the new reports educators will no longer need to use the Achievement Status and Growth (ASG) calculator in the ASG Summary Report, and school norms will be built into the Student Growth Summary Report. Though the reports will eliminate having to rely on the calculator, it will still be available. School level norms are useful to compare the performance of one grade to the performance of the same grade as in the national norms. The school level norms provide a conditional growth index (CGI) which accounts for instructional weeks for each grade and a percentile for the CGI to make the comparison straightforward. School norms are a particularly useful - and really a fairer - way to compare groups and to compare the performance of a group over time because group performance is much harder to change than individual performance. The 2015 growth norms cover six periods, up from four in 2011. NWEA will provide a table showing school mean growth for each grade through grade 8 for three of those time periods: : fall > winter, winter > spring and fall > spring. Each mean will be accompanied by the standard deviation. The standard deviation for a grade level is much smaller showing that grade level scores are more clustered around the mean than individual scores, emphasizing the point that group scores are harder to change.

NWEA understands the importance of our norms data. With each release of the norms, we try to offer the highest technical quality data we can by incrementally improving our psychometric processes. In the 2015 release we have also made strides in making the data easier to access and use.

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School and student growth norms - How much should we grow? #MAPtest

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Why Understanding Growth is Important As NWEA prepares to release 2015 norms this summer, I am exploring the thoughtful use of norms in a series of four posts. The first post focused on understanding what norms are and how to judge the quality and usefulness of normative data.

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By using MAP tests, your schools can gain insight into the growth of all students, both low and high achievers. What makes it possible is the NWEA MAP Norms study, which is representative of schools across the nation.

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Google slides Mrs. Spence shared to Math and ELA to administer the Map Growth Assessment

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A RIT score indicates the difficulty level at which the student is answering about 50% of the
questions correctly. Although it is possible to score as high as 265 or more on the reading test
and 285 or more on the math test, 240 (reading) and 250 (math) are typical top scores.

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How Does the Lexile  Correlate to RIT and Grade Level?

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How Does the Lexile  Correlate to RIT and Grade Level?

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How do Math RIT Scores Correlate with Grade Level Expectations?

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How do Math RIT Scores Correlate with Grade Level Expectations?

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How do Reading RIT Scores Correlate with Grade Level Expectations?

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How do Reading RIT Scores Correlate with Grade Level Expectations?

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17-18 map reading grade level scores (1)

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Measures of Academic Progress® (MAP®) are K - 12 interim assessments that measure growth, project proficiency on state accountability tests, and inform how educators differentiate instruction, evaluate programs, and structure curriculum. Computer adaptive MAP assessments reveal precisely which academic skills and concepts the student has acquired and what they're ready to learn. MAP assessments are grade independent and adapt to each student's instructional level.

MAP data is powerful and can be put to great use to improve instruction and student learning. Here are six ways MAP data can help students and teachers alike:

1. Compare and predict student achievement. Using exclusive normative and growth information MAP assessment data can be accurately used to compare and predict student achievement.

2. As a universal screener/RTI placement. MAP assessments adapt beyond grade level to find the true level of a student's performance, helping educators identify at-risk students and build a learning plan. MAP assessments received the highest possible rating for classification accuracy, and high ratings in all other categories, from the National Center on Response to Intervention (NCRTI).

3. For differentiated instruction. Students within the same grade often perform at different grade levels, and educators face the challenge of ensuring that every child-from highest to lowest achievers-continues to grow. MAP data make it easy to identify learning levels so teachers can engage in differentiated instruction and skill-based grouping that leads to positive results for every child.

4. For student goal setting. Students become more committed to the learning process when they can set goals and see results. Using the Student Goal Setting worksheet and other MAP tools, it's easy for teachers and students to build an action plan together, and for parents to become engaged in the process.

5. To predict proficiency. MAP provides information on where students are performing on individual state and Common Core standards, so test results can be used to project proficiency on high-stakes tests. MAP includes technology-enhanced item types and features that allow for deep assessment of reading, language usage, and mathematics comprehension, and increased cognitive complexity, or Depth of Knowledge, enabling students to demonstrate evidence of their learning.

6. For parent communication. MAP helps parents see where students are starting from, and track their growth over time.

Teachers depend on MAP data to help them streamline teaching strategies and provide differentiated instruction, and to create flexible grouping across the classroom. School and district leaders use MAP data to evaluate programs and monitor school and student performance relative to growth, proficiency, and norms. District decision makers rely on MAP data to aid in resource management, help determine performance trends by grade and school, and compare local student achievement to the national scale. MAP data can help all of these stakeholders make the tough decisions necessary to improve student learning.

Please, share your thoughts on our Facebook page, or send us a message via Twitter (@NWEA).

Joi brings passion, creativity and a desire to communicate effectively to her role as the Community Engagement Manager at NWEA. In what seems like another lifetime, she "herded cats" on various college campuses while also proactively growing her technological skills in SQL, HTML and web content management systems. Joi received her Masters in Higher Education Leadership from the University of Nevada, Las Vegas and a Bachelor of Arts in Psychology from Whitworth University. When not at work, she enjoys exploring the beauty of the Northwest with her family. However, Joi still has not found mountains that can compare to those in her home state of Alaska.

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Six Ways MAP Data Can Help Students and Teachers

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Measures of Academic Progress® (MAP®) are K - 12 interim assessments that measure growth, project proficiency on state accountability tests, and inform how educators differentiate instruction, evaluate programs, and structure curriculum. Computer adaptive MAP assessments reveal precisely which academic skills and concepts the student has acquired and what they're ready to learn.