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Using NWEA MAP to Support Instruction

2010-11

NWEA MAP to Support Student Instruction.Part 2.DW1011.ppt

Part 2 – Advanced

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Reports We Learned in Part 1

Report Purpose

Teacher Report Provides overview of class achievement

Student Progress Report Charts student growth over time

Student Goal-Setting Worksheet (in “Dynamic Reporting Suite”)

Helps students set individual growth goals

Class by RIT Finds specific learning targets in the “Descartes Continuum” of skills

Class Lexile Report Gives snapshot of each student’s reading level

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Overview of Part 2

1. Revisiting the Teacher Report mid-year (looking at growth for a class)

2. Revisiting the Individual Student Progress Report (looking at growth for each student)

3. Using the Dynamic Reporting Suite4. Using the Achievement Status and Growth

Report (available in hard copy only)5. Building Data Ladders for differentiated

instruction.6. Managing Your Own Further Learning

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New Reports We Will Learn in Part 2

Report Purpose

Student Projected Performance Report (in Dynamic Reporting Suite)

Gives prediction of passing California Standards Test

RIT to Reading Range Report (in Dynamic Reporting Suite)

Brand new this year – expands Lexile Report

Achievement Status and Growth Report

Overview of class growth, in hard copy only

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Revisiting the MAP Teacher Report

In the left side “navigation bar,” select “Teacher Reports.”

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Revisiting the MAP Teacher Report

Use the dropdown menu to select the testing term (now use Winter 2011 instead of Fall 2010).

Click the button which says “View by Goal Descriptors.”

Click “Submit”

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The “median RIT scores” have significance. +/- 3 points from the Overall score indicates possible strength or an area of concern.

Most students have a combination of highs and lows in their Goal Areas (Clusters).

“Spread” of class (10-15 is normal.)

Sample Data

Below: Nat’l mean CA Prof CA Basic

Above: CA Advanced

Refresher from Part 1

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Comparison of summary data, fall to winter, Gr. 6 Reading

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Handout: 2008 Normative Data

Shaded items based on less than 1,000 students, interpret with caution (take with “a grain of salt.”)

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Handout: California Reading Proficiency Tables for WinterTable 1a – Averaged (winter) "RIT cut scores" for California performance levels -Reading      

Grade

Far Below Basic Below Basic Basic Proficient Advanced

 Cut score Cut score Percentile Cut score Percentile Cut score Percentile Cut score Percenti

le

2 <165 165.0   173.5   186.5   196.5  

3 <174.5 174.5   185.0   198.0   207.0  

4 <174.5 174.5   185.5   199.0   208.0  

5 <185.5 185.5   194.5   207.5   217.5  

6 <185 185.0   201.5   213.0   225.0  

7 <195.5 195.5   203.5   215.5   227.5  

8 <198 198.0   211.0   221.5   232.0  

9 <201 201.0   212.5   222.5   233.0  

10 <209 209.0   218.5   230.5   238.5  

Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of

progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut points.

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Comparing Fall to Winter Reading for Your Class/Section - Handout

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Comparison of summary data, fall to winter, Gr. 8 Math

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Handout: 2008 Normative Data

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Handout: California Math Proficiency Tables for WinterTable 5a – Averaged (winter) RIT "cut scores" for California performance levels – Mathematics    

Grade

Far Below Basic Below Basic Basic Proficient Advanced

 Cut score Cut score Percentile Cut score Percentile Cut score Percentile Cut score Percenti

le

2 <167.5 167.5   174.5   181.5   190.5  

3 <175.5 175.5   186.0   194.5   203.5  

4 <182.5 182.5   194.5   204.0   214.0  

5 <193.5 193.5   205.0   215.0   227.5  

6 <197.5 197.5   212.5   225.0   240.0  

7 <201 201.0   217.0   230.5   246.5  

8 <203.5 203.5   222.0   237.0   255.5  

Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of

progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut points.

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Comparing Fall to Winter for Math for Your Class/Section - Handout

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Compare Some Individual Students for Progress - Handout

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Another Look at Specific Skills and the Descartes Continuum

To identify specific skills on which a student or a class may want to focus, select “Class by RIT.”

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Another Look at Specific Skills – Whole Class

1. Choose the test term 2. (“now Winter 2011”)

2. Use the dropdown menu to select the class you want (secondary only)

3. Click “Submit.”

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Another Look at Specific Skills – Whole Class

Your class will probably have moved somewhat, and a different set of skills may be presented.

SAMPLE DATA

This report can be used two ways: to support whole class instruction, or to focus on the needs of individual students or small groups.

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Another Look at Specific Skills – Whole Class

Students are separated into 10 point RIT bands in each “Goal Area,” or “cluster.”

For whole class: select one of your lower Goal Areas, click on the middle of your class, on the words “<all students in cell>”.

SAMPLE DATA

Students are separated into 10 point RIT bands in each Goal Performance area (CST cluster).

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Another Look at Specific Skills – Whole ClassPrior learning “enhance” Getting about 75% right

Current learning “develop” Getting about 50% right

Future learning “introduce” Getting about 25% right

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Another Look at Specific Skills – Whole Class

Review all three columns: Use a highlighter to mark the bullets that you cover,

have materials for and do well on. What’s left (not highlighted) are bullets on which you

still need to focus, obtain resources, etc. You can pool information with colleagues at grade

level/department to determine needs beyond the level of a single classroom.

Revisit the Teacher Report Worksheet (from Part 1) and see if this information helps inform your practice.

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Revisiting Individual Student Progress Report

To find an individual student’s test history, which allows you to see growth over time, click on “Class Rosters”

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Individual Student Progress Report

Select which “pair of test terms” you want. In Fall, do Fall to Fall. In Winter and Spring, do Fall to Spring (but growth scores will not show in Winter).

Select “both” for report type.

You can click on your class name to generate reports for the entire class…

or on one student at a time to see a report for only that student.

Use the “Select Term” dropdown menu to choose the test term you want (in this case Winter 2011 instead of Fall 2010).

Use the “Select Class” dropdown menu to choose the section you want (secondary only)

Student names are listed below in this area.

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Individual Student Progress Report (note: growth comparison does not show for Winter)

Gr. 2

Gr. 3

Gr. 4

Gr. 5

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Individual Student Progress Report – Graphic Version

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Another Look at Specific Skills –Individuals or small groups

Students are separated into 10 point RIT bands in each Goal Performance area (CST cluster).

For specific students: Click on a student or on “<all students in cell>” to see what any individual or small group needs to work on. An individual’s lowest goal performance area may be different from that of the entire class.

SAMPLE DATA

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Another Look at Specific Skills –Individuals or small groupsDescartes can provide helpful focus for interventions for individuals or small groups.

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Another Look at Specific Skills –Individuals or small groups

Print separate Descartes pages for these students’ target goal performance areas.

Use them to guide intervention activities. Pre-teach topics in areas where the entire

class will focus in coming lessons. Work with students on specific bullets within

the student’s lowest goal area.

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Using Dynamic Reports

Click on “Dynamic Reports”

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Using Dynamic Reports

Click on the words “Dynamic Reports” in grey box.

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Dynamic Reporting Suite – Things to Know

1. If you use the browser’s “back” button (left arrow) and you get a page which says “page expired:” click “Reload current page” (Firefox) or “Refresh” (Internet

Explorer), and then click the option to “Retry” if it is offered.

If you are still stuck, click on the green words “Return to Reports Site” which appear mid-screen.

2. If using Internet Explorer 8 or higher, you will be prompted to use “compatibility view.” Directions will be given on-screen.

3. In Dynamic Reports, Winter scores show ONLY in the “Student Goal Setting Worksheet.” All the data will be for Fall until the Spring testing begins. After Spring testing begins, Spring data will show.

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Revisiting the Student Goal Setting Worksheet

Click on “Student Goal Setting Worksheet.”

Click here if you ever need to get back to main menu

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Student Goal Setting Worksheet

1. Use the dropdown menu to select the term pair: “Fall 10 – Spring 11.” This is very important to get the correct goal for each student.

2. Click the button “Limit by Class.”

3. Click “Run Document.”

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Student Goal Setting Worksheet

1. Highlight the class you want (secondary only)

2. Click on the little arrow to move the section into the box on the right.

3. Click on “Run Document.”

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Student 1

New for Winter

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Student 2

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Student 3

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Student 4

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Still in Dynamic Suite – Teacher/Class Overview

Click here to look at “projected CST performance”

Click here for a User Guide

Sample Data

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Still in Dynamic Suite – Projected Performance on CST

Sample Data

Reports for New Haven will show projected performance from Fall scores to the coming Spring on the California Standards Test.

Right click here to re-sort (works for any column)

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Still in Dynamic Reports - RIT to Reading Range (expands Lexile)

Sample Data

Click here for links to booklists

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Still in Dynamic Reports - RIT to Reading Range (expands Lexile)

Sample

Data

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Click on a book icon, and get a list of resources

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Achievement Status and Growth Report

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Achievement Status and Growth Report

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Achievement Status and Growth Report

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Building Data Ladders -Building Data Ladders -OverviewOverview For a concept and its relevant state

standard, determine:

What is it that all of my students know?

What is it that most of my students know?

What is it that a few of my students know?

What is it that none of my students know?

Copyright NWEA

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Building Data Ladders - Building Data Ladders - SampleSample Geometry – Properties of two and three dimensional objects

(points, rays, lines, and angles including congruency, similarities and transformations)

201-210: Identifies right angles

211-220: Identifies geometric transformations (rotations)

231-240: Understands meaning andrepresentation of a dilation

241-250: Identifies symmetry of a sphereNone

191-200: Identifies figures with line symmetrical parts

All

Copyright NWEA

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Building the Instructional Building the Instructional Ladder – Steps , Gr. 3 ReadingLadder – Steps , Gr. 3 Reading

3. Match the RIT bands of groups of your students to DesCartes statements for that subgoal.

2. Within that Area, identify a Descartes subgoal which matches your current class work. Example: Summarize, Identify Answers, Main Idea (similar to CA standard 2.3 on identifying answers in the text).

1. Identify the Goal Performance Area you want to address, given your class data. Example: Comprehend & Analyze Text.

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Sample Ladder for 3rd Grade Reading (Three Levels)

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Sample Ladder for 3rd Grade Reading (Three Levels), Cont.

Subject: Reading, Gr. 3Goal Perf. Area: 2.0 Reading ComprehensionSubgoal: Summarize, Identify Answers, Main IdeaState Standard: 2.3 Identify answers in text

RIT Range for highest group of students: 191-210DesCartes Skills: Locates information in literary passages containing long,

complex, or incomplete sentences Locates information in informational passages containing

long, complex, or incomplete sentences, containing more difficult vocabulary

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Sample Ladder for 3rd Grade Reading (Three Levels), Cont.RIT Range for middle group of students: 171-190DesCartes Skills: Locates information in short literary passages (1 to 3 paragraphs,

complex sentences) Locates information in passages (3 to 10 sentences) of

informational text containing 1 to 6 compound or incomplete sentences or sentence construction containing prepositions, compound subjects, or objects

RIT Range for lowest group of students: 151-170DesCartes Skills: Locates information in short literary paragraphs (5 to 6 simple

sentences) Locates information in short passages (1 to 3 sentences) of

informational text containing simple sentence construction

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Sources for Other Examples of Ladders

NWEA has provided a wide range of examples of instructional ladders for various grade levels and subject areas.

Handouts of these will be available.

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Some Things to Remember RIT scores come with a standard error of measurement, usually

+/- 3 points. If a student took the test again, the score would fall within this 6-point range about 2/3 of the time.

RIT scores are meant to be used in conjunction with at least two other pieces of information. “Triangulation” is helpful in making decisions about instruction and placement.

Our expectations may influence how we relate to students. If a student is “projected” not to be proficient on STAR, it doesn’t mean they will never get there--but they might need extra help.

RIT scores are constantly changing, and…it’s all about GROWTH.

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Managing Your Own Further Learning

Log on to the self-paced “Knowledge Academy” by going to http://learning.nwea.org/knowledgeacademy. You can create an account with its own password.

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Managing Your Own Further LearningClick on “Course Catalog” to see the current selection of four courses.

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Managing Your Own Further LearningYou can take these for district professional advancement credit.