Stepping Stones to Using Data. Setting the Stage Welcome/Introductions Structure for the day Materials review 2 A M R A M Materials Reports Activity Web

Stepping Stones to Stepping Stones to Using DataUsing Data

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

08/10/09

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 Reference chart

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

Topics for TodayTopics for Today

Applying MAP™ Data and Resources

Guided Lab Experience What’s my plan?

Essential Reports?

Examining Key Reports Recorded Differentiated

Reports Activities Plan

Essential Reports Examining Key Reports Recorded Differentiated


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

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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.

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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. Visual picture of diversity

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

Identifies content at students’ instructional level.

10 point RIT divisions: Skills

Concepts

Applying DesCartesApplying DesCartes

19Workbook pp. 8-9

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Interpreting the Teacher ReportInterpreting the Teacher Report

Student Data Test Type

Standard Error

RIT/RIT Range

Percentile/Percentile Range

Lexile

Goal Performance Area

Summary Data Mean/Median

Standard Deviation

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

Norm Group Average

Student Growth

Typical Growth

Descriptors

Key point on the graph version

Grade(G/x)


Applying the Online Individual Applying the Online Individual Student Progress Report Student Progress Report

Parent Conferences DesCartes Framework

Normative Data

State Proficiency Tables

RIT Reference Charts

24Workbook pp 12-13

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Dynamic Reporting SuiteDynamic Reporting Suite

25Workbook p. 14M

Interpreting and Applying the Interpreting and Applying the Student Goal Setting WorksheetStudent Goal Setting Worksheet

Conference with each student

Review performance Celebrate success

Set content goal

Set growth goal

Make a plan The teacher will _____.

The student will _____.


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Dynamic Reporting Suite: Dynamic Reporting Suite: Lexile Report and Individual Student BooklistLexile Report and Individual Student Booklist

27Workbook p. 16M

LexileLexile

Doesn’t evaluate: Genre

Theme

Content

Interest

Quality

28Workbook p. 17M

W www.lexile.com

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A Lexile Range RepresentsA Lexile Range Represents

LexileNWEA RIT

600L

750L

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


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


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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


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Growth in ContextGrowth in Context


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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


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

37Workbook p. 24

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Topics for TodayTopics for Today



Essential Reports Examining Key Reports Recorded Differentiated




Intended AccomplishmentsIntended Accomplishments

Access and apply key online reports and resources

Exercise new learnings through practical application

Create a plan to communicate and share data with all stakeholders

39Workbook p. 1M

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Taking StockTaking Stock

Disag

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Agree

1. I am accessing MAP reports and resources independently.

2. I regularly use MAP data and related resources to inform my instruction.

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Guided Lab ExperienceGuided Lab Experience

Tour of Online Reports and Resources

Application Activities/Product Sharing

41Workbook pp. 1-16

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Welcome Back from the Lab!Welcome Back from the Lab!

Let’s continue…



Sharing DataSharing Data

Who needs information about our data?

What’s our plan for communication? Students

Parents

Colleagues

Other stakeholders

43Workbook p. 17M

Connecting with Students and Connecting with Students and ParentsParents

Student Goal Setting Worksheet

Individual Student Booklist Report

Online Individual Student Progress Report

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Connecting with ColleaguesConnecting with Colleagues

Interpreting and applying data

Using resources

Communication

Professional development


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Professional Development Support Professional Development Support

Online Trainings Available at NWEA web site

Climbing the Data Ladder

Growth and Goals

Custom Training

Consultative Days

Modularization Options

NWEA Annual Summer Conference

State and Regional Members Groups

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Knowledge Academy CoursesKnowledge Academy Courses

Online, self-paced courses

Professional Development related to: Accessing and understanding data

Instruction, curriculum, program


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Consider how you will implement what you’ve learned:

Access and apply key online reports and resources

Exercise new learnings through practical application

Create a plan to communicate and share data with all stakeholders

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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

Stand in the FutureStand in the Future

What will your realized plan look like?

How will you make the plan visible?

What evidence of success will we see?

How will you celebrate your success?

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Help Us Learn From You Please complete the

evaluation form and leave it in the designated location.

Thank you for your attention and hard work.

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Documents

Stepping Stones to Using Data. Setting the Stage Welcome/Introductions Structure for the day Materials review 2 A M R A M Materials Reports Activity Web