Presented by

Brian Seligman, Director of Information Systems, Data and Technology

Anne Abrams, Tisha Colangelo, Ann Marie Dobransky, Christine Gallagher, Stephanie Goldman, Jayne Marraccini, and Donna

Murphy

With Special thanks to Michael Greenfield, Chandana Neureuther, Christine Dickinson, Janice Varmon, Colleen Bertolino, and Johnna

Williams.

Using MAP Data to Inform InstructionPresentation to the Harrison Central School District

February 6, 2014

NWEA’s MAP Assessments

MAP (Measure of Academic Progress)

What is the MAP assessment?

What is an Adaptive Test?

Why another Test? Focus on data to improve reading and math skills

Harrison MAP data…So what? Now what? Proficiency Projections

How are our teachers using MAP data to inform instructional planning?

What is the MAP assessment?A Tool for Teachers

Created by teachers for teachers, MAP assessments provide detailed, actionable data about where each child is on their unique learning path.

It’s information teachers can use in the classroom to help every child, every day. Data Literacy – Connect knowledge of student data to instructional planning.

Aligned to the common core. (Test assesses the same standards)

Reading and Math skills and content are assessed multiple times each year.

How is this test different? Adapting the Test to the Student

MAP dynamically adapts to a student’s responses – as they take the test.

Answer a question correctly and the test presents a more challenging item.

Miss a question, and MAP offers a simpler item.

MAP identifies a student’s “Zone of Proximal Development”

What data do we get from MAP tests?

Scores between 100 and 300

Compare students across grade levels and compare students against a national average

Stable over time (NWEA’s MAP tests began in 1997)

Allows us to assess change (growth) over time How do we know students are learning?

Why more testing?

MAP is a predictive tool. Predict proficiency Identify “at risk” students Adjust programs to fit the needs of students Identify needs of all students and inform teaching

practices

MAP can measure progress over time Individual student progress Cohort/Program progress

A closer look at Harrison Data

History of MAP testing in Harrison.

2007-2008 MAP testing was introduced to LMK. Initially testing was conducted once per year. Increased to twice per year in 2010-11.

2012-13 MAP testing was introduced K-5.

Analysis of MAP data and State Test data revealed a correlation.

Let’s take a look…

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Fall MAP percentile vs. Spring SED scale scoreGrades 3-8 (1608 students)

Level 1Low Level 2High Level 2Level 3Level 4

MAP %ile

SED

Scal

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2013

SED Levels

97% of all students who scored below the 50th %ile on MAP Reading scored

Level 1 or 2

92% of all students who scored above the 50th %ile on MAP Reading scored a

high Level 2 or better

How can we use MAP data?

Teachers use MAP data to determine student readiness. MAP data can be broken down by subject and strand to provide

teachers with the information they need to better differentiate. Reading is broken down into Literature, Informational Text

and Foundations/Vocabulary. Math is broken down into Algebra, Geometry, Numbers and

Operations and Measurement.

***Same way the Common Core State Standards are arranged.

Teachers use MAP data to inform instructional planning. RTI (Response to Intervention) Flexible Grouping Differentiation Focused Instruction

Response to Intervention

Before MAP data, teachers used NYS test results and reading assessments to identify students in need. State data-cutoffs unreliable Feedback generic to the levels 1,2,3,4 Local assessments can be subjective

With MAP data, teachers have a third, current and informative data tool to confirm the placement of students in the RTI framework. Tier 1- students who are performing at grade level Tier 2- students who are struggling with grade level material Tier 3- students who are significantly below grade level

C. Gallagher

Response to Intervention

Identifying Tier 2 students using MAP Teachers can provide support that targets the deficits

these students are facing Through the use of DesCartes, teachers can tailor the

small group instruction to meet the students’ needs.

C. Gallagher

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MAP %ile

SED

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Tier III

Supports include:ESL, Reading, AIS,

Resource Room

Tier II

Supports include:Classroom

interventions, low intensity AIS

Tier I

Sample 5th Grade class – Fall 13 MAP %ile with Spring grade 4 ELA Score

C. Gallagher

Flexible Grouping

Teacher Reports

Class by RIT

DesCartes

A. Dobransky

Teacher Report – Sample Data

***Sample Data – Not Harrison students

A. Dobransky

Class by RIT – Sample Data

***Sample Data – Not Harrison students

A. Dobransky

Differentiated Instruction

A. Dobransky

Targeted Instruction DesCartes

Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.2

D. Murphy

Intervention Resources

Focused Instruction

Focused Instruction for Main Idea and Inferencing

Timely data allows us to be attentive to specific skills.

Example – Launch of Nonfiction Unit – Reading Informational text

J. Marraccini

How do we use text features to determine the main idea of a nonfiction article?

Text has been omitted. Children are focused on the text features.

After the information from the text features have been charted, the text is revealed.

J. Marraccini

Differentiated for High Readiness

Know where to start Fountas &Pinnell testing F & P reading levels are used to support guided reading.

Make partnerships

Gain a better understanding of who is struggling/excelling in math

Create challenges for high readiness students

A. Abrams

Student Involvement

Student selected goals

Reflection

Tracking growth

S. Goldman

Student Reflection

S. Goldman

Charting Learning

S. Goldman

What our teachers are saying… Kimberly Salvatore “Using the class by RIT reports, DesCartes, and teacher report data,

we have created need-based groups for literacy/math centers (intervention time).  We are also in the process of coordinating lessons with our school Library Media Specialist.  Once coordinated, students will have the opportunity to practice skills on iPads.”

Chandana Neureuther “I have been using the MAP data to print out the DesCartes for my struggling students strand by stand and highlighting skill areas where they have voids.  This work has been done during IE time in my classroom.  I group students according to these DesCartes' needs as well as use them to inform partnerships.”

Christine Dickinson “I have been able to turnkey some of my learning with my colleagues at Purchase. Some of the most useful features include the progress charts that show the kids’ scores over the past two years as well as the line graph. The class RIT band charts have been helpful with grouping kids and of course the DesCartes lists of skills give you some kind of starting point once you decide which area would be most beneficial to target.”

Janice Varmon “I used the MAP results to help with making groups for Literacy Centers so that each child will work on specific skills they need to work on.”

Colleen Bertolino and Johnna Williams “Using the DesCartes generator we are able to determine exactly what these students are ready to learn next. This has helped us differentiate instruction for those students during Literacy Time. In addition, we use this during Writer's and Reader's Workshop within our conferencing and guided reading to guide instruction.”

Questions?