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Deepening Our Professional Understanding of NWEA MAP Data

Deepening Our Professional Understanding of NWEA MAP Data. Meet “Sally” Profile: 3 rd grade female student. Fountas and Pinnell Level M misses inflectional endings multisyllable words inferences text feature/structure (nonfiction) Fall MAP score (reading) – 193

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Deepening Our Professional Understanding of NWEA MAP Data

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  1. Deepening Our Professional Understanding of NWEA MAP Data

  2. Meet “Sally”Profile: 3rd grade female student Fountas and Pinnell Level M misses inflectional endings multisyllable words inferences text feature/structure (nonfiction) Fall MAP score (reading) – 193 low average word analysis/vocabulary

  3. Help “Sally” • Fountas and Pinnell Continuum • Level M Word Study • flexible ways to solve words while maintaining good pace • infer causes/outcomes of problems • MAP DesCartes and RIT Ladders • suffixes and prefixes • makes inferences based upon supporting details PURPOSE: Using data to deepen literacy instruction.

  4. NWEA Measures of Academic Progress (M.A.P.)Discussion With Parents

  5. Situation: Parent is concerned about M.A.P. scores. • Call your school psychologist for support at any time!

  6. Information to Gather Before Responding to Parents: • Fountas & Pinnell Benchmark Assessments, • District Writing Assessments, • RSA’s (Recognizing Student Achievement) for Math & Common Unit Assessments, • All classroom performance assessments, • Previous M.A.P. scores, etc.

  7. Determine how the current M.A.P. scores fit with the overall pattern of the student’s achievement over time.

  8. Is the student functioning below the 30th percentile rank?

  9. Does the grade level team believe the student is progressing well with the supports given, or are additional supports needed?

  10. Does the DesCartes feature of M.A.P. offer ideas about skills and concepts that the student may be ready to learn?

  11. Some of the Many Possible Responses to Parent Concerns About M.A.P. Scores: Case #1: “Your child’s recent M.A.P. scores show that he/she is functioning within grade level standards (above the 30th percentile rank). The current M.A.P. scores are consistent with past M.A.P. scores, other test scores, and classroom performance. Your child is progressing well and this conclusion is supported by the trends in all of the various test scores for your child that I’ve reviewed.” (Show parent graphic organizers to help explain the concepts of “above the 30th percentile rank” and “trends.”)

  12. Case #2: “These recent M.A.P. scores do seem to be unexpected scores for your child. However, after reviewing your child’s score history on a variety of assessments and conferring with my grade level team, it seems that these recent M.A.P. scores do not reflect the good progress that we know your child is making. It’s possible that (s)he just had a rough testing day. We will keep a close watch on your child’s progress to be sure that (s)he’s receiving any needed support.” • Explain how students who are typically achieving well in school can have an unexpected, poor test performance due to any number of factors, including sickness, temporary stress, distractions, room temperature, fatigue, etc. Test results for young children can vary widely.

  13. Case #3: “Yes, your child does continue to function below grade level standards in _________ (e.g. reading). However, after conferring with my grade level colleagues, we’re pleased with his response to ____________ (e.g., Primary Reading Intervention Services). As I analyzed his responses on the M.A.P. test (using the DesCartes feature), I picked up some clues about instruction that might help him. I’ll be sharing this at my grade level team meetings. We’ll continue to monitor his progress closely.”

  14. Case #4: “Yes, your child does continue to function below grade level standards in reading/math despite the ongoing efforts of our grade level team. This same pattern of weakness is shown on other assessments. I’m planning to bring these concerns to my grade level team, and consult with other specialists on our Response To Intervention Team, so that we can plan additional supports for your child.”

  15. Case #5: “This is quite a puzzle! I’d like to schedule another meeting to include our school psychologist to see if she can help us interpret these scores and facilitate our discussion about what might be needed next.”

  16. Summary: • Remind parents that educational decisions should never be based on a single test score. • Looking at multiple data sources is critical to effective instructional planning. • Seek to affirm parents, while putting their concerns within an appropriate context. • End the parent discussion with an invitation to partnership in monitoring and planning for the student.

  17. Finding the Data https://reports.nwea.org Log in using your log in name and password. • Teacher Reports • View by RIT Ranges • View by Goal Descriptors

  18. Teacher Report – RIT Ranges

  19. Teacher Report – Goal Descriptors

  20. Finding the Data • Class Rosters • Click on a student ID number for that student's information. • Click on a student's name to retrieve a Student Progress Report. • Click on the class name to get a PDF file with all of the Student Progress Reports for this class.

  21. Student Report

  22. Finding the Data • Class by Subject • Select Subject – Reading or Math • Select Grouping – Choose Test Name, Ethnicity, or Gender • Select Sort Order – Choose Student Name (alphabetical order) or Test RIT (RIT in ascending order)

  23. Finding the Data • Grade by Subject • Select Subject – Reading or Math • Select Grouping – Choose Test Name, Ethnicity, or Gender • Select Sort Order – Choose Student Name (alphabetical order) or Test RIT (RIT in ascending order)

  24. Finding the Data • Class by RIT • Select your class and press submit. • Your report will show RIT bands for Reading and Math • Click on Mathematics to get strands of math by RIT • Click on Reading to get the strands of reading by RIT

  25. Class breakdown by overall RIT

  26. Class by RIT – Interactive Report • For DesCartes in a strand of reading or mathematics • Click on a student name • Scroll down to second page • You will see 3 RIT skills / concepts for each strand – to enhance, to develop, to introduce • Use these RIT skills / concepts for • Individual student • Small group • Whole goal area

  27. Illinois DesCartes (“day-cart”)

  28. Printing Tips • Click “Create a PDF report of the chart below, click here.” • In some cases you may want to deselect for “Create PDF for printing on Legal Size (81/2 X 14) paper if you want to print on Letter Size (8 ½ X 11) paper. • In new printer box, click on the printer icon.

  29. Online RIT Activities:Example: Math Number Sense RIT Band 191-200 Ordering Numbers Permission Granted from CCSD89 to Share the Following: http://www.ccsd89.org/index.php?option=com_content&task=view&id=1699&Itemid=256 Please preview all activities in a child’s RIT range prior to placing him/her at this site.

  30. Goal Setting and MAP • Here’s what’s happening in d41 • Individual student goal setting • Sarah Rodriguez: Kindergarten Goal Setting in Literacy • Melinda Keller: Second Grade Goal Setting • Dee Dee Aldrich: Fourth grade • Whole class goal setting • Wayne Wittenberg: Example of Whole Class Goal Setting • Wayne’s Previous Students: Kailey Schmidt and Lucy King

  31. STUDENT GOAL SETTING FORMS • Go to NWEA.ORG • Look up top in gray: REPORTS LOGIN • Input your username & password • Left-hand column under Data-Tools: DYNAMIC REPORTS (Click it once, then scroll to bottom of the page and click the gray Dynamic Reports button again) • Left-hand column under Report Links: STUDENT GOAL SETTING WORKSHEET • To Print: Look at top left and choose the PDF icon • Then Print.

  32. Student Goal Setting

  33. Teacher-Made Goal Setting Forms • Go to Ellyn 2. Choose Curriculum • 3. Sign In 4. Go to Assessment • 5. Scroll to the bottom • to access goal setting forms • http://www.d41.org/curriculum/staff/assessment/staff_assess_nwea-map.asp

  34. Next Steps: Afternoon Implementation • D41 expectations re: goal setting • Data teams process at home buildings in Literacy and Math Thanks to: d41 Video Productions, Dee Dee Aldrich, Midge Brotnow, Laurie Campbell, Karen Carlson, Jeanne Chmelik, Patty Corwin, Ken Harbauer, Mary Hornacek, Melinda Keller, Linda Puetz, Sarah Rodriguez, Kirk Samples, Stacy Slater, Suzie Smith, and Wayne Wittenberg. To Access this Presentation Electronically, Go to http://www.d41.org/curriculum/staff/assessment/staff_assess_nwea-map.asp

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