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Setting MAP Goals

Setting MAP Goals. Grades 7 – 10. Key Ideas to Review and Understand. Typical Growth Projections are norm referenced based on average performance of all students nation-wide who have taken the test who are in the same grade level and received the same score in that test cycle.

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Setting MAP Goals

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  1. Setting MAP Goals Grades 7 – 10

  2. Key Ideas to Review and Understand • Typical Growth Projections are norm referenced based on average performance of all students nation-wide who have taken the test who are in the same grade level and received the same score in that test cycle. • Typical Growth Projections are not based on the previous performance of the individual student. • Students who start at a lower level, tend to grow more. Students who start at a higher level, tend to grow less. This is why there is a standard deviation number next to each mean, indicating the number of points the typical growth may fluctuate, depending on the student’s most recent score.

  3. MAP Student Growth Norms

  4. Disclaimer

  5. Setting Goals – *Don’t lose status percentile… The Sky Really is the Limit • Who is this? • Student consistently performs in the blue and shows growth. • Setting the Goal • Consider: • If student grows at the “norm”, he will still drop from the 91st to the 90th percentile. • The higher a student performs, the lower the growth. • *Unless the student’s status percentile will fall if the goal is not increased, it would not be unreasonable to keep the growth goal at the default. If the percentile will drop, adjust the status percentile to at least maintain.

  6. Setting Goals - Let it be… Red Alert • Who is this? • Student consistently performs in the red or orange and has extenuating academic circumstances. • Setting the Goal • Consider: • Notice the student performs in the lower 20th percentile, and growth pattern follows national patterns. • This student is likely facing other academic hurdles. *Based on this trend, it would not be unreasonable to keep the growth goal as-is.

  7. Setting Goals – Step 1. Let it be…Step 2. Aim Higher The Bump • Who is this? • Student grows very little over the past three tests. • Setting the Goal • Consider: • Fall – Fall: +0 pts. • *Based on this trend, it would not be unreasonable to set the goal to the default for the next test, as a growth of 2 would be a greater gain than any the student has made so far. Once the student breaks out of the stagnant pattern, the teacher can reassess goals moving forward.

  8. Setting Goals – Keep going higher! The Steady Climber • Who is this? • Shows growth between the last three tests. • Setting the Goal • Consider: • Fall – Winter: +0 • Winter – Spring: +4 • Spring – Fall: +7 • *Based on this trend, it would not be unreasonable to increase this student’s goal from the mean of 3to a goal of 4. Keep in mind that the higher the student goes, the lower the growth increases will be.

  9. Setting Goals – Increase Growth Percentile by 10 – 15% The Flow Go’er • Who is this? • Student experiences little growth over the last three tests. • Setting the Goal • Consider: In order to keep from stagnating in one color band or falling into the band below, student growth percentile will need to incrementally increase. *Based on this trend, it would not be unreasonable to increase the growth percentile from 52% to 62%, which will help keep the student from falling from Green to Yellow.

  10. Setting Goals – Recoup Loss + Norm The Roller Coaster • Who is this? • Student experiences regression between the last two tests. • Setting the Goal • Consider: • Spring 17: 228 • Fall 17: 221 • Conversations: • What happened over the summer? • What happened on test day? • What supports do we need to engage to recoup ground? • Did we really lose ground, or was this a bad day? • *Based on this trend, it would not be unreasonable to base the student’s goal off of the 228 score, then add typical growth, for a new goal of 229.

  11. Setting Goals – Step 1. Recoup + NormStep 2. Push The Steady Fall • Who is this? • Student experiences regression over the last three tests. • Setting the Goal • Consider: • Student began prior grade level in 61st percentile with RIT score of 221. • Student began this year in 35th percentile with RIT score of 211, a 10 point loss. • Conversations • What is going on with this student. • Where are the true gaps, and where is the lack of motivation. • Who is the student’s mentor, and what other supports does the student need to recoup ground. *Based on this trend, it would not be unreasonable to recoup points based on the highest RIT score, then add that to typical growth for your new RIT growth goal. Once the student regains ground, the teacher can reassess goals for future tests.

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