MAP: Building-wide Systems for Effective Data Use

1. MAP: Building-wide Systems for Effective Data Use A Focus on System Assessment A tool for school leaders

2. Agenda • Review different types of assessment and purpose • MAP as one tool for school leadership and planning • MAP as one tool to use with teachers to inform their instruction

3. Learning Outcomes • Participants will be able: • To identify the different types of assessment and purpose • To review a Quadrant (growth and status) report for their School Building and begin to think about what that means for their school • To help teachers access reports that may be helpful in problem-solving and promoting team collaboration

4. Inclusion: Reflect on the following question and be prepared to share your thoughts with a neighbor. Which of the RTI² questions is answered by the use of the MAP?

5. Why Assess? • Research on effective schools consistently find a correlation between effective monitoring of student outcomes and schools that achieve exceptional student learning outcomes (Levine & Lezotte, 1995). • Research on the effects of classroom assessment (formative) indicate the practice of frequent classroom assessment is associated with the largest observed student learning gains (Black & Wiliam, 1998)

6. Integrated Assessment Practices Need to address: • The assessment questions • Purpose of assessment • The right tool for the job • The most efficient process

7. Types of Assessment WKCE End of Unit Tests Final Exams Summative Assessments: evaluate whether the instruction or intervention provided is powerful enough to help all students achieve or exceed grade-level standards by the end of each year. Represents mastery or culmination. Universal Screener/Benchmarking and Progress monitoring: Brief and targeted assessments, focused on “indicators” of broad skill domains. Assessment of Learning General Outcome Measures Curriculum-Based Measures AIMSweb Exit Slips Thumbs Up/Thumbs Down Quick Writes Formative: Brief, targeted, and frequent measures of progress toward short-term goals. Used as feedback for refining instruction/learning. Assessment for Learning Running Records Phonics Surveys Reading Inventories Diagnostic: inform instructional planning in order to meet the most critical needs of individual students

8. Reflection: What type of assessment is MAP?

9. Purposes for Assessing Student Outcomes • Effectiveness • System • Organizational Units • Programs • Teachers • Progress toward important goals • Current Status • Growth

10. Assessment Framework Matrix

12. Using MAP for Problem-Solving at the Systems level Analyzing group data over time to inform long term planning

13. Are Our Results Improving? • How did we do? • Overall? • As a school? • At a grade level? • With specific groups of students? • For specific learning targets? • What are our “Opportunities for Improvement?” • What are the broad effects of programming actions and improvement initiatives?

14. Results Tell Us About Long-Term Broad Impacts • This is important to guide decisions about what to sustain, what to improve and where to focus resources. • Results reflect the overall health and direction of the organization or organizational unit • District • School • Classroom

15. Summative AssessmentsRepresent Cumulative Effects for the System • Summative assessments are generally lagging indicators. • Summative assessments are not sensitive to small increments of change. • Goals related to changes in system outcomes should be long-term (3-5 years) • Data from system assessments generally show us where to focus improvement efforts but tell us little about what to do to improve.

16. MAP: Measures of Academic Progress • RIT Score: Point on the learning continuum associated with a students scores. Used to measure academic growth over time.

18. Status vs. Growth • Status: A specific (static) target that represents a categorical range such as proficiency. “The bar”… -example: MMSD benchmarks • Growth: Change in score from one assessment period to another (i.e., Fall Spring). “Value Added” • Data handouts

19. MAP Quadrant Report: School Overview Click for List of students Grade by subject

20. Teacher, Class by Subject

21. MAP results can help drive long-term goalsExample: Status Goals • “In the areas of Reading and Math there will be the following increases in the percentage of students who meet or exceed Status Target Scores:” • Math: from 47 % to 60% • Reading: from 56% to 70%

22. Example: Growth Goals • “70% of students will meet or exceed MAP growth targets (this would place my school in the top 10% of all schools nationally)”

23. Your data; Your Turn Independently • Review your school’s overall data and by grade Consider • What do you notice? • What do you want to explore further? What other questions do these data generate? • What might your next steps be? • How might you use this with your School Based Leadership Team? • How might this inform your School Improvement Plan? With a partner • Share some conclusions and next steps

24. Using MAP as a Benchmark tool to Inform Instruction RIT Reports and DesCartes

25. The Class Breakdown by Overall RIT Report provides a visual representation of the academic diversity in performance of a class in Reading, Language Usage, Mathematics. • The score in parentheses by the student's name (i.e. Name (219)) represents their overall RIT score for this subject. RIT Report “The Basics”

26. Sample RIT Report

27. Relating RIT Scores to Skills and Concepts The power of assessment results is not in the numbers - it is what you do with the information.

28. Click on the Subject to drill into the Class Breakdown by Goal report.

29. Breakdown by goal report.

30. Delving Deeper By student groups and goal.

31. Isolating Data by Goal

32. Isolating Data by Student Group

33. (1 of 4 pages)

34. DesCartes Data-Tool It is designed to help you translate the raw data from your students' assessments into actionable plans for instruction, grouping and more.

35. DesCartes Data-Tool

36. Reflect • Given your school level data from the Quadrant report and Student Growth Summary, how might you encourage teachers to use the RIT reports and Des Cartes to impact grade level instruction and ultimately school-wide improvement?

37. 10 Ways to Use the Class Breakdown • Use the class breakdown by overall RIT report to see a visual picture of general performance of the class. • Use the class breakdown by Goal report to identify academic strengths and areas of concern for individuals. • Set classroom goals. • Obtain program-specific information. • Create flexible groups for specific skills instruction.

38. Using Classroom Breakdown (cont.) • Identify student grouping for differentiated instruction. • Share information with other grade-level teachers for intra- and inter- grade level grouping. • Transition into DesCartes for instructional planning. • Select appropriate materials for instruction. • Compare class growth with a visual shot from fall to spring.