Stepping Stones to
Using Data
Setting the Stage
 Welcome/Introductions
 Structure for the day
 Materials review
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Materials
R
Reports
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Activity
W
Web Resources
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Activate 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
 External locus of
control
 Invites collaboration
 Lack of ownership
 Clear expectations
 Ownership
 Punitive
4
Sustaining the Momentum
 Consider how you will implement what
you’ve learned in the:
 Next month
 Next semester
 Next year
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5
Sustaining the Momentum
Planning Document
Terry Planner
My Building
08/10/09
Schedule meeting
with my principal to
discuss this info and
plan
Me
Schedule meeting to
plan for sharing/
teaching other
teachers key concepts:
Key Reports
• Accessing online
reports
Key Reports
•Applying the
Teacher Report
•Workbook from this
workshop
Finding available
time
•RIT Reference chart
Schedule a lunch
Other teacher leaders,
grade/ department
heads and me
•Workbook from this
workshop
Hectic schedules/ be
persistent and
prioritize– this is
important!
Principal, teachers
and me
•Workshop materials
Principal, teachers
and me
•Workshop materials
Paula Principal
•Sustaining the
Momentum document
•Computer lab
•Computer lab
•Sample reports
Within two
weeks of NWEA
Workshop
Prior to teachback sessions
Finding available
time
Within one
month of NWEA
training
Schedule for early
release day or work
period
Within one
month of NWEA
training
Topics for Today
Applying MAP™
Essential Reports
Data and Resources
Examining Key Reports
Essential Reports?

 Recorded Differentiated
Reports Activities
 Plan
Guided Lab Experience
 Examining Key Reports
What’s my plan?
 Recorded Differentiated
Reports Activities
 Plan
Intended Accomplishments
 Interpret and apply data from key reports
 Use data to evaluate academic needs in the
classroom
 Set goals with students
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Workbook p. 1
8
Taking Stock
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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2
3
4
5
1
2
3
4
5
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Examining 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
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Workbook p. 1
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Making Decisions Using Data
Triangulation
Local Classroom
State/
Annual
Periodic
(MAP)
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Normative Data:
Bringing Context to the Data
 Grade-level norms
 Typical
performance
 Beginning-of-Year,
Middle-of-Year,
and End-of-Year
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Workbook pp. 2-3
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Uses for Essential Reports
 Instructional planning
 Screening
 Growth
 Goal-setting
 Informing instructional decisions
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Workbook p. 3
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Interpreting the
Class Breakdown by Overall RIT Report
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Workbook pp. 4-5
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Applying the
Class Breakdown by Overall RIT Report
 Instructional applications:
1. Intervention/remediation
2. Reading support in content areas
3. Visual picture of diversity
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A
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Workbook pp. 4-5
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Interpreting the
Class Breakdown by Goal Report
H.R. Frale (213)
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Workbook pp. 6-7
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Applying the
Class 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
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Workbook pp. 6-7
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Interpreting DesCartes and Primary
Grades Instructional Data
DesCartes
Primary Grades
Instructional Data
 Aligned to goal structure  Identifies content at
of state standards
students’ instructional
level.
 10 point RIT divisions:
 Skills
 10 point RIT divisions:
 Concepts
 Skills
 New vocabulary, signs,
and symbols
 Concepts
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Workbook pp. 8-9
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Applying DesCartes
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Workbook pp. 8-9
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Interpreting 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
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Workbook pp. 10-11
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Standard Deviation
 Larger
Smallerstandard
standarddeviations
deviationsindicate
indicatemore
that students
academic
are
more alike.
diversity.
 How might this impact instruction?
Standard Deviation = 8
Standard Deviation = 21
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Applying the Teacher Report
 Normative Data
 State Scale Alignment Study
2 grades below mean
Proficiency benchmark indicator
Typical scores
At or above 95th percentile
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Workbook pp. 10-11
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Interpreting the Online Individual
Student 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)
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Workbook pp. 12-13
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Applying the Online Individual
Student Progress Report
 Parent Conferences
 DesCartes Framework
 Normative Data
 State Proficiency Tables
 RIT Reference Charts
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Workbook pp 12-13
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Dynamic Reporting Suite
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Workbook p. 14
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Interpreting and Applying the
Student 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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Workbook pp. 14-15
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Dynamic Reporting Suite:
Lexile Report and Individual Student Booklist
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Workbook p. 16
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Lexile
 Doesn’t evaluate:
 Genre
 Theme
 Content
 Interest
 Quality
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www.lexile.com
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Workbook p. 17
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A Lexile Range Represents
NWEA
RIT
Lexile
750L
205
75% Comprehension
600L
W
www.lexile.com
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Workbook p. 17
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Growth Norms
Bringing Context to the Data
 Physical Growth vs. Academic Growth
 Typical Growth
 Normative Data
 RIT Point Growth Norms
Grade 5 Reading: Fall-to-Spring RIT Point Growth Norms
Start
RIT
160
170
180
Mean
14.41 13.22 10.43
Growth
190
200
210
220
230
8.19
6.26
4.34
2.78
0.99
Kent – RIT 185
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Workbook p. 17
Giovanni – RIT 229
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Interpreting the Achievement Status and
Growth (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
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Workbook pp. 18-19
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Applying the Achievement Status and
Growth (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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Workbook pp. 18-19
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Interpreting the Achievement Status and
Growth (ASG) Summary Class Report
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Workbook pp. 20-21
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Applying the Achievement Status and
Growth (ASG) Summary Class Report
 Growth Index
 Percent of Students Meeting Target
 Percent of Target Met
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Workbook pp. 20-21
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Growth in Context
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Workbook pp. 22-23
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Recorded Differentiated Reports
Activities
 Provides opportunity for differentiated
learning for all groups
 Includes application of reports and
resources
 Demonstrates and practice accessing
reports and resources
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Workbook p. 24
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Sustaining the Momentum
 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
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Workbook p. 24
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Topics for Today
Applying MAP™
Applying MAP™Data
Data
and
and Resources
 Examining Key Reports
Essential Reports
Resources
 Recorded Differentiated
Reports Activities
 Plan
 Guided Lab Experience
 What’s my plan?
 Guided Lab Experience
 What’s my plan?
Intended 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
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Workbook p. 1
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Taking Stock
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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3
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2
3
4
5
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Guided Lab Experience
 Tour of Online Reports and Resources
 Application Activities/Product Sharing
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Workbook pp. 1-16
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Welcome Back from the Lab!
 Let’s continue…
Applying MAP™ Data and
Resources
 Guided Lab Experience
 What’s my plan?
Sharing Data
 Who needs information about our data?
 What’s our plan for communication?
 Students
 Parents
 Colleagues
 Other stakeholders
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Workbook p. 17
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Connecting with Students and
Parents
 Student Goal Setting Worksheet
 Individual Student Booklist Report
 Online Individual Student Progress Report
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Connecting with Colleagues
 Interpreting and applying data
 Using resources
 Communication
 Professional development
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Workbook pp. 17-19
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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 Courses
 Online, self-paced courses
 Professional Development related to:
 Accessing and understanding data
 Instruction, curriculum, program
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Workbook pp. 20-21
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Sustaining the Momentum
 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
A
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Workbook p. 21
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Answerability
 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?
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Building Internal Capacity
Find Time:
Learn More:
 Early release days
 Professional
development
 Use substitute
teachers creatively
 Streamline
“administrivia”
 Curriculum & data
planning teams
 Study groups
 Data coaches
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Leading High Performing Learning
Communities

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
Mission: Growth and Learning
for Every Student
Culture and Ownership
ANSWERABILITY
Stand 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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