Using NWEA MAP
to Support Instruction
2010-11
Part 2 – Advanced
NWEA MAP to Support Student Instruction.Part 2.DW1011.ppt
1
Reports We Learned in Part 1
Report
Teacher Report
Purpose
Provides overview of class
achievement
Student Progress Report Charts student growth over
time
Student Goal-Setting
Helps students set
Worksheet (in “Dynamic individual growth goals
Reporting Suite”)
Finds specific learning targets in
Class by RIT
the “Descartes Continuum” of skills
Class Lexile Report
Gives snapshot of each student’s
reading level
2
Overview of Part 2
1.
2.
3.
4.
5.
6.
Revisiting the Teacher Report mid-year
(looking at growth for a class)
Revisiting the Individual Student Progress
Report (looking at growth for each student)
Using the Dynamic Reporting Suite
Using the Achievement Status and Growth
Report (available in hard copy only)
Building Data Ladders for differentiated
instruction.
Managing Your Own Further Learning
3
New Reports We Will Learn in
Part 2
Report
Student Projected
Performance Report (in
Dynamic Reporting Suite)
RIT to Reading Range
Report (in Dynamic
Reporting Suite)
Achievement Status and
Growth Report
Purpose
Gives prediction of passing
California Standards Test
Brand new this year –
expands Lexile Report
Overview of class growth,
in hard copy only
4
Revisiting the MAP Teacher
Report
In the left side “navigation bar,”
select “Teacher Reports.”
5
Revisiting the MAP Teacher
Report
Use the dropdown menu to
select the testing term (now use
Winter 2011 instead of Fall
2010).
Click the button which says
“View by Goal Descriptors.”
Click “Submit”
6
Refresher from Part 1
Sample Data
Below:
Nat’l mean
CA Prof
CA Basic
Most
students
have a
combination
of highs and
lows in their
Goal Areas
(Clusters).
Above: CA Advanced
“Spread” of class
(10-15 is normal.)
The “median RIT scores” have significance. +/- 3 points from the Overall
score indicates possible strength or an area of concern.
7
Comparison of summary data,
fall to winter, Gr. 6 Reading
8
Handout: 2008 Normative Data
Shaded items based on less than 1,000 students, interpret with caution (take with “a grain of salt.”)
9
Handout: California Reading
Proficiency Tables for Winter
Table 1a – Averaged (winter) "RIT cut scores" for California performance levels -Reading
Gra
de
Far Below
Basic
Below Basic
Percentile
Basic
Cut score
Percentile
Proficient
Cut score
Percentile
Advanced
Cut score
Cut score
Cut score
2
<165
165.0
173.5
186.5
196.5
3
<174.5
174.5
185.0
198.0
207.0
4
<174.5
174.5
185.5
199.0
208.0
5
<185.5
185.5
194.5
207.5
217.5
6
<185
185.0
201.5
213.0
225.0
7
<195.5
195.5
203.5
215.5
227.5
8
<198
198.0
211.0
221.5
232.0
9
<201
201.0
212.5
222.5
233.0
10
<209
209.0
218.5
230.5
238.5
Percentil
e
Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of
progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut
points.
10
Comparing Fall to Winter Reading
for Your Class/Section - Handout
11
Comparison of summary data,
fall to winter, Gr. 8 Math
12
Handout: 2008 Normative Data
13
Handout: California Math
Proficiency Tables for Winter
Table 5a – Averaged (winter) RIT "cut scores" for California performance levels – Mathematics
Gra
de
Far Below
Basic
Below Basic
Percentile
Basic
Cut score
Percentile
Proficient
Cut score
Percentile
Advanced
Cut score
Cut score
Cut score
2
<167.5
167.5
174.5
181.5
190.5
3
<175.5
175.5
186.0
194.5
203.5
4
<182.5
182.5
194.5
204.0
214.0
5
<193.5
193.5
205.0
215.0
227.5
6
<197.5
197.5
212.5
225.0
240.0
7
<201
201.0
217.0
230.5
246.5
8
<203.5
203.5
222.0
237.0
255.5
Percentil
e
Note: NWEA does not provide Winter cut score estimates for the California Standards Tests. To get an approximate idea of
progress toward standards from the NWEA Winter scores, we have taken the average of the Fall and Spring cut
points.
14
Comparing Fall to Winter for Math
for Your Class/Section - Handout
15
Compare Some Individual
Students for Progress - Handout
16
Another Look at Specific Skills
and the Descartes Continuum
To identify specific skills on
which a student or a class
may want to focus, select
“Class by RIT.”
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Another Look at Specific Skills
– Whole Class
1. Choose the test term
2. (“now Winter 2011”)
2. Use the dropdown menu to
select the class you want
(secondary only)
3. Click “Submit.”
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Another Look at Specific Skills
– Whole Class
Your class will probably have moved somewhat, and a different set
of skills may be presented.
SAMPLE DATA
This report can be used two ways: to support whole class instruction, or to
focus on the needs of individual students or small groups.
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Another Look at Specific Skills
– Whole
Class
Students are separated into 10 point RIT bands in each “Goal Area,”
or “cluster.”
SAMPLE DATA
Students are separated into 10 point RIT bands
in each Goal Performance area (CST cluster).
For whole class: select one of your lower Goal Areas, click on the middle
of your class, on the words “<all students in cell>”.
20
Another Look at Specific Skills –
Whole Class
Prior learning “enhance” Current learning “develop”
Getting about 75% right Getting about 50% right
Future learning “introduce”
Getting about 25% right
21
Another Look at Specific Skills
– Whole Class

Review all three columns:




Use a highlighter to mark the bullets that you cover,
have materials for and do well on.
What’s left (not highlighted) are bullets on which you
still need to focus, obtain resources, etc.
You can pool information with colleagues at grade
level/department to determine needs beyond the level
of a single classroom.
Revisit the Teacher Report Worksheet (from Part 1)
and see if this information helps inform your practice.
22
Revisiting Individual Student
Progress Report
To find an individual student’s test
history, which allows you to see
growth over time, click on “Class
Rosters”
23
Individual Student Progress
Report
Use the “Select Term” dropdown menu to
choose the test term you want (in this
case Winter 2011 instead of Fall 2010).
Use the “Select Class” dropdown menu to
choose the section you want (secondary only)
Select which “pair of test terms” you
want. In Fall, do Fall to Fall. In Winter
and Spring, do Fall to Spring (but
growth scores will not show in Winter).
Select “both” for report type.
You can click on your class name to
generate reports for the entire class…
or on one student at a time to see a
report for only that student.
Student names are listed below in this area.
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Individual Student Progress Report
(note: growth comparison does not show
for Winter)
Gr. 5
Gr. 4
Gr. 3
Gr. 2
25
Individual Student Progress
Report – Graphic Version
26
Another Look at Specific Skills
–Individuals or small groups
SAMPLE DATA
Students are separated into 10 point RIT bands
in each Goal Performance area (CST cluster).
For specific students: Click on a student or on “<all students in cell>” to
see what any individual or small group needs to work on. An individual’s
lowest goal performance area may be different from that of the entire
class.
27
Another Look at Specific Skills
–Individuals or small groups
Descartes can provide helpful focus for interventions for individuals or
small groups.
28
Another Look at Specific Skills
–Individuals or small groups




Print separate Descartes pages for these
students’ target goal performance areas.
Use them to guide intervention activities.
Pre-teach topics in areas where the entire
class will focus in coming lessons.
Work with students on specific bullets within
the student’s lowest goal area.
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Using Dynamic Reports
Click on “Dynamic Reports”
30
Using Dynamic Reports
Click on the words
“Dynamic Reports” in grey
box.
31
Dynamic Reporting Suite –
Things to Know
1.
If you use the browser’s “back” button (left arrow)
and you get a page which says “page expired:”


2.
3.
click “Reload current page” (Firefox) or “Refresh” (Internet
Explorer), and then click the option to “Retry” if it is
offered.
If you are still stuck, click on the green words “Return to
Reports Site” which appear mid-screen.
If using Internet Explorer 8 or higher, you will be
prompted to use “compatibility view.” Directions will
be given on-screen.
In Dynamic Reports, Winter scores show ONLY in
the “Student Goal Setting Worksheet.” All the data
will be for Fall until the Spring testing begins. After
Spring testing begins, Spring data will show.
32
Revisiting the Student Goal
Setting Worksheet
Click here if you ever need to
get back to main menu
Click on
“Student
Goal Setting
Worksheet.”
33
Student Goal Setting
Worksheet
1. Use the dropdown menu to select
the term pair: “Fall 10 – Spring 11.”
This is very important to get the
correct goal for each student.
2. Click the button “Limit by Class.”
3. Click “Run Document.”
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Student Goal Setting
Worksheet
1. Highlight the class you want
(secondary only)
2. Click on the little arrow to move the
section into the box on the right.
3. Click on “Run Document.”
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Student 1
New for
Winter
36
Student 2
37
Student 3
38
Student 4
39
Still in Dynamic Suite –
Teacher/Class Overview
Click here for a User Guide
Click here to look at “projected
CST performance”
Sample
Data
40
Still in Dynamic Suite –
Projected Performance on CST
Reports for New Haven will show projected performance from Fall
scores to the coming Spring on the California Standards Test.
Right click here to re-sort
(works for any column)
Sample
Data
41
Still in Dynamic Reports - RIT to
Reading Range (expands Lexile)
Click here for links to
booklists
Sample
Data
42
Still in Dynamic Reports - RIT to
Reading Range (expands Lexile)
Sample
Data
43
Click on a book icon, and get a
list of resources
44
Achievement Status and
Growth Report
45
Achievement Status and
Growth Report
46
Achievement Status and
Growth Report
47
Building Data Ladders Overview

For a concept and its relevant state
standard, determine:
What is it that none of my students know?
What is it that a few of my students know?
What is it that most of my students know?
What is it that all of my students know?
Copyright NWEA
48
Building Data Ladders Sample

Geometry – Properties of two and three dimensional objects
(points, rays, lines, and angles including congruency,
similarities and transformations)
None
241-250: Identifies symmetry of a sphere
231-240: Understands meaning and
representation of a dilation
211-220: Identifies geometric transformations
(rotations)
201-210: Identifies right angles
All
Copyright NWEA
191-200: Identifies figures with line
symmetrical parts
49
Building the Instructional
Ladder – Steps , Gr. 3 Reading
1.
Identify the Goal Performance Area you want to address,
given your class data. Example: Comprehend & Analyze
Text.
2. Within that Area, identify a Descartes subgoal which matches
your current class work. Example: Summarize, Identify
Answers, Main Idea (similar to CA standard 2.3 on identifying
answers in the text).
3. Match the RIT bands of groups of your
students to DesCartes statements for that
subgoal.
50
Sample Ladder for 3rd Grade
Reading (Three Levels)
51
Sample Ladder for 3rd Grade
Reading (Three Levels), Cont.
Subject:
Goal Perf. Area:
Subgoal:
State Standard:
Reading, Gr. 3
2.0 Reading Comprehension
Summarize, Identify Answers, Main Idea
2.3 Identify answers in text
RIT Range for highest group of students: 191-210
DesCartes Skills:
 Locates information in literary passages containing long,
complex, or incomplete sentences
 Locates information in informational passages containing
long, complex, or incomplete sentences, containing more
difficult vocabulary
52
Sample Ladder for 3rd Grade
Reading (Three Levels), Cont.
RIT Range for middle group of students: 171-190
DesCartes Skills:
 Locates information in short literary passages (1 to 3 paragraphs,
complex sentences)
 Locates information in passages (3 to 10 sentences) of
informational text containing 1 to 6 compound or incomplete
sentences or sentence construction containing prepositions,
compound subjects, or objects
RIT Range for lowest group of students: 151-170
DesCartes Skills:
 Locates information in short literary paragraphs (5 to 6 simple
sentences)
 Locates information in short passages (1 to 3 sentences) of
informational text containing simple sentence construction
53
Sources for Other Examples of
Ladders


NWEA has provided a wide range of
examples of instructional ladders for various
grade levels and subject areas.
Handouts of these will be available.
54
Some Things to Remember




RIT scores come with a standard error of measurement, usually
+/- 3 points. If a student took the test again, the score would fall
within this 6-point range about 2/3 of the time.
RIT scores are meant to be used in conjunction with at least two
other pieces of information. “Triangulation” is helpful in making
decisions about instruction and placement.
Our expectations may influence how we relate to students. If a
student is “projected” not to be proficient on STAR, it doesn’t
mean they will never get there--but they might need extra help.
RIT scores are constantly changing, and…it’s all about
GROWTH.
55
Managing Your Own Further Learning
Log on to the self-paced “Knowledge Academy” by going to
http://learning.nwea.org/knowledgeacademy. You can create an
account with its own password.
56
Managing Your Own Further Learning
Click on “Course Catalog” to see the current selection of four courses.
57
Managing Your Own Further Learning
You can take these for district professional advancement credit.
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