GET REAL!
How REAL teachers use MAP results
in a REAL Classroom Setting
Presenters: Michelle Keltner
April Saylor
Williamstown High School
WELCOME!
Who are we? (Real Teachers)
• April Saylor
▫ Teaching 12 years
▫ Classes taught: 9th grade English, 10th grade English, 11th grade English,
Speech/Communications, Drama
▫ Other: KTIP Mentor Teacher, Calendar Committee, Writing Program
Committee, Curriculum Committee, New Standards Committee,
Scholarship Committee, 2010 and 2014 Class Sponsor
• Michelle Keltner
▫ Teaching 3 years
▫ Classes taught: Journalism/Yearbook, Drama, Arts and Humanities,
Communications,9th grade English, 11th grade English, 12th grade
English, AP English.
▫ Other: I Coach Academic Team, Dance team, and Direct the School Play
• We have:
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Reluctant Readers
Gifted Students
Special Education
“Regular Ed” kids
A willingness to teach
We don’t have:
Lots of Money
A 27 hour day
5 planning hours
A magic wand
All the Answers
• And…Because we are Real Teachers….We Are Forced to
change the way we think about teaching.
How Does MAP work?
• Tests kids multiple times a year to track progress
• Finds kids’ exact level of achievement by
modifying the questions given (50% Right/50%
Wrong)
• Allows students to set goals for themselves
• Gives teachers a way to look at sub-domains to
determine areas of weakness
• Is a helpful tool if used properly
JUST FOR ME
• The “Birth” of “Just
for Me Day”
• We took time as
departments to analyze
scores in the FALL
• We discussed ways to
use these scores to guide
instruction throughout the year.
• Each department was
given the option of working
together to create a way to
incorporate MAP into lessons
(not required)
• We determined to use every other
Friday to work on MAP data—using
the RIT ranges that the students
scored in
How does JUST FOR ME work?
• Every student is at a different level (RIT SCORE)
▫ We use this to develop lessons
▫ We determine which students scored within the same RIT
RANGE and “grouped” them.
▫ On the FRIDAY of “Just For Me” we tell students which
group that they are in and handout packets with information
for their RANGE, only.
• THE PACKETS….
▫ Each packet is developed according to guidelines in the RIT
RANGES (we will show you how to access these later.)
▫ The packets are developed by individual teachers/faculty, in
order to divide the responsibility
▫ The packets have detailed instructions for students
▫ Activities increase in difficulty (introduce topic, give
examples, practice exercises, some BIG IDEA activity to
demonstrate that they “Get it”)
JUST FOR ME (and YOU)
• After students have given in-class time to learning
the material, they present to the whole class
▫ Depending on the amount of time that it takes groups
to finish, they may present their information to the
class that day or on Monday.
▫ Every student benefits from all of the groups
• This works for ALL grade levels.
▫ Essentially, students in 8th grade could score in the 11th
grade range, and vice versa.
▫ We combine 10th and 11th grade students during our
common class times. The students can still receive the
same lessons and work on the same skills
Why “Just for Me” has worked for US
• We were able to utilize faculty for the various RIT bands
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The lower RIT bands were addressed by the Special Education Department
The Regular Education teachers addressed the middle RIT bands
The Gifted/Talented Coordinator took the highest RIT band
The Instructional Supervisor took any RIT band not previously taken
• Everyone is involved in student learning
• Student “buy in” to the Just For Me has been
effective…they realize that it is ABOUT THEIR
INDIVIDUAL LEARNING
• It is True Differentiation
• Students begin to understand that they are “good” in
some areas and “need work” in others. They aren’t just
good at everything—all the time.
Making it work for you
We realize:
Not every school
has the faculty who
are willing/able to
help design lessons
Not everyone is
ready to start
implementing a
plan for students—
you may still be in
the process of
looking at MAP
data
It’s not easy to
commit to a new
plan—every Friday
BUT….it’s worth a try
• Why we like JUST FOR ME DAY
▫ The students are motivated and well-behaved
▫ Once the lessons are handed out, we let the
students guide their own learning
▫ We now have the materials and we can adjust
from year to year, but we don’t have to start over
▫ It’s fun to work together with colleagues on
something that matters!
▫ Nothing to grade—we usually give participation
credit, as long as students have tried
Accessing Score Reports
• NWEA Score Report Link:
http://www.nwea.org/
Click Teacher Login
▫ We use CLASS BY RIT…but several reports
can be used.
▫ This report allows you to click on
individual students and see their subdomain scores
SAMPLE Score Report
• This looks like what you might see:
<201 211220
221230
231240
241260
261270
Mathematics
H. Wren
A.
Robbin
B. Blackbird
T.
Turtledov
e
S. Sparrow
B.
Bluejay
Reading
A.
Robbin
H.
Wren
B. Blackbird
T.
Turledove
S. Sparrow
Language Usage
H. Wren
T.
Turtledove
S.
Sparrow
B. Blackbrid
271+
B. Bluejay
B.
Bluejay
A. Robbin
Then what…..Click on each category…you will bring up the
subdomains
• If I click on Reading I might bring up the table
that looks like this…..
<2
01
201210
Forming a
Foundation
H.
Wren
Initial
Understanding:
Informative Texts
210220
220230
230240
241- 251250 260
260270
B.
Blackbird
A.
Robbin
T.
Turtledove
B.
Bluejay
S. Sparrow
H.
Wren
B.
Blackbird
A.
Robbin
T.
Turtledove
B.
Bluejay
S. Sparrow
Initial
Understanding:
Literary Texts
H.
Wren
B.
Blackbird
A.
Robbin
T.
Turtledove
B.
Bluejay
S. Sparrow
Interpreting Texts:
Informative
H.
Wren
B.
Blackbird
A.
Robbin
T.
Turtledove
B.
Bluejay
S. Sparrow
Interpreting Texts:
Literary
H.
Wren
B.
Blackbird
B.
Bluejay
S. Sparrow
T.
Turtledove
A.
Robbin
271+
How do we use these reports???
• By looking at the sub domains in the last
slide…we can see specifically what our kids need
help in.
• We design lessons, individually, to help these
students---but we don’t do it alone
• Then, we make it fun!
• We share and explain the relevance of everyone
being accountable for his/her own learning
• KIDS BUY IN!!!!
Using Goals—suggestions from Map
• If you click on an individual student’s name, it will
tell you all about what students in this typical RIT
band do/do not, typically, know.
• It gives you key words and ideas that they still need
to reach the next level.
• We use the new vocabulary to guide our lessons
• Kids in the upper RIT levels often have no new
vocabulary/key concepts…we do ACT prep with
them!
What we would do differently….
• I would have started earlier
• I would have explained to kids what the scores
mean
• Link it to ACT/SAT where possible (we do)
• Going back to do more interactive lessons
• I MIGHT make them pretty---in binders with
stickers and slip covers…but…probably not.
▫ After all…we are here to show you how REAL
teachers use this in REAL classrooms…and we
don’t always have time to make everything
“pretty”.
Where do we go from here?
• We plan on improving the lessons/changing the
ones that are the least effective
• Organizing our materials in a more effective way
(labeled boxes or bins, instead of our big, black
cabinet)
• Adding/adjusting material for time length of 50
minutes
• Getting more people involved