Stepping Stones to
Using Data
Agenda
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. Class Breakdown by Overall RIT Report and
Class Breakdown by Goal Report
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Goals
 Interpret and apply data from key reports
 Use data to evaluate academic needs in the
classroom
 Set goals with students
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Examining Essential Reports
Status
 Instructional Resources-Class by RIT
 Teacher Report
 Online Individual Student Progress Report
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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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Uses for Essential Reports
 Instructional planning
 Screening
 Growth
 Goal-setting
 Informing instructional decisions
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Interpreting the
Class Breakdown by Overall RIT Report
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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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Interpreting the
Class Breakdown by Goal Report
H.R. Frale (213)
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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
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Activity: Applying the class
breakdown by data.
 Use your Class Breakdown by Goal Report
or the sample Class Breakdown by Goal
Report to work through the activity questions.
1.Look at the distribution of students in each
goal area. What instructional implications
does this have for you?
2.How might you use this report to work with
another teacher in your grade/subject to plan
for instruction?
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Interpreting DesCartes
DesCartes
 Aligned to goal structure of NWEA standards
 10 point RIT divisions:
 Skills
 Concepts
 New vocabulary, signs, and symbols
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Applying DesCartes
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DesCartes
1. Examine the page of DesCartes from your class.
2. Find the middle RIT band in any goal area.
3. The center column lists skills and concepts that students
scoring in that range will be ready to learn.
 Identify 2-3 skills in that goal area that students are ready
to learn.
 List 2-3 strategies you might use to work with students on
the skills and concepts presented here.
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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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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
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Applying the Online Individual
Student Progress Report
 Parent Conferences
 DesCartes Framework
 Normative Data
 RIT Reference Charts
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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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Individual Student Booklist
 Book options for summer reading
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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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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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