MAP™ Administration
Getting Started with MAP™ Assessments
Setting the Stage
 Welcome/introductions
 Structure for the day
 Materials review
M
Materials
A
Activity
W
Web Resources
A
M
2
NWEA: Mission and Purpose
 Our mission:
Partnering to help
all kids learn
 Our purpose:
Growth and
improvement of
learning
3
Roles and Responsibilities
 MAP Team Roles and Responsibilities
Checklist
 BEFORE
 DURING
 AFTER
A
M
4
Sustaining the Momentum
 Consider how you will implement what
you’ve learned in the:
 Next month
 Next semester
 Next year
M
5
Sustaining the Momentum
Planning Document
Terry Planner
My Building
1/10/10
Schedule meeting
with my principal to
discuss this info and
plan
Schedule meeting to
plan for sharing/
teaching other teachers
key concepts:
• How MAP works
• Instructional level
vs. mastery
Me
Paula Principal
Other teacher leaders,
grade/ department
heads and me
•Workbook from this
workshop
Finding available
time/
•RIT Reference chart
Schedule over lunch
•Workbook from this
workshop
Hectic schedules/ be
persistent and
prioritize– this is
important!
•Sustaining the
Momentum document
1/17/10
1/19/10
Topics for Today
What is it?
 The
MAP™ is
Assessment
What
it?
 The RIT Scale
 The
MAP™
 Instructional
Level
vs.
Mastery
 Research
How do I make it
happen?
 Preparing for the Testing
Event
Assessment
 The RIT Scale
 Instructional Level vs. Mastery
 IResearch
What do
get?
What’s next?
Section 1
 Reports
 Resources
 Roadmap
 Sharing Information
 On-goingSection
work
Section 3
Section 2
1
Section 4
Intended Accomplishments
To develop an awareness of:
 Measures of Academic Progress™ (MAP)
assessments
 The Rasch unIT (RIT) scale
 The characteristics and uses of MAP™ data
8
MAP™ Assessments
Standard MAP License
Optional Purchase
 Reading
 Grades 2-5
 MAP™ for Primary
Grades
 Grades 6+
 MAP™ for Science
 Language Usage
 Mathematics
 MAP™ for Mathematics
with Spanish Audio
 Grades 2-5
 Grades 6+
 End-of-Course
Assessments
9
Types of Tests
M
Survey w/ Goals
Survey
 42-64 questions
 20 questions
 Overall score for
subject
 Overall score for
subject
 Goal area scores
 No goal area scores
 Average time for
each test 50
minutes
 Average time for
each test 20
minutes
Workbook p. 1
10
End-of-Course Assessments
 Algebra 1
 Algebra 2
 Geometry
 Integrated Mathematics 1 & 2
 Integrated Mathematics 3
11
MAP™ for Primary Grades Assessments
 Designed for K through 2
 Expands RIT scale to lower levels
 Uses enhanced items with audio
 Assesses Reading and Mathematics
12
MAP™ for Science Assessments
 Assesses General Science
 Assesses Concepts and Processes
 Provides separate reports for each area
13
M
Welcome Back from the Lab!
 Let’s continue…
What is it?
 The MAP™ Assessment
 The RIT Scale
 Instructional Level vs. Mastery
 Research
Section 1
Features of MAP™ Assessments
 Challenging, appropriate, and dynamic
 Immediate results
 Untimed
 Accurate data
 Measures growth
 Frequency of testing
A
M
Workbook p. 1
19
Classroom Reality
 Grade-level assumptions
Adult Reading
x
 Grade-level realities
 The challenge:
x
6th Grade
x
x
x
x
x xx
x x x
x
x
x
x
How do we foster growth for ALL students?
Beginning Literacy
20
Adaptive Assessments
 The key to finding individual student
strengths and needs is through an adaptive
assessment process.
21
The MAP™ Adaptive Assessment
Adult
Reading
MAP Test
x
6th
Grade
x
x
x
xx
x
x
xxx x
xx
x
+
-
- + + + 195
+
Beginning Literacy
22
Rasch unIT (RIT) Scale
 Achievement scale
 Equal-interval scale
 Used to show growth
over time
 Independent of grade
level
RIT
Skills Data
Grade-Level
Norms
250
10
9
DesCartes or
Primary Grades
Instructional Data
8
7
6
5
4
3
2
1
K
M
Workbook p. 2
120
23
NWEA Research
What are expected RIT and growth scores?
 Normative Data, grades K-11
 State Scale Alignment Studies
 Aligns RIT scale with state proficiency benchmarks
 NWEA Goal Structures
A
M
Workbook p. 2
24
Ready for Instruction Today

Ready for

Instruction

Today
250
RIT
Skills and Concepts
DesCartes or Primary
Grades Instructional Data
1 9 5
120
25
Instructional Level vs. Mastery
The MAP test:
 Provides information about the instructional
level of the student.
 Provides a road map for students toward
achieving mastery.
 Is not a test for determining mastery of skills.
M
Workbook p. 2
26
Characteristics of MAP™ Data
 Identifies instructional level
 Provides information to help inform
instructional decisions
 Provides immediate data and dynamic,
interactive reports
A
M
Workbook p. 3
27
Making Decisions Using Data
Triangulation
Local Classroom
State/
Annual
Periodic
(MAP)
28
Uses of Data From MAP™ Tests
 Finding gaps
 Monitoring progress
 Monitoring programs
 Conferencing
 Informing instructional
decisions
A
M
Workbook p. 3
29
Sustaining the Momentum
 Planning time
 MAP Team Roles and Responsibilities
Checklist
 Critical components of this section
 Measures of Academic Progress™ (MAP)
assessments
 The Rasch unIT (RIT) scale
 The characteristics and uses of MAP™ data
A
M
30
Topics for Today
How do I make it
The
MAP Assessment
How
do I make happen?
it happen?
What is it?

 The RIT Scale
 Instructional Level vs.
Mastery
 Research
Section 1
 Preparing For The Testing
Event
 Preparing for the Testing
Event
What do I get?
 Reports
 Resources
Section 2
What’s next?
 Roadmap
 Sharing Information
 On-going
work
Section
2
Section 3
Section 4
Intended Accomplishments
 Create awareness around planning and
preparation for test implementation
 Deepen understanding of testing window
logistics and processes
What do we need to do?
 Plan logistics
 Create a testing schedule
 Submit class roster file (CRF)
 Select and train Proctors
 Prepare students
 Administer test
A
M
Workbook p. 4
33
About Logistics
 Prepare computers
 Create schedules
M
34
About Scheduling
 Start slow
 Lab seating
 Time between groups
 One subject at a time
 Make-up testing
 Order of testing
M
Workbook p. 4
35
Sample Testing Schedules
 Use sample testing schedules as a
guideline for planning.
 Scheduling testing will look different based
upon which tests you give and at what
grades.
M
Workbook p. 4
36
About the Class Roster File (CRF)
 Decide who needs the data
 Build connections between the teachers and
the students
 Don’t forget special programs teachers
 Don’t forget content area teachers
 Special programs file (SPF)
 View the CRF and SPF online tutorial –
Enrolling for a Test Term
A
M
Workbook p. 5
37
About Proctors
 Select more than one person
 Set clear expectations
 Ensure proper training
 Proctors should view the online MAP Proctor
Training
 Each Proctor should have a copy of the Proctor
Handbook
 Provide practice time
 Develop a process for feedback
38
About MAP™ Proctor Training
 Delivered through a recorded online session
 Duration: 1/2 hour
 Complements the Proctor Handbook
M
Workbook p. 5
39
About Students
 Prepare students
 Discuss the purpose of the test
 Demonstrate test taking essentials
 Use the MAP Student PowerPoint®
Presentation
 Consider Special Education needs
 Talk with high-performing students
A
M
Workbook pp. 6- 7
40
Allowable Accommodations and
Modifications
 May not read any part of the Language
Usage or Reading tests
 May help with a difficult word in
Mathematics and Science as long as no
additional clues are given
 May read Mathematics and Science tests if
the Individual Education Plan (IEP) allows
A
M
Workbook pp. 7-8
41
Administering the Test
 Have students bring a book
 Be on time
 Help seat students at assigned computers
 Remain in lab during testing
42
Sustaining the Momentum
 Planning time
 MAP Team Roles and Responsibilities
Checklist
 Critical components of this section
 Create awareness around planning and
preparation for test implementation
 Deepen understanding of testing window
logistics and processes
A
M
43
Topics for Today
What is it?
 The MAP Assessment
 The RIT Scale
 Instructional Level vs.
Mastery
 Research
Section 1
What do I get?
 Reports
 Resources
What do I get?
 Reports
 Resources
How do I make it
happen?
 Preparing for the Testing
Event
Section 2
What’s next?
 Roadmap
 SharingSection
Information 3
 On-going work
Section 3
Section 4
Intended Accomplishments
 Gain initial insight of key MAP reports and
resources
 Understand how to access and apply key
MAP reports and resources
 Explore additional resources available to
help in informing instructional decisions
MAP™ Reports
 Purpose of reports
 Provide data to inform instruction and decision
making
 Critical reports for today
 Comprehensive Data File
 Teacher Report
 Class Rosters
 Online Individual Student Progress Report
 Instructional Resources
 Class by RIT Reports
46
Accessing NWEA Reports Site
 User Name and Password required
 Online reports
 Teachers, administrators, and MAP Coordinator
 24 – 48 Hours
 Adobe® Reader®
 Ordered (End-of-Term) reports
 Administrators and MAP Coordinator
 72 Hours
 Crystal Reports Viewer
Reports Site Demo
M
Workbook p. 9
47
Comprehensive Data File
 Access: Ordered by administrators or MAP
Coordinators
 Displays: Raw data that can be imported
into other reporting systems
 Provides: A record of time spent testing for
each student
 Designed: To create reports from MAP data
M
Workbook p. 9
48
Accessing the Comprehensive Data File
M
Workbook p. 9
49
Teacher Report
 Access: NWEA Reports Site
 Displays: RIT ranked order
 Provides: Individual student and class data
 Designed: To provide indicators of class
academic diversity
M
Workbook pp. 10-11
50
Accessing the Teacher Report
M
Workbook pp. 10-11
51
Activity with the Teacher Report
Investigate a Class
1. What subject, grade, and season is this
report?
2. Which student has the highest RIT score?
3. Which student has the lowest RIT score?
4. Which student has the median RIT score?
5. Which goal area has the highest mean?
A
M
Workbook p. 11
52
Making the Grade-Level Connection
1. Highest RIT score = what grade level?
2. Lowest RIT score = what grade level?
3. Median RIT score = what grade level?
4. Which students are three points or more
from the grade level median?
A
M
Workbook p. 11
53
Class Rosters
Online Individual Student Progress Report
 Access: NWEA Reports Site
 Displays: Text and graph
 Provides: Longitudinal data
 Designed: For sharing with parents
M
Workbook pp. 12-13
54
Accessing Class Rosters
M
Workbook pp. 12-13
55
Activity with the Online Individual Student
Progress Report
 Ask/Answer
 Questions a parent might ask
 Answers you would give
 Share out questions you can’t answer
A
M
Workbook p. 13
56
DesCartes: A Continuum of Learning and
Primary Grades Instructional Data
 Access: NWEA Reports Site
 Displays: Three columns
 Skills and Concepts to Enhance
 Skills and Concepts to Develop
 Skills and Concepts to Introduce
 Provides: Skills/concepts aligned to
student’s instructional level
 Designed: To support instruction and to
help inform decision-making
M
Workbook pp. 14-18
57
Accessing DesCartes or Primary Grades
Instructional Data
M
Workbook pp. 14-18
58
Instructional Resources: Class by RIT
Class Breakdown by Overall RIT
and Class Breakdown by Goal Reports
 Access: NWEA Reports Site
 Displays: Groups with similar scores
 Provides: Skills/concepts at instructional level
 Designed: To support instructional planning
Instructional Resources Demo
M
Workbook pp. 14-18
59
Accessing Instructional Resources: Class
by RIT Reports
Class Breakdown by Goal
for Reading
M
Workbook pp. 14-18
60
Activity with Instructional Resources
How might you use these reports?
 As an individual teacher
 As a grade-level team
 Across grade levels
A
M
Workbook pp. 18-19
61
Other MAP™ Reports
Reports Reference Index
 Access: NWEA web site
 Displays: Information about all NWEA reports
 Provides: Report descriptions, purpose and
access information
 Designed: To assist in selection and access
M
Workbook p. 20
62
Other MAP™ Resources
 Important resources
 Dynamic Reporting Suite
 Student Goal Setting Worksheet
 Individual Student Booklist
 NWEA Web Site
 Annotated Reports
 NWEA Glossary of Terms
 MAP Student PowerPoint® Presentation
 Parent Toolkit
 Sample Parent Letter
M
Workbook p. 20
63
The Lexile Framework® for Reading
 Access: www.lexile.com
 Displays: Resources for reading
 Provides: Readability of text for students
 Designed: To match readers with text
W
M
Workbook p. 21
64
A Lexile Range Represents
NWEA
RIT
Lexile
750L
205
75% Comprehension
600L
W
M
Workbook p. 21
65
Sustaining the Momentum
 Planning time
 MAP Team Roles and Responsibilities
Checklist
 Critical components of this section
 Gain initial insight of key MAP reports and
resources
 Understand how to access and apply key MAP
reports and resources
A
M
 Explore additional resources available to help
in informing instructional decisions
66
Topics for Today
What is it?
What’s next?
 The MAP Assessment
 The RIT Scale
 Instructional Level vs.
Mastery
 Research
Section 1
How do I make it
happen?
 Preparing for the Testing
Event
 Roadmap
 Sharing Information

On-going
work
What do I get?
What’s next?
 Reports
 Resources
Section 2
 Roadmap
 SharingSection
Information 4
 On-going work
Section 3
Section 4
Intended Accomplishments
 Explore additional opportunities for
professional development
 Discover strategies for building internal
capacity to improve the application of new
learnings
 Build a plan for successful MAP testing
implementation and continued data use
NWEA Knowledge Academy
 Access: NWEA Reports Site
 Displays: Online courses
 Provides: Foundational information for staff
unable to attend training
 Designed: To build capacity to understand
and use MAP data
M
Workbook p. 22
69
Additional Resources for Teaching Others
 Online Trainings
 MAP™ Basics
 Preparing for Training: An Overview for Leadership
 Enrolling for a Test Term (CRF)
 Using the Test Administration Application (TAA)
 MAP™ Proctor Training
 MAP™ for Primary Grades – Administration
 MAP™ for Primary Grades – Interpreting Reports
 Dynamic Reporting Suite
M
Workbook pp. 22-23
70
Using Data in Our Ongoing Work
 Utilizing data to help inform instructional
decisions
 Differentiating instruction to better meet
student needs
 Grouping students flexibly for more effective
instruction
 Evaluating programs and curriculum for
effectiveness
A
M
Workbook p. 23
71
*
Roadmap to Effective Use of Data
1. Becoming an NWEA partner
7
2. Implementation Process
6
3. MAP Administration
Training
5
4. Stepping Stones to Using
Data
4
3
5. Climbing the Data Ladder
6. Growth and Goals
2
1
7. Consultation and
Modularization
72
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
73
Relentless Pursuit of Improvement
Questionnaire
 “What does it take for schools to position
themselves for constantly improving
effectiveness?”
A
M
Workbook p. 24
74
MAP™ Team Planning
Sustaining the Momentum
 Planning Time
 MAP Team Roles and Responsibilities Checklist
 Critical components of this section
 Explore additional opportunities for professional
development
 Discover strategies for building internal capacity to
improve the application of new learnings
 Build a plan for successful MAP testing
implementation and continued data use
A
M
Workbook p. 24
75
Help Us Learn From You
 Please complete the
Evaluation Form and place
it in the designated
location.
 Thank you for your
attention and hard work.
A
M