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Using NWEA MAP to Support Instruction

2010-11

NWEA MAP to Support Student Instruction.DW1011.ppt

Part 1 – The Basics

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Overview of Part 1

1. A Year of Assessment – Where NWEA Fits In

2. Logging in and managing passwords

3. Using the MAP Teacher Report

4. Individual Student Progress Report

5. Student Goal-Setting Worksheet

6. Looking at Specific Skills (Descartes Continuum)

7. Using the Lexile Measure

8. Managing Your Own Further Learning

9. Preview of Part 2

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The School Year

Classroom AssessmentsMostly formative

ClassroomFormative

ClassroomFormative

ClassroomFormative

District Benchmark (NWEA)Formative and summative

State Test (STAR)Mostly summative

1. A Year of Assessment – Where NWEA Fits In

Nearly all assessments can be used both formatively (to shape instruction) and summatively (to evaluate instruction). STAR is mostly summative, and classroom assessments are mostly formative. As the District Benchmark, NWEA can also be used for both purposes.

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Why do NWEA?

Adapts to each student’s instructional level, giving more information about the student’s specific skills, and also making it more engaging for the student.

Provides a stable measure of growth which can be tracked within the school year, and from year to year.

Helps students set individual learning goals, thus motivating their own learning.

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Quick Reference to NWEA Reports

Report Purpose

Teacher Report Provides overview of class achievement

Student Progress Report Charts student growth over time

Student Goal-Setting Worksheet

Helps students set individual growth goals

Class by RIT Finds specific learning targets in the “Descartes Continuum” of skills

Class Lexile Report Gives snapshot of each student’s reading level

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2. Logging In and Managing Passwords

1. Open Firefox (Mac or PC) or Internet Explorer (PC). Safari not recommended.

2. Go to www.nwea.org and click the words which say “Reports Login.”

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Logging In and Managing PasswordsBookmark the login page. Then enter your User Name and Password.

“User Names” for teachers look like this: Joeteacher13456938.We are not able to change them, but Firefox should remember them.

“Passwords” look like this:Rtby7Bm. They can be changed to something easier to remember if you wish.Make it at least 6 characters, include both an upper and lower case letter, and one digit (number).

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Logging In and Managing Passwords Left side navigation bar

In the left side navigation bar, find the “Change Password” command.

On the screen which comes up (not shown here), you will enter your chosen, new password twice.

Then your new password will be set.

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3. Using the MAP Teacher Report

In the left side “navigation bar,” select “Teacher Reports.”

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Using the MAP Teacher Report

Use the dropdown menu to select the testing term (Fall 2010).

Click the button which says “View by Goal Descriptors.”

Click “Submit”

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Sidebar: Displaying the Teacher Report in “pdf” using Adobe Reader

On some computers, the Teacher Report will not display immediately. The computer may ask how to display the file.

In this case, you will have to navigate to, and open, Adobe Reader, and choose it as the program to display your NWEA reports.

Once set, you should not have to keep doing this each time.

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Sidebar: Displaying the Teacher Report in “pdf” using Adobe Reader

Click here

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Sidebar: Displaying the Teacher Report in “pdf” using Adobe Reader

1. Find “Applications” on your hard drive. It may open automatically.

2. Select Adobe Reader

3. Click here

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Sidebar: Displaying the Teacher Report in “pdf” using Adobe Reader

Then click here

Be sure Adobe Reader is highlighted.

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Sidebar: Displaying the Teacher Report in “pdf” using Adobe Reader

Now Adobe Reader shows here

Click this box to set it for the future

Finish by clicking here

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Sidebar: Displaying the Teacher Report in “pdf” using Acrobat Reader

At some point in the process, you may also see a screen that looks like this. If you do, just click on the word “Cancel.” Then go back to the NWEA “Teacher Report” screen and click “Submit” again, and follow the directions on the previous slides to set Adobe Reader.

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Using the MAP Teacher Report

Use the blue arrows to scroll through your reports. (On a Mac, they may be in a different spot.)

Be sure that you are looking at the correct report (Reading or Math.)

Sample Data

The report will show all your “rostered” students, so at secondary, each teacher will see both Reading and Math reports.

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Using the MAP Teacher Report

Terms to understand:

RIT

Standard error

RIT Range

%-ile

%-ile Range

Lexile Range

GoalPerfor-manceArea

InfoStruct &Critique

Sample Data

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Sidebar Definitions: RIT

The RIT score, or “Rausch unIT,” is named for a Danish mathematician. It is a scaled score that goes from about 140-250.

For example, in Reading, the average RIT in Fall of Kindergarten is about 146, and the average RIT in the Spring of Grade 10 is about 225.

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Sidebar Definition: Standard Error of Measurement and RIT Range

A number of factors which affect test performance, such as the test taker’s health, emotional state, motivation, rapport with the examiner, recent practice in the area being tested, attention, coordination, memory, fatigue, luck in guessing.

To account for this, any test score is made up of the tester’s “true” score, plus an “error” score. In NWEA the “error score” is usually 3-4 points, based on the student’s pattern of right and wrong answers compared to his/her final RIT score.

NWEA displays this on the Teacher Report by showing the “RIT Range” (RIT score plus or minus “one standard error”), which means that the true score falls within the RIT range 68% of the time.

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Sidebar Definition: %-ile, and Norm vs. Criterion Referenced

“%-ile” refers to the percentile in the national norm group. For example, a student at the 61st percentile is scoring at or above 61% of the students in NWEA’s national sample of 2.8 million students.

A norm referenced test gives “%-ile” scores. A criterion referenced test, like STAR, gives levels of achievement (advanced, proficient, basic, etc.) based on actual skills a student has achieved, rather than comparison to a group of other students.

NWEA gives both.

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Sidebar Definitions: Lexile Range

The Lexile Range, which appears on the NWEA Teacher Report for Reading, is a readability index which runs from BR (“beginning reader”) to about 1700. It is shown in NWEA reports as a 150-point range. There is no exact equivalent for a grade level, but

some familiar works: Frog and Toad are Friends is lexile 400, Black Beauty is 1000, The Scarlet Letter is 1400.

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Sidebar Definitions: Informational Structures and Expository Critique

What are “Structural features of informational materials”?

In Gr. 2, this begins with using table of contents and chapter headings to find info. It adds complexity through Gr. 4, but never is more than 1-2 questions on CST (part of Reading Comprehension).

Beginning in Gr. 5, this area adds complexity and includes things like distinguishing between various different types of reading matter, and understanding compare-contrast, cause and effect, etc. It also assumes much more importance and becomes approx. 1/4 to 1/3 of the CST Reading Comprehension score.

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Sidebar Definitions: Informational Structures and Expository Critique

“Expository Critique” appears in the CA E/LA Standards in Gr. 5-10. In Gr. 5, where this is first seen, it begins with distinguishing fact

and opinion. It gains complexity and importance in higher grades, and goes into noticing bias and stereotyping, and the credibility of an author’s argument. It also becomes approx. 1/4 to 1/3 of the CST Reading Comprehension score.

In most grade levels 5 and up, Structural Features and Expository Critique make up more than half of the Reading Comprehension score on the CST.

Bottom Line: Gr. 2-4 shouldn’t focus much on “Info Struct & Expos Critique.” Gr. 5-10 MUST focus on it as part of Reading Comprehension.

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1. Most students have a combination of highs and lows in their Goal Areas (Clusters).

Sample Data

2. More newconcepts explained on next slides.

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Sidebar Definitions: Mean RIT and Median RIT

The median is the “middle score,” half of the class being above it, and half below. It is the best measure to use for a single class of 20-40 students, so that a few very high or low scores won’t change it.

Mean is the arithmetic average. It is the best measure for a grade level or a whole school or district, where there are a large number of scores that won’t be changed much by a few high or low “outliers.”

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Sidebar Definition: Standard Deviation

This is a measure of the “spread” of scores, showing how widely they cluster around the average score. The smaller the standard deviation, the more closely the scores are clustered round the mean.

For NWEA, a full class Standard Deviation of 10-15 is about normal.

Higher than 15 is quite varied, and will probably require some form of differentiated instruction. Lower than 10 is fairly homogeneous.

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The “median RIT scores” have significance. +/- 3 points from the Overall score indicates possible strength or an area of concern.

Most students have a combination of highs and lows in their Goal Areas (Clusters).

“Spread” of class (10-15 is normal.)

Sample Data

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Handout: 2008 Normative Data

Shaded items based on less than 1,000 students, interpret with caution (take with “a grain of salt.”)

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Handout: 2008 Normative Data

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Handout: California Proficiency Tables

Table 1 – Recommended prior-season (fall) RIT cut scores for California performance levels - Reading Grade

Percentile2 813 794 615 716 797 768 799 79

10 87

Advanced Far Below Basic Below Basic Basic Proficient

<161 161 7 168 20 181 54 192<171 171 7 181 22 194 55 203<172 172 3 183 11 196 34 205<184 184 6 192 14 205 40 215<184 184 4 200 18 211 43 223

214 41 226<195 195 8 202197 7 210

1522 220 48 231

232<200 200 8 211 21 221 4527 230 63 238218

Cut score Cut score Percentile

<209 209 12

<197

Cut score Percentile Cut score Percentile Cut score

Hecka easy

Hella hard

Italics for Gr. 2 represent extrapolated data

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Handout: California Proficiency Tables

Table 5 – Recommended prior-season (fall) RIT cut scores for California performance levels – Mathematics Grade

Percentile2 683 674 685 796 907 908 94

Far Below Basic Below Basic Basic Proficient

<164 164 4 170 17 176 39 184<172 172 4 181 17 189 38 198<180 180 4 191 16 200 38 209<191 191 7 202 22 211 47 223<196 196 7 210 27 222 57 237<200 200 7 215 27 228 57 244<203 203 7 220 27 235 60 254

Advanced Percentile Cut score Percentile Cut score Cut scoreCut score Cut score Percentile

Italics for Gr. 2 represent extrapolated data

Easier

Harder

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The “median RIT scores” have significance. +/- 3 points from the Overall score indicates possible strength or an area of concern.

Most students have a combination of highs and lows in their Goal Areas (Clusters).

“Spread” of class (10-15 is normal.)

Sample DataBelow: Nat’l mean CA Prof CA Basic

Above: CA Advanced

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“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. Can you identify current strengths and areas of concern for this class?

Sample Data

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Teacher Report Worksheet

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4. Individual Student Progress Report

To find an individual student’s test history, which allows you to see growth over time, click on “Class Rosters”

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Individual Student Progress Report

Select which “pair of test terms” you want. In this case, we will look at Fall to Fall. In Spring, do Fall to Spring. Not available for 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.

Use the “Select Term” dropdown menu to choose the test term you want (in this case Fall 2010).

Use the “Select Class” dropdown menu to choose the section you want (secondary only)

Student names are listed below in this area.

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Individual Student Progress Report

This report shows how the student’s scores have moved over time. It also shows each student’s growth compared to typical growth. (But note growth will not show in Winter Term reports.)

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Individual Student Progress Report

Note that the vertical axes may not always show the same RIT levels.

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A Tale of Two Students . . .

These two students began 7th grade scoring almost the same in NWEA Reading. Student 1’s scores went up from 214 in fall to 221 in spring (although they were a little “up and down”), and met the NWEA growth goal. Student 2’s scores went down from 216 to 213, and did not meet NWEA growth goal. In Spring 2008, Student 1 scored Advanced on CST/ELA, and Student 2 scored Basic on CST/ELA.

Student 1 Student 2

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. . . And a Third, Showing Growth Over Several Years

This student has shown consistent growth in NWEA Reading. In Spring 2005, this student scored Basic on the Gr. 5 CST/ELA. In Spring 2007, this student scored Proficient on the Gr. 7 CST/ELA. (These two CST ELA tests are of somewhat comparable difficulty, unlike those in some other grades.) This student was served in the Resource Specialist Program (Special Education).

Student 3

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5. Student Goal Setting Worksheet

Click on “Dynamic Reports”

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Student Goal Setting Worksheet

Click again on the words “Dynamic Reports” in grey box.

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Student Goal Setting Worksheet

Click on “Student Goal Setting Worksheet.”

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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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You have now generated a Goal Setting Worksheet for every student in your section.

Student selects goal from suggested growth.

Strength shown in bold, area of concern shown in italics.

Print in “pdf” format.

“Action Plan” has a few lines to describe next steps

Note: This report may not line all the data up on screen, but it will do so when printed.

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6. Looking 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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Looking at Specific Skills

1. Choose the test term (“Fall 2010”)

2. Use the dropdown menu to select the class you want (secondary only)

3. Click “Submit.”

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Looking at Specific SkillsThis screen shows the skill spread of students in this section. To see more, click on the words “Mathematics” or “Reading.”

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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Looking at Specific Skills – Whole Class

Students are separated into 10 point RIT bands in each “Goal Area,” or “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>”.

SAMPLE DATA

Students are separated into 10 point RIT bands in each Goal Performance area (CST cluster).

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Looking at Specific Skills – Whole ClassPrior learning “enhance” Getting about 75% right

Current learning “develop” Getting about 50% right

Future learning “introduce” Getting about 25% right

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Looking 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 (earlier slide) and see if this information helps inform your practice.

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Looking at Specific Skills –Individuals or small groups

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.

SAMPLE DATA

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Looking at Specific Skills –Individuals or small groupsDescartes can provide helpful focus for interventions for individuals or small groups.

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Looking 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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7. Using the Lexile Measure

Write down a student’s 150 point lexile range. Our example is 775-925 (a student at RIT 215 in Grade 9, about 31st percentile).

Books in lower part of lexile range can be read with more independence. Those in higher part of range will need more teacher support.

Go to www.lexile.com Select “Find a Book.”

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Using the Lexile Measure

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Using the Lexile Measure

Enter the 150 point range and click “Continue”

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Using the Lexile Measure

Select an area of interest. In our example, we select “Mystery” and “True Crime.” Then click “Search.”

Can click [+] sign to get further breakdown.

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Using the Lexile Measure

1. Set the slider to the appro- priate age (in this case, 14 to adult).

2. To see a summary, and possibly to find in a local library, click on “WorldCat.”

3. Scroll down for other limiters, such as H-L lexile code for “high interest, low vocabulary.”

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Using the Lexile Measure

You can enter zip code and find a library.

Even though a book is listed, you still may want to review it before recommending.

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Using the Lexile Measure

Back in Dynamic Reports, there is also a link to a class lexile profile.

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Your Class Lexile Report

Sample DataCurrently there is only one color for the 150 point range

Be sure to print this out, because it will only display during the Fall and Spring windows. It “disappears” during the Winter.

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8. 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.

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Managing Your Own Further LearningClick on “Course Catalog” to see the current selection of four courses.

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Managing Your Own Further LearningYou can take these for district professional advancement credit.

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Managing Your Own Further LearningYou can also log in to the NWEA website for “Partner Support”

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Managing Your Own Further Learning

There is a lot of information about many topics, and a “search” box. Under “Reports,” the links for “Dynamic Reporting Suite” and “Annotated Reports” may provide helpful information.

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Managing Your Own Further Learning

Another good resource is the Poway (California) Unified School District NWEA site. They are long time NWEA users.

http://www.powayusd.com/projects/edtechcentral/MAPS/

Some of the information has not been revised for a few years, but you will still find some helpful items, especially their MAP Toolkit.

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9. Overview of Part 2Advanced Training(coming in February 2011)

Revisiting the Teacher Report mid-year (looking at growth for a class)

Using the Dynamic Reporting Suite Previewing the Achievement Status and

Growth Report (available at year’s end) Building Data Ladders for differentiated

instruction.