Lessons from Using NWEA’s Vertical Scales Phil Dommes North Thurston Public Schools June 2, 2006.
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Transcript of Lessons from Using NWEA’s Vertical Scales Phil Dommes North Thurston Public Schools June 2, 2006.
![Page 1: Lessons from Using NWEA’s Vertical Scales Phil Dommes North Thurston Public Schools June 2, 2006.](https://reader036.fdocuments.in/reader036/viewer/2022062805/5697bfbb1a28abf838ca0f0a/html5/thumbnails/1.jpg)
Lessons from
Using NWEA’s Vertical Scales
Phil Dommes
North Thurston Public Schools
June 2, 2006
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North Thurston Public Schools
• 1995 – 2005
• Customized reading and math tests
• Fall to Fall
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Characteristics of NWEA Tests
• Common item pool of pre-tested items
• Common, cross-grade measurement scales for all items in a content area
• Common test design
• Common psychometric properties
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NWEA Vertical Scales
• Grade level independent
• Equal interval
• 150-300
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Put Growth into Perspective
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Tim's Growth on North Thurston Levels Tests
175180185190195200205210215
Fall 2002 Fall 2003 Fall 2004
Tim
NorthThurston
NWEA
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Fall to Spring RIT Growth(Matched Students) for
-10-8-6-4-202468
101214161820
3 4 5 6 7
Grade
RIT
Gro
wth
NWEA Growth District Growth
Reading
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Monitoring Growth in Student Achievement
Reading Achievement and Growth Fall Spring Mean Growth
Grade Median Mean Median MeanEnding Grade
Fall to Spring
Fall to Fall
Spring to
Spring
2 179 177.7 188 186.6 2 14.9 n/a
3 191 188.7 200 197.9 3 10.5 11.9 14.1
4 200 198 206 204.6 4 7.4 7.6 10.7
5 207 205.2 213 210.8 5 6.3 7 8
6 212 210.5 217 215.3 6 5.3 5.3 6.1
7 216 214.4 221 219.1 7 4.3 4.3 5.3
8 220 218.3 225 223.2 8 4.2 4.3 4.6
9 223 221 226 224.2 9 2.9 3 3.8
10 225 223.1 231 229.2 10 2.6 3.3 3.6
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RIT Block Growth Norms
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Math Achievement Levels Test Growth from Fall 7 (2003) to Fall 8 (2004)
57%51%
45%50% ile
36% ile
20% ile
1 2 3
% making typical growth NWEA comparison group(%ile)
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North Thurston Public SchoolsPercent Making Growth on Math Levels
Grade 3 to Grade 4
1 2 3 4 5 6 7 8 9 10 11 12
% making typical growth 2002 % making typical growth 2003 % making typical growth 2004
District Goal: 60%
V Hi
Ver
Very High70% or Higher higher
High 60%-70%
High Av50%-59%
Low Av40%-49%
Low25%-39%
Very Low0-24%
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Learning continuum sequence of skills
RIT
Skill <150 161-170 181-190 201-210 231-240 241-250
Whole
Numbers
-Identify fact families with sums 0-18 in horizontal format
- Subtract two numbers in vertical format.
-Subtract a 1-digit number from a 2-digit number with no regrouping-- Solve simple addition word problems.
-Solve 1-step word problems involving division-Divide a 3-digit or 4-digit number by a 1-digit number.
-Understand the concept of division using pictorial representation- Divide a 2-digit by a 2-digit number with a remainder
-Divide multi-digit numbers using a calculator
N/A
Fractions
-N/A -N/A -Read, shade & write fractional parts of a group
-Add mixed numbers with like denominators with regrouping-Multiply mixed numbers
Divide a mixed number by a whole number or a fraction
Divide a fraction, whole number, or mixed number by a mixed number
Multiply a whole number by a fraction
Percents
-N/A -N/A -N/A -Write a decimal or fraction as a percent
Find the percent one number is of another
N/A
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Don’t Forget about Error of Measurement
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197 205 207 213
202
210
Test # 1(Obtained
Score)
Test # 2(Obtained
Score)
Most likely: Student’s true score grew 8 points. Plausible: Score increased by 2 points Or
Score increased by 16 points.
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Be cautious when interpreting subtest results
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197 205
207 213
202
210
Test # 1(Obtained
Score)
Test # 2(Obtained
Score)
Most likely: Student’s true score grew 8 points. Plausible: Student decreased by 4 points Or
Student increased by 20 points.
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Triangulate the Data
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Local Assessment
Teacher
NWEA
TRIANGULATION
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When 3 points of data
tell the same story about a student,
we can comfortably
make the appropriate decisions.
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Data begins a discussion; it doesn’t end the discussion.