nwea map boe presentation
DESCRIPTION
NWEA's MAP assessment is used by teachers to inform their instruction to best meet the needs of students.TRANSCRIPT
Presented by
Brian Seligman, Director of Information Systems, Data and Technology
Anne Abrams, Tisha Colangelo, Ann Marie Dobransky, Christine Gallagher, Stephanie Goldman, Jayne Marraccini, and Donna
Murphy
With Special thanks to Michael Greenfield, Chandana Neureuther, Christine Dickinson, Janice Varmon, Colleen Bertolino, and Johnna
Williams.
Using MAP Data to Inform InstructionPresentation to the Harrison Central School District
February 6, 2014
NWEA’s MAP Assessments
MAP (Measure of Academic Progress)
What is the MAP assessment?
What is an Adaptive Test?
Why another Test? Focus on data to improve reading and math skills
Harrison MAP data…So what? Now what? Proficiency Projections
How are our teachers using MAP data to inform instructional planning?
What is the MAP assessment?A Tool for Teachers
Created by teachers for teachers, MAP assessments provide detailed, actionable data about where each child is on their unique learning path.
It’s information teachers can use in the classroom to help every child, every day. Data Literacy – Connect knowledge of student data to instructional planning.
Aligned to the common core. (Test assesses the same standards)
Reading and Math skills and content are assessed multiple times each year.
How is this test different? Adapting the Test to the Student
MAP dynamically adapts to a student’s responses – as they take the test.
Answer a question correctly and the test presents a more challenging item.
Miss a question, and MAP offers a simpler item.
MAP identifies a student’s “Zone of Proximal Development”
What data do we get from MAP tests?
Scores between 100 and 300
Compare students across grade levels and compare students against a national average
Stable over time (NWEA’s MAP tests began in 1997)
Allows us to assess change (growth) over time How do we know students are learning?
Why more testing?
MAP is a predictive tool. Predict proficiency Identify “at risk” students Adjust programs to fit the needs of students Identify needs of all students and inform teaching
practices
MAP can measure progress over time Individual student progress Cohort/Program progress
A closer look at Harrison Data
History of MAP testing in Harrison.
2007-2008 MAP testing was introduced to LMK. Initially testing was conducted once per year. Increased to twice per year in 2010-11.
2012-13 MAP testing was introduced K-5.
Analysis of MAP data and State Test data revealed a correlation.
Let’s take a look…
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Fall MAP percentile vs. Spring SED scale scoreGrades 3-8 (1608 students)
Level 1Low Level 2High Level 2Level 3Level 4
MAP %ile
SED
Scal
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2013
SED Levels
97% of all students who scored below the 50th %ile on MAP Reading scored
Level 1 or 2
92% of all students who scored above the 50th %ile on MAP Reading scored a
high Level 2 or better
How can we use MAP data?
Teachers use MAP data to determine student readiness. MAP data can be broken down by subject and strand to provide
teachers with the information they need to better differentiate. Reading is broken down into Literature, Informational Text
and Foundations/Vocabulary. Math is broken down into Algebra, Geometry, Numbers and
Operations and Measurement.
***Same way the Common Core State Standards are arranged.
Teachers use MAP data to inform instructional planning. RTI (Response to Intervention) Flexible Grouping Differentiation Focused Instruction
Response to Intervention
Before MAP data, teachers used NYS test results and reading assessments to identify students in need. State data-cutoffs unreliable Feedback generic to the levels 1,2,3,4 Local assessments can be subjective
With MAP data, teachers have a third, current and informative data tool to confirm the placement of students in the RTI framework. Tier 1- students who are performing at grade level Tier 2- students who are struggling with grade level material Tier 3- students who are significantly below grade level
C. Gallagher
Response to Intervention
Identifying Tier 2 students using MAP Teachers can provide support that targets the deficits
these students are facing Through the use of DesCartes, teachers can tailor the
small group instruction to meet the students’ needs.
C. Gallagher
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MAP %ile
SED
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Tier III
Supports include:ESL, Reading, AIS,
Resource Room
Tier II
Supports include:Classroom
interventions, low intensity AIS
Tier I
Sample 5th Grade class – Fall 13 MAP %ile with Spring grade 4 ELA Score
C. Gallagher
Flexible Grouping
Teacher Reports
Class by RIT
DesCartes
A. Dobransky
Teacher Report – Sample Data
***Sample Data – Not Harrison students
A. Dobransky
Class by RIT – Sample Data
***Sample Data – Not Harrison students
A. Dobransky
Differentiated Instruction
A. Dobransky
Targeted Instruction DesCartes
Key Ideas and DetailsCCSS.ELA-Literacy.CCRA.R.2
D. Murphy
Intervention Resources
Focused Instruction
Focused Instruction for Main Idea and Inferencing
Timely data allows us to be attentive to specific skills.
Example – Launch of Nonfiction Unit – Reading Informational text
J. Marraccini
How do we use text features to determine the main idea of a nonfiction article?
Text has been omitted. Children are focused on the text features.
After the information from the text features have been charted, the text is revealed.
J. Marraccini
Differentiated for High Readiness
Know where to start Fountas &Pinnell testing F & P reading levels are used to support guided reading.
Make partnerships
Gain a better understanding of who is struggling/excelling in math
Create challenges for high readiness students
A. Abrams
Student Involvement
Student selected goals
Reflection
Tracking growth
S. Goldman
Student Reflection
S. Goldman
Charting Learning
S. Goldman
What our teachers are saying… Kimberly Salvatore “Using the class by RIT reports, DesCartes, and teacher report data,
we have created need-based groups for literacy/math centers (intervention time). We are also in the process of coordinating lessons with our school Library Media Specialist. Once coordinated, students will have the opportunity to practice skills on iPads.”
Chandana Neureuther “I have been using the MAP data to print out the DesCartes for my struggling students strand by stand and highlighting skill areas where they have voids. This work has been done during IE time in my classroom. I group students according to these DesCartes' needs as well as use them to inform partnerships.”
Christine Dickinson “I have been able to turnkey some of my learning with my colleagues at Purchase. Some of the most useful features include the progress charts that show the kids’ scores over the past two years as well as the line graph. The class RIT band charts have been helpful with grouping kids and of course the DesCartes lists of skills give you some kind of starting point once you decide which area would be most beneficial to target.”
Janice Varmon “I used the MAP results to help with making groups for Literacy Centers so that each child will work on specific skills they need to work on.”
Colleen Bertolino and Johnna Williams “Using the DesCartes generator we are able to determine exactly what these students are ready to learn next. This has helped us differentiate instruction for those students during Literacy Time. In addition, we use this during Writer's and Reader's Workshop within our conferencing and guided reading to guide instruction.”
Questions?