growth and goals measures of academic progress ® (map ® ) measures of academic progress, map, and...

Growth and GoalsGrowth and GoalsMeasures of Academic ProgressMeasures of Academic Progress®® (MAP (MAP®®))

Measures of Academic Progress, MAP, and DesCartes: A Continuum of Learning are registered trademarks of NWEA in the U.S. or other countries.Lexile® is a trademark of MetaMetrics, Inc. and is registered in the United States and abroad. The names of other companies and their products mentioned are the trademarks of their respective owners.

Setting the StageSetting the Stage

Welcome/Introductions

Structure for the day

Materials review

R

A

M Materials

Reports

Activity

M

A

2

Activate Prior KnowledgeActivate Prior Knowledge

Measures of Academic Progress® (MAP®) as an adaptive growth measure

Student RIT scores

MAP growth reports

Instructional level

A3

Sustaining the Momentum Sustaining the Momentum

Consider how you will implement what you’ve learned in the:

Next month

Next semester

Next year

M 4

Terry PlannerMy Building

xx/xx/xxxx

Schedule meeting to plan for sharing/ teaching other teachers key concepts:

Bringing Context to the Data / Explore the Growth Projection Calculator

Talking with Students/Goal Setting for Your Classroom

Schedule meeting with my principal to discuss this info and plan

Me

Paula Principal

•Workbook from this workshop

Finding available time/Schedule over lunch

xx/xx/xxxx

Other teacher leaders, grade/ department heads and me

•Workbook from this workshop

•Sustaining the Momentum document

Hectic schedules/ be persistent and prioritize– this is important!

xx/xx/xxxx

Other teacher leaders, grade/ department heads and me

Other teacher leaders, grade/ department heads and me

Sustaining the MomentumSustaining the MomentumPlanning DocumentPlanning Document

5

Accountability vs. Answerability Accountability vs. Answerability

External locus of control

Lack of ownership

Punitive

Invites collaboration

Ownership

Clear expectations

6

Supporting Data AnalysisSupporting Data Analysis

Accessing and evaluating data

Developing collegial conversations

Structuring answerability

7

TopicsTopics forfor TodayToday

Goal Setting and Communication

Identify growth goals through data analysis

Share strategies for conferencing and effective communication

Evaluating Growth Patterns

Evaluate growth data Examine growth at many

levels Build action plans

Evaluating Growth Patterns

Intended AccomplishmentsIntended Accomplishments

Understand what growth norms tell us

Use growth targets and proficiency benchmarks appropriately

Evaluate growth data

Identify strengths and areas of concerns

A

M Evaluating Growth Patterns Workbook p. 19

Taking Stock Taking Stock

Each of my students is achieving to her/his highest potential.

1 2 3 4 5

Disagr

ee

Somew

hat D

isagr

ee

Neutra

l

Somew

hat A

gree

Agree

A 10

Measures of SuccessMeasures of Success

Proficiency benchmarks

Growth targets

Evaluating Growth Patterns Workbook p. 1 M 11

237

Performance StandardsPerformance Standards

A

Targets

267

Evaluating Growth Patterns Workbook p. 1 M

B

Bringing Context to the DataBringing Context to the Data

Physical Growth vs. Academic Growth

Typical Growth Normative Data

RIT Point Growth Norms

Growth Projection Calculator

Evaluating Growth Patterns Workbook p. 2 M 13

Key Growth ReportsKey Growth Reports

Achievement Status and Growth (ASG) Summary Class Report

Online Individual Student Progress Report

Student Goal Setting Worksheet

Evaluating Growth Patterns Workbook pp. 2-3 M 14

Scale Alignment StudiesScale Alignment Studies

NWEA aligns state’s proficiency benchmarks to the RIT scale

www.nwea.org Click on <Our Research>

Click on <State Information>

Evaluating Growth Patterns Workbook p. 4M 15

Percentile Representing Percentile Representing “Proficient” or “Meets Standards” “Proficient” or “Meets Standards”

Evaluating Growth Patterns Workbook pp. 4-6M

A

Average Score

Quadrant IV Quadrant III

Quadrant I Quadrant II

Growth Index & Average ScoreGrade 5 Mathematics

Pro

fici

ency

Lin

e

Evaluating Growth Patterns Workbook p. 7 M

High growthLow proficiency status

Low growthLow proficiency status

Low growthHigh proficiency status

High growthHigh proficiency status

Source: NWEA Individual Growth and School Success Report, April 2004

Average Score

Quadrant IV Quadrant III

Quadrant I Quadrant II

Growth Index & Average ScoreGrade 5 Mathematics

Low growthLow proficiency status

Low growthHigh proficiency status

High growthHigh proficiency status

High growthLow proficiency status

Pro

fici

ency

Lin

e

NCLB Success

High Growth

Evaluating Growth Patterns Workbook p. 7 M

A

Growth IndicatorsGrowth Indicators

RIT Point Growth

Growth Index

Percentage of Students who Met or Exceeded their Target RIT

Overall Percentage of Target RIT Met or Exceeded

Evaluating Growth Patterns Workbook p. 8M 19

Growth in ContextGrowth in Context

Evaluating Growth Patterns Workbook pp. 9-10M

A

Principles for Observing DataPrinciples for Observing Data

Start with observation

Avoid assumptions of causality

Brainstorm factors to investigate

Target growth for all

Set targets that are based on data

Design a plan

Take action

Evaluating Growth Patterns Workbook p. 11M 21

Using Your Own DataUsing Your Own Data

Look for: Patterns/trends

Outliers

Group norms

Comparison to growth norms

A

R

Evaluating Growth Patterns Workbook pp. 11-13M 22

Analyzing GrowthAnalyzing Growth

Individual student

Class

Grade level

School

A

R

Evaluating Growth Patterns Workbook pp. 14-24 M 23

Sharing Data and ResourcesSharing Data and Resources

Exploring the Class Roster Report

Using Dynamic Reporting Suite

Sharing Online Individual Student Progress Reports

Evaluating Growth Patterns Workbook p. 25M 24

Sustaining the Momentum Sustaining the Momentum

Consider how you will implement what you’ve learned:

Understand what growth norms tell us

Use growth targets and proficiency benchmarks appropriately

Evaluate growth data

Identify strengths and areas of concern

A

Evaluating Growth Patterns Workbook p. 25M 25

TopicsTopics for Todayfor Today

Goal Setting and Communication

Identify growth goals through data analysis

Share strategies for conferencing and effective communication

Evaluating Growth Patterns

Evaluate growth data Examine growth at many

levels Build action plans

Goal Setting and

Communication

Intended AccomplishmentsIntended Accomplishments

Set class and student goals

Conference with students and parents about growth

Evaluate growth at year-end

Develop collaboration and communication plans

Goal Setting and Communication Workbook p. 1

A

M 27

Taking Stock Taking Stock

Disagr

ee

Somew

hat D

isagr

ee

Neutra

l

Somew

hat A

gree

Agree

I feel my district’s current communication practices are effective.

1 2 3 4 5

A 28

Culture and CommunicationCulture and Communication

Expectations for data use

Communication rhythm

Structured answerability

Shared ownership

M Goal Setting and Communication Workbook pp. 1-2

A

29

Classroom Content GoalsClassroom Content Goals

Analyze goal area scores

Target a class goal

R

Goal Setting and Communication Workbook pp. 2-4

A

M 30

Goal Setting: Classroom Targets Goal Setting: Classroom Targets

Target improvement

Strategies At-risk students

High performing students

All other students

Indicators of progress

Needed support

Goal Setting and Communication Workbook p. 5M 31

Talking with Students About DataTalking with Students About Data

Provide illustrations and examples

Put numbers in context

Affirm individual strengths

Approach goals collaboratively

Goal Setting and Communication Workbook p. 5M 32

Setting Growth Goals with StudentsSetting Growth Goals with Students

RIT Point Growth Norms

Achievement Status and Growth (ASG) Targets Class Report

Proficiency benchmarks

Student input

Goal Setting and Communication Workbook p. 5M 33

Teacher ResourcesTeacher Resources

Link to access Student Goal Setting Worksheet

Link to access Student Goal Setting Worksheet

Goal Setting and Communication Workbook p. 6

R

A

M

Process for Setting Student GoalsProcess for Setting Student Goals

Conference with student

Review fall results

Assist student in setting goals

Have students evaluate their performance

Provide a goals folder to share with parents

Goal Setting and Communication Workbook p. 6M 35

A

R

Conferencing with ParentsConferencing with Parents

Share student self-assessments

Identify student goals

Extend learning at home

Goal Setting and Communication Workbook pp. 7-9

R

A

M 36

Student-Led ConferencingStudent-Led Conferencing

Encourages student: Ownership of learning

Engagement

Responsibility

Increases parent: Attendance

Interest

Partnership

Goal Setting and Communication Workbook pp. 10-12M

A

37

Spring Conferences and Spring Conferences and Self-AssessmentSelf-Assessment

Provides opportunity to: Celebrate growth

Document results for parents and others

Goal Setting and Communication Workbook p. 13

R

A

M 38

Sustaining the Momentum Sustaining the Momentum

Consider how you will implement what you’ve learned:

Set class and student goals

Conference with students and parents about growth

Evaluate growth at year-end

Develop collaboration and communication plans

A

Goal Setting and Communication Workbook p. 14M 39

AnswerabilityAnswerability

Identify successes

Identify challenges

Improvement areas

Dialogue with stakeholders

A

M Goal Setting and Communication Workbook pp. 1-240

Building Internal Capacity Building Internal Capacity

Find Time:

Early release days

Use substitute teachers creatively

Streamline “administrivia”

Learn More:

Professional development

Curriculum & data planning teams

Study groups

Data coaches

41

Leading High Performing Learning Leading High Performing Learning CommunitiesCommunities

Mission driven

Culture and ownership

Answerability

Expert use of data

Staff development

Effective instruction

Quality student assessment

Dynamic learning environment

High quality curriculum

Strategic use of resources

Culture and OwnershipANSWERABILITY

Mission: Growth and Learning for Every Student

Stand in the FutureStand in the Future

What will your realized plan look like?

How will you make the plan visible?

What evidence of success will you see?

How will you celebrate your success?

M

A

43

Help Us Learn From You

Complete the Evaluation Form and leave it in the designated location.

Thanks for your attention and hard work.

A

M