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