Stepping Stones to Using Data

1. Stepping Stones to Using Data

2. Setting the Stage • Welcome/Introductions • Structure for the day • Materials review Materials M Reports R Activity A Web Resources W A M

3. Activate Prior Knowledge • Measures of Academic Progress™ (MAP) as an adaptive assessment • Student RIT scores • RIT scale • NWEA Normative Data • DesCartes: A Continuum of Learning • Primary Grades Instructional Data • Class Breakdown by Overall RIT Report and Class Breakdown by Goal Report A

4. Accountability vs. Answerability • External locus of control • Lack of ownership • Punitive • Invites collaboration • Ownership • Clear expectations

5. Sustaining the Momentum • Consider how you will implement what you’ve learned in the: • Next month • Next semester • Next year M

6. Sustaining the Momentum Planning Document Terry Planner 08/10/09 My Building Schedule meeting with my principal to discuss this info and plan • Workbook from this workshop • RIT Reference chart Finding available time Schedule a lunch Within two weeks of NWEA Workshop Me Paula Principal • Workbook from this workshop • Sustaining the Momentum document Hectic schedules/ be persistent and prioritize– this is important! • Schedule meeting to plan for sharing/ teaching other teachers key concepts: • Key Reports • Accessing online reports Other teacher leaders, grade/ department heads and me Prior to teach-back sessions Principal, teachers and me • Workshop materials • Computer lab Finding available time Within one month of NWEA training • Key Reports • Applying the Teacher Report Principal, teachers and me Schedule for early release day or work period • Workshop materials • Computer lab • Sample reports Within one month of NWEA training

7. Topics for Today • Applying MAP™ Data and Resources • Guided Lab Experience • What’s my plan? • Essential Reports? • Examining Key Reports • Recorded Differentiated Reports Activities • Plan • Essential Reports • Examining Key Reports • Recorded Differentiated Reports Activities • Plan

8. Intended Accomplishments • Interpret and apply data from key reports • Use data to evaluate academic needs in the classroom • Set goals with students M Workbook p. 1

9. Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree 1. I frequently access MAP data and apply MAP reports and resources in my class. 1 2 3 4 5 2. I think of individual student growth as an important measure of success. 1 2 3 4 5 A

10. Examining Essential Reports Status • Instructional Resources-Class by RIT • Teacher Report • Online Individual Student Progress Report • Dynamic Reporting Suite Growth • Achievement Status and Growth (ASG) Reports M Workbook p. 1

11. Making Decisions Using Data State/ Annual Triangulation Local -Classroom Periodic(MAP)

12. Normative Data: Bringing Context to the Data • Grade-level norms • Typical performance • Beginning-of-Year, Middle-of-Year, and End-of-Year A M Workbook pp. 2-3

13. Uses for Essential Reports • Instructional planning • Screening • Growth • Goal-setting • Informing instructional decisions M Workbook p. 3

14. Interpreting the Class Breakdown by Overall RIT Report R M Workbook pp. 4-5

15. Applying the Class Breakdown by Overall RIT Report • Instructional applications: • Intervention/remediation • Reading support in content areas • Visual picture of diversity R A M Workbook pp. 4-5

16. Interpreting the Class Breakdown by Goal Report H.R. Frale (213) M Workbook pp. 6-7

17. Applying the Class Breakdown by Goal Report • Instructional applications: • Flexible grouping • Designing instructional plans • Differentiating instruction • Identify relative strengths and weaknesses • Transition into DesCartes/Primary Grades Instructional Data R A M Workbook pp. 6-7

18. Interpreting DesCartes and Primary Grades Instructional Data A M Workbook pp. 8-9

19. Applying DesCartes A M Workbook pp. 8-9

20. Interpreting the Teacher Report • Student Data • Test Type • Standard Error • RIT/RIT Range • Percentile/Percentile Range • Lexile • Goal Performance Area • Summary Data • Mean/Median • Standard Deviation M Workbook pp. 10-11

21. Standard Deviation = 21 Standard Deviation = 8 Standard Deviation • Larger standard deviations indicate more academic diversity. • How might this impact instruction? • Smaller standard deviations indicate that students are more alike. • How might this impact instruction?

22. Applying the Teacher Report • Normative Data • State Scale Alignment Study 2 grades below mean Proficiency benchmark indicator Typical scores At or above 95th percentile R A M Workbook pp. 10-11

23. Interpreting the Online Individual Student Progress Report • Key points on the text version • District Average • Norm Group Average • Student Growth • Typical Growth • Descriptors • Key point on the graph version • Grade(G/x) M Workbook pp. 12-13

24. Applying the Online Individual Student Progress Report • Parent Conferences • DesCartes Framework • Normative Data • State Proficiency Tables • RIT Reference Charts R A M Workbook pp 12-13

25. Dynamic Reporting Suite M Workbook p. 14

26. Interpreting and Applying the Student Goal Setting Worksheet • Conference with each student • Review performance • Celebrate success • Set content goal • Set growth goal • Make a plan • The teacher will _____. • The student will _____. R A M Workbook pp. 14-15

27. Dynamic Reporting Suite: Lexile Report and Individual Student Booklist M Workbook p. 16

28. Lexile • Doesn’t evaluate: • Genre • Theme • Content • Interest • Quality W www.lexile.com M Workbook p. 17

29. A Lexile Range Represents Lexile NWEA RIT 75% Comprehension 750L 205 600L W www.lexile.com M Workbook p. 17

30. Growth NormsBringing Context to the Data • Physical Growth vs. Academic Growth • Typical Growth • Normative Data • RIT Point Growth Norms Giovanni – RIT 229 Kent – RIT 185 M Workbook p. 17

31. Interpreting the Achievement Status and Growth (ASG) Targets Class Report KENT 5 8/9/06 S/G 185 3.3 9 GIOVANNI 5 8/9/06 S/G 229 3.3 2 M Workbook pp. 18-19

32. Applying the Achievement Status and Growth (ASG) Targets Class Report • Comparing growth targets • Look at sample report • Questions for consideration • Reasons targets are different • Talking to students about differences • Impact on teachers • Helping parents understand R A M Workbook pp. 18-19

33. Interpreting the Achievement Status and Growth (ASG) Summary Class Report M Workbook pp. 20-21

34. Applying the Achievement Status and Growth (ASG) Summary Class Report • Growth Index • Percent of Students Meeting Target • Percent of Target Met R A M Workbook pp. 20-21

35. Growth in Context A M Workbook pp. 22-23

36. Recorded Differentiated Reports Activities • Provides opportunity for differentiated learning for all groups • Includes application of reports and resources • Demonstrates and practice accessing reports and resources M Workbook p. 24

37. Sustaining the Momentum • Consider how you will implement what you’ve learned: • Interpret and apply data from key reports • Use data to evaluate academic needs in the classroom • Set goals with students A M Workbook p. 24

38. Topics for Today • Applying MAP™ Data and Resources • Guided Lab Experience • What’s my plan? • Essential Reports • Examining Key Reports • Recorded Differentiated Reports Activities • Plan • Applying MAP™ Data and Resources • Guided Lab Experience • What’s my plan?

39. Intended Accomplishments • Access and apply key online reports and resources • Exercise new learnings through practical application • Create a plan to communicate and share data with all stakeholders M Workbook p. 1

40. Taking Stock Disagree Somewhat Disagree Neutral Somewhat Agree Agree 1. I am accessing MAP reports and resources independently. 1 2 3 4 5 2. I regularly use MAP data and related resources to inform my instruction. 1 2 3 4 5 A

41. Guided Lab Experience • Tour of Online Reports and Resources • Application Activities/Product Sharing A M Workbook pp. 1-16

42. Welcome Back from the Lab! • Let’s continue… • Applying MAP™ Data and Resources • Guided Lab Experience • What’s my plan?

43. Sharing Data • Who needs information about our data? • What’s our plan for communication? • Students • Parents • Colleagues • Other stakeholders M Workbook p. 17

44. Connecting with Students and Parents • Student Goal Setting Worksheet • Individual Student Booklist Report • Online Individual Student Progress Report

45. Connecting with Colleagues • Interpreting and applying data • Using resources • Communication • Professional development A M Workbook pp. 17-19

46. Professional Development Support • Online Trainings • Available at NWEA web site • Climbing the Data Ladder • Growth and Goals • Custom Training • Consultative Days • Modularization Options • NWEA Annual Summer Conference • State and Regional Members Groups

47. Knowledge Academy Courses • Online, self-paced courses • Professional Development related to: • Accessing and understanding data • Instruction, curriculum, program A M Workbook pp. 20-21

48. Sustaining the Momentum • Consider how you will implement what you’ve learned: • Access and apply key online reports and resources • Exercise new learnings through practical application • Create a plan to communicate and share data with all stakeholders A M Workbook p. 21

49. How do we ensure that all staff share answerability for student learning? To whom and how do we provide accurate and timely information? How and when will we structure conversations around the data? Answerability

50. 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