Stepping Stones to Using Data

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Stepping Stones to Using Data
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Setting the Stage

• Welcome/Introductions
• Structure for the day
• Materials review

Materials
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Reports
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Activity
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Web Resources
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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

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Accountability vs. Answerability

• External locus of control
• Lack of ownership
• Punitive

• Invites collaboration
• Ownership
• Clear expectations

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Sustaining the Momentum

• Consider how you will implement what youve
  learned in the
• Next month
• Next semester
• Next year

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Sustaining the Momentum Planning Document
My Building
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
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Topics for Today

• Applying MAP Data and Resources
• Guided Lab Experience
• Whats my plan?

• Essential Reports?
• Examining Key Reports
• Recorded Differentiated Reports Activities
• Plan

• Essential Reports
• Examining Key Reports
• Recorded Differentiated Reports Activities
• Plan

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Intended Accomplishments

• Interpret and apply data from key reports
• Use data to evaluate academic needs in the
  classroom
• Set goals with students

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Workbook p. 1
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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
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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

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Workbook p. 1
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Use More than One Point of Data
State
Triangulation
Local -Classroom
Periodic(MAP)
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Normative Data Bringing Context to the Data

• Grade-level norms
• Typical performance
• Beginning-of-Year, Middle-of-Year, and
  End-of-Year

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Workbook pp. 2-3
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Uses for Essential Reports

• Instructional planning
• Screening
• Growth
• Goal-setting
• Informing instructional decisions

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Workbook p. 3
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Interpreting the Class Breakdown by Overall RIT
Report
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Workbook pp. 4-5
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Applying the Class Breakdown by Overall RIT
Report

• Instructional applications
• Intervention/remediation
• Reading support in content areas
• Visual picture of diversity

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Workbook pp. 4-5
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Interpreting the Class Breakdown by Goal Report
H.R. Frale (213)
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Workbook pp. 6-7
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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

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Workbook pp. 6-7
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Interpreting DesCartes and Primary Grades
Instructional Data
DesCartes Primary Grades Instructional Data
Aligned to goal structure of state standards 10 point RIT divisions Skills Concepts New vocabulary, signs, and symbols Identifies content at students instructional level. 10 point RIT divisions Skills Concepts
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Workbook pp. 8-9
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Applying DesCartes
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Workbook pp. 8-9
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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

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Workbook pp. 10-11
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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?

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Applying the Teacher Report

• Normative Data
• State Scale Alignment Study

2 grades below mean
Proficiency benchmark indicator
Typical scores
At or above 95th percentile
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Workbook pp. 10-11
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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)

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Workbook pp. 12-13
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Applying the Online Individual Student Progress
Report

• Parent Conferences
• DesCartes Framework
• Normative Data
• State Proficiency Tables

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Workbook pp 12-13
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Dynamic Reporting Suite
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Workbook p. 14
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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 _____.

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Workbook pp. 14-15
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Dynamic Reporting Suite Lexile Report and
Individual Student Booklist
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Workbook p. 16
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Lexile

• Doesnt evaluate
• Genre
• Theme
• Content
• Interest
• Quality

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www.lexile.com
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Workbook p. 17
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A Lexile Range Represents
Lexile
NWEA RIT
75 Comprehension
750L
205
600L
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www.lexile.com
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Workbook p. 17
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Growth NormsBringing Context to the Data

• Physical Growth vs. Academic Growth
• Typical Growth
• Normative Data
• RIT Point Growth Norms

Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms Grade 5 Reading Fall-to-Spring RIT Point Growth Norms
Start RIT 160 170 180 190 200 210 220 230
Mean Growth 14.41 13.22 10.43 8.19 6.26 4.34 2.78 0.99
Giovanni RIT 229
Kent RIT 185
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Workbook p. 17
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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
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Workbook pp. 18-19
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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

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Workbook pp. 18-19
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Interpreting the Achievement Status and Growth
(ASG) Summary Class Report
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Workbook pp. 20-21
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Applying the Achievement Status and Growth (ASG)
Summary Class Report

• Growth Index
• Percent of Students Meeting Target
• Percent of Target Met

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Workbook pp. 20-21
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Growth in Context
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Workbook pp. 22-23
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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

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Workbook p. 24
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Sustaining the Momentum

• Consider how you will implement what youve
  learned
• Interpret and apply data from key reports
• Use data to evaluate academic needs in the
  classroom
• Set goals with students

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Workbook p. 24
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Topics for Today

• Applying MAP Data and Resources
• Guided Lab Experience
• Whats my plan?

• Essential Reports
• Examining Key Reports
• Recorded Differentiated Reports Activities
• Plan

• Applying MAP Data and Resources
• Guided Lab Experience
• Whats my plan?

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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

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Workbook p. 1
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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
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Guided Lab Experience

• Tour of Online Reports and Resources
• Application Activities/Product Sharing

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Workbook pp. 1-18
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Welcome Back from the Lab!

• Lets continue

• Applying MAP Data and Resources
• Guided Lab Experience
• Whats my plan?

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Sharing Data

• Who needs information about our data?
• Whats our plan for communication?
• Students
• Parents
• Colleagues
• Other stakeholders

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Workbook p. 19
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Connecting with Students and Parents

• Student Goal Setting Worksheet
• Individual Student Booklist Report
• Online Individual Student Progress Report

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Connecting with Colleagues

• Interpreting and applying data
• Using resources
• Communication
• Professional development

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Workbook pp. 19-21
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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

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Knowledge Academy Courses

• Online, self-paced courses
• Professional Development related to
• Accessing and understanding data
• Instruction, curriculum, program

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Workbook pp. 22-23
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Sustaining the Momentum

• Consider how you will implement what youve
  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

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Workbook p. 24
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Answerability

• 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?

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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

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Leading High Performing Learning Communities
Mission Growth and Learning for Every Student

• 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
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Stand in the Future

• What will your realized plan look like?
• How will you make the plan visible?
• What evidence of success will we see?
• How will you celebrate your success?

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Help Us Learn From You

• Please complete the evaluation form and leave it
  in the designated location.
• Thank you for your attention and hard work.

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