Making MAP More Meaningful

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Making MAP More Meaningful

• David Dreher, Project Coordinator
• Dr. Kathryn Sprigg, Assistant Director
• Office of Accountability, Highline Public Schools
• Dr. Sandra L. Hunt , Literacy Coach
• Beverly Park Elementary, Highline Public Schools

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Overview

• The needs of the data users
• The objectives of the data producers
• The products
• The process
• The implementation
• The results
• The future

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What is MAP

• Measures of Academic Progress
• Developed by the Northwest Evaluation Association
  
• Norm-referenced assessment
• Computerized and adaptive
• Performance is reported as a RIT score
• The RIT Scale
• Uses individual item difficulty values to
  estimate student achievement
• A RIT score has the same meaning regardless of
  grade level
• Equal interval scale
• Highline Public Schools
• Three testing windows per year (Fall, Winter,
  Spring)
• Test students in the areas of math and reading
• Test students in grades 3-10

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The Needs of the Data User

• Building staff were saying things like . . .
• How can we use MAP data to help us make
  decisions?
• How do MAP and WASL performance compare?
• I want to know what a students history is with
  MAP.
• What is a RIT score?
• Giving me a RIT score is like telling me the
  temperature in Celsius!

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The Objectives for Us

• Include more historical data in reports.
• Make the data more accessible.
• Put MAP scores in context with WASL scores.
• Provide indication of a students likelihood of
  meeting standard.

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Some General Challenges

• Fear of Numbers
• The products generated had to be fairly simple to
  explain and understand.
• Availability of Time
• Because it had to be there yesterday it has to be
  fairly simple for us to produce.

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The Products

• Fall Predictions
• Our best guess about each students performance
  on the upcoming WASL.
• Used for
• Identifying level of risk for not meeting
  standard
• School- and District- level WASL forecasts
• Benchmark, Strategic, Intensive (BSI) Updates
• Status update produced after each testing
  window.
• Coarse filter based only on MAP.
• Cut Score Document
• A quick reference table that could be used to
  help put a MAP score in context.

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Making The Predictions

• Snooped and found the best indicators of WASL
  success
• Applied linear regression models to generate WASL
  scores for each student
• Examined the predicted WASL scores

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Snooping (Reading)R-Values
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Snooping (Math)R-values
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What we learned by snooping. . .

• Correlations were generally good.
• Reading R-value range 0.711 - 0.835
• Math R-value range 0.603 - 0.921
• Correlations in math were stronger than in
  reading.
• Highest MAP consistently correlated better than
  any single MAP score.
• Correlations were generally strongest when
  Highest MAP and WASL 2006 factors were combined.

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Regression Models

• For students with both MAP and 2006 WASL scores
  (95)
• WASL 2007 b0 b1Highest MAP b2WASL 2006
• For students that only had MAP score(s) (3)
• WASL 2007 b0 b1Highest MAP
• For students that only had WASL 2006 score
  (2)
• WASL 2007 b0 b1WASL 2006
• Where
• Highest MAP The students highest score on MAP
  from the Fall 2006, Winter 2007, or Spring
  2007 windows.
• Typically Spring 2007.
• WASL 2006 The students raw score from the
  2006 WASL Spring testing.

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Prediction Models

• For students with both MAP and 2007 WASL scores
• WASL 2008 b0 b1Projected MAP b2WASL 2007
• For students with only MAP score(s)
• WASL 2008 b0 b1Projected MAP
• For students with only WASL 2007 score
• WASL 2008 b0 b1 WASL 2007
• Where
• Projected MAP Projected Spring 2008 MAP score
  based on the students highest score on MAP
  from the Winter 2007, Spring 2007 or Fall
  2008 windows.
• WASL 2007 The students raw score from the
  2007 WASL Spring testing.

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Projecting MAP to Spring

• For the models with Projected MAP as one of the
  factors individual student performance on MAP in
  the Spring of 2008 was projected.
• The amount of expected growth added to a
  students Highest MAP score came from NWEAs
  Growth Study

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Example of Projection and Prediction7th Grade
Student in Reading
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WASL Prediction Range

• Constructed using the SEM values reported in the
  2001 WASL Technical Reports.
• Predicted Range Predicted WASL Score /- SEM

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Examining the Predictions

• What are the predictions saying about how we
  might do in 2008?
• Forward look
• How would we have done if we had predicted 2007
  WASL scores in the fall of 2006?
• Backward look

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What are the predictions saying about how we
might do in 2008?
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What are the predictions saying about how we
might do in 2008?
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What are the predictions saying about how we
might do in 2008?
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What are the predictions saying about how we
might do in 2008?
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What are the predictions saying about how we
might do in 2008?
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What are the predictions saying about how we
might do in 2008?
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Looking BackwardsHow would we have done
predicting the 2007 WASL?

• Successful prediction
• Accurately predicting whether a student would or
  would not meet standard on the WASL
• Unsuccessful prediction
• Predicted to meet standard and did not
• false positive (the kind we dont want)
• Predicted not to meet standard but did
• false negative (the kind we are okay with)

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Looking Backwards - Math
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Looking Backwards - Math
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Looking Backwards - Reading
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Looking Backwards - Reading
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The Implementation

• Fall Predictions
• Rolled out at Fall Math Summit
• Cut Scores
• Released in November 2007
• BSI Status Updates
• Delivered in February 2008
• Use of the information was determined within each
  building by principals, coaches, and teachers.

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The Results

• How good were the predictions?
• We wont know how good they are until after we
  get our WASL results.
• Come see our Fall WERA presentation!
• Did the products work for the end user.
• Feedback has been fairly limited
• Most feedback has been positive
• Some feedback says more work is still needed.

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The Future

• Check the predictions after WASL results are
  released
• Continue to refine the products to make them
  work for the end user
• job security

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Work in ProgressCut Scores Document

• Predictions Roll Out
• Cut Score Table
• Augmented with BSI graph
• NWEAs recently released Cut Scores document

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Email to Principals

• If the prediction range is
• Entirely below 400 (ex. 380-396) student has
  less than a 20 chance on the WASL this spring
  unless we accelerate their learning.
• Straddles 400 (ex. 396-410) student has
  basically a coin-flip chance on the WASL, even if
  their prediction is above 400.
• Entirely above 400 (ex. 408-424) student has
  more than an 80 chance on the WASL in the
  spring, IF they continue to progress.

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Contact Information

• David Dreher, Project Coordinator
• Dr. Kathryn Sprigg, Assistant Director
• Office of Accountability, Highline Public Schools
• www.hsd401.org
• 206-433-2334