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MAP: Building-wide Systems for Effective Data Use. A Focus on System Assessment A tool for school leaders. Agenda. Review different types of assessment and purpose MAP as one tool for school leadership and planning MAP as one tool to use with teachers to inform their instruction.

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map building wide systems for effective data use

MAP: Building-wide Systems for Effective Data Use

A Focus on System Assessment

A tool for school leaders

agenda
Agenda
  • Review different types of assessment and purpose
  • MAP as one tool for school leadership and planning
  • MAP as one tool to use with teachers to inform their instruction
learning outcomes
Learning Outcomes
  • Participants will be able:
    • To identify the different types of assessment and purpose
    • To review a Quadrant (growth and status) report for their School Building and begin to think about what that means for their school
    • To help teachers access reports that may be helpful in problem-solving and promoting team collaboration
slide4

Inclusion: Reflect on the following question and be prepared to share your thoughts with a neighbor.

Which of the RTI² questions is answered by the use of the MAP?

why assess
Why Assess?
  • Research on effective schools consistently find a correlation between effective monitoring of student outcomes and schools that achieve exceptional student learning outcomes (Levine & Lezotte, 1995).
  • Research on the effects of classroom assessment (formative) indicate the practice of frequent classroom assessment is associated with the largest observed student learning gains (Black & Wiliam, 1998)
integrated assessment practices
Integrated Assessment Practices

Need to address:

  • The assessment questions
  • Purpose of assessment
  • The right tool for the job
  • The most efficient process
types of assessment
Types of Assessment

WKCE

End of Unit Tests

Final Exams

Summative Assessments: evaluate whether the instruction or intervention provided is powerful enough to help all students achieve or exceed grade-level standards by the end of each year. Represents mastery or culmination.

Universal Screener/Benchmarking and Progress monitoring: Brief and targeted assessments, focused on “indicators” of broad skill domains. Assessment of Learning

General Outcome Measures

Curriculum-Based Measures

AIMSweb

Exit Slips

Thumbs Up/Thumbs Down

Quick Writes

Formative: Brief, targeted, and frequent measures of progress toward short-term goals. Used as feedback for refining instruction/learning. Assessment for Learning

Running Records

Phonics Surveys

Reading Inventories

Diagnostic: inform instructional planning in order to meet the most critical needs of individual students

purposes for assessing student outcomes
Purposes for Assessing Student Outcomes
  • Effectiveness
      • System
      • Organizational Units
      • Programs
      • Teachers
  • Progress toward important goals
  • Current Status
  • Growth
using map for problem solving at the systems level
Using MAP for Problem-Solving at the Systems level

Analyzing group data over time to inform long term planning

are our results improving
Are Our Results Improving?
  • How did we do?
    • Overall?
    • As a school?
    • At a grade level?
    • With specific groups of students?
    • For specific learning targets?
  • What are our “Opportunities for Improvement?”
  • What are the broad effects of programming actions and improvement initiatives?
results tell us about long term broad impacts
Results Tell Us About Long-Term Broad Impacts
  • This is important to guide decisions about what to sustain, what to improve and where to focus resources.
  • Results reflect the overall health and direction of the organization or organizational unit
    • District
    • School
    • Classroom
summative assessments represent cumulative effects for the system
Summative AssessmentsRepresent Cumulative Effects for the System
  • Summative assessments are generally lagging indicators.
  • Summative assessments are not sensitive to small increments of change.
  • Goals related to changes in system outcomes should be long-term (3-5 years)
  • Data from system assessments generally show us where to focus improvement efforts but tell us little about what to do to improve.
map measures of academic progress
MAP: Measures of Academic Progress
  • RIT Score: Point on the learning continuum associated with a students scores. Used to measure academic growth over time.
status vs growth
Status vs. Growth
  • Status: A specific (static) target that represents a categorical range such as proficiency. “The bar”…

-example: MMSD benchmarks

  • Growth: Change in score from one assessment period to another (i.e., Fall Spring). “Value Added”
                  • Data handouts
map quadrant report school overview
MAP Quadrant Report: School Overview

Click for List of students

Grade by subject

map results can help drive long term goals example status goals
MAP results can help drive long-term goalsExample: Status Goals
  • “In the areas of Reading and Math there will be the following increases in the percentage of students who meet or exceed Status Target Scores:”
    • Math: from 47 % to 60%
    • Reading: from 56% to 70%
example growth goals
Example: Growth Goals
  • “70% of students will meet or exceed MAP growth targets (this would place my school in the top 10% of all schools nationally)”
your data your turn
Your data; Your Turn

Independently

  • Review your school’s overall data and by grade

Consider

  • What do you notice?
  • What do you want to explore further? What other questions do these data generate?
  • What might your next steps be?
  • How might you use this with your School Based Leadership Team?
  • How might this inform your School Improvement Plan?

With a partner

  • Share some conclusions and next steps
rit report

The Class Breakdown by Overall RIT Report provides a visual representation of the academic diversity in performance of a class in Reading, Language Usage, Mathematics.

  • The score in parentheses by the student's name (i.e. Name (219)) represents their overall RIT score for this subject.
RIT Report

“The Basics”

relating rit scores to skills and concepts

Relating RIT Scores to Skills and Concepts

The power of assessment results is not in the numbers - it is what you do with the information.

delving deeper

Delving Deeper

By student groups and goal.

descartes data tool

DesCartes Data-Tool

It is designed to help you translate the raw data from your students' assessments into actionable plans for instruction, grouping and more.

reflect
Reflect
  • Given your school level data from the Quadrant report and Student Growth Summary, how might you encourage teachers to use the RIT reports and Des Cartes to impact grade level instruction and ultimately school-wide improvement?
10 ways to use the class breakdown
10 Ways to Use the Class Breakdown
  • Use the class breakdown by overall RIT report to see a visual picture of general performance of the class.
  • Use the class breakdown by Goal report to identify academic strengths and areas of concern for individuals.
  • Set classroom goals.
  • Obtain program-specific information.
  • Create flexible groups for specific skills instruction.
using classroom breakdown cont
Using Classroom Breakdown (cont.)
  • Identify student grouping for differentiated instruction.
  • Share information with other grade-level teachers for intra- and inter- grade level grouping.
  • Transition into DesCartes for instructional planning.
  • Select appropriate materials for instruction.
  • Compare class growth with a visual shot from fall to spring.