MAP Testing New London Public Schools BOE Meeting January 9, 2014 - - PowerPoint PPT Presentation

MAP Testing

New London Public Schools BOE Meeting January 9, 2014

NLPS Mission

To prepare young people for successful lives as adults

What are we trying to do here?

• Ensure that students have the skills and

knowledge they need to be successful in their lives as adults.

• Why do we test? We test to understand

students’ needs and their progress in acquiring the skills and knowledge they need to be successful.

• What is a test? It is a measure of what

students know and are able to do.

Assessment? Evaluation? What are we talking about?

• Assessment is the process of measuring

knowledge, skills, attitudes, and beliefs. In schools, assessment involves describing, collecting, recording information about students’ skills and knowledge.

• Evaluation is the process of making judgments

based on information gathered through assessment.

Measures of Academic Progress™ (MAP)

What is MAP™?

• MAP - Measures of Academic Progress
• Achievement tests
• Delivered by computer

How does MAP work?

• The MAP test is a multiple choice

computer delivered test for reading and math.

• MAP is an adaptive test.
• Adaptive test design uses the

student’s answer on one question to determine whether the next question is an easier or harder question.

How does MAP work?

• First question presented: Average grade level.
• Based on student’s response, second question

will be either easier or harder.

• Each administration of MAP is individually

customized to the student; theoretically no two tests are the same.

• Questions are always on the edge of

challenge, keeping kids in a zone of challenge.

The Goldilocks Principle

Not too hard, not too easy; just right.

Why take MAP tests?

• To find out where students are performing; to

take their pulse.

• To help teacher know what students should be

working on to improve.

Why take MAP tests?

This adaptive test is better than a typical mastery test for the following reasons:

• More accurate data as to where the child is

currently functioning.

• Has predictive quality: Forecasts how student will

perform on later tests.

• Keeps students engaged during testing process.
• Motivating because they know how the testing

works.

• Helps students and teachers collaboratively set

goals.

Testing Basics

Four types of measures/tests/assessments:

• Universal screeners provide baseline data and

growth data (general understanding)

• Diagnostic Tests
• Progress monitoring
• Outcome Assessments

– Unit Tests or End of Semester Exams – CMT/CAPT- program and curriculum data

Summative Assessment

Testing Basics

Spring Winter Fall

Benchmark 1 Benchmark 3

Universal Screening

Baseline Data

Progress Monitoring Progress Monitoring

Diagnostics Diagnostics

Benchmark 2

Summative Assessment Summative Assessment

Testing Basics

Fall

Benchmark 1

Universal Screening

Baseline Data

Other Data Considered: Reading Examples Possible Instructional Decisions

Early Grades: DIBELS DRA 2 DRA 2 Progress Monitoring Running Records Spelling Assessments CORE Multiple Measures Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: CORE Multiple Measures DRA 2 Progress Monitoring Running Records Spelling Data Work Samples Unit Tests, CMT data Grades Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: CORE Multiple Measures Work Samples Grades CMT data for Freshman CAPT data Reading Enrichment Reading Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Winter

Benchmark 2

Other Data Considered: Reading Examples Possible Instructional Decisions

Early Grades: DIBELS DRA 2 DRA 2 Progress Monitoring Running Records Spelling Assessments CORE Multiple Measures Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: CORE Multiple Measures DRA 2 Progress Monitoring Running Records Spelling Data Work Samples Unit Tests, CMT data Grades Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: CORE Multiple Measures Work Samples Grades CMT data for Freshman CAPT data Reading Enrichment Reading Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Spring

Benchmark 3

Other Data Considered: Reading Examples Possible Instructional Decisions

Early Grades: DIBELS DRA 2 DRA 2 Progress Monitoring Running Records Spelling Assessments CORE Multiple Measures Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: CORE Multiple Measures DRA 2 Progress Monitoring Running Records Spelling Data Work Samples Unit Tests, CMT data Grades Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: CORE Multiple Measures Work Samples Grades CMT data for Freshman CAPT data Reading Enrichment Reading Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Fall

Benchmark 1

Universal Screening

Baseline Data

Other Data Considered: Math Examples Possible Instructional Decisions

Early Grades: Fact Fluency Test Math Word Problem Assessment Major CCSS Cluster Assessment Math Attitude Survey Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: Fact Fluency Test Work Samples Unit Tests, CMT data Grades *CCSS formative assessments in Development Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: EasyCBM Assessments Fact Fluency Test Work Samples Grades CMT data for Freshman CAPT data Math Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Winter

Benchmark 2

Other Data Considered: Reading Examples Possible Instructional Decisions

Early Grades: Fact Fluency Test Math Word Problem Assessment Major CCSS Cluster Assessment Math Attitude Survey Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: Fact Fluency Test Work Samples Unit Tests, CMT data Grades *CCSS formative assessments in Development Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: EasyCBM Assessments Fact Fluency Test Work Samples Grades CMT data for Freshman CAPT data Math Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Spring

Benchmark 3

Other Data Considered: Reading Examples Possible Instructional Decisions

Early Grades: Fact Fluency Test Math Word Problem Assessment Major CCSS Cluster Assessment Math Attitude Survey Daily small group work Unit Tests, CMT data Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Language Support/ELL Special Education consult Middle Grades: Fact Fluency Test Work Samples Unit Tests, CMT data Grades *CCSS formative assessments in Development Preteaching, Reteaching Intervention group Re-testing More diagnostic assessment Curriculum Acceleration Course placement Language Support/ELL Special Education consult High School: EasyCBM Assessments Fact Fluency Test Work Samples Grades CMT data for Freshman CAPT data Math Lab Preteaching, Reteaching Curriculum Acceleration Course placement Language Support/ELL Special Education consult

Testing Basics

Benchmark Period What does the district do with the information?

Universal Screening [Fall] and other data points Tier 1 Instructional Adjustments Intervention Groups Coaching & Professional Development Development of SLOs Middle School & High School course placement Materials Benchmark 2 [Winter] and other data points Tier 1 Instructional Adjustments Intervention Groups Coaching & Professional Development Development of SLOs Middle School & High School course placement for Semester 2 Materials Budget for next fiscal year Benchmark 3 [Spring] and other data points Tier 1 Instructional Adjustments Intervention Groups Coaching& Professional Development Development of SLOs Class & course placement for Fall Materials Budget for next fiscal year: Materials, Teacher assignment

What is a "RIT" Score?

• RIT Scores Indicate a Student's

Instructional Level.

• "RIT" is an abbreviation for "Rausch

Unit."

• The difficulty and complexity of each

MAP test question is measured using the RIT scale.

What is a "RIT" Score?

• The student's RIT score indicates the

level of questions that the student was answering correctly 50% of the time.

• These are the skills that the student

should be working on right now.

What is a "RIT" Score?

• The RIT Scale is an Equal Interval scale

– The RIT scale in consistent, just like a ruler. One inch is always one inch, and one RIT is always one RIT. – A student who grows from 165 to 170 shows the same amount of instructional growth as a student who goes from a 280 to 285 -- 5 RIT points of growth. – Because the RIT score is consistent, it can be used to accurately measure a student's growth over a period of time.

What is a "RIT" Score used for?

• The RIT score is used to accurately measure a

student's growth over a period of time.

• NWEA provides growth targets for individual

students based on their grade level and RIT score for each subject.

• These targets are used for goal-setting with

students.

RIT Performance Levels

• Each testing/benchmark period provides

information/data at three levels:

– Benchmark indicates a student is performing on grade level – Strategic indicates the student has some skill and knowledge deficits that should be able to be addressed by the end of the year with help – Intensive indicates that the student is performing approximately a year or more below grade-level

Meet Marty, a Fourth Grader

• Marty has just taken the Benchmark 1

(Universal Screening) MAP test. His Reading RIT score is 186

• A RIT Score of 186 is in the 181-190 RIT Range.
• Marty is functioning below grade level

Meet Marty, a Fourth Grader

• The RIT Range of Marty’s score falls in the

Grade 2 “End of Year” performance band.

• Marty’s RIT score of 186 falls in the strategic

category for the end of Grade 2.

What’s next for Marty?

• Marty’s teacher verifies what he should

know and be able to do.

• What Marty should know and be able to do

as a fourth grader is based on the skills and knowledge identified in the NLPS curriculum, the Common Core State Standards, and by NWEA.

What’s next for Marty?

• Using NWEA’s Continuum of Learning, Marty’s

teacher can review the reading skills that Marty needs. The NWEA Continuum of Learning identifies the specific skills that each student needs to improve.

• An instructional plan to close the identified

gap is developed for Marty.

Here’s Marty’s Plan…

Here’s what Marty needs:

• Word recognition and phonics skills:

– Possibly short vowel sounds, counting syllables, and comparing initial consonant sounds in words.

• Phonological Awareness Skills Test and the CORE

Phonics Survey:

– These tools measure awareness of sounds in language and which vowels and consonant sounds, syllable types, and how to read and write them.

• An instructional plan to address these skills
• Measures of his progress

Measurement/Testing/Assessment Types

All of the different assessment types work together to provide a complete valid and reliable picture of a student’s abilities

• Validity: Measures what it says it

measures

• Reliability: Consistently measures

the same thing

Measurement/Testing/Assessment Types

All of the different assessment types work together to provide a complete valid and reliable picture of a student’s abilities

Measures a student’s strengths, weaknesses, knowledge, and skills prior to instruction. Measures a student’s achievement at the end of a period of instruction.

Measurement/Testing/Assessment Types

All of the different assessment types work together to provide a complete valid and reliable picture of a student’s abilities

Measures a student’s performance during instruction; it must occur regularly throughout instruction. Evaluates student performance at periodic intervals, frequently at the end of a grading period. Can predict student performance

• n end-of-year summative

tests.

Measurement/Testing/Assessment Types

All of the different assessment types work together to provide a complete, valid and reliable picture of a student’s abilities

Measures a student’s performance against a goal, specific objective, or standard. Compares a student’s performance against a national or other “norm” group.

Let’s look at our data…

NWEA Spring 2012 Spring 2013 Comparison Data

NWEA: MAP

Other measures/ tests/ assessments data

0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Nathan Hale Reading Growth as Measured by Reading RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013 0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Nathan Hale Math Growth as Measured by Math RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013

NWEA Spring 2012 – Spring 2013 Comparison Data

0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Jennings Reading Growth as Measured by Reading RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013 0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Jennings Mathematics Growth as Measured by Math RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013

NWEA Spring 2012 – Spring 2013 Comparison Data

0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Winthrop Reading Growth as Measured by Reading RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013 0% 20% 40% 60% 80% 100% Grade 4 Spring 2012 Grade 5 Spring 2013

Winthrop Mathematics Growth as Measured by Math RIT Score

Grade 4 Spring 2012 Grade 5 Spring 2013

NWEA Spring 2012 – Spring 2013 Comparison Data

0% 20% 40% 60% 80% 100% Grade 6 Spring 2012 Grade 7 Spring 2013 Grade 7 Spring 2012 Grade 8 Spring 2013

BDJMS Reading Growth as Measured by Reading RIT Score

Series1 0% 20% 40% 60% 80% 100% Grade 6 Spring 2012 Grade 7 Spring 2013 Grade 7 Spring 2012 Grade 8 Spring 2013

BDJMS Reading Growth as Measured by Math RIT Score

Grade 6 Spring 2012 Grade 7 Spring 2013 Grade 7 Spring 2012 Grade 8 Spring 2013

NWEA Spring 2012 – Spring 2013 Comparison Data

0% 20% 40% 60% 80% 100% Grade 9 Spring 2012 Grade 10 Spring 2013

NLHS Reading Growth as Measured by Reading RIT Score

Grade 9 Spring 2012 Grade 10 Spring 2013 0% 20% 40% 60% 80% 100% Grade 9 Spring 2012 Grade 10 Spring 2013

NLHS Mathematics Growth as Measured by Math RIT Score

Grade 9 Spring 2012 Grade 10 Spring 2013

NWEA Spring 2012 – Spring 2013 Comparison Data

NLHS Winter 2014 MAP Math Data

218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237

• Gr. 9 Math
• Gr. 10 Math
• Gr. 11 Math

Fall Winter NWEA Norm

NLHS Winter 2014 MAP Reading Data

215 216 217 218 219 220 221 222 223 224 225

• Gr. 9 Reading
• Gr. 10 Reading
• Gr. 11 Reading

Fall Winter NWEA Norm

District Reading Needs

• Grades K-3:
• Most students receiving intervention have needs for

learning about the sounds and letters of language and how they work together to form words that can be read:

– Work with the sounds of language is called Phonemic Awareness – Work with how the letters and sounds create words that can be written and read is called Phonics

• Some students receiving interventions at this level are

working on understanding oral language:

– Speaking in complete sentences – Understanding multiple step directions – Understanding story language – Learning vocabulary and academic language

District Reading Needs

Grades 4-8:

• Most students receiving intervention have needs

for comprehension and vocabulary instruction.

– Comprehension needs include:

• Fluency support:

– Accuracy of word reading: Most usually involving reading words with many syllables** – Reading the words in a book or article at an appropriate rate and using expression

• Comprehension Strategy support

– Reading actively: Asking questions while reading, recognizing the purpose of the text by how it is written [describe something, compare and contrast, persuade, etc.) ** The higher the grade level, the fewer the students who need support with reading (decoding) words. The exceptions are those who have challenges with multi-syllable words and those with reading/language-based learning disabilities.

District Reading Needs

Grades 4-8:

• Most students receiving intervention have needs

for comprehension and vocabulary instruction.

– Vocabulary needs include:

• Using the words surrounding a new/unknown word to figure
• ut the meaning
• Using parts of words such as the base or root word, prefixes,

and suffixes to figure out a word’s meaning and part of speech [unreasonable]

• Using words called cognates. Cognates are words from

different languages that share the same root and which are very similar [English:Spanish examples: activity/actividad; association/asociación; correctly/correctamente]

District Reading Needs

Grades 9 & 10

• Most students at this grade level have their

challenges at either multi-syllable word decoding

• r comprehension

– Students’ data are reviewed and students who are functioning below grade level expectations are placed in classes designed to teach students the skills and strategies indicated by their data

• Students are grouped with students who have similar data

representing similar instructional needs to make it more effective for teachers to deliver instruction specifically designed to teach missing and under-developed skills

District Mathematics Needs

Grades K-3:

• Students areas of need include:

– Subtraction – Computation; Math Facts – Numerical & Proportional Reasoning – Estimation Strategies – Customary and Metric Measures – Word Problems

District Mathematics Needs

Grades 4-8:

• Students areas of needs include:

– Estimation – Subtraction – Computation with whole numbers & decimals; Math Facts – Equivalent fractions, decimals, and percentages – Probability – Word Problems

District Mathematics Needs

Grades 9 & 10

• Students areas of need include:

– Computation; Math Facts – Patterns and Functions: Algebraic Reasoning – Geometry and Measurement – Word Problems