NWEA's MAP assessment is used by teachers to inform their instruction to best meet the needs of students.

1. Presented by
Brian Seligman, Director of Information Systems, Data and Technology
Anne Abrams, Tisha Colangelo, Ann Marie Dobransky, Christine Gallagher,
Stephanie Goldman, Jayne Marraccini, and Donna Murphy
With Special thanks to Michael Greenfield, Chandana Neureuther, Christine
Dickinson, Janice Varmon, Colleen Bertolino, and Johnna Williams.
Using MAP Data to Inform Instruction
Presentation to the Harrison Central School District
February 6, 2014

2. NWEA’s MAP Assessments
 MAP (Measure of Academic Progress)
 What is the MAP assessment?
 What is an Adaptive Test?
 Why another Test?
 Focus on data to improve reading and math skills
 Harrison MAP data…So what? Now what?
 Proficiency Projections
 How are our teachers using MAP data to inform
instructional planning?

3. What is the MAP assessment?
A Tool for Teachers
 Created by teachers for teachers, MAP assessments provide detailed, actionable data
about where each child is on their unique learning path.
 It’s information teachers can use in the classroom to help every child, every day.
 Data Literacy – Connect knowledge of student data to instructional planning.
 Aligned to the common core. (Test assesses the same standards)
 Reading and Math skills and content are assessed multiple times each year.
How is this test different? Adapting the Test to the Student
 MAP dynamically adapts to a student’s responses – as they take the test.
 Answer a question correctly and the test presents a more challenging item.
 Miss a question, and MAP offers a simpler item.
 MAP identifies a student’s “Zone of Proximal Development”

4. What data do we get from MAP tests?
 Scores between 100 and 300
 Compare students across grade levels and compare
students against a national average
 Stable over time (NWEA’s MAP tests began in 1997)
 Allows us to assess change (growth) over time
 How do we know students are learning?

5. Why more testing?
 MAP is a predictive tool.
 Predict proficiency
 Identify “at risk” students
 Adjust programs to fit the needs of students
 Identify needs of all students and inform teaching practices
 MAP can measure progress over time
 Individual student progress
 Cohort/Program progress

6. A closer look at Harrison Data
 History of MAP testing in Harrison.
 2007-2008 MAP testing was introduced to LMK. Initially
testing was conducted once per year. Increased to twice
per year in 2010-11.
 2012-13 MAP testing was introduced K-5.
 Analysis of MAP data and State Test data revealed a
correlation.
 Let’s take a look…

7. 0
50
100
150
200
250
300
350
400
0 10 20 30 40 50 60 70 80 90 100
SEDScaleScore
2013
MAP %ile
Fall MAP percentile vs. Spring SED scale score
Grades 3-8 (1608 students)
Level 1
Low Level 2
High Level 2
Level 3
Level 4
SED
97% of all students who scored below the 50th
%ile on MAP Reading scored Level 1 or 2
92% of all students who scored above the 50th
%ile on MAP Reading scored a high Level 2 or
better

8. How can we use MAP data?
 Teachers use MAP data to determine student readiness.
 MAP data can be broken down by subject and strand to provide
teachers with the information they need to better differentiate.
 Reading is broken down into Literature, Informational Text and
Foundations/Vocabulary.
 Math is broken down into Algebra, Geometry, Numbers and
Operations and Measurement.
***Same way the Common Core State Standards are arranged.
 Teachers use MAP data to inform instructional planning.
 RTI (Response to Intervention)
 Flexible Grouping
 Differentiation
 Focused Instruction

9. Response to Intervention
 Before MAP data, teachers used NYS test results and reading
assessments to identify students in need.
 State data-cutoffs unreliable
 Feedback generic to the levels 1,2,3,4
 Local assessments can be subjective
 With MAP data, teachers have a third, current and informative
data tool to confirm the placement of students in the RTI
framework.
 Tier 1- students who are performing at grade level
 Tier 2- students who are struggling with grade level material
 Tier 3- students who are significantly below grade level
C. Gallagher

10. Response to Intervention
 Identifying Tier 2 students using MAP
 Teachers can provide support that targets the deficits these
students are facing
 Through the use of DesCartes, teachers can tailor the small
group instruction to meet the students’ needs.
C. Gallagher

11. 0
50
100
150
200
250
300
350
400
0 10 20 30 40 50 60 70 80 90 100
SEDScaleScore
2013
MAP %ile
Tier III
Supports include:
ESL, Reading, AIS, Resou
rce Room
Tier II
Supports include:
Classroom
interventions, low
intensity AIS
Tier I
Sample 5th Grade class – Fall 13 MAP %ile with Spring grade 4 ELA Score
C. Gallagher

12. Flexible Grouping
 Teacher Reports
 Class by RIT
 DesCartes
A. Dobransky

13. Teacher Report – Sample Data
***Sample Data – Not Harrison students
A. Dobransky

14. Class by RIT – Sample Data
***Sample Data – Not Harrison students
A. Dobransky

15. Differentiated Instruction
A. Dobransky

16. Targeted Instruction DesCartes
Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.2
D. Murphy

17. Intervention Resources

18. Focused Instruction
 Focused Instruction for Main Idea and Inferencing
 Timely data allows us to be attentive to specific skills.
 Example – Launch of Nonfiction Unit – Reading
Informational text
J. Marraccini

19. How do we use text features to determine
the main idea of a nonfiction article?
Text has been omitted. Children
are focused on the text features.
After the information from the text
features have been charted, the
text is revealed.
J. Marraccini

20. Differentiated for High Readiness
 Know where to start Fountas &Pinnell testing
 F & P reading levels are used to support guided reading.
 Make partnerships
 Gain a better understanding of who is
struggling/excelling in math
 Create challenges for high readiness students
A. Abrams

21. Student Involvement
 Student selected goals
 Reflection
 Tracking growth
S. Goldman

22. Student Reflection
S. Goldman

23. Charting Learning
S. Goldman

24. What our teachers are saying…
 Kimberly Salvatore “Using the class by RIT reports, DesCartes, and teacher report
data, we have created need-based groups for literacy/math centers (intervention
time). We are also in the process of coordinating lessons with our school Library Media
Specialist. Once coordinated, students will have the opportunity to practice skills on
iPads.”
 Chandana Neureuther “I have been using the MAP data to print out the DesCartes for
my struggling students strand by stand and highlighting skill areas where they have
voids. This work has been done during IE time in my classroom. I group students
according to these DesCartes' needs as well as use them to inform partnerships.”
 Christine Dickinson “I have been able to turnkey some of my learning with my
colleagues at Purchase. Some of the most useful features include the progress charts
that show the kids’ scores over the past two years as well as the line graph. The class
RIT band charts have been helpful with grouping kids and of course the DesCartes lists
of skills give you some kind of starting point once you decide which area would be
most beneficial to target.”
 Janice Varmon “I used the MAP results to help with making groups for Literacy Centers
so that each child will work on specific skills they need to work on.”
 Colleen Bertolino and Johnna Williams “Using the DesCartes generator we are able to
determine exactly what these students are ready to learn next. This has helped us
differentiate instruction for those students during Literacy Time. In addition, we use this
during Writer's and Reader's Workshop within our conferencing and guided reading to
guide instruction.”

25. Questions?