This document outlines an agenda and materials for a session on using MAP (Measures of Academic Progress) classroom assessment data. The session is divided into multiple sections: introductions and icebreakers, examining MAP reports and data, setting goals, grouping students, connecting curriculum to MAP frameworks, and differentiating instruction. Examples and activities are provided to help teachers work with their own MAP data to group students, identify strengths and weaknesses, set goals, and plan differentiated lessons in math and reading that incorporate MAP results. The overall goal is to help teachers integrate MAP data into their instructional planning and decision-making.

1. MAP – Your Classroom GPS
1

2. Featured in this session
Session 8:30 – 10:00
Introduction – The 3 P’s
Who am I?
How have you used MAP?
Pros and Cons of MAP
What would you like to take away from this session?
Test your MAP knowledge and know-how
2

3. Learning Objectives
Getting to know one another
Our background knowledge on MAP
What we teach
Use everyday strategies to reinforce learning and promote
total participation
3

4. 3 P’s – Pet Peeve, Pride, Place
On your whiteboard, write one item for each of the 3 P’s
Your greatest Pet Peeve
Something you are proud of
The strangest place you’ve ever visited
Don’t share your answers - yet!
Group Sharing - small/whole
4

5. Rally Robin
1. Students: stand up and silently mix around the room.
2. Teacher says, “Pair”.
3. Students: pair up with the person closest to you and give
a high five. If you don’t have a partner, keep your hand
up until you do.
4. Teacher asks a question and gives “think time”.
5. Partners share using:
• RallyRobin
• Timed Pair Share
• RallyCoach

6. Who am I?
Minnesotan stranded in a tropical climate
Taught grade levels ranging from three – eight
Taught in Minnesota, Venezuela, and am now headed for
Saudi Arabia
I am not a trained NWEA professional
I have no dog in this fight, I am simply trying to advocate for
the test and the teachers who use it
6

7. MAP is a GPS, not a compass
Not like other standardized tests
Immediate feedback
Feedback is immediately useful
Results can be argued or they can be used
Even took me a little while to warm up to
7

8. Quote of the Day
8

9. In regards to MAP, I see myself
as...........
Contium Dialogue (Line-Up)
Line up from Novice to Expert
Defend your position
After hearing answers, readjust
9

10. One Stray MAP Survey
Pros of MAP use
Cons of MAP use
What I want from this session
MAP has influenced my instruction by
I teach _________ and the test I use is
How do I get my students to “buy in”?
10

11. Test your MAP knowledge here.
Fan and Pick Activity
Pre-quiz to examine background knowledge
11

12. Fan and Pick
Roles
1 fans cards and says, “Pick a card”
2 picks the card and reads it
3 answers the question
4 plays role of coach - agrees or disagrees and offers feedback
Switch roles
Timed
12

13. Questions?
I wonder wall......
Jot your questions on a Post-It and attach it to the wonder
wall
Hand signals
1 = comfortable
2 = somewhat comfortable
3 = not sure
13

14. Housekeeping
Email me at: map@ciplc.org- name, email, level
Sign up for Google Docs using that address if you haven’t
done so
Log on to NWEA and retrieve your most recent data (if you
don’t have it)
Sites used:
Dropbox.com - Sign in:map@ciplc.org, pass:ciplcgeckos
Sites.google.com/site/mrjuddsclass - MAP Info.
Slideshare - Sign in: map@ciplc.org, pass: ciplcgeckos
14

15. Featured In The Next Session
Session time 10:30 – 12:00
I. A MAP process from start to finish
A. Data Synthesis (Reading and Math focus)
 1.RIT scores
 2. Student Growth Levels
 3. Lexile Numbers
 4. Classroom Strengths and Weaknesses
 5. Standard Deviation
B. Goal Setting
1. Reviewing Results as a Class
2. Class Goals Poster
3. Progress Review
a. Sharing with Students
b. Sharing with Parents
15

16. Let’s take a breather.
Next session
begins at 10:30.
Make sure you
get out your most
recent MAP
results.
Don’t forget to
email and sign up
for Google Docs.
16

17. Getting Your Hands On Some Data
MAP Process from Start to Finish
17

18. Featured In This Session
Session time 10:30 – 12:00
I. A MAP process from start to finish
A. Data Synthesis (Reading and Math focus)
 1.RIT scores
 2. Student Growth Levels
 3. Lexile Range
 4. Classroom Strengths and Weaknesses
 5. Standard Deviation
B. Goal Setting
1. Reviewing Results as a Class
2. Class Goals Poster
3. Progress Review
a. Sharing with Students
b. Sharing with Parents
18

19. Learning Objectives
Reading MAP data
Goal Setting
Effective classroom strategies
Total participation
19

20. Find Someone Who
Purpose
Promote movement
Discussion
Ascertain background knowledge
Begin thinking about your MAP experience
20

21. Examine the RIT Scores
21

22. Examine the RIT Scores
22

23. Student Goal Descriptors
23

24. Student Goal Descriptors
24

25. 2011 Student Normative Data
25

26. Checking Your Lexile Range
26

27. Correlation to Reading Levels
27

28. Where are our strengths and
weaknesses?
28

29. How does standard deviation come into
play?
29

30. Reflection – Quick Write
Describe your level of comfort in reading a teacher report.
How do your own RIT scores compare to the normative data?
How does your class’ strengths and weaknesses affect your
classroom instruction?
30

31. Pair and Share (K)
 Timed
 Pairs
 One sharer, one listener
 Switch roles
 Ask clarifying questions
31

32. Featured In This Session
Session time 10:30 – 12:00
I. A MAP process from start to finish
B. Goal Setting
1. Reviewing Results as a Class
2. Class Goals Poster
3. Progress Review
a. Sharing with Students
b. Sharing with Parents
32

33. Brain Break
Class Yoga
Simple Stretches
Handshakes
Brain Gym
33

34. Setting Your Goals
in the Right Direction
34

35. Reviewing Results as a Class
This is a fantastic way to get student buy in and it actively involves them.
35

36. Class Goals Poster
Establish strengths and weaknesses with the whole group
Provides visual aid for learners
36

37. NWEA Student Goal Setting Sheet
37

38. NWEA Student Goal Setting Sheet
38

39. Where do I locate the growth
calculator?
39

40. Student Monitor of Progress
40

41. Where do I find that report?
41

42. Individual Student Plans
42

43. Student Growth Calculator
Can obtain from NWEA
Great tool for determining growth and goal setting
43

44. Where do I locate the growth
calculator?
44

45. Sharing with Parents
45

46. Sharing With Parents
46

47. CIPLC Teacher Goal Setting
47

48. Teachers Leading the Charge
48

49. Goal Setting
49

50. Questions?
50

51. Featured In Next Session
Session time 1:00 – 2:30
Grouping Types Activity and Discussion
Curriculum Vocabulary and Descartes Vocabulary
Differentiation – “The Elephant in the Room”
If there is time, if not, we will save this for tomorrow
morning
Putting It All Together
51

52. Using Data to Drive Instruction
It truly is important to think before we act!
52

53. Featured In This Session
Session time 1:00 – 2:30
Grouping Types Activity and Discussion
Curriculum Vocabulary and Descartes Vocabulary
Differentiation – “The Elephant in the Room”
The Differentiation Challenge
53

54. Learning Objective
Movement to Aid Digestion
Grouping Methods
Curriculum vs. DesCartes vs. DesCartes Vocab
Differentiation
54

55. Inside - Outside Circle (K)
Purpose
Movement
Give an example of how you currently or have previously grouped
students and why you did it.
55

56. What’s the best way to group?
56

57. Grouping Activity
Jot Thoughts - brainstorming ways to group children
Meant to be done in a group
Post-Its to help with categorizing
57

58. Strategy
58

59. Looking at your own results
How can you use your data to arrange your students in
instructional groups?
Take some time to create instructional groups based on your
data
59

60. Examine the RIT Scores
60

61. Share your ideas
Discuss your options with your tables
Explain your favorite grouping method
Explain one variable you considered while putting students in
groups
Whole group share
61

62. DesCartes Vocab, DesCartes, Curriculum -
What am I supposed to teach?
62

63. DesCartes Vocabulary
63

64. Quiz, Quiz, Trade (K)
DesCartes Vocabulary
Pick a DesCartes word
Select one from below:
1. Write a multiple choice question
2. Paraphrase the definition
3. Act it out definition
4. List synonyms or antonyms for your word
64

65. Strategy
65

66. Where do I find the Descartes
Vocabulary?
66

67. DesCartes Vocabulary/Framework
Can also be found:
o Sites.google.com/site/mrjuddsclass
o MAP Information
o MAP Resources
o Dropbox Account
o www.dropbox.com
o sign in: map@ciplc.org
o password: ciplcgeckos
67

68. Why do we focus on vocabulary and not
the whole DesCartes?
68

69. Foridahoteachers….An alternative?
69

70. Foridahoteachers…An alternative?
70

71. Highlighting Activity
Aimed to connect vocabulary to DesCartes
Highlight words found in DesCartes, which you already use in
class or are from your curriculum (yellow)
Highlight words in DesCartes, which you DON’T use, but
could (orange)
71

72. Student Self Reflection
72

73. Classroom Vocabulary vs. DesCartes
Classroom DesCartes I Can Add
73

74. Connecting Curriculum
• Classroom to DesCartes
• Classroom to foridahoteachers.org
74

75. Finding Common Ground
My Curriculum DesCartes Curriculum
Do you really know vs. What is in here?
what is in here?
75

76. What is in the DesCartes?
76

77. Various DesCartes Subjects
77

78. Then broken into strands
78

79. Further broken into strand score
79

80. The Mighty DesCartes
80

81. What’s really in Descartes?
81

82. A little better explanation
82

83. I would encourage you to do this
83

84. Finding Common Ground is Similar
Foridahoteachers.org
84

85. Curriculum Ladder
85

86. Further up the ladder
86

87. DesCartes Vocabulary/Framework
Can also be found:
o Sites.google.com/site/mrjuddsclass
o Dropbox Account
o www.dropbox.com
o sign in: map@ciplc.org
o password: ciplcgeckos
87

88. Questions???
88

89. Brain Break
Class Yoga
Simple Stretches
Handshakes
Brain Gym
89

90. Featured In This Session
Session time 1:00 – 2:30
Grouping Types Activity and Discussion
Curriculum Vocabulary and Descartes Vocabulary
Differentiation
Putting It All Together (Time Permitting)
90

91. Differentiated Instruction
Because the differences really do matter.
91

92. Individualized differentiation made
simple
92

93. Differentiation with Math
93

94. www.ixl.com
94

95. Differentiation with Reading
95

96. www.lexile.com
96

97. How can I use differentiation with
the whole class?
97

98. Introduce, Develop and Enhance
One Topic, 2-3 objectives/lessons
98

99. Create two or three lesson
objectives
ENHANCE -Identify a polygon based on the number of sides
and vertices it has
DEVELOP – Sort polygons into three groups, create a group
name based on their characteristics
Introduce – Find and describe the lines which make up
polygons
99

100. Try it on your own
Choose one area of Math you’d like to improve
Select a Goal Strand
Select a RIT Range
See if you can create two to three lesson objectives
100

101. Bloom’s Taxonomy Verbs
101

102. DesCartes Framework Math
Topic – FACTORS AND FACTORING
How can you write a focus lesson question which allows you
to differentiate on 2 - 3 levels?
Introduce (highest)
Develop/Maintain (middle)
Enhance (lowest)
102

103. Foridaho Framework Reading
103

104. Create two or three lesson
objectives
INTRODUCE – What is a story theme?
DEVELOP – Explain how theme is important to a story?
ENHANCE – Preview the statement and decide on the best
theme to describe it.
104

105. DesCartes Framework Reading
Topic – AUTHOR PURPOSE
How can you write a focus lesson question which
differentiates on 2 - 3 levels?
Enhance (lowest)
Develop/Maintain (middle)
Introduce (high)
105

106. Same Lesson – Three Levels
106

107. Reading - Cause and Effect Lesson
107

108. Differentiated Reading Lesson
INTRODUCE – Define cause and effect.
MAINTAIN - Explain the difference between cause and effect.
ENHANCE - Review the text. Identify each cause and each
effect found in the text.
108

109. Try it on your own.
Choose one area of Reading you’d like to improve
Select a Goal Strand
Select a RIT Range
See if you can create two to three lesson objectives
109

110. Questions?
110

111. Featured In Next Session
Session Time 3:00 – 4:00
Putting it all together
A. Teacher Report
B. Student Goals
C. Grouping
D. Curriculum, Vocabulary, Descartes
E. Differentiated Instruction
(Math or Reading)
Time Permitting (Group Game)
111

112. The MAP Challenge
Taking everything, mixing it together, and helping it fit.
112

113. Featured In This Session
Session Time 3:00 – 4:00
Putting it all together
A. Teacher Report
B. Student Goals
C. Grouping
D. Curriculum, Vocabulary, Descartes
E. Differentiated Instruction
(Math or Reading)
Time Permitting (Group Game)
113

114. Purpose In Putting It Together
The idea of this activity is to grasp all the different ways your
MAP data can be used to craft lessons, guide instruction, and
drive learning.
114

115. Learning Objective
Using MAP data, create a classroom framework which takes the
folowing into account:
time
grouping
vocabulary
content instruction
DesCartes
differentiation
115

116. What will you need?
Access to DesCartes or foridahoteachers
MAP data
Present curriculum
Some creativity
 A bottle of wine perhaps?
116

117. Things to consider
Time frame
Map data
Teaching staff
While I teach, what are the others doing?
Differentiation
117

118. What would my plan look like?
Time: Class Structure:
Whole Group:
Small Groups:
MAP Data:
Instructional Groups:
Areas to Work on:
118

119. Where should I start?
119

120. Crafting Instructional Groups
120

121. IDAHO Slide - Introduce
121

122. IDAHO Slide - Develop
122

123. IDAHO Slide – Enhance/Whole
Group
123

124. Sharing Your Plan
Numbered Heads Together
Mix in groups of three to four
Share your plan
Offer comments for improvement
124

125. What’s on tap for tomorrow?
More reports!!!!!!!!!!!!
125

126. What’s on tap for tomorrow?
8:30 – 10:00
Finish putting it all together, ESL vocabulary strategies
10:30 – 12:00
How should we use the data?
Breaking the questions apart
1:00 – 2:30
Reviewing resources and technology
Building a data base of resources
3:00 – 4:00
Understanding abnormal growth, Accreditation
126

127. Day Two
You decided to actually come back. Thanks!
127

128. Featured In This Session
Session time 8:30 – 10:00
Finish putting it all together
ESL vocabulary strategies
128

129. Learning Objectives
We want to target our ELLs
Get creative with vocabulary
Provide some learning structure
Total Participation
Context is heavily embedded (+ for ELLs)
129

130. Kagan Structures
In/Out Circle
Fan and Pick
Find Someone Who
Rally Coach
Tip-Tell-Repeat
One Stray
Number Heads Together
130

131. Cooperative Learning
What have you done that works?
131

132. Graphic Organizers/Mind Maps
Summaries
Cause and Effect
Main Idea/Supporting Details
Outline
Plot Map
Word Analysis
Sequencing Events
Timeline
T Chart
Cornell Notes
Venn Diagram
Math Word Problems
132

133. Numbered Heads Together (K)
Number off into groups of four
Answer question on plastic sleeve
Quick!
Put heads together and share ideas
Decide on best option - share with class
133

134. Games and Activities
Jeopardy
Anagrams
Pictionary
Draw It, Act It
134

135. Word Wall Sample
135

136. Word Skills
136

137. Games and Activities
Clue and Guess - Who Am I?
Word Groups - Word Wall
Tallies
3 Word Read Aloud
Context Clues
Student self assessments
Fact and Fiction (K)
137

138. Sample of Tallies
138

139. Three Word Read Aloud
139

140. Context Clues Sample
The author was biased toward boys in his essay. From the
evidence he presented, girls were not as good at sports.
Part of Speech Synonyms
Definition
140

141. Games and Vocabulary Activities
What works for you?
141

142. TPT’s
All Write - How have you used vocabulary?
Highlighters - Shout out!
Hand Signals - Math Strands
Notecards - Reading Strands
Fact and Fiction (K)
GIST - Humanities Article
SWBST - Somebody, Wanted, But, So, Then
142

143. GIST Article
143

144. Somebody Wanted, But, So, Then,
Finally
144

145. Total Participation
How are all of your kids involved and held accountable?
145

146. Questions?
146

147. Featured In The Next Session
Session time 10:30 – 12:00
Useful websites
Media Resources
Technology
147

148. Featured In The Next Session
Session time 10:30 – 12:00
What do the questions look like?
Is there any tricky language within the questions?
How are we going to use our data?
148

149. Perhaps you are feeling like this?
Time for a break!
See you at 10:30!
149

150. Addressing Questions and Data
If this doesn’t make sense, it will at the end.
150

151. Featured In This Session
Session time 10:30 – 3:00
What do the questions look like?
Is there tricky language within the questions?
What should we do with our data?
151

152. Resources – The Web and 21st Century Learning
No comment.
152

153. Brain Break
Class Yoga
Simple Stretches
Handshakes
Brain Gym
153

154. Featured In This Session
Session time 1:00 – 2:30
Useful websites
Media Resources
Wireless Technology
Learning objective is to obtain useful websites, resources and
technology in relation to MAP.
154

155. Where can I find this?
Sites.google.com/site/mrjuddsclass
155

156. Smartboard Exchange
This benefits users with a Smartboard
Multiple lessons on a huge variety of topics
Assorted by grade level
156

157. NWEA Spark
Community.nwea.org
NWEA Spark is a site created to help MAP users
It uses blogs, forums, and resources
Pro – It is up to date and current
Con – Difficult to locate specifically what you are looking for
(things I found were purely chance)
157

158. NWEA – General Website
Specific focus on Dynamic Reports
DesCartes
Data Reports
Pros – lots of data
Cons- lots of data (not all of it is useful) and time consuming
to navigate
158

159. Foridahoteachers.org
They have taken DesCartes and the vocabulary and created a
format which is more user friendly
Pros – very easy to use and easily transfers to the classroom
Cons - you craft the lessons (time consuming)
159

160. 160

161. South Washington County – Royal Oaks
http://www.sowashco.k12.mn.us/ro/Pages/studentlinks
Actually our old school
Reading and Math specific MAP activities
Pros – links, all done on internet, no worksheets
Cons – not all links are equally useful
161

162. 162

163. Lexile Levels
www.lexile.com
Pros – very easy to look up book Lexile levels
Can be done by parents, students, at school, or at home
Gives book lists to users, type in a level and it gives you a list
of books
Cons – limited in use
163

164. 164

165. Belle Plaine, MN Schools
Google Belle Plaine, MN Schools, Mr. Fraser’s NWEA Links
Pros – links, all done on internet, no worksheets
Cons – limited categories
165

166. 166

167. IXL
www.ixl.com
Pros – student focused
Aligns to curriculum and DesCartes
Can be done anywhere
Easy to monitor progress
Cons – have to pay for it
Sign up for a free trial
167

168. 168

169. Raz-Kids
www.raz-kids.com
Pros- interactive reading site
Can read, listen or record a story
Comprehension questions align with DesCartes
Easy for teachers to track
Leveled
Cons – have to pay for it, doesn’t hook older students
169

170. 170

171. Media Resources
Youtube.com
Brainpop.com
Quizlet.com
Khanacademy.org
171

172. BrainPop.com
172

173. 173

174. Khanacademy.org
174

175. iPad + iPod Applications
Pun Intended
FourPlay
Signs HD
Slice It!
About a million others
175

176. Resource Challenge
 We will be giving you time to look around and see what you
can use.
 Email us at: map@ciplc.org
 In your email:
1. Share one helpful website
2. Share one MAP related media resource (Youtube)
3. If you use them, share one iPad or iPod app.
4. Give a brief explanation of how you’d use them
176

177. Questions?
177

178. Understanding Negative Growth
178

179. Last session!!!!!!!!
Session time 3:00 – 4:00
Understanding Negative Growth article
Case Study
Accreditation
Reflection and Evaluation
179

180. Learning Objectives
Problem Solving
Reflection
Putting into practice
180

181. Understanding Negative Growth
It will happen.
What do you do?
Five Most Important Points (Highlight)
What went wrong?
How can you address those concerns?
181

182. Todaysmeet.com
Log on to www.todaysmeet.com/mapusersgroup
Sign in with your name
Answer the two questions below:
 Why does negative growth occur?
 How do we address those concerns which arise from examining the data?
182

183. Case Study Sample
Do you have a situations that look like these?
183

184. 184

185. 185

186. 186

187. Simple Case Study
Do you have a situation you would like to focus on?
187

188. Allowing the data to speak
How will you address this with students and with the parent?
188

189. MAP and Accreditation
How can MAP enhance your part in the accreditation process?
Which pieces of data are helpful in accreditation?
189

190. Reflection
Fan and Pick Quiz
190

191. Questions?
Time to wrap up!
191

192. Special Thanks To…
AASSA, Paul Poore, and Esther Nicolau
All of you
NWEA
Kagan
CIPLC
192

193. Evaluations
193

194. Feeling like this?
194