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Early learning ppt
- 1. Adaptive Assessment Tools for Pre-K – Grade 3: MAP for Primary Grades (MPG) & Children’s Progress Academic Assessment (CPAA) Assessing Growth & Skills for Early Learners
- 2. Today’s Agenda • Assessing Growth K-2 – MAP for Primary Grades • Assessing Skills for Early Learners PreK-3 – Children’s Progress Academic Assessment (CPAA)
- 3. Who are we? • International not-for-profit • Founded nearly 40 years ago • Over 6,800 partners • Nearly 8 million kids • 4.5 billion test events
- 4. How can we help all of our youngest students succeed? We need to be able to answer 2 critical questions about each student: Guide instruction throughout the year Is this student growing as expected? What skills has this student developed & what is she ready to learn next? Growth Skill Development
- 5. Partnering to help all kids learn® Assessing Growth for Early Learners MAP for Primary Grades
- 7. MPG: Grades K-2 • Valid & reliable growth measure • Adaptive, RIT scale • Efficient • Instant reports • Rated by NCRTI as Universal Screener • K-12 scale
- 8. Assessment Look & Feel
- 9. RIT Scale as a Yardstick • Rasch Unit • Stable equal-interval scale • Linked to standards • Achievement scale • Measures item difficulty • Shows growth over time • Grade-independent
- 10. Measuring Growth, Not Grade Kindergarten 1st grade 2nd grade Adult Literacy Beginning Reading Classroom Score Distribution
- 11. Dynamically Built to Adapt to Each Student Adult Literacy Beginning Reading This student’s achievement level (RIT) Experience: high performing student
- 12. Dynamically Built to Adapt to Each Student Adult Literacy Beginning Reading This student’s achievement level (RIT) Experience: low performing student
- 13. RIT Scale Norms
- 14. Student Growth
- 18. Guiding Instruction Learning goals, tailored to students’ instructional level
- 21. Partnering to help all kids learn® Assessing Skill Development for Early Learners Children’s Progress Academic Assessment (CPAA)
- 22. Partnering to help all kids learn®
- 24. Children’s Progress Overview • Founded at Columbia • Research Partners – MIT, Yale, UTEP, Penn State • Research Grants – U.S. Dept of Ed., NSF, NIH • Joined Northwest Evaluation Association (NWEA) Columbia University
- 25. Children’s Progress Academic Assessment™ (CPAA™) • Child-friendly & fun • Adaptive, scaffolded • Efficient • Instant reports • Instructional recommendations • Parent reports • Available in Spanish
- 26. Assessment Look & Feel
- 27. Scope of Content Phonemic Awareness Phonics/ Writing Mechanics Listening Reading Numeracy Measurement Patterns & Functions Operations Early Literacy Mathematics
- 28. Scope of Content shapes graphing number order subtraction multiplication fractions subitizing currency ordinality word problems functions rounding time measurement phonemic addition beginning sound ending sound punctuation alphabet order blending vowel sounds recalling details concepts of print capitalization letter sound sentence reading synonyms rhyming spelling grammar syntax sight reading syllable counting letter ID decoding contractions plurals reading skills antonyms vocabulary addition time ID number patterns measurement number ID positions length comparison calendars place value quantity comparison expanded notation division fraction comparison Early Literacy Mathematics
- 29. Standards-aligned Student performance is measured against the Common Core, or your State’s Standards.
- 30. The benefit of scaffolded assessment Increasing Difficulty ASSESS in the ZPD to TEACH in the ZPD… •Adaptive Structure •Scaffolding •Mimics the instructional setting What the Child Can Do Independently What the Child Can Do with Scaffolding Zone of Proximal Development (ZPD)
- 31. The Benefit of Scaffolded Assessment Initial Question With Scaffolding Incorrect 31% 69% Correct
- 32. The Benefit of Scaffolded Assessment Initial Question With Scaffolding 31% 52% 17% Correct on first try Correct with a hint Incorrect, even with hint Different instructional needs
- 36. Performance Levels • Examines child’s “path” through each concept • Describes progress toward end of year objectives • Provides at-a-glance information about each child’s ZPD Above Expectation At Expectation Approaching Expectation Below Expectation
- 38. Thousands of Unique Paths through a single Concept in a single grade incorrect correct correct w/ hint hinthint hint hint hint hinthint hint hint hint hinthint hint hint hint hint hint hint hint hinthint hinthinthint hint hint hint hint hint hint hint hint hinthint hint hint hint hint hinthint hint hint hint hint hint hint hint hint hint hint hint hint hint hint hint hint hint hinthint
- 39. CPAA Reports • Instant • Web-based • Standards-aligned • Narratives & Rubric scoring • Instructional recommendations DISTRICT CLASS SCHOOL STUDENT
- 45. Assessment Explanation Performance Summary Activities for Home In English & Spanish
- 55. Reports: School & District Level DISTRICT CLASS SCHOOL STUDENT
- 60. Partnering to help all kids learn® Using Growth & Skill Data to Inform Instruction MPG + CPAA
- 61. Ongoing Assessment of Growth and Skills Skills Assessment - CPAA Growth Baseline Optional growth data point Growth Outcome MPG MPG MPG Fall Winter Spring
- 62. Full Support System • Support – Phone & email; year-round • Professional Development – On-site or online; empowering your team with best practices • Educator Community – 12,000+ member SPARK Community; annual Fusion conference
Editor's Notes
- Welcome. Thanks for joining me today to learn more about MPG and CPAA. Hold questions til end or use chat. Go to full screen. 888-827-6039 Leader 17826753# Participant 97785853# 81# on, 80# off
- Today I will be showing you how you might use NWEA’s MAP for Primary Grades (MPG) in combination with Children's Progress Academic Assessment (CPAA). The assessments may also be used independently of one another; they are stand alone assessment solutions. If you are already using MAP for Primary Grades, you may be familiar with the screening and skills checklist tests. I will not be covering those today in my presentation, however there is more information on these in the doc in the Adobe Room called MPG Assessment Content. I will focus on the full MPG Survey with Goals test as a growth measure and universal screener and CPAA as an intervention tool.
- (Click) NWEA was founded almost 40 years ago by educational researchers here in Portland, Oregon and has evolved into a multi-product and services organization serving over 6800 partners and nearly 8 million kids in 132 different countries. We were pioneers of computer adaptive testing with our MAP assessment. NWEA’s Growth Research Database contains the most extensive collection of student growth data in the United States with 4.5 billion test questions and answers from over 11 million unique students. We have recently acquired several new products to help round out our offerings, and CPAA which we will be covering today, is one.
- (Click) (Click) We at NWEA believe there are 2 critical components that we need to keep in mind to help kids succeed..growth…and (Click) skill development. (Click) (Click) You can think of MAP as being like a ruler to determine how students are growing over time and CPAA as a way of putting together the puzzle of students’ early skill development: identifying strengths and weaknesses, as well as specific strategies for filling in those missing puzzle pieces. So you might say MAP answers the question “how are kids doing?” and CPAA answers the question “what can kids do?”.
- (Click) The MPG Survey with Goals test may be given up to 3 times per year, typically at least fall and spring, to kids as young as Kindergarten through 2nd grade. Items in MPG are audio supported and non mult choice. Each child receives an overall score in Mathematics and Reading. At second grade, students who no longer need audio support and have been exposed to at least second gr content, may move on to the standard MAP test. See the MPG Assessment Content document for a description of what’s covered. RIT stands for Rasch unit – and is named after the mathematician who developed the scale. The RIT scale ranges between 100 - 280. All MAP results are on the same RIT scale so the test looks different to them but their RIT score can be compared across time, providing continuity from K-12th.
- Here are some example items from MPG. I have also included a web link in the Adobe room where you can access a video showing sample items. The items include audio, and the speaker icon allows the student to repeat the question. Students use the mouse to move items on the screen. There are some tips on helping the youngest learners with their mousing skills at the MPG Sample Items link.
- (Click) There are a few really important reasons MAP is such a good growth measure.
- (Click) (Click) (Click) As you can imagine, a traditional test that is limited to grade will not be able to tell you nearly as much about your low and high achievers. You need a test like MAP to see where all students are. In this example the dots (Click) represent a classroom of kids. Some are high achievers, some are in the middle, and others are lower. (Click)
- Here is a visual of how the MAP test works for a high performing student. (Click) The first item will be at grade level. The green check indicates a correct answer and the orange x indicates an incorrect answer. (Click) (Click) In this way the test is able to narrow in on a student’s achievement level, or RIT score.
- And this is what it would look like for a low performing student.. (Click) (Click) (Click)
- In addition to being grade level independent another reason to use MAP is the normative reference data we are able to provide, from having collected billions of test events in our GRD. We have individual status and growth norms, as well as school status and growth norms. The tables here are an example of individual student status norms for fall, winter, and spring testing. This shows how the average US student at each grade level performs on the MAP test.
- MAP reports incorporate growth data and norms. For example, the Student Progress Report shows a student's overall progress from all past terms to the selected term. It includes a line graph that compares the student to the district average and national norm group average. This is a great report to share with parents so they can have a snapshot of where their child is and see progress made so far.
- We recommend teachers use the Student Goal Setting Worksheet with kids to set and track growth targets together across a school year. The report shows the student’s RIT score from fall testing and their projected growth by spring. There is a spot for the student to write in their target goal and an action plan. Often this action plan will be to work on one of the goal areas they performed lower on, which are marked on the report with yellow highlight.
- In addition to measuring growth, MAP does provide some reporting that helps teachers group students according to their ability level. This is the Class Breakdown by RIT report. The students’ overall RIT score for a subject is shown next to their name in parentheses and they are grouped depending on their RIT scores. By clicking on the subject name (Click) the teacher can see groupings by goal area in a separate report..
- This is called the Class Breakdown by Goal report. The teacher can click where it says "all students in cell" (Click) to see the skills and concepts these students are most ready to learn..
- We call this the Primary Grades Instructional Data, which is similar to DesCartes for the older grades..Looking at the middle column, Skills and Concepts to Develop (Click), gives teachers a general idea of what to focus on with students based on their RIT score (Click).
- In addition to student-level reports, you can see how a grade level is performing.. NWEA conducts studies that link MAP results with your state test, so that you can find out early which kids are less likely to be proficient and intervene in time. For example this report shows what percentage of kids at each grade level and across the district will likely be proficient on the state test.
- The Student Growth Summary Report shows how a grade level’s growth between 2 terms compares to the norm. In the graph (Click), the bars show your students’ growth, and the diamonds represent average growth, so you can see if your kids performed below, as well as, or better than the norm. So MAP is able to provide both growth data and some guidance regarding skills kids are ready to learn. However, we have heard from partners over the years that they want information that goes deeper in measuring skill acquisition. They have asked for skills listed out with their associated standard, and ideas for activities directly tied to the standards that they can use in the classroom to influence and track progress toward grade level mastery. This is why we added CPAA..
- (Click) Children’s Progress Academic Assessment was originally developed at Columbia University Teacher’s College in 1999. MIT designed the software platform and interface. Yale partnered with their Child Study Center, investigating applications of CPAA for early childhood aptitude testing. In early 2012, CPAA joined Northwest Evaluation Association.
- (Click) The assessment is Child-friendly, developmentally appropriate and, is very encouraging. Keep in mind that CPAA is a stand alone assessment completely separate from MAP. It takes preK kids around 20 minutes to complete the combined early literacy and math test. The test gets a little longer as kids get older, so it can take 45 minutes at 3rd grade (which is as high as the test goes) – that is for both subjects - and you can assess up to once a month. Reports are available immediately. Instructional recommendations provide individual or group activities. Available in both English and Spanish; with assessments, activities and parent reports that can all be delivered in Spanish. CPAA is in use currently with 525 partners and 125K students.
- This is an example of a few items. I do recommend that you check out the web link in the Adobe room called CPAA Sample Items as well. Clearly it’s engaging for our littlest learners. And again because we’re talking about kids that cannot read independently, each question has audio.
- (Click) CPAA content is derived from the guidelines of the National Council for Teachers of English and Mathematics. There are eight, high level overarching concept areas, each of which contains a more specific set of academic sub-concepts…The Content bank contains over 10,000 items. Like all of NWEA’s item banks, we’re always updating and adding items and all items go through a thorough content review.
- Here are some of the sub concepts that are covered by CPAA. (Click) To see a more detailed description of the content and associated CCSS check out the document in the Resources page of the Adobe Room called CPAA Assessment Content.
- (Click) Here’s an example of how the standards are shown in reports. You can see what the child was able to do on the CPAA (Click) vs. what standards tell us the child should be able to do (the End of Year Objective) (Click) . And, when teachers use the recommended teaching activity (the 3rd column), they know that the lesson is directly aligned with standards.
- One very unique feature of CPAA is the scaffolding. A traditional assessment can only identify what the child can do independently- in other words, what has already been mastered. But CPAA can tell you what the child is on the cusp of mastering by providing a hint when the student answers incorrectly. The idea behind the scaffolding in CPAA is based on the work of Lev Vygostky around Zone of Proximal Development, or the grey area in between the student’s independent performance level and what the child can do with the help of a teacher. (Click) (Click) CPAA reports show in detail how much hinting was provided, as well as how the child responded to every item encountered.
- So here’s an example of scaffolding. (Click) Only 31% of kids in this class could answer the question (4 minus 3) as shown on the left. (Click) 69% could not. This represents two segments for only two outcomes- either correct or incorrect- like a traditional assessment. But there really is a wide range of students within the red group. Whereas some students might have been completely confused by the item, some children may have just been “slightly off” or almost able to answer the question. So a hint is given to the kids who got the item wrong. (Click) As shown in the upper right hand corner, the hint presents the item differently, with a concrete representation of the item 4 – 3 (four balls appear, and three disappear in an animation). After the hint was provided to the 69% group, an additional 52% of the students WERE able to answer the question- a very large group of children. (Click)
- So this gives the teacher a much more nuanced view of what kids in the class are ready to learn. The assessment has successfully separated the students who were on the cusp (yellow) from the student who were completely off (red). (Click) The teacher’s approach to teaching students in these two groups will be very different. Whereas the students in the yellow group are very close to being able to answer 4 – 3 independently (it’s in their ZPD), the students in the red group need more intensive intervention, and at the level of basic skills.
- Like MAP, CPAA is an adaptive assessment but it works slightly differently. This is an example for the Phonemic Awareness portion of the 1st Grade assessment. Each box represents one item. The items at the top of the lattice are the most challenging, and the items at the bottom are the least. (Click) All students start at the far left hand item. Students will then move from item to item based on how well they answer.
- For each item, there are three possible outcomes (click) Correct, Correct w a Hint, or Incorrect.
- (click) A correct answer (without a hint) moves the child up and to the right. This happens with each correct answer, and the items become increasingly difficult. (click) If the student answers incorrectly (even with a hint), she moves down and to the right, into less difficult items. This keeps the child from becoming frustrated. (click) If the student answers correctly with the hint, she moves horizontally to the right.
- CPAA reports use a scoring rubric on a scale related to the child’s progress towards end of year standards. Above Expectations (ahead of schedule) At Expectations (on schedule) Approaching Expectations (behind schedule) Below Expectations (significantly behind schedule) It is important to note that CPAA’s scoring is seasonal. There is a different item bank for fall, winter, and spring. As a criterion-referencing assessment, CPAA’s item banks become more challenging as the year progresses, which encourages incremental growth toward end-of-year proficiency by students. For a description of the content of each seasonal item bank, see the document in the Adobe room called "CPAA Scope & Sequence."
- Although this slide only shows four possible paths…notice the color coding.
- …there are thousands of possible paths through this map. The assessment is highly individualized, with a set of items presented to each child to accurately identify the student’s Zone of Proximal Development. An adaptive assessment is the most efficient assessment; the CPAA takes less time than other assessments, and produces far more meaningful data. A traditional assessment is linear, meaning that it presents the same sequence of items to every child. Even before the assessment begins, the teacher can reasonably predict which of the items will be far too easy for a given child, and which will be far too difficult. The outcome of these items is obvious, so presenting them to the child is a waste of time. For teachers, focusing on the child’s responses to only the most essential items produces the most interesting information, and in far less time.
- (Click) CPAA provides very practical timely reporting.. District personnel have privileges to access all data, and to drill down to the school, class, or student level Principals can view data for all of their classes and students, but only within that school Teachers can only view data for their own children. We’ll take a look at a few sample reports…starting with the individual student level.
- So this an individual report for a student named Samantha. The Report Card tab shows an overview of her performance scores- (Click Click) colored bars again, as well as Samantha’s (whole number) score for each concept compared with the class averages (broken down into tenths of a point). What we see immediately is that Samantha is all over the place…very strong in Phonemic Awareness, Phonics/Writing, and Numeracy, while really struggling in Patterns and Functions. Clicking on the Full Report tab brings us into the most detailed and telling portion of Samantha’s report…(Click Click)
- …we see her performance level on that section of the assessment (Approaching Expectation). (Click Click) A brief summary explains how she reached that performance level and describes her experience exactly. The teacher can click on the expandable tabs below to view the item analysis (Click) (Click) – This shows Samantha’s performance and a recommended activity tied to the standard. (Click) (Click) (Click). You see an item-by-item breakdown of the questions that were presented to her, and her response at the bottom (once again- three possible outcomes: correct answer, correct with a hint, or incorrect with a hint).
- Within Samantha’s report, we can click on the Activities tab (Click) to find out what types of activities will be recommended for her based on her performance (Click) …and activities can be printed. (Click)
- The activities essentially create an Individualized Intervention Plan for Samantha. There are 3 categories of intervention activities within CPAA: (Click) ‘Supportive’ = remedial, for struggling students ‘Instructional’ = on grade level, for mid-level performers ‘Challenging’ = enrichment, for strong students The level is indicated in the first line of the activity description.
- (Click) By clicking on ”Parent Report” the teacher can access a customized report for the student’s family to take home. The parent report includes:(Click) (Click) An explanation of the test’s format, purpose, and benefits A performance summary- narrative description for parents A list of activities for parents to use at home
- Next, by clicking on Progress (Click Click), the teacher can keep track of Samantha’s progress over time… The historical reporting feature allows the teacher or administrator to track student performance longitudinally, using line graphs. The check boxes and buttons allow the user to view data for one concept at a time, all concepts at once, data for the current year, or from over the years. In the “Selected Year” view, the teacher can view Samantha’s overall performance (top graph), or more specific performance by concept (lower graph) for Samantha’s assessments. (Click)
- (Click Click) By selecting over the years, this view displays Samantha’s performance throughout the duration of her CPAA career from Pre-K through 3rd Grade. It’s very helpful for the teacher to get a sense of how a student has progressed from one year to the next; this sense of what trends have been in place will allow the teacher to intervene appropriately to maximize Samantha’s growth and performance.
- There are also class level reports..
- The class roster is presented on the left hand side of the screen, with each child’s name as a live link into the student’s individual report. The Report Card shows Ms. Clark’s 2nd Grade class-wide overview of performance data for Literacy and Mathematics. Color coded bars and performance levels are indicated. (In the two columns on the right, Ms. Clark’s class average is compared with the school average (for 2nd Grade). The second tab- Class Roll- (Click Click)..
- ..shows the class’ scores broken down student by student, in columns according to the concept areas for 2nd grade. By clicking on a column header-(Click) .. Patterns and Functions (Click), for example- the teacher can group the students according to performance in that particular category, with color coding. This can help with grouping decisions of all sorts- seating arrangements, reading groups, groups for centers/stations, etc.
- Clicking on the third tab, Activities, (Click) will take us to the master list of Recommended Activities for different ability levels.
- This gives us lesson plan concepts laid out in paragraph form. (Click) (Click) The first sentence of each activity indicates the relevant concept (for example- Fraction Comparison) and level of difficulty of the activity (Supportive, Instructional, Challenging). Instructional in this case.. Most importantly, we find the five students (listed below) that have been assigned to this activity, based on their performance. To view all of the activities (and the recommended participants) in one screen, the teacher can click on Print Version (Click) in the upper right hand corner…
- …in the print version, the Teacher can scroll through the entire list of activities, including the student audience for each. (Click) Activities with a longer list of students (i.e. “How Many Guesses”) are better suited for whole group instruction. Activities with smaller audiences (i.e. “Secret Code”) are better suited to small group work, learning centers/stations, etc. The size of the student audience will dictate how the teacher uses it…
- Now for higher level reports..
- The Report Card tab displays school averages and district averages for a given grade level. Again, color-coded bars follow CPAA’s 4-point rubric. On the left hand side of the screen, the Principal can click on a teacher’s name to view a class report. By clicking on Assessment Completion..(Click)
- …the Principal can track assessment completion rates according to grade level.
- Administrators can also access school or district-wide demographic data- info related to the ethnicity, gender and so on in the CPAA system. Pie charts show participation by group and can be drilled into for more granular information. (Click) For example, by clicking on ‘Ethnicity’…
- …the administrator is taken into a new page that tracks correlations between demographic categories and academic performance. In this case, we can compare literacy and math performance according to ethnicity. So now we’ve covered both growth and skills assessments…
- (Click) (Click) (Click) This is an example of how partners are utilizing both MPG and CPAA. MAP is given as a baseline to see “how the child is doing” then CPAA provides teachers with detailed information as frequently as once a month about “what can the child do.” CPAA’s recommended activities help teachers effectively intervene, which will ultimately lead to enhanced skill development, as tracked by growth on the MAP test. The document called "MPG & CPAA Overview" in the Adobe room can be printed or emailed to anyone interested in learning how these 2 assessments can work together.
- Both our MAP and CPAA partners receive the same high level of support. You’ll work with an Implementation Support Specialist who will walk you through your first season of testing and then you’ll be able to contact NWEA Tech Support or your Account Manager with any questions as you move forward.
- 80# Tech requirements in docs. Contact NWEA if interested. Questions?