Networking for Success Utilizing NWEA Tools
Barbara Hunter Cox, Director of Teaching & Learning, Dr. Ellen Treadway, Arkansas Public School Resource Center, AR
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will examine a unique collaborative approach to implementation of NWEA assessment, funded by a private foundation, managed by a state wide nonprofit and driven with NWEA expertise and tools. The partnership’s state wide network supports systematic implementation resulting in the integration of the data for instructional improvement and networking the schools to share best practices. Annually, the initiative sponsors “Growth Awards” that provides monetary support for districts, schools and individual teachers who have significant gains from the use of NWEA assessment data in their classrooms.
Learning Outcomes:
- Share our model design for implementation of NWEA in multiple sites within a state
- Share the "Growth Awards" concept and implementation strategies
- Discuss the unique partnership of a nonprofit, foundation and NWEA in a highly successful implementation design
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
Arkansas Public School Resource Center is a nonprofit that serves both Charter and Rural School Districts across the state. APSRC has a wide range of support services including legal, fiscal, technology and teaching and learning. APSRC has an initiative focusing on building a network of partner schools utilizing the NWEA tools resulting in an improvement in academic achievement.
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What’s New at NWEA: Skills Pointer
Fusion 2012, the NWEA summer conference in Portland, Oregon
This presentation discusses NWEA's MAP assessments and their alignment to Common Core State Standards. It introduces several updates and improvements to the MAP system including automated rostering, a new Learning Continuum resource to replace DesCartes and PGID reports, and the RIT to Ready app. The presentation also explains how NWEA partners with other educational companies to deliver individualized learning paths based on MAP assessment data.
Cornerstone Charter Schools hosts a workshop led by assessment specialists Lissa Brunan and Alissa Thelen to review student growth expectations, demonstrate new assessment tools like the Achievement Status and Growth calculator and learning continuum, and address questions from attendees about using data to set goals and monitor student progress.
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Connecting the Dots: CCSS, DI, NWEA, Help!
Eileen Murphy Buckley, NCTE author and Consultant, Chicago Public Schools, IL
Fusion 2012, the NWEA summer conference in Portland, Oregon
Participants will learn about how adopting the practices of close reading and evidence based argumentation emphasized in the Common Core State Standards can work seamlessly within a differentiated literacy program called CERCA. Through centers that promote engagement, independence, and rigor, students develop critical thinking skills, academic language skills, and practice the strategies and skills found throughout Descartes Continuum of Learning. As students move through centers designed to promote accountability for one's own learning and growth, teachers can strategically address individual and small group support and enrichment needs on a daily basis. The session is especially relevant for literacy in grades 5-8.
Learning outcome:
- Participants will understand the role of close reading and argumentation in increasing rigor and growth.
- Participants will understand the benefits of using a common language and shared practices for literacy in a system or school.
- Participants will understand how centers-based instruction can help teachers differentiate instruction on a regular basis.
Audience:
-Experienced data user
I have recently left Chicago Public Schools where I was the Director of Curriculum and Instruction for the AMPS Office (the office of Autonomous Schools.) The AMPS team brought the pilot of NWEA to CPS who has now adopted it system-wide. As part of the same team, we then led the Pershing Network within CPS. I helped schools evaluate, develop, and implement curriculum and instruction and professional development plans to help teachers help students meet growth targets and begin the implementation of CCSS through an evidence-based argumentation framework which 50 school grades 3-12 adopted.
NWEA 101: Building on the Basics of MAP Testinglissaweier
This document provides an overview of a presentation about the NWEA assessment. It includes introductions of the presenters, a word association activity with "TEST", three takeaways to share from the presentation, five things to know about NWEA (it is computerized, adaptive, does not test mastery of content, uses national norms, and is criterion referenced), a review of the five things, examples of NWEA question types, information about using NWEA data from fall, winter and spring administrations, a quote about assessing students, a schedule of upcoming GVSU workshops on NWEA, and a request for participants to share their biggest takeaway. Contact information is provided for the presenters.
This document summarizes a training session on differentiating instruction using Measures of Academic Progress (MAP) data and the DesCartes continuum. The session covered topics such as differentiating content, process, and products for students; using Lexile data and resources to differentiate; and planning instruction using the DesCartes framework. Teachers learned how to identify standards, map skills across RIT bands in DesCartes, group students, and plan to meet each group's needs through different instructional strategies. The session emphasized managing a differentiated classroom through flexible grouping and space, as well as communicating the approach to students.
NWEA Spring Institute ACS Cobham March 28-29 2014 Stakeholders Presentation b...Richard Harrold
Presentation about reporting MAP to stakeholders in the international school community. The presenters are MAP coordinators at the UK's largest international school. They presented a Protocol of Systemic Practice to an audience of international school educators from across Europe during the NWEA's inaugural Spring Institute at ACS Cobham on March 28 2014.
Developing tiered lessons using nwea map scoresJeremy
This document discusses using NWEA MAP scores to differentiate instruction by student readiness. It explains that MAP scores can be used to assign students to different tiers or "rungs" of an instructional ladder based on their readiness level. Teachers will understand how to design tiered lessons where the content and skills taught vary between tiers based on students' MAP scores. The document provides examples of tiered science and reading activities and guides teachers to create their own tiered activities using students' MAP scores and a template instructional ladder document. Teachers will then share their differentiated activity ideas with each other.
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What’s New at NWEA: Skills Pointer
Fusion 2012, the NWEA summer conference in Portland, Oregon
This presentation discusses NWEA's MAP assessments and their alignment to Common Core State Standards. It introduces several updates and improvements to the MAP system including automated rostering, a new Learning Continuum resource to replace DesCartes and PGID reports, and the RIT to Ready app. The presentation also explains how NWEA partners with other educational companies to deliver individualized learning paths based on MAP assessment data.
Cornerstone Charter Schools hosts a workshop led by assessment specialists Lissa Brunan and Alissa Thelen to review student growth expectations, demonstrate new assessment tools like the Achievement Status and Growth calculator and learning continuum, and address questions from attendees about using data to set goals and monitor student progress.
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Connecting the Dots: CCSS, DI, NWEA, Help!
Eileen Murphy Buckley, NCTE author and Consultant, Chicago Public Schools, IL
Fusion 2012, the NWEA summer conference in Portland, Oregon
Participants will learn about how adopting the practices of close reading and evidence based argumentation emphasized in the Common Core State Standards can work seamlessly within a differentiated literacy program called CERCA. Through centers that promote engagement, independence, and rigor, students develop critical thinking skills, academic language skills, and practice the strategies and skills found throughout Descartes Continuum of Learning. As students move through centers designed to promote accountability for one's own learning and growth, teachers can strategically address individual and small group support and enrichment needs on a daily basis. The session is especially relevant for literacy in grades 5-8.
Learning outcome:
- Participants will understand the role of close reading and argumentation in increasing rigor and growth.
- Participants will understand the benefits of using a common language and shared practices for literacy in a system or school.
- Participants will understand how centers-based instruction can help teachers differentiate instruction on a regular basis.
Audience:
-Experienced data user
I have recently left Chicago Public Schools where I was the Director of Curriculum and Instruction for the AMPS Office (the office of Autonomous Schools.) The AMPS team brought the pilot of NWEA to CPS who has now adopted it system-wide. As part of the same team, we then led the Pershing Network within CPS. I helped schools evaluate, develop, and implement curriculum and instruction and professional development plans to help teachers help students meet growth targets and begin the implementation of CCSS through an evidence-based argumentation framework which 50 school grades 3-12 adopted.
NWEA 101: Building on the Basics of MAP Testinglissaweier
This document provides an overview of a presentation about the NWEA assessment. It includes introductions of the presenters, a word association activity with "TEST", three takeaways to share from the presentation, five things to know about NWEA (it is computerized, adaptive, does not test mastery of content, uses national norms, and is criterion referenced), a review of the five things, examples of NWEA question types, information about using NWEA data from fall, winter and spring administrations, a quote about assessing students, a schedule of upcoming GVSU workshops on NWEA, and a request for participants to share their biggest takeaway. Contact information is provided for the presenters.
This document summarizes a training session on differentiating instruction using Measures of Academic Progress (MAP) data and the DesCartes continuum. The session covered topics such as differentiating content, process, and products for students; using Lexile data and resources to differentiate; and planning instruction using the DesCartes framework. Teachers learned how to identify standards, map skills across RIT bands in DesCartes, group students, and plan to meet each group's needs through different instructional strategies. The session emphasized managing a differentiated classroom through flexible grouping and space, as well as communicating the approach to students.
NWEA Spring Institute ACS Cobham March 28-29 2014 Stakeholders Presentation b...Richard Harrold
Presentation about reporting MAP to stakeholders in the international school community. The presenters are MAP coordinators at the UK's largest international school. They presented a Protocol of Systemic Practice to an audience of international school educators from across Europe during the NWEA's inaugural Spring Institute at ACS Cobham on March 28 2014.
Developing tiered lessons using nwea map scoresJeremy
This document discusses using NWEA MAP scores to differentiate instruction by student readiness. It explains that MAP scores can be used to assign students to different tiers or "rungs" of an instructional ladder based on their readiness level. Teachers will understand how to design tiered lessons where the content and skills taught vary between tiers based on students' MAP scores. The document provides examples of tiered science and reading activities and guides teachers to create their own tiered activities using students' MAP scores and a template instructional ladder document. Teachers will then share their differentiated activity ideas with each other.
This document discusses research on effective teacher goal setting and its impact on student achievement. It finds that setting specific, moderately challenging goals can improve student performance by 8-16% depending on task complexity. Goals work best when they direct effort, build persistence and strategies, and foster commitment. Proper goal setting considers context, sets interim benchmarks, and provides leadership support through communication, modeling, and praise. The research suggests that teacher goal setting, if implemented well, can powerfully increase student learning.
The document discusses various issues around student assessment and accountability. It provides data on teacher and administrator perspectives on standardized testing and uses of assessment data. A majority of teachers believe students are over-tested and too much time is spent on test preparation. The document also examines different approaches to teacher evaluation, including value-added models and student growth percentiles, noting issues with reliability and fairness. It emphasizes the importance of principals in evaluation and using multiple measures, not just test scores, to differentiate teacher performance.
Taking control of the South Carolina Teacher Evaluation frameworkNWEA
This document discusses recommendations for improving teacher evaluation frameworks. It advocates that evaluations should focus on helping teachers improve, be controlled by principals, and use multiple measures rather than solely relying on test scores. An effective framework uses evidence of teaching practices, student learning, and professional responsibilities. While testing and observations are part of evaluations, their results must be interpreted carefully. Overall evaluations should provide meaningful performance differentiations to help retain top educators and dismiss ineffective ones.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
This document discusses strategies for maximizing student assessment systems. It advocates defining your own assessment goals rather than focusing solely on compliance. It provides seven principles for effective assessment programs: 1) Define assessment purposes and ensure validity, 2) Educate teachers on assessments, 3) Align results to audience needs, 4) Eliminate redundant assessments, 5) Deliver timely results, 6) Use metrics that focus on all students, and 7) Contribute to transparency and long-term focus. The document argues that assessment goals, metrics, and incentives should support all students rather than just those near performance cutoffs.
Using Assessment Data for Educator and Student GrowthNWEA
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
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Overview of assessments, growth, and value added in a teacher evaluation context
This document discusses aligning assessments with student learning through a three step process. Step 1 involves analyzing a school's culture of data use and building assessment literacy. Step 2 examines an assessment program's purpose, utilization, alignment and accountability. Beliefs about assessing learning are also reflected upon. Step 3 looks at improvement plans and actions to ensure they reflect a shared assessment vision and prioritize addressing gaps. Ongoing dialogue questions are provided to sustain progress in using data to support student growth.
1) Both summative and formative evaluations are important to measure program effectiveness, with summative evaluating overall impact and formative providing feedback to improve the program.
2) Measuring student growth over time, such as with NWEA assessments, and comparing results to internal or national benchmarks allows evaluation of a program's impact.
3) More rigorous evaluation with techniques like randomized experiments or longitudinal cohort analysis is warranted for larger programs requiring more resources. The closer a program is to the classroom, the larger its likely impact.
Dylan Wiliam seminar for district leaders accelerate learning with formative...NWEA
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Dylan Wiliam, internationally recognized researcher, formative assessment expert and founder of Keeping Learning on Track® believes districts that want to improve academic performance should make embedded formative assessment a priority.
This document summarizes NWEA's Assessment Summit held in South Carolina in March 2013. It discusses NWEA's ongoing process of aligning its Measures of Academic Progress (MAP) assessments to the Common Core State Standards, including the release of new aligned test versions and technology-enhanced item types. It also addresses how the transition to Common Core may impact data reports and the use of MAP assessments for teacher evaluation.
Assessment Program Alignment: Making Essential Connections Between Assessment...NWEA
Presented by Mark Kessler at the Arizona Assessment Summit.
This session introduces a processes to assist educators in building data literacy district-wide. Aligning the use of current school and district assessments and understanding the interrelationships of assessment, curriculum, and instruction are emphasized. Participants collaborate in establishing priorities for assessment practices and appropriate use of resulting data.
Predicting Student Performance on the MSP-HSPE: Understanding, Conducting, an...NWEA
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Presented at Washington Educational Research Association (WERA) conference.
Presenters:
Highline Public Schools and Vancouver Public Schools
Sarah Johnson Sarah.Johnson@highlineschools.org
Paul Stern Paul.Stern@vansd.org
Presentation Overview:
- Background/The Value of Alignment Studies
- Highline’s Regression Study
- NWEA’s Linking Study
- Multi-District Regression Study
- Conclusions
- Applying the Results
John Cronin presented on issues administrators need to know about using tests for high-stakes teacher evaluation. He discussed that tests should be one part of a comprehensive evaluation using multiple data sources like observations and participation. He outlined issues like not all subjects have appropriate assessments and tests may not accurately measure all students. Cronin recommended embracing growth measurement formatively in addition to outcomes and using multiple years of student achievement data in evaluation.
The document provides presenter notes for leading a workshop on Keeping Learning on Track (KLT) Foundations, outlining the goals of introducing teachers to formative assessment strategies and how their learning will continue through job-embedded professional learning communities. It describes the agenda and activities for the workshop, emphasizing formative assessment techniques to model such as using parking lots for questions, learning targets, and traffic light signals to check understanding. Presenters are guided to facilitate discussions and activities to help teachers understand how to implement formative assessment in their classrooms.
Predicting Proficiency… How MAP Predicts State Test PerformanceNWEA
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Predicting Proficiency… How MAP predicts State Test Performance
Paul Stern, District Enterprise Analyst, Vancouver Public Schools, Sarah Johnson, Accountability Project manager, Highline Public Schools, Burien, WA
Fusion 2012, the NWEA summer conference in Portland, Oregon
NWEA routinely produces “Linking Studies” that explore the alignment between the RIT Scale and state student proficiency exams. This presentation will share the results of an alignment study that applied a methodology developed by the Highline School District. The presentation will focus on how the results of the two methods differ and how Vancouver Public Schools will use this information to inform instruction and guide student interventions.
Learning outcome:
- Learn how to define proficiency using MAP cut scores.
- Understand the alignment of MAP to Washington’s State Assessments.
- Learn how alignment studies can be conducted and used to inform instruction
Audience:
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
Vancouver Public Schools serves approximately 22,000 students in Vancouver, WA, an urban/suburban district across the river from Portland. The presenter is the enterprise analyst within the Information Technology Services department focused on predictive analytics and performance measurement.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
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What’s New at NWEA: Power of Teaching
Fusion 2012, the NWEA summer conference in Portland, Oregon
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Finding Meaning in NWEA Data
Eric Lehew, Executive Director, Poway Unified School District, CA
Fusion 2012, the NWEA summer conference in Portland, Oregon
MAP data reports can be overwhelming. Making sense of how to use Descartes can be daunting. This session will share strategies, teacher videos and other resources to support teachers on the use of MAP data and Descartes statements to inform instruction. Strategies for using MAP with students will also be shared.
Learning outcome:
- Instructional decision making with key MAP reports
- Managing and effectively Descartes as an instructional tool
- Engaging students as active participants in your MAP process
Map using district for over 10 years and have developed a variety of tools to support student, teacher and parent participation with MAP data.
Audience:
- New data user
- District leadership
- Curriculum and Instruction
With a vision to expand virtual learning to all students, Beaufort County Schools has adopted an “Everywhere, All the Time” approach to education. The virtual summer school is not only intended to reduce summer learning loss, but also to engage parents as their child’s “learning coach.” The presentation will address the creative thoughts behind the virtual summer school, the implementation and logistics of managing such a system, and results.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document discusses research on effective teacher goal setting and its impact on student achievement. It finds that setting specific, moderately challenging goals can improve student performance by 8-16% depending on task complexity. Goals work best when they direct effort, build persistence and strategies, and foster commitment. Proper goal setting considers context, sets interim benchmarks, and provides leadership support through communication, modeling, and praise. The research suggests that teacher goal setting, if implemented well, can powerfully increase student learning.
The document discusses various issues around student assessment and accountability. It provides data on teacher and administrator perspectives on standardized testing and uses of assessment data. A majority of teachers believe students are over-tested and too much time is spent on test preparation. The document also examines different approaches to teacher evaluation, including value-added models and student growth percentiles, noting issues with reliability and fairness. It emphasizes the importance of principals in evaluation and using multiple measures, not just test scores, to differentiate teacher performance.
Taking control of the South Carolina Teacher Evaluation frameworkNWEA
This document discusses recommendations for improving teacher evaluation frameworks. It advocates that evaluations should focus on helping teachers improve, be controlled by principals, and use multiple measures rather than solely relying on test scores. An effective framework uses evidence of teaching practices, student learning, and professional responsibilities. While testing and observations are part of evaluations, their results must be interpreted carefully. Overall evaluations should provide meaningful performance differentiations to help retain top educators and dismiss ineffective ones.
NYSCOSS Conference Superintendents Training on Assessment 9 14NWEA
This document discusses using data wisely from a superintendent's perspective. It covers three main topics: assessment basics, improving assessment programs, and developing a data culture. The document emphasizes that what is measured gets attended to, so assessments must be properly aligned and designed. It also stresses using multiple years of data to provide context and control for outside factors to fairly evaluate teachers. Developing the right assessment systems and using data thoughtfully can significantly improve student achievement.
This document discusses strategies for maximizing student assessment systems. It advocates defining your own assessment goals rather than focusing solely on compliance. It provides seven principles for effective assessment programs: 1) Define assessment purposes and ensure validity, 2) Educate teachers on assessments, 3) Align results to audience needs, 4) Eliminate redundant assessments, 5) Deliver timely results, 6) Use metrics that focus on all students, and 7) Contribute to transparency and long-term focus. The document argues that assessment goals, metrics, and incentives should support all students rather than just those near performance cutoffs.
Using Assessment Data for Educator and Student GrowthNWEA
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
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Overview of assessments, growth, and value added in a teacher evaluation context
This document discusses aligning assessments with student learning through a three step process. Step 1 involves analyzing a school's culture of data use and building assessment literacy. Step 2 examines an assessment program's purpose, utilization, alignment and accountability. Beliefs about assessing learning are also reflected upon. Step 3 looks at improvement plans and actions to ensure they reflect a shared assessment vision and prioritize addressing gaps. Ongoing dialogue questions are provided to sustain progress in using data to support student growth.
1) Both summative and formative evaluations are important to measure program effectiveness, with summative evaluating overall impact and formative providing feedback to improve the program.
2) Measuring student growth over time, such as with NWEA assessments, and comparing results to internal or national benchmarks allows evaluation of a program's impact.
3) More rigorous evaluation with techniques like randomized experiments or longitudinal cohort analysis is warranted for larger programs requiring more resources. The closer a program is to the classroom, the larger its likely impact.
Dylan Wiliam seminar for district leaders accelerate learning with formative...NWEA
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Dylan Wiliam, internationally recognized researcher, formative assessment expert and founder of Keeping Learning on Track® believes districts that want to improve academic performance should make embedded formative assessment a priority.
This document summarizes NWEA's Assessment Summit held in South Carolina in March 2013. It discusses NWEA's ongoing process of aligning its Measures of Academic Progress (MAP) assessments to the Common Core State Standards, including the release of new aligned test versions and technology-enhanced item types. It also addresses how the transition to Common Core may impact data reports and the use of MAP assessments for teacher evaluation.
Assessment Program Alignment: Making Essential Connections Between Assessment...NWEA
Presented by Mark Kessler at the Arizona Assessment Summit.
This session introduces a processes to assist educators in building data literacy district-wide. Aligning the use of current school and district assessments and understanding the interrelationships of assessment, curriculum, and instruction are emphasized. Participants collaborate in establishing priorities for assessment practices and appropriate use of resulting data.
Predicting Student Performance on the MSP-HSPE: Understanding, Conducting, an...NWEA
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Presented at Washington Educational Research Association (WERA) conference.
Presenters:
Highline Public Schools and Vancouver Public Schools
Sarah Johnson Sarah.Johnson@highlineschools.org
Paul Stern Paul.Stern@vansd.org
Presentation Overview:
- Background/The Value of Alignment Studies
- Highline’s Regression Study
- NWEA’s Linking Study
- Multi-District Regression Study
- Conclusions
- Applying the Results
John Cronin presented on issues administrators need to know about using tests for high-stakes teacher evaluation. He discussed that tests should be one part of a comprehensive evaluation using multiple data sources like observations and participation. He outlined issues like not all subjects have appropriate assessments and tests may not accurately measure all students. Cronin recommended embracing growth measurement formatively in addition to outcomes and using multiple years of student achievement data in evaluation.
The document provides presenter notes for leading a workshop on Keeping Learning on Track (KLT) Foundations, outlining the goals of introducing teachers to formative assessment strategies and how their learning will continue through job-embedded professional learning communities. It describes the agenda and activities for the workshop, emphasizing formative assessment techniques to model such as using parking lots for questions, learning targets, and traffic light signals to check understanding. Presenters are guided to facilitate discussions and activities to help teachers understand how to implement formative assessment in their classrooms.
Predicting Proficiency… How MAP Predicts State Test PerformanceNWEA
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Predicting Proficiency… How MAP predicts State Test Performance
Paul Stern, District Enterprise Analyst, Vancouver Public Schools, Sarah Johnson, Accountability Project manager, Highline Public Schools, Burien, WA
Fusion 2012, the NWEA summer conference in Portland, Oregon
NWEA routinely produces “Linking Studies” that explore the alignment between the RIT Scale and state student proficiency exams. This presentation will share the results of an alignment study that applied a methodology developed by the Highline School District. The presentation will focus on how the results of the two methods differ and how Vancouver Public Schools will use this information to inform instruction and guide student interventions.
Learning outcome:
- Learn how to define proficiency using MAP cut scores.
- Understand the alignment of MAP to Washington’s State Assessments.
- Learn how alignment studies can be conducted and used to inform instruction
Audience:
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
Vancouver Public Schools serves approximately 22,000 students in Vancouver, WA, an urban/suburban district across the river from Portland. The presenter is the enterprise analyst within the Information Technology Services department focused on predictive analytics and performance measurement.
NWEA is introducing a new framework called Keeping Learning on Track (KLT) to help teachers use formative assessment strategies to continuously adapt instruction based on evidence of student learning. KLT has five key strategies: clarifying learning targets, activating students as owners of learning, facilitating effective discussions, providing feedback, and activating students as peer resources. It will be implemented over multiple years, starting with teacher learning communities focusing on the foundations and then deepening understanding of strategies through ongoing collegial support.
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What’s New at NWEA: Power of Teaching
Fusion 2012, the NWEA summer conference in Portland, Oregon
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Finding Meaning in NWEA Data
Eric Lehew, Executive Director, Poway Unified School District, CA
Fusion 2012, the NWEA summer conference in Portland, Oregon
MAP data reports can be overwhelming. Making sense of how to use Descartes can be daunting. This session will share strategies, teacher videos and other resources to support teachers on the use of MAP data and Descartes statements to inform instruction. Strategies for using MAP with students will also be shared.
Learning outcome:
- Instructional decision making with key MAP reports
- Managing and effectively Descartes as an instructional tool
- Engaging students as active participants in your MAP process
Map using district for over 10 years and have developed a variety of tools to support student, teacher and parent participation with MAP data.
Audience:
- New data user
- District leadership
- Curriculum and Instruction
With a vision to expand virtual learning to all students, Beaufort County Schools has adopted an “Everywhere, All the Time” approach to education. The virtual summer school is not only intended to reduce summer learning loss, but also to engage parents as their child’s “learning coach.” The presentation will address the creative thoughts behind the virtual summer school, the implementation and logistics of managing such a system, and results.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Our Contact Information
Link to APSRC online
NWEA Fusion Presentation
APSRC Growth Awards Criteria
5. Topics
Mission of APSRC
APSRC –NWEA Partnership
Growth in Participation
NWEA as a Bridge to PARCC
Experiences of MAP Partners
Recommendations for Building Sustainable
Partnerships
6. APSRC
The Arkansas Public School Resource
Center is a unique nonprofit dedicated to
providing technical support to and
advocating on behalf of charter and rural
schools.
7. APSRC
APSRC is striving to:
• Improve the effectiveness and efficiency of
charter and rural schools
• Increase the number of high-quality school
options
• Enhance the perception of charter and rural
schools among policymakers and the
general public
8. Areas of Focus
• Teaching and Learning
• Technology
• Finance
• School Law
APSRC employs 13 full-time staff to
provide services to our 180 members
9. Teaching and Learning
Our commitment is to ensure our partner
schools are competitive in academic
achievement.
Our focus is providing access to:
• Resources
• Information
• Technical Assistance
• Targeted Professional Development
10. Teaching and Learning
Currently, APSRC has a major initiative
focusing on Common Core Implementation
called
Achieving by Changing
Funded with private dollars for three years
Designed by APSRC staff
With 47 school campuses involved in the pilot
Adding 60 more campuses this fall
Supported with NWEA MAP data
11. Finance
The Finance staff provides assistance in:
• School Improvement Planning
• Federal and State categorical spending
• Monitoring of fiscal areas
• School financial policy development
• Purchasing and inventory management
• Fiscal distress
• Issues in Teacher Retirement
12. Technology
The Technology team specializes in hands-on
trainings on how to implement Web 2.0
technology in the classroom
Provides training on Technology and the
Common Core State Standards
Assists with continuity plans, eRate
applications and purchasing decisions
Supports the APSRC programmatic areas
13. Legal
Through the staff attorneys and contract legal
counsel, the team offers:
Comprehensive legal services
Policy development and
Preparation for State Board of
Education, Legislative Subcommittee
presentations and analysis.
14. APSRC
We provide our membership
(charter and rural schools) with a
voice for change and
the resources for quality!
15. APSRC-NWEA Partnership
• Initiated in 2009 with five charter
schools in central Arkansas
• Gradual growth
• Used for wide range of purposes from
instructional modifications to merit
pay to identifying professional
development needs
16. APSRC-NWEA Partnership
our partner in all
• Our AR NWEA team is
aspects
• Over a three year period, teaming with NWEA:
• Investment in Time and Energy = Growth
and Enrollment
• NWEA MAP Workshops
• On-site Data Literacy Coaching
• Support Services and Management
• Recognition through APSRC Growth
Awards
• Annual MAP Users Conferences
17. APSRC-NWEA Partnership
Role of APSRC
Recruiter
Facilitator of Services
Provider of Professional Development
Supporter
Problem-Solver
Communicator
Rewarder
18. APSRC-NWEA Partnership
2011-2012 Data
•
and Schools
43 MAP Partner Districts
• 35 still eligible to participate in the WFF grant
• 6 new MAP partners starting in Fall 2012
• 159 TOTs Trained in MAP Workshops
• 17 Regional MAP Workshops Provided
• 48, 408 Students Tested
• 7,185 Students Took Web-Based MAP
• Inclusion of MAP data in Arkansas
Comprehensive School Improvement
19. Growth in Students Tested: 2010-2012
Students Tested
60,000
50,000
40,000
Enrollment
30,000
20,000
10,000
0
Students Tested Web-based Tests Administered
2011-2012 48,408 7,185
2010-2011 19,627 0
20. Growth in Number of MAP Partners and
MAP Workshop Participation: 2010-2012
Workshop Participants
MAP Workshops Offered at Regional Hubs
Districts Enrolled
0 100 200 300 400 500 600
Districts Enrolled MAP Workshops Offered at Regional Hubs Workshop Participants
2010-2011 19 6 159
2011-2012 43 17 526
21. ABC: Achieving by Changing
and Connection to NWEA
Developed by APSRC, ABC is a comprehensive and
integrated approach to implementing the change
necessary for the transition to the Common Core
State Standards.
Data Literacy
• Examine what is working
• Build on best practices
Requirement for ABC vs. Voluntary Participation
23. NWEA as a Bridge to PARCC
MAP as Springboard for discussion:
• Computer-Assisted Testing
• Use of Assessment Data in Instructional
Modifications
• Adaptive Testing
• Growth over Time/Growth Measure
• NCLB Waiver
25. Experiences of MAP Partners
APSRC Growth Awards
Presented at the Fall APSRC
Criteria - 60% of students met projected
growth target from fall to spring
Category 1 Teacher Awards- 8 at $1,000 each
Category 2 School Awards-2 at $3,000 each
Category 3 District Awards-2 at $8,000 each
26. APSRC Growth Awards
sponsors “Growth
Annually, the initiative
Awards” that provide monetary support for
districts, schools and individual teachers who
have significant gains from the use of NWEA
assessment data in their classrooms.
Criteria for selection include:
• Utilization of the Data
• Artifacts
• Professional Development to support use
• Student work and Lesson Plans
27. Experiences of
MAP Partners
“I cannot begin to tell you how excited I am about the NWEA
MAP Training I attended today!! I have been given the
opportunity to truly see what we can do for our students with
the MAP results. Once we can get this fully implemented at
our high school, it will be INCREDIBLE!! This will
absolutely change what an education at our high school looks
like. Needless to say, I'm a little Excited about the potential!!
Tom, Alison, and Sandie were wonderful. They were able to
guide us to understanding as well as challenging us to create a
high school plan.”
28. Recommendations
team
Work closely with your NWEA
Do not undervalue “word of mouth”
Make connections as much as possible to current
issues of urgency
Leverage local resources to supplement NWEA
resources
Facilitate shared workshops and encourage districts
support staff participation
Record successes and challenges to share at trainings
Be a responsible steward of grant funds
29. Design Elements
Strategies Utilized In Our Work
Identifying and Developing Opportunities
Developing a Culture of Change
Structuring Learning Opportunities and
Networking
Sharing Resources and Knowledge
Recognizing Excellence
Building Sustainable Partnerships
30. Identifying and Developing
Opportunities
Issue of Merit Pay tied to Student Growth
Foundation funded Pilot
Support new Teacher Evaluation Policy
Agenda – Resulting in Act 1209 – Teacher
Excellence Support System (TESS)
Provide on-site Professional Development
which is “tailored” to include NWEA
examples
31. Building Relationships that
Support a Culture of Change
Opportunity to participate in NWEA was
specifically marketed to APSRC partner
rural and charter schools
Asked that rural/charter schools be
included in Pilot for Act 1209
Rural and Charter Board of APSRC involved
in issue analysis that was shared with
legislative committee
32. Structuring Learning Opportunities
Instead of individual school professional
development in the set up of MAP, began
pairing veteran schools and novice schools
resulting in cross fertilization of ideas
Last year established regional partner sites as
training “Hubs” which greatly accelerated
participation
APSRC serves as facilitator of issues and
provides support – even at the school and
classroom levels
33. Sharing Resources and Knowledge
With regional hub development schools
assumed leadership roles
Fall Conference has a NWEA focus and
multiple schools present their
innovations, learnings and strategies
APSRC staff visited each site serving as an
initial “sounding board/problem solver”
Specific Professional Development was
designed for Growth Awards Criteria and
distributed digitally
34. Developing a Culture of Change
- Building Relationships
Building Relationships
- Building Relationships
Creating a support system for implementation
and problem solving with APSRC as the first
step
Providing personalized professional
development for struggling schools
Providing data analysis assistance and writing a
section for inclusion in the ACSIP plan
35. Networking
Annual Conferences
• Fall: Annual APSRC Conference with
MAP Users Conference
• Spring: APSRC Technology Conference
• State Charter Conference
• Ongoing: Learning from the Leaders
Drive-In Conferences
Innovative Technology
www.apsrc.net
36. Strategies Utilized In Our Work
Building Strategic Alliances
Designing Systematic Implementation
with feedback loops
Building Capacity at the school site
Focusing on Connecting NWEA to the real
“work” of schools
Reporting Outcomes
Celebrating Successes
37. Collaborative Approach
Funded by a private foundation
Managed by a state-wide nonprofit
Driven with NWEA expertise and tools
38. Outcomes of Partnership
State-wide network supports
systematic implementation
Resulting in the integration of the data
for instructional improvement and
Networking so that schools can share
best practices
39. Arkansas Public School
Resource Center
www.apsrc.net
(501)492-4300
Barbara Hunter Cox
Director, Teaching and Learning
bhuntercox@apsrc.net
Ellen Treadway
Teaching and Learning Specialist
etreadway@apsrc.net
Editor's Notes
MAP has provided Arkansas schools with their first experience using a computer-based, adaptive assessment and serves as a springboard for discussing issues related to next generation assessments and even the NCLB waiver. MAP has opened conceptual doors for educators as they transition to the CCSS and PARCC.
Specially related to the early and mid-year assessment, which like MAP, may serve as diagnostic exams or growth measures.Also, issues related to the summative, computer-based PARCC assessment and the interactive nature of the possible test items.MAP will be implemented by most partners through the 14-15 school year under the current grant, and due to the nature of the PARCC assessment, we may see MAP partners opting to continue to use MAP as a means of providing targeted instruction during the transition to PARCC and beyond.
We learn each year about the innovative ways teachers and administratorsare using MAP data through the APSRC Growth Awards submissions. Underwritten by WFF, these awards recognize excellence in the use of MAP assessment data. Schools and districts must test with fidelity during the testing windows and show evidence of professional growth in data analysis and the transfer of learnings to the classroom over the course of the school year. The minimum criterion is 60% of students having met or exceeded projected RIT targets from fall to spring in the same year. Other data required for consideration are evidence of the use of data, which can be anything from data reports in which the teacher has made notes about grouping students, and documentation showing participation in MAP workshops through APSRC and regional hubs or on site.
Recently received testimonial from a high school teacher/instructional leader