This document provides an overview and agenda for a MAP training session. It includes:
- An introduction that will cover the basics of MAP and key reports and tools.
- A section on understanding normative data and using the DesCartes tool to link MAP data to instruction.
- Information on various student and class reports that provide achievement and growth data to help plan lessons and set student goals.
International Linking Study - Connecting the PISA-based Test for Schools (PBT...EduSkills OECD
Presentation from the PISA for Schools webinar on 19 November 2020.
International Linking Study - Connecting the PISA-based Test for Schools (PBTS) to the PISA scale
This presentation discusses how teachers can use MAP assessment data and the DesCartes report to differentiate instruction for math and science students. The presentation reviews what MAPs is and its benefits, how to interpret student RIT scores and normative data, principles of differentiated instruction, and strategies for differentiating content, process, product, and grouping using the DesCartes student report. Teachers are encouraged to use MAP data to target instruction to student ability levels and design flexible lessons and assignments.
This document provides guidance for teachers to use MAP growth data to help students set goals and improve learning. It outlines 5 key reports that teachers can access to understand class and student performance, identify areas of strength and growth, and inform instructional planning. The reports show each student's RIT score, projected proficiency level, and performance in different goal areas. Teachers are advised to use the data to flexibly group students and target instruction at each student's instructional level based on the learning continuum. Five action steps are proposed: determine instructional levels, identify strengths and growth areas, provide additional learning resources, implement instructional modifications, and set SMART goals to monitor progress.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
International Linking Study - Connecting the PISA-based Test for Schools (PBT...EduSkills OECD
Presentation from the PISA for Schools webinar on 19 November 2020.
International Linking Study - Connecting the PISA-based Test for Schools (PBTS) to the PISA scale
This presentation discusses how teachers can use MAP assessment data and the DesCartes report to differentiate instruction for math and science students. The presentation reviews what MAPs is and its benefits, how to interpret student RIT scores and normative data, principles of differentiated instruction, and strategies for differentiating content, process, product, and grouping using the DesCartes student report. Teachers are encouraged to use MAP data to target instruction to student ability levels and design flexible lessons and assignments.
This document provides guidance for teachers to use MAP growth data to help students set goals and improve learning. It outlines 5 key reports that teachers can access to understand class and student performance, identify areas of strength and growth, and inform instructional planning. The reports show each student's RIT score, projected proficiency level, and performance in different goal areas. Teachers are advised to use the data to flexibly group students and target instruction at each student's instructional level based on the learning continuum. Five action steps are proposed: determine instructional levels, identify strengths and growth areas, provide additional learning resources, implement instructional modifications, and set SMART goals to monitor progress.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
This document provides an overview of New Brunswick's Provincial Assessment Program. It discusses moving from collecting data to using information. Key points include:
- The program uses balanced assessment including formative, benchmark, and large-scale assessments.
- Provincial assessments are administered at grades 4, 6, and 10 in reading, math, and science literacy and report results at the school, district, and provincial levels.
- Assessment results are reported using performance levels to provide information on student achievement.
- The program aims to contextualize large-scale results and align assessments with other frameworks like PCAP and PISA.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
Comparison Of Pre And Post Assessments AstronomyStaci Trekles
The document compares pre- and post-assessments of students who used Starry Night astronomy software during a summer program. Most students improved their scores, with 9% improving by 9 points, 14% by 6 points, and 19% by 5 points. The software was found to be a useful teaching tool that helped students visualize abstract astronomy concepts and gain spatial perspective.
This document provides the rationale and process for Wilkeson Elementary's RTI Data Board. It aims to facilitate collaboration around monitoring student progress, identifying needs, and evaluating interventions. The process involves three benchmark periods where teachers and staff add student data to notes on a visual display board and rearrange them based on need and progress. They celebrate successes, discuss intervention plans, and make adjustments to support students. Progress is reviewed every 4-6 weeks to ensure interventions are working and changes are made if needed.
This document discusses assessments for 21st century students and the North Carolina Virtual Public School's (NCVPS) approach. It outlines that NCVPS uses formative, bi-weekly assessments aligned to learning goals to provide real-time feedback. Teachers analyze assessment data using five questions to inform instructional next steps. A variety of assessment tools and face-to-face methods are employed to evaluate student learning and reduce plagiarism. The High Five team will support the assessment process by setting data discussion days, including assessment strategies in course guides, collaborating on best practices, and making recommendations for Fall 2008 and beyond.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Leveraging MAP Data to Improve InstructionAmanda DeCardy
This document discusses how MAP (Measures of Academic Progress) data can be used to improve instruction. MAP is an adaptive test administered twice a year to measure student growth in reading, language usage, mathematics, and science. The results are available immediately and place students on a scale to help target instruction. The presenter discusses analyzing data at both the macro and micro levels. At the micro level, teachers can access each student's learning continuum, write action plans with students, and plan differentiated instruction based on standard deviations. The presenter also reviews using MAP data in parent progress reports and setting growth goals.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
MAP Parent Presentation - Universal American Schooluasdubai
This document provides information about MAP (Measures of Academic Progress) testing that is administered three times a year at Universal American School in Dubai to measure student growth in reading, math, language usage, and science. MAP is an adaptive test that places students on a equal interval scale to help teachers target student learning. Results are available immediately to teachers and are provided to parents in a MAP Student Progress Report. The report includes a student's RIT score which relates to their grade level curriculum, average scores for their class and national norms, growth over time, and performance descriptors.
VII Jornadas eMadrid "Education in exponential times". "Supporting higher edu...eMadrid network
VII Jornadas eMadrid "Education in exponential times". "Supporting higher education in integrating learning analytics". Dragan Gasevic. U Edinburgh, UK. 05/07/2017.
NSI 2014: Move Over - I'm Driving! A Model for Student EngagementNaviance
See how one middle school utilizes Naviance Success Planning with their standards-based academic assessments to develop SMART Goals, write action plans, and conduct student-led parent conferences. This interactive session demonstrates how students analyze data and prepare for individual conferences.
This document discusses the EVAAS evaluation system for teachers and educator preparation programs in North Carolina. It provides an overview of how teacher effectiveness will be evaluated based on student growth and achievement data rather than solely on proficiency. Growth will be measured using EVAAS, which assesses the value added by a teacher in a given year. The document outlines the implications for exceptional children teachers, including how their standard 6 rating and effectiveness status will be calculated based on growth data. It also addresses how EVAAS data could factor into approvals for educator preparation programs at the campus and program level going forward.
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.
The document discusses using networked improvement communities and improvement science to address low completion rates for developmental math courses. It summarizes a case study of the Statway developmental math program implemented through the Community College Pathways Network across 11 states. The program tripled completion rates, with over 50% of students completing the course in half the time compared to previous methods. The document concludes that networked improvement communities and improvement science embrace experiential learning, social learning across institutions, and building knowledge and innovations to improve developmental math outcomes at scale.
This document provides an overview of learning analytics and discusses three ways instructors can use analytics in their Canvas courses: modules with requirements, quiz statistics, and course analytics. Modules allow instructors to organize course content and add requirements to track student progress. Quiz statistics provide data on student performance on quizzes. Course analytics help instructors understand student engagement and activity in the course. The document demonstrates examples of these analytics tools and discusses how instructors can use the data to improve teaching and support student learning.
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
This document discusses ways to improve student learning through revising Colorado's gtPathways general education curriculum. It proposes aligning the curriculum with frameworks like AAC&U's LEAP initiative and rubrics, which emphasize skills like civic engagement, creative thinking, and global learning. The document outlines Colorado's current gtPathways competencies and proposes new competencies. It provides an example of unpacking one competency, quantitative literacy, into measurable learning outcomes. The document concludes by asking for help defining learning outcomes for civic engagement, creative thinking, and global learning, and announces a focus group to further discuss revising competencies to emphasize learning outcomes.
The document provides an overview of secondary assessment and formative and summative assessments for new teachers. It defines formative assessment as assessment used to feed back into the teaching and learning process, while defining summative assessment as assessment used to summarize learning. The document discusses implications for classroom practice, including sharing learning goals with students, involving students in self-assessment, and providing feedback to help students recognize next steps. It also provides background information on the school district and testing programs used for assessment.
This document provides information and tips for teachers to use MAP (Measures of Academic Progress) data in parent-teacher conferences. It discusses what parents want to know from conferences, including if their child is on track, their strengths/weaknesses, and the teacher's plan for their success. It also summarizes key features of MAP - that it is computer-adaptive, accurately measures performance and growth, and identifies skills students are ready to learn. Tips are provided for effective conferences, such as dressing professionally, learning parent names, focusing on what the teacher will do rather than what parents need to do, and keeping promises made at the conference.
This document summarizes a presentation given at the Universidad Internacional Menéndez Pelayo in Santander, Spain on July 7, 2016. The presentation discussed insights from the OECD's School Resources Review, including its purpose, methodology, conceptual framework, and key policy challenges related to the efficient and equitable use of school resources. The review aims to provide policy advice on how to govern, distribute, utilize, and manage resources to achieve educational objectives. It analyzes resource use at the system, sub-system, and school levels across OECD and partner countries.
Comparison Of Pre And Post Assessments AstronomyStaci Trekles
The document compares pre- and post-assessments of students who used Starry Night astronomy software during a summer program. Most students improved their scores, with 9% improving by 9 points, 14% by 6 points, and 19% by 5 points. The software was found to be a useful teaching tool that helped students visualize abstract astronomy concepts and gain spatial perspective.
This document provides the rationale and process for Wilkeson Elementary's RTI Data Board. It aims to facilitate collaboration around monitoring student progress, identifying needs, and evaluating interventions. The process involves three benchmark periods where teachers and staff add student data to notes on a visual display board and rearrange them based on need and progress. They celebrate successes, discuss intervention plans, and make adjustments to support students. Progress is reviewed every 4-6 weeks to ensure interventions are working and changes are made if needed.
This document discusses assessments for 21st century students and the North Carolina Virtual Public School's (NCVPS) approach. It outlines that NCVPS uses formative, bi-weekly assessments aligned to learning goals to provide real-time feedback. Teachers analyze assessment data using five questions to inform instructional next steps. A variety of assessment tools and face-to-face methods are employed to evaluate student learning and reduce plagiarism. The High Five team will support the assessment process by setting data discussion days, including assessment strategies in course guides, collaborating on best practices, and making recommendations for Fall 2008 and beyond.
Wsu Greg Lobdell September 2008 Data And Decision MakingWSU Cougars
The document summarizes research on schools that have shown significant improvement in student achievement over time, known as "Schools of Distinction." The research identified several common characteristics among these schools. They exhibited a culture of high expectations for students, strong collaboration among staff, stable leadership focused on instruction, and frequent use of data to personalize teaching and target interventions. The schools also invested in ongoing professional development for teachers and monitored school improvement plans regularly.
Leveraging MAP Data to Improve InstructionAmanda DeCardy
This document discusses how MAP (Measures of Academic Progress) data can be used to improve instruction. MAP is an adaptive test administered twice a year to measure student growth in reading, language usage, mathematics, and science. The results are available immediately and place students on a scale to help target instruction. The presenter discusses analyzing data at both the macro and micro levels. At the micro level, teachers can access each student's learning continuum, write action plans with students, and plan differentiated instruction based on standard deviations. The presenter also reviews using MAP data in parent progress reports and setting growth goals.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
MAP Parent Presentation - Universal American Schooluasdubai
This document provides information about MAP (Measures of Academic Progress) testing that is administered three times a year at Universal American School in Dubai to measure student growth in reading, math, language usage, and science. MAP is an adaptive test that places students on a equal interval scale to help teachers target student learning. Results are available immediately to teachers and are provided to parents in a MAP Student Progress Report. The report includes a student's RIT score which relates to their grade level curriculum, average scores for their class and national norms, growth over time, and performance descriptors.
VII Jornadas eMadrid "Education in exponential times". "Supporting higher edu...eMadrid network
VII Jornadas eMadrid "Education in exponential times". "Supporting higher education in integrating learning analytics". Dragan Gasevic. U Edinburgh, UK. 05/07/2017.
NSI 2014: Move Over - I'm Driving! A Model for Student EngagementNaviance
See how one middle school utilizes Naviance Success Planning with their standards-based academic assessments to develop SMART Goals, write action plans, and conduct student-led parent conferences. This interactive session demonstrates how students analyze data and prepare for individual conferences.
This document discusses the EVAAS evaluation system for teachers and educator preparation programs in North Carolina. It provides an overview of how teacher effectiveness will be evaluated based on student growth and achievement data rather than solely on proficiency. Growth will be measured using EVAAS, which assesses the value added by a teacher in a given year. The document outlines the implications for exceptional children teachers, including how their standard 6 rating and effectiveness status will be calculated based on growth data. It also addresses how EVAAS data could factor into approvals for educator preparation programs at the campus and program level going forward.
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.
The document discusses using networked improvement communities and improvement science to address low completion rates for developmental math courses. It summarizes a case study of the Statway developmental math program implemented through the Community College Pathways Network across 11 states. The program tripled completion rates, with over 50% of students completing the course in half the time compared to previous methods. The document concludes that networked improvement communities and improvement science embrace experiential learning, social learning across institutions, and building knowledge and innovations to improve developmental math outcomes at scale.
This document provides an overview of learning analytics and discusses three ways instructors can use analytics in their Canvas courses: modules with requirements, quiz statistics, and course analytics. Modules allow instructors to organize course content and add requirements to track student progress. Quiz statistics provide data on student performance on quizzes. Course analytics help instructors understand student engagement and activity in the course. The document demonstrates examples of these analytics tools and discusses how instructors can use the data to improve teaching and support student learning.
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
This document discusses ways to improve student learning through revising Colorado's gtPathways general education curriculum. It proposes aligning the curriculum with frameworks like AAC&U's LEAP initiative and rubrics, which emphasize skills like civic engagement, creative thinking, and global learning. The document outlines Colorado's current gtPathways competencies and proposes new competencies. It provides an example of unpacking one competency, quantitative literacy, into measurable learning outcomes. The document concludes by asking for help defining learning outcomes for civic engagement, creative thinking, and global learning, and announces a focus group to further discuss revising competencies to emphasize learning outcomes.
The document provides an overview of secondary assessment and formative and summative assessments for new teachers. It defines formative assessment as assessment used to feed back into the teaching and learning process, while defining summative assessment as assessment used to summarize learning. The document discusses implications for classroom practice, including sharing learning goals with students, involving students in self-assessment, and providing feedback to help students recognize next steps. It also provides background information on the school district and testing programs used for assessment.
This document provides information and tips for teachers to use MAP (Measures of Academic Progress) data in parent-teacher conferences. It discusses what parents want to know from conferences, including if their child is on track, their strengths/weaknesses, and the teacher's plan for their success. It also summarizes key features of MAP - that it is computer-adaptive, accurately measures performance and growth, and identifies skills students are ready to learn. Tips are provided for effective conferences, such as dressing professionally, learning parent names, focusing on what the teacher will do rather than what parents need to do, and keeping promises made at the conference.
Wsu District Capacity Of Well Crafted District Wide System Of SupportWSU Cougars
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
The document discusses M.A.P. (Measures of Academic Progress), a computerized adaptive test administered 3 times per year that assesses K-12 students' academic growth in reading, language usage, and math. M.A.P. provides detailed, individualized results that help teachers identify strengths and needs, inform instruction, and develop partnerships between teachers and parents to support each student's learning.
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Cougar Elementary has been identified as a priority school due to low performance in reading and math. The new principal has been asked to outline their first steps and vision for the school. They will focus on forming an effective leadership team, conducting a deep data analysis to understand strengths and weaknesses, and creating a SMART goal-driven action plan to improve student outcomes and instructional practices by the end of the school year.
Data Driven Instructional Decision MakingA framework.docxwhittemorelucilla
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
The Measure of Academic Progress (MAP) test is an adaptive assessment that provides individualized questions for students based on their responses. It measures student growth over time in reading, math, language usage, and science. MAP results include RIT scores that pinpoint student achievement levels and indicate concepts that require more instruction. These scores along with subtest performance are used by teachers to target instruction and by students and parents to understand strengths and areas for growth. While MAP provides useful information, teachers emphasize that classroom performance and work provide the fullest picture of a student's learning.
The Needs Mapper is a tool developed by RyeCatcher to identify areas where students and their families need academic, behavioral, social-emotional, health, and wellness support. It consists of 13 questions that are used to establish a baseline for students and families that can be tracked over time. The tool was created to support wraparound services, which promote student achievement by addressing non-academic barriers. It was piloted in 2014 and feedback from schools and families has been used to refine the tool for expanded use in the 2015-2016 school year.
The document outlines a plan for increasing strategic coherence in education. It discusses three key principles: measuring what you value, valuing what you measure, and prioritizing student learning. It then lists several immediate tasks needed over the summer of 2014, including finalizing measurable student behaviors, aligning assessments and professional development, and communicating the coherence plan. The overall goal is to better align goals, measures, and practices across the district to improve student outcomes.
Digging Deeper into Standards-Based Grading and Reportingaescurriculum
This presentation examines Standards-Based Grading more in depth and give teacher an opportunity to look at research and issues around a move to Standards-Based Grading
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
This document discusses using the School Effectiveness Framework (SEF) to assist with school improvement planning. It introduces the SEF and its components, which include curriculum, teaching and learning practices, assessment, and interventions. School administrators will use the SEF and data on student achievement, attitudes, and needs to identify focus areas and evidence-based strategies to implement in classrooms. Progress will be monitored to ensure the strategies are having their intended impact on student outcomes.
This document outlines the agenda and process for the 2011 Parker School District data retreat. The retreat will follow a 7 step process to analyze student achievement, program, and community data. Staff will examine literacy, math, and science scores, identify strengths and weaknesses, and set goals to improve student learning. They will analyze data by student subgroups, standards, and cohorts over time. The intended outcomes are to engage in discussions about strategies, connect strategies to student outcomes, and create action plans to monitor goals and improve student performance.
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
This document discusses key concepts relating to school leadership and learner achievement, including learning outcomes, performance indicators, and data-based interventions. It explains that school leaders should set achievable and challenging learning outcomes and utilize data to develop interventions to maintain or improve learner achievement. The document provides definitions and examples of concepts like learning outcomes, interventions, and classifications of performance indicators that measure learner achievement and the education system. It emphasizes that school leaders need to understand these concepts and use school data to support learners' attainment of outcomes.
The document outlines a district's vision, mission, goals and strategies for improving student achievement and outcomes. The key points are:
- The district's vision is to establish a world-class, student-focused learning system where all students meet or exceed high standards.
- The district's goal and theory of action focus on engaging all staff in high-quality teaching and learning through strengthening the "instructional core" of teacher skills, rigorous content, and student engagement.
- The district will implement strategies such as professional learning communities, instructional coaching, integrating technology, and differentiated instruction to improve the instructional core.
- School goals and plans will align with the district's vision and be supported by district
The document outlines monitoring processes and plans for a school district. It discusses implementing plans to help subgroups not making adequate yearly progress. It describes monitoring implementation of school improvement plans and targeted professional growth plans for teachers. It provides checklists for differentiated accountability requirements. It lists action steps and responsibilities for school-based reading, math, and science coaches to monitor data, provide professional development and support, and ensure alignment with district and state initiatives.
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
This document discusses strategies for creating a data-driven culture in schools. It emphasizes the importance of leadership, collecting and analyzing various types of student and school data, and using data to make instructional decisions. Key steps include developing a leadership team, gathering and reviewing data patterns, generating hypotheses, setting goals, designing strategies, and evaluating outcomes. Barriers to effective data use include lack of training and clear priorities, as well as outdated technology. The document provides examples of integrating technology and data through programs, applications, and blended learning models.
Using Data for Continuos School Improvementlindamtz88
This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
Similar to Web-Based NWEA Stepping Stones into Data 04-10-14 (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
1. How was your MAP® experience?
As you get settled, tell us about your MAP
experience.
Please add comments or questions to the graffiti
wall. Use the sticky notes on the tables.
2. Stepping Stones
to Using Data
Web-Based MAP
Measures of Academic Progress, MAP, DesCartes: A Continuum of Learning, Partnering to help all kids
learn, Power of Instructional Design, Power of Teaching, Power of Coaching, Keeping Learning on Track,
and Learning Plans on Demand are registered trademarks of NWEA in the U.S. and in other countries.
Northwest Evaluation Association, NWEA, GRD, KLT, Skills Pointer, Children’s Progress Academic
Assessment, and CPAA are trademarks of NWEA in the U.S. and in other countries.
Lexile® is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad.
The names of other companies and their products mentioned are the trademarks of their respective owners.
3. 3
Setting the Stage
Welcome and introductions
Structure for the day
As the schedule indicates, plus Learning
Breaks as needed
Note: Lunch – 11:30-1:00, On your own
Agenda
The Basics of MAP
Key Reports and Tools of MAP
The DesCarte – Introduction and Uses
5. 5
Self-Assessment
DesCartes: A Continuum of Learning®/Primary
Grades Instructional Data (PGID) for lesson planning
and goal setting.
The Class Breakdown by Goal Report for lesson
planning and grouping.
The Class Report to make instructional decisions.
Identify strengths and areas of need using MAP data.
How to access and understand growth projections for
students.
Set goals with my classes and students.
I am aware I understand I can apply
I can teach
others
6. 6
Activating Prior Knowledge
Adaptive Assessment
RIT Scale as a Growth Measure
Normative Data
Instructional Readiness
DesCartes: A Continuum of Learning
Primary Grades Instructional Data
7. Reflection thus
forms the important
link between processing
the new information
and integrating it with the
existing understanding
of the world.
–R. ONG (2004)
10. 10
Standard Deviation
Larger standard deviation indicates
more academic diversity
How might this impact instruction?
Smaller standard deviations indicate
that students are more alike.
How might this impact instruction?
11. 11
Class Breakdown by RIT Reports
Displays the teacher’s class data by
subject and horizontally by RIT for
current test term.
13. Reflection thus
forms the important
link between processing
the new information
and integrating it with the
existing understanding
of the world.
–R. ONG (2004)
14. 14
Identify a Standard/Concept
Identify related goal area
Find overall RIT range for class
Locate the middle range
Identify the ranges above and below
Choose 2-3 statements for each range
Identify activities/strategies to target skills and
determine assessment to measure success
Connecting Data to Instruction
15. 16
Growth Norms Bring Context to the Data
Physical Growth vs. Academic
Growth
Typical Growth
Normative Data
Growth ProjectionsGrade 6 Reading: Fall to Spring
Growth Projections
Starting
RIT
170 180 190 200 210 220 230
Mean
Growth
6 5 5 5 4 4 3
Hunter: RIT 227Glennisha: RIT 198
16. 17
Achievement Status and Growth Reports
Projection Report
Available after the first testing season
Shows realistic growth projections for all
students in a class
Summary Report
Available after the second testing season
Displays data relative to the growth
projections for each student
17. 18
Growth in Context
RIT Scale School Norms User’s Guide
The NWEA Research Team has enhanced the
RIT Scale School Norms User’s Guide, which has
more depth than the former School Growth Study.
The guide looks at district-level RIT scores and
distributions. This added informative data for
school and grade-levels will help you compare
your performance to other schools around the
country.
In addition to the RIT Scale School Norms User’s
Guide, a calculator for accessing searchable data
points within the tables and a short instructional
video are available for your use. To access these
resources, go to NWEA.org/schoolnormsstudy.
20. 21
Student Progress Reports
Displays student’s overall progress in
historical terms and includes
comparisons to district average and
NWEA norm group average.
In text and graphical format.
22. 23
Sharing Results
Students
Student Progress Report
Student Goal Setting Worksheet
With individual students
As a class activity
Parents
Student Progress Report
Student Goal Setting Worksheet
DesCartes/Primary Grades
Instructional Data
23. 24
Possible Parent Questions
Has my child’s score gone up?
Is my child performing at grade
level?
Based on these scores, how and
what will you teach my child in class?
What do the percentiles mean?
24. 25
Planning Forward
Example
WHAT will you
do with the
information
you learned
today?
HOW will you
approach
implementation?
WHO will be
involved?
WHEN will you
try it?
I would like to
use MAP data to
motivate my
students
to improve.
I am going to
implement
goal setting with
my students.
My grade-level
partners, parents,
and students.
Between now
and spring
assessment.
25. 26
Today’s Learning: Exit Ticket
What worked for you in this session?
What will you change as a result of
your learning today?
What are you wondering?
What do you need now?
26. Reflection thus
forms the important
link between processing
the new information
and integrating it with the
existing understanding
of the world.
–R. ONG (2004)
27. Thank you for your
attention and hard
work.
Help Us Learn from You
Facilitator:
Workshop:
28. 29
The MAP® Adaptive Assessment
Beginning Literacy
Adult
Reading
6th
Grade
x x x
x
x
x
x
x
x
x
x
x
x
x
x
MAP Test
-
-
-
+
-- -
+
+
+
+ 195
29. 30
Rasch unIT (RIT) Scale
Achievement
scale is an
equal-interval
scale
Used to show
growth over time
Independent of
grade level
120
250
2
3
4
5
6
7
6
7
8
9
10
Grade-Level
Norms
RIT
Skills Data
DesCartes or
Primary Grades
Instructional Data
K
1
31. 32
Normative Data: Bringing Context
to the Data
Grade-level
norms
Typical
performance
Beginning-of-
Year, Middle-of-
Year, and
End-of-Year
32. 33
NWEA™ Research
What are expected RIT and growth
scores?
Normative Data, grades K-10
Scale Alignment Studies
Aligns RIT scale with state proficiency
benchmarks
NWEA Goal Structures
33. 34
Instructional Level vs. Mastery
The MAP test:
Provides information about the
instructional level of the student.
Provides a road map for students toward
achieving mastery.
Is not a test for determining mastery of
skills.
Scavenger Hunt Activity
34. 35
Ready for Instruction Today
Ready for
Instruction
Today
120
250
RIT
Skills and Concepts
DesCartes or Primary
Grades Instructional Data
195
Timing: Before the workshop, as people are entering.Purpose: Display as a warm-up activity as participants arrive. Ask participants to share their comments and questions regarding MAP.Facilitator Notes:Use sticky notes: one color for comments, another color for questions.
Timing: Slides 2 and 3, 10 minutes total; 5 minutes for introductions and structure of the day on the next slide.Purpose: Display this slide during introductions.
Timing: Slides 2 and 3, 10 minutes total; continue 5 minutes for introductions and structure of the day from previous slide; 5 minutes for agendaPurpose: Display this slide during discussion of structure of the day and agenda.
Timing: 5 minutesPurpose: Introduce the Planning Forward document as an action-planning document to capture ideas throughout the day.
Timing: 15 minutesPurpose: Participants self-assess and report their skill level for reference at the end of the day.
Timing: 15 minutesPurpose: Participants recall information from previous workshops or experience as a foundation for additional learning.Links:Adaptive Assessment: slide 26RIT Scale as a Growth Measure: slides 27-28Normative Data: slides 29-30Instructional Readiness: slides 31-33 DesCartes: A Continuum of Learning: slide 33Primary Grades Instructional Data: slide 34
Essential Reports ChartTiming: 5 minutesPurpose: Note-taking device for participantsExploring the Class ReportTiming: 15 minutesPurpose: Participants access, interpret, and apply data from the Class Report
Exploring the Class Report, continued from slide 7Timing: 15 minutes Purpose: Participants access, interpret, and apply data from the Class ReportTiming: 25 minutesPurpose: Analyze the Class Reports using Activities Packet as a guide
Timing: Use if questions arise about standard deviationPurpose: Show a visual representation of standard deviationConsensogram (no slide for this; use chart paper)Timing: 15 minutesPurpose: Participants identify trends and patterns in data using theirClass Reports
Timing: 10 minutes (of 45)Purpose: Participants explore annotated Class Breakdown by RIT and Class Breakdown by Goal reports.
Timing: see slide 11Purpose: This slide illustrates the process of accessing the Class by RIT and drilling down to Breakdown by Goal Area andDesCartes, including animations.
Timing: 30 minutesPurpose: Connect Scores to SkillsReview Essential Reports ChartTiming: 5 minutesPurpose: Review Essential Reports Chart for additional entries
Timing: 60 minutes5 min.: Introduce Activity30 min.: Activity25 min.: Share and record Purpose: Participants access Key NWEA resources.
Timing: 30 minutes total; this slide and the next: 15 minutesPurpose:Display the differences in academic growth for the two students discussed in the ASG reports and activities. Language Usage example, fall to fall.Participants learn to interpret and apply the ASG Projection and Summary Reports, understand how growth is calculated, and how to use this information to make instructional decisions and set goals with students.
Timing: 30 minutes total; this slide and the previous slide: 15 minutesPurpose:Display the differences in academic growth for the two students discussed in the ASG reports and activities. Language Usage example, fall to fall.Participants learn to interpret and apply the ASG Projection and Summary Reports, understand how growth is calculated, and how to use this information to make instructional decisions and set goals with students.
Timing: 5 minutes to share informationPurpose: displays information regarding the purpose of the guide and where participants can access additional information regarding the guide.
Timing: 45 minutes total with linked slidesPurpose:Display a sample Student Goal Setting Worksheet and highlight student strengths, areas that need strengthening, and areas for action planning.Participants understand the goal-setting process and define goals. Participants access, interpret, and use the Student Goal Setting Worksheet.
Timing: 45 minutes totalPurpose:Display a sample Student Goal Setting Worksheet and highlight student strengths, areas that need strengthening, and areas for action planning.Participants understand the goal-setting process and define goals. Participants access, interpret, and use the Student Goal Setting Worksheet.
Timing: 5 minutes with linked slidePurpose: Participants will see a demonstration of how to access Student Progress Reports and what they look like. Participants will interpret and use data from the Student Progress Report.
Timing: 5 minutes with slide 20Purpose: Display the process of accessing the Student Progress Reports, including animations.Participants will see a demonstration of how to access Student Progress Reports and what they look like. Participants will interpret and use data from the Student Progress Report.
Timing: 30 minutes with next slidePurpose: Participant role-plays discussing goals with students. See next slide for role-play for discussing goals with parents.
Timing: 30 minutes with previous slide plus 10 minutes; see belowPurpose: Participants role-plays for discussing goals with parents and see possible questions for use during role-play. See previous slide for participant role-plays discussing goals with students.
Timing: 5 minutesPurpose: Review previous work using the Essential Reports Chart for reference during Planning Forward activity.Timing: 5 minutesPurpose: Start Planning Forward commitments.Timing: 5 minutesPurpose: Synthesize plans.
Timing: 15 minutes, this slide and the nextPurpose: Participants reflect on their learning and self-assess their knowledge and skills. (Consider a separate slide for this. This slide takes people to the "I'm leaving now" space and may detract from self-assessment.)Participants provide feedback about the workshop, their learning, current questions, and needs.
Timing: 15 minutes, this slide and the previous slidePurpose: Thank participants.
Purpose:Introduction of the RIT scaleBackground Information: The RIT scale is short for the Rasch unIT scale.The RIT scale is an equal-interval scale, like a yardstick. This means that 10 RIT points at the bottom of the scale equals 10 RIT points at the top. The RIT scale lets us see growth occurring between beginning-of-year and end-of-year test events and across time. The scale is consistent; it has the same meaning, regardless of the students’ grade levels.Scores are aligned to the RIT scale to help us see students’ learning readiness.RIT scores will also help us to demonstrate student growth over time.The RIT scale aligns both to performance norms (typical grade-level performance) and content and skills found in DesCartes, or in the case of MAP for Primary Grades, in Primary Grades Instructional Data. These skills are presented on a continuum of increasing difficulty and complexity. The star on the slide might represent a student in a sixth grade classroom. The RIT score helps his teacher to see that his learning readiness is more like that of a third-grader. But more importantly, it aligns with DesCartes to indicate skills and concepts appropriate for his instructional needs.
Purpose:Introduce Primary Grades Instructional Data (PGID)Become aware of how these are linked to RIT scoresBackground Information: PGID is a resource for teachers to use to help determine appropriate instruction for students. It contains separate sections for each subject (mathematics and reading) and is broken down into five or ten-point RIT bands. Within each band are sub-categories which break down the skills and concepts found in the items in the MPG Survey with Goals test. The example shown here is from mathematics in the goal strand of Algebra and the 181-190 RIT range. The center column shows skills and concepts that a student is ready to work on. The column to the left shows skills and concepts a student probably has a good command of, and the column to the right shows skills and concepts to introduce to a student when the appropriate groundwork has been laid.