Using MAP to Inform Stakeholders ACS Cobham International School, Friday, 28th March 2014 Sunday, 6 April 14
NWEA Spring Institute ACS Cobham March 28-29 2014 Stakeholders Presentation by Richard Harrold, Amanda Briggs and Jodi Moore
Jan 14, 2015
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.
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Using MAP to Inform StakeholdersACS Cobham International School,
Friday, 28th March 2014
Sunday, 6 April 14
Ques%ons
• What do you want to take away from this session?
• What makes interna%onal schools different from schools in na%onal systems?
Sunday, 6 April 14
• Independent, international school pre K-12• American/international school system• Mixed nationalities (38% US citizens)• Used MAP for 5 years• MAP Test Grades 3-10• High school of 560+ students • IB and AP programmes
Whole-‐School Profile
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• FALL (Testing 1)• Scheduling• Assessment of ability range• Classroom differentiation• WINTER• New student placement tests• Interventions• Course moderations• SPRING (Testing 2)• Measurement of growth (strengths and weaknesses)• Goal setting • Course Selection for next year e.g science and maths• SUMMER• Focusing on lexile level• Used to advise for aptitude for higher level courses
A MAP year at ACS High School:
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1. School Administrators: MAP used for: Student scheduling, and grade discrepancy intervention Moderation of parallel classes. Identification of grade inflation. Identify Highly Able Performance Prediction2. Teachers: MAP used to: Understand range of student ability within the classroom (class by RIT) Differentiate Inform course selection. e.g AP Euro History in 10th G3. Students MAP used to: Identify individual learning strengths and weaknesses and individual growth Set achievable, realistic learning goals Improve self esteem, boost confidence and motivation 4. Parents: MAP used to: Recognize demonstrated progress and achievement manage expectations give them an objective measurement of their child’s abilities
Who are the Stakeholders?
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1. Admin
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Highly able recogni%on
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Interven%on/modera%on
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Grade Discrepancy G9 MAP/Q1
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Intervention: Underachieving
Check student files: compared past history with this data, SST meeting and support programme commenced
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PSAT/MAP Reading correlation: .783 MAP/Q grades correlation .45 - .65
Overachieving?
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GSI?
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9th G : Quarter Grades and MAP
10th G: Quarter Grades, MAP, PSAT and AP Potential
11th G: + CEM test (IB) + AP potential/results12th G: + IB and AP results
Triangulation and validation of data
Performance database
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10th Grade Data Comparison:
PSAT MAP Quarter AP potential
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CEM v MAPap%tude v achievement
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Course selection
e.g. AP Euro History in 10th grade Biology in 9th Grade
Class by RIT
- for differentiation, classroom management, instructional strategy
Individual goal setting and improvement
e.g. Lexile levels
2. Teachers
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013“Coles Notes” on Lexile
I like cows.Cows are nice.Cows eat grass.
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
I like cows.Cows are nice.Cows eat grass.
Lexile level = 60
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
With the integration of auxiliary units to the basic corps, De Bere found a qualitative analysis of the survey responses could be supported by individualised items at the interview stage without compromising the integrity of the original pilot data. The introduction of a potentially confounding variable in the form of post-survey analysis could be measured and accounted for in the research model by ensuring consistent reference to the guide model was present at every stage of the study. MacManaman (2007), had failed to account for this in his original study, which had led De Bere and others to conclude that a significant threat to internal validity had accompanied the implementation of the pathway research.
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
With the integration of auxiliary units to the basic corps, De Bere found a qualitative analysis of the survey responses could be supported by individualised items at the interview stage without compromising the integrity of the original pilot data. The introduction of a potentially confounding variable in the form of post-survey analysis could be measured and accounted for in the research model by ensuring consistent reference to the guide model was present at every stage of the study. MacManaman (2007), had failed to account for this in his original study, which had led De Bere and others to conclude that a significant threat to internal validity had accompanied the implementation of the pathway research.
Lexile level = 1710Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham
Clifford, the Big Red Dog
Charlotte’s Web
Little Women
The Good Earth
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog
Charlotte’s Web
Little Women
The Good Earth
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web
Little Women
The Good Earth
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women
The Good Earth
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women Lexile level = 1300
The Good Earth
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women Lexile level = 1300
The Good Earth Lexile level = 1530
Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading Lists
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directions
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directionsCheck your parent communications
Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directionsCheck your parent communicationsLevelled research sources for content area
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directionsCheck your parent communicationsLevelled research sources for content areaTriangulate with Fountas & Pinell etc.
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directionsCheck your parent communicationsLevelled research sources for content areaTriangulate with Fountas & Pinell etc.Summer/holiday Reading Lists
Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading GroupsStudent-authored Reading ListsGuided writing - set Lexile targets in both directionsCheck your parent communicationsLevelled research sources for content areaTriangulate with Fountas & Pinell etc.Summer/holiday Reading ListsExtension Work (HAL)
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3. Students: goal seRng
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Students 2: goal seRng using goals performance
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Using Descartes to achieve goals
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4. Parents:Repor%ng student personal progress
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
Using MAP to Inform StakeholdersFriday, 28th March 2014
Sunday, 6 April 14
IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
The MAP Assessment
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
Measures of Academic Progress
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Student’s Name
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American School Foundation of Monterrey, A.C.Student Progress Report for ARECHAVALETA TAMEZ, JUAN PABLOASFM-MSHSGrowth is measured from Fall to Spring Student ID: 4861
Explanatory Notes:Season/Year
The season (F=fall, S=spring, W=winter, U=summer) and the year the test wasadministered.
Student Score RangeThe middle number is the RIT score your child received. The numbers on either sideof the RIT score define the score range. If retested, your child would score withinthis range most of the time.
District Average RITThe average score for all students in the school district in the grade who were testedat the same time as your child.
Norm Group Avg.The average score observed for students in the most recent NWEA RIT Scale Normsstudy, who were in the same grade and tested in the same portion of the instructionalyear (e.g., fall or spring).
Student GrowthPresents the growth in RITs your child made from the previous fall to the spring ofthe year in which growth is reported.
Typical GrowthThe average growth of students in the most recent NWEA RIT Scale Norms studywho were in the same grade and began the growth comparison period at a similarachievement level.
Student %ile RangeThe number in the middle is your child's percentile rank - the percentage of studentsin the most recent NWEA RIT Scale Norms study that had a RIT score less than orequal to your child's score. The numbers on either side of the percentile rank definethe percentile range. If retested, your child's percentile rank would be within thisrange most of the time.
Goal PerformanceEach goal area included in the test is listed along with a descriptive adjective of yourchild's score. The possible descriptors are Low (<21 percentile), LoAvg (21-40percentile), Avg (41-60 percentile), HiAvg (61-80 percentile), and High (>80percentile).
RIT to Reading RangeRIT to Reading Range is a score resulting from a correlation between NWEA's RITscore and the Lexile® scale. Lexile is a registered trademark of MetaMetrics, Inc.NWEA is neither affiliated nor associated with MetaMetrics, Inc.
Season/Year Grade
StudentScore Range
Dist.AvgRIT
NormGroupAvg.
StudentGrowth
TypicalGrowth
Student%ile
Range
Mathematics
S11 6 232- 235 -238 231 224 6 6 68- 75 -82
Mathematics Goals Performance - Spring 2011
Computation AvgNumber Sense & Numeration HiAvgGeometry AvgMeasurement HighStatistics & Probability HighAlgebraic Concepts HiAvgProblem Solving High
F10 6 226- 229 -232 225 218 70- 77 -83S10 5 221- 224 -227 224 219 -2 7 56- 61 -69F09 5 223- 226 -229 217 212 80- 85 -90S09 4 218- 221 -224 216 211 2 9 69- 76 -82F08 4 216- 219 -222 207 203 86- 91 -94S08 3 213- 216 -219 206 202 7 10 84- 89 -93F07 3 206- 209 -212 201 192 89- 94 -96
Season/Year Grade
StudentScore Range
Dist.AvgRIT
NormGroupAvg.
StudentGrowth
TypicalGrowth
Student%ile
Range
Reading
S11 6 235- 238 -241 218 215 -3 2 95- 97 -99
Reading Goals Performance - Spring 2011
Word Analysis & Vocabulary HighLiteral Comprehension HighInterpretive Comprehension HighEvaluative Comprehension HighLit Response / Analysis High
RIT to Reading Range: 1187-1337
F10 6 238- 241 -245 215 212 98- 99 -99S10 5 225- 228 -231 213 211 6 3 86- 91 -96W10 5 231- 234 -237 210 95- 98 -99F09 5 219- 222 -225 210 207 81- 89 -93S09 4 218- 221 -224 210 206 4 4 83- 89 -94F08 4 214- 217 -220 205 200 84- 91 -95S08 3 206- 209 -212 201 199 4 7 70- 79 -86F07 3 202- 205 -208 199 192 79- 85 -91
Season/Year Grade
StudentScore Range
Dist.AvgRIT
NormGroupAvg.
StudentGrowth
TypicalGrowth
Student%ile
Range
Language Usage
S11 6 226- 229 -232 218 215 16 4 82- 89 -94
Language Usage Goals Performance - Spring 2011
Writing Process HighComposition Structure HiAvgGrammar: Usage HighPunctuation HighCapitalization HiAvg
F10 6 210- 213 -216 216 212 41- 51 -61S10 5 214- 217 -220 214 212 1 4 54- 65 -75F09 5 213- 216 -219 211 207 67- 76 -84S09 4 220- 223 -226 211 207 14 5 86- 92 -96F08 4 206- 209 -212 206 201 64- 73 -81S08 3 208- 211 -214 206 200 3 6 70- 78 -85F07 3 205- 208 -211 203 193 81- 87 -92
NWEA Student Progress Report Created on: Thursday, May 05, 2011Version 2.00.00 Page 1 of 2
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Recapping the Norms
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Recapping the Norms
• District Average
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Recapping the Norms
• District Average= Comparison with schools in your declared district
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
• International Comparisons
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14
Recapping the Norms
Sunday, 6 April 14
Recapping the Norms
• District Average
Sunday, 6 April 14
Recapping the Norms
• District Average= Comparison with schools in your declared district
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14
Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
• International Comparisons
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
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International Comparisons
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International ComparisonsUpdated twice annually
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International ComparisonsUpdated twice annually
Organised by regional association(s) (some doubling)
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The total of test administrations in Fall 2013 were 422,895 in:
• Mathematics, 140,674
• Reading, 140, 617
• Language Usage, 116,540
• General Science, 24,120
• Science Concepts and Processes, 944.
International ComparisonsUpdated twice annually
Organised by regional association(s) (some doubling)
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2011 Reading Status Norms
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2011 Maths Status Norms
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2011 Language Usage Status Norms
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IBM Day 2.0IBM Day 2.0Monday, 18th November 2013
@RichardHarrold
[email protected]@[email protected]
Using MAP to Inform StakeholdersFriday, 28th March 2014
Sunday, 6 April 14
Sunday, 6 April 14
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