NWEA Measures of Academic Progress (MAP) CWCS Winter 2017 Role of - PowerPoint PPT Presentation

NWEA Measures of Academic Progress (MAP) CWCS Winter 2017

Role of Network Mission & model: Set organization-wide purpose, mission, values, CWC Way and CWC Academic Model, and mission critical performance thresholds. Strategic planning: Facilitate annual network strategic planning, influence regional planning through rigorous thought partnership, and align network and regional plans. Accountability: Assess progress toward strategic plans and hold regions accountable for adherence to mission, vision, principles, and mission-critical performance thresholds. Sharing: Build and facilitate network-wide learning community. Innovation: Facilitate the development and piloting of new ideas or the improvement of existing solutions. Communications: Strengthen CWC’s brand internally and externally and influence the national narrative. Growth & Expansion: Seek out and capitalize on opportunities for expanding the foundational pillars of CWCS. Note: Mandated shared services & Operational Efficiencies are not listed. 2

Reasons why we use NWEA MAP 1. Continues to meet State and LAUSD requirements for Common Core aligned interim benchmark assessments 2. Provides evidence on how CWC students are doing compared to their student peers across the nation 3. Includes features (i.e. adaptive nature of NWEA MAP) that can provide teachers an additional resource to understand skill gaps of students 4. Provides alignment across schools, regions and network, and offers school to school comparisons 3

State and District each had requirements related to assessments Both state and district agencies outlined requirements for a benchmark assessment at a school site: State District In 2013, CA temporarily Through the Oversight and • suspended most standardized Renewal processes, LAUSD testing to ease transition to provides the following guidance: Common Core Schools must provide • Education Code requires quantitative performance • charters to demonstrate data related to academic academic growth school- performance and progress wide and in subgroups as a assessment, monitoring, and primary factor for renewal analysis Schools needed Common LAUSD considers only such • • Core aligned interim data that is derived from assessments to track progress standards-based high quality at the student level and standardized or widely school level accepted assessments 4

CWC needed an assessment that meets several requirements Requirements State District CWC ✓ ✓ ✓ Aligns with Common Core State Standards ✓ ✓ ✓ Provides student-level and school-level views ✓ ✓ High-quality, standardized and widely accepted ✓ ✓ Meets requirements for Renewal/Oversight processes ✓ Provides additional features that support CWC model 5

NWEA MAP meets many of these requirements Adaptive Instructional RIT Scale Readiness NWEA MAP: State and Measures of Normative District Needs Academic Progress 6

Nation-wide sample of data NWEA “norm data” includes samples from over 10 million students • across the country Normative or Norm-Referenced Scores are ranked from low to high performance, forming a • normal distribution reflected below A student at grade level (a typical score) falls at the 50% percentile of the normative data group. CWC can measure results against a larger, nation- wide sample. 7

Achievement scale across grade-levels Equal interval scale of achievement • RIT Scale Used to show growth over time for a student • Grade-level independent • RIT Grade-Level 250 Norms 11 10 9 8 7 6 5 4 Grade 3 Grade 6 = 3 Student Student RIT = 190 RIT = 190 2 1 K 120 Grade-level independent means a 3rd grader with a RIT of 190 and a 6th grader with a RIT of 190 are ready for the same instruction. 8 Note: Sample data only.

Adaptive assessment format Provides students with an assessment tailored to his/her level of • Adaptive proficiency Instructional NWEA is NOT an assessment for determining mastery of skills, but • Readiness provides a road map for students towards achieving mastery 210 The student begins to get mostly half correct and half incorrect, leading to 200 the area where s/he is ready to learn. Overall, the student exceeds Grade Grade Level 190 Level Performance for Grade 3. 180 Correct Answer Increases difficulty of next question Incorrect Answer 170 Decreases difficulty of next question Test Questions for Grade 3 Category Category Category Category 1 2 3 4 9 Note: Sample data only.

Let’s look at an example for one student Mark took the Winter NWEA MAP Assessment in Math. We will look at three key data points: Normative (Achievement) Mark’s Winter RIT score of 205 is at the 70th percentile relative to other 3rd grade students. Growth Mark gained 9 RIT units since the Fall MAP test. Typical growth for students starting at the same level (other 3rd grade students with Mark’s RIT score during the Fall) was 5 points. Predictive (Projected Proficiency) Mark’s score indicates he is on track to a Level 3 on the Spring SBAC. As shared in our Trimester Reports, we would like to see students demonstrate growth regardless of her/his starting achievement level (relative to NWEA’s normative data). High Growth High Growth Low Achievement High Achievement Growth Low Growth Low Growth Low Achievement High Achievement Achievement 10 Note: Sample data only.

Example: Normative (Achievement) Data Normative (Achievement) Mark’s Winter RIT score of 205 is at the 70th percentile relative to other 3rd grade students. Math (RIT Values) 2015 Fall Winter Spring Grade T1 T2 T3 K 140.0 151.5 159.1 167 198 229 RIT Score 205 1 162.4 173.8 180.8 2 176.9 186.4 192.1 Percentile 1st 50th 99th 70th 3 190.4 198.2 203.4 4 201.9 208.7 213.5 Mark’s 211.4 217.2 221.4 5 Winter Math 6 217.6 222.1 225.3 Result 7 222.6 226.1 228.6 The Table above lists the typical score for The graphic above illustrates Mark’s score each grade level over the course of the relative to NWEA’s Winter Normative Math school year. data for Grade 3 students. 11 Note: Sample data only.

Example: Growth Data Growth Mark gained 9 RIT units since the Fall MAP test. Typical growth for students starting at the same level was 5 points. Met Growth? Yes Mark Winter RIT Score 205 Mark exceeded the p r o j e c t e d ( t y p i c a l ) growth RIT score of 201 Typical Grade 3 Winter RIT Score 201 g i v e n t h e f o l l o w i n g Mark factors: Fall RIT Score 196 Grade Level: 3rd Starting RIT Score: 196 Subject: Math 3rd Grade 3rd Grade MAP MAP Math Math Fall Winter 12 Note: Sample data only.

Example: Predictive (Projected Proficiency) Data Predictive (Projected Proficiency) Mark’s score indicates he is on track to a Level 3 on the Spring SBAC. NWEA’s linking study provides the • Percentile when MAP is take in Winter prior to SBAC Grades 3 - 8 cut scores on MAP reading and math that correspond Grade Level 1 Level 2 Level 3 Level 4 to the benchmarks on the Smarter Balanced ELA and Math tests (SBAC) Range of Percentile Ranking 3 1 - 23 24 - 51 52 - 80 81 - 99 The cut scores can be used to • predict students’ most probable 4 1 - 20 21 - 58 59 - 85 86 - 99 SBAC performance category, based 5 1 - 31 32 - 68 69 - 85 86 - 99 on their observed MAP scores 6 1 - 30 31 - 61 62 - 81 82 - 99 NWEA provides different cut scores • 7 1 - 33 34 - 65 66 - 84 85 - 99 depending on when students take the NWEA assessment (Fall, Winter or Spring) The Table above provides SBAC Math benchmarks if the Math MAP were taken in the Winter administration. 13 Note: Sample data only.

Trimester Reporting: Data to be reviewed Alignment to Trimester Trimester Trimester Measure model 1 2 3 Student Enrollment: Overall, Race/Ethnicity, and Program Subgroup x x x Attrition: Overall, Race/Ethnicity, and Program Subgroup x x x Diversity Staff Count: Overall and Race/Ethnicity --- x --- Regrettable Attrition: Overall and Race/Ethnicity x x x NWEA Measures of Academic Progress Projected Proficiency to State Assessment (& Compared to Actual) x x x Percentage of Students On or Above the National Average x x x Percentage of Students Who Met Projected Growth Target x x x Student-level Median Achievement Percentile Ranking x x x Understanding Student-level Median Conditional Growth Percentile Ranking x x x Fountas & Pinnell Percentage of students on or above grade level (instructional level) --- x x SELweb Percentage of Students Who Score At or Above Average x --- --- Percentage Change of Students Accepted by Peers x x --- Stakeholder Feedback Connection Leadership, Staff and Parent Surveys --- x --- 14