fusion 2012 agenda - nweainfo.nwea.org/rs/nwea/images/final2012fusion_sessionswb.pdf14 sharing data...

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Wednesday, June 276:45 – 8:00 AM Continental Breakfast: Exhibit Hall, Lower Level

8:00 – 8:30 AM Welcome Address: Matt Chapman, President & CEO, Grand Ballroom

8:30 – 9:45 AM Keynote: Dylan Wiliam, Grand Ballroom

10:00 – 11:00 AM Round 1 Sessions

11:15 – 12:15 PM Round 2 Sessions

12:15 – 1:45 PM Lunch on your own

1:45 – 3:00 PM Keynote: Thomas Guskey, Grand Ballroom


4:30 – 6:00 PM Social & Conversation Stations Exhibit Hall, Lower Level

Thursday, June 286:45 – 8:00 AM Continental Breakfast: Exhibit Hall, Lower Level

8:00 – 8:30 AM Welcome Address: Matt Chapman, President & CEO, Grand Ballroom

8:30 – 9:45 AM Keynote: MAK Mitchell, Grand Ballroom



12:15 – 1:45 PM Lunch on your own



Friday, June 296:45 – 8:00 AM Continental Breakfast: Exhibit Hall, Lower Level


9:15 – 10:30 AM Closing Keynote: Victoria Bernhardt, Grand Ballroom

Fusion 2012 Agenda

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Audience Key

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Keynote follow-up Q & A with Dylan WiliamSalon A/B l Dylan Wiliam, Deputy Director and Professor of Educational Assessment, UK This session will provide an opportunity for participants to chat informally with Dylan Wiliam and follow up onissues from the morning’s keynote presentation.

Taming the Dragon - Educating “Tiger” Parents About Adaptive Testing in an Asian International SchoolSalon C/D I Jeff Dungan, Academic Technology Coordinator, Shanghai American School, ChinaThis session will provide participants the opportunity to examine the steps Shanghai American School (SAS)took to educate a highly involved and deeply concerned parent community about its transition to MAP®testing.

This session will outline SAS’s continuing MAP® Resource Portal, which was developed to support teachersand school administrators in addressing SAS’s unique parent community.

Learning outcomes:• Participants will be able to design a long- and short-term parent education plan when using MAP® testing• Identifying different phases of planning and implementation

Shanghai American School (SAS) is a private, nonprofit international school in Shanghai, China. Currentenrollment is more than 3,200 students from almost 40 countries. SAS has been using MAP testing sincespring 2011. Our team includes a Deputy Superintendent, a Powerschool Administrator and an ES AcademicTechnology Coordinator.

Making Awesome Progress: Easy, Effective and Powerful Ways to Use MAP® Reading Data Acrossthe CurriculumSalon E I Kathleen Dawson, Teacher, Schaumburg School District 54, ILKathleen Dawson presents teaching approaches and resources she created and used with great successin her own classroom. The presentation shows teachers how to easily use MAP data to help each studentfocus on what they need most and use the MAP data in an authentic, effective and common sense way.The approaches work smoothly within daily instruction that is already planned and within the set curriculum.She has shared her ideas and resources with hundreds of schools across Illinois and nine states acrossthe country. The session has been described as “the most BENEFICIAL and interesting staff developmentpresentation I have attended.” This presentation is geared toward every single teacher, of every singlesubject, in every grade - including special education and gifted teachers, literacy coaches and ESL/ELLteachers.

Making Awesome Progress has been presented at the 2009 and 2010 NWEA Midwest Conferences, the2010 and 2011 NWEA National Conferences in Portland, the 2010 MAP Matters Conference in Evanston, ILand the 2011 Gifted Conference in Chicago.

Learning outcomes:• How we have taken MAP Data and effectively organized it for use across the curriculum, in all grades• Learn about resources/strategies that teachers can implement immediately to use MAP Data in the classroom

Kathleen Dawson and Mary Leibforth are the co-founders of DDI Teacher Consulting. They are teachersand mothers of school-aged children. They also happen to be sisters from a large Chicago-area family.Kathleen graduated with a degree in Elementary Education from Winona State University in Minnesota. Shehas been a teacher for over 23 years and is currently on approved leave. She has taught students of nearlyevery grade level. Mary received her B.A. in English from Loyola University of Chicago and studied as agraduate student at DePaul University, receiving her teaching credentials in English and Social Studies. Maryis currently a part-time high school English teacher in District 214.

New data user Experienced data user Advanced data user District leadership Curriculum and Instruction

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Round One Sessions WEDNESDAY, JUNE 27 | 10:00 – 11:00

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Sharing Data to Create Systemic ChangeSalon F I Eleanor Jones, Education Program Specialist, New Mexico Navajo Central Agency; Mark Kessler, Professional Development Specialist, NWEAIn an effort to use collaborative inquiry to identify the obstacles impeding the success of our children, our agency-wide professional learning community created a protocol for analyzing and sharing data. Our efforts have resulted in deep conversations about what we collectively think is impacting student growth and the development of data-informed action plans in the Diné (Navajo) Nation. The systematic changes we’ve implemented are beginning to show positive impact on instructional practices and school procedures.

Learning outcomes:• Identify a process for analyzing and sharing data, and relate this process to their own school system• Identify a structure and benefits for holding “deep data conversations” and relate these benefits to their own school system• Identify essential components of an action plan that is data-informed and reflect on creating a plan for their own school system

New Mexico Navajo Central Agency is an isolated district on the Diné (Navajo) Nation. Our agency serves 1500 K-8 students among 10 schools spread over 150 miles. I provide professional counsel in planning, implementation and management of Special Education programs, School Improvement programs and Supplemental programs by our schools.

RIT 101Salon G/H l Steve Wise, Senior Research Fellows, NWEAIt’s easy to say that the RIT scale is an equal-interval scale, but not as easy to back it up. This session will provide a conceptual review of the RIT scale and its characteristics and help to answer these questions: What is a RIT? What is a Rasch model? Why isn’t the number of correct answers used as the score? How are scores compared if students take different test items? Does a 200 RIT score from a third-grader mean the same thing as a 200 from an eighth-grader?

Learning outcomes:• Gain a deeper understanding of the Rasch model

Connecting the Dots: CCSS, DI, NWEA, Help!Salon I I Eileen Murphy Buckley, NCTE author and Consultant, Chicago Public Schools, ILParticipants will learn about how adopting the practices of close reading and evidence-based argumentation emphasize 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 and academic language skills, and practice the strategies and skills found throughout the 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 outcomes:• 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 school system or school• Participants will understand how centers-based instruction can help teachers differentiate instruction on a regular basis

I have recently left Chicago Public Schools where I was the Director of Curriculum and Instruction for theAMPS Office (the office of Autonomous Schools). The AMPS team brought the pilot of NWEA to CPS, whichhas now adopted it system-wide. As part of the same team, we led the Pershing Network within CPS. I helpedschools evaluate, develop and implement curriculum, instruction and professional development plans to helpteachers help students meet growth targets and begin the implementation of CCSS through an evidence-based argumentation framework - 50 school grades 3-12 adopted.


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15New data user Experienced data user Advanced data user District leadership Curriculum and Instruction

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MAP® Data: Enabling Collaborative Processes for Leadership Development in Chicago Public SchoolsExhibit Hall, Lower Level I Susmita Pratihast, Data Strategist, Chicago Public Schools, Melissa Zaikos,Former Chief of Elementary Schools, Chicago Public Schools, ILIn the session, the presenters will share experiences about the impact of collaborative processes and datadisplays developed with MAP data on improving principal leadership and teacher capacity. Participantswill understand how to create a structured protocol for MAP implementation with embedded accountabilityto support teachers, principals and administrators in order to improve student performance. The sessionwill compare the implementation and use of MAP data in high- and low-performing schools in Chicago anddiscuss the evolution of data-driven conversations with varying levels of leadership capacity and studentgrowth data. Educators looking for data tools and to develop leadership capacity will gain insights from thisdiscussion of strategies for using MAP data to impact the work of schools.

Learning outcomes:• Learn to develop a process MAP that uses a collaborative approach among teachers, principals and administrators to embed accountability• Understand a structured protocol for MAP implementation and its advanced use for differentiated instruction• Learn techniques and multiple ways of data displays for facilitating data-driven conversation and motivating principals and teachers

MAP is being used as a primary instructional tool in 130 schools for four years, and has been recently adoptedas a district-wide assessment in 474 elementary schools in Chicago catering to more than 220,000 students.Our team includes former Chief and Data Strategist of Pershing Network, one of the 19 administrativenetworks which were also responsible for MAP implementation in the district since 2008-09.

Cooking with Data: Making it PalatableMt. Hood Room I Kathy Dyer, Teri Howard, Professional Development Consultants, NWEAThere are five basic principles to consider when preparing data to share or be consumed and they relate tocontent, audience, the story, credibility and leadership. Spend time considering these principles in your settingto discover different, and perhaps new, ways to display data for your stakeholders. Participants will bring theirown data sets to share and perhaps design different ways of “serving up” the data.

Learning outcomes:• Understand principles for presenting and consuming data• Clarify the concepts of data adjacent in space versus data stack in time• Design alternative data displays


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Round Two Sessions WEDNESDAY, JUNE 27 | 11:15 – 12:15

A Road MAP® to Success: Strategies to Transform Students’ Mathematical PathSalon A/B l Dr. Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MNThis session will describe the use of MAP data to identify struggling 9th-grade math learners and track theirgrowth after intensive and innovative intervention. We will discuss the process of setting up this interventionclass as well as the structure and practices used in our classroom. We will provide examples of practicesto incorporate into any existing class as well as make a case to include a more intensive intervention optionwithin your school. Administrators and teachers interested in making significant progress for all learners, asmeasured by NWEA’s MAP test, should attend.

Learning outcomes:• How to use data to measure progress in a high school math classroom• How to positively impact student achievement within an existing school structure• How to use data to identify the right students in need of intervention

Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10years at the elementary and middle school level. We first started using the MAP tests at the high school threeyears ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recentlyplaced a district-wide emphasis on the creation and implementation of Professional Learning Communities.Our team includes a high school associate principal and two high school math teachers.

21st Century Teaching and LearningSalon C/D I Sue Beers, Director, Mid-Iowa School Improvement Consortium, IAWhat are the skills students will need to successfully navigate the 21st century? What are the learningpreferences of today’s learners? Participants will explore a model for 21st century instructional planning thatintegrates learner attitudes, motivations and engagement as well as effective use of technology, subject areacontent, the three Rs (reading, writing and math) and the four Cs (creativity, critical thinking, communication,and collaboration).

Learning outcomes:• Identify the learning preferences and styles of today’s learners•Examine a model for incorporating 21st century skills with literacy skills and content standards

MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools andresources to help improve student achievement.

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Predicting Proficiency… How MAP® Predicts State Test PerformanceSalon E I Paul Stern, District Enterprise Analyst, Vancouver Public Schools, Sarah Johnson, Accountability Project Manager, Highline Public Schools, Burien, WANWEA routinely produces “Linking Studies” that explore the alignment between the RIT Scale and statestudent proficiency exams. This presentation will share the results of an alignment study that applied amethodology developed by the Highline School District. The presentation will focus on how the results ofthe two methods differ, and how Vancouver Public Schools will use this information to inform instruction andguide student interventions.

Learning outcomes:• 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

Vancouver Public Schools serves approximately 22,000 students in Vancouver, WA, an urban/suburbandistrict across the Columbia River from Portland. The presenter is the enterprise analyst within the InformationTechnology Services department, and is focused on predictive analytics and performance measurement.

Evaluating Test-Taking Effort: When is a Growth Score Not Really a Growth Score?Salon F I Steven L. Wise, Senior Research Fellow, NWEAWhen teachers interpret student’s MAP growth scores, they assume that the students were engaged in theirassessments and gave their best effort. However, sometimes students do not try their best, which results ininvalid RIT scores and untrustworthy (even negative) growth scores. This session addresses problems posedby low test-taking effort, and discusses methods NWEA uses to identify non-effortful test taking, testing/scoring methods that can mitigate the problem and possible testing methods that promise to prevent muchnon-effortful test taking from occurring.

Learning outcomes:• Testing methods that can mitigate non-effortful test taking

Classroom Innovation Using MAP® DataSalon G/H I Cindy Shepherd, Principal/Curriculum Director, Cardinal Community School District, IA.This session will describe the process one school district used to transform the way traditional public schoolseducate all levels of learners within the same classroom. Cardinal School district used MAP data to groupstudents from two different grade levels into 7 unique classes based on student need. Presenters willdescribe how they used DesCartes to guide instruction specific to student need. This session will be relevantto any grade level, subject or administrator.

Learning outcomes:• Use MAP scores data to make informed decisions on student placement• Explain how to use DesCartes to tailor instruction to meet specific needs

Our district is a small, very rural public school district in Southeast Iowa. We have around 60% free andreduced lunch rate. Our school district serves approximately 600 students, 255 of whom take classes in theelementary building.


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Introducing Teacher Learning Communities to Support the development of Formative Assessment: A Case StudySalon I l Siobhan Leahy, Consultant, UKLearn about the way one school has raised student achievement. Find out the mistakes you don’t want tomake when setting up Teacher Learning Communities (TLCs). Hear how long it takes to embed formativeassessment in classrooms in order to improve student learning. Listen to teachers’ views on TLCs asprofessional development.

Learning outcomes:• Understand a number of models for starting TLCs in schools• Be confident enough to run TLCs• Know what to look out for and how to avoid common pitfalls in starting and scaling up TLCs

Now retired and consulting in both the UK and US on data and formative assessment, Siobhan Leahy wasa secondary math teacher and principal at three secondary schools in the UK. She also worked at ETS for 3years on formative assessment and automated grading products.

Improving the Performance of Under-Performing Teachers: Research Says . . .Exhibit Hall, Lower Level I Dr. Andy Hegedus, Senior Manager, Professional Development Data Analytics, NWEAAlthough some would like to fire all the teachers identified as under-performing, many believe teachers withthis label can perform adequately with appropriate support. With all the rhetoric these days, it’s important tocut through the noise and understand what the research actually says about which practices most effectivelypromote student achievement and how we can impact the performance of teachers.

Learning outcomes:• Identify significant research findings about improving teacher performance• Identify some key ideas to incorporate into effectively supporting teachers

Protecting the Integrity of the Testing Process – Guidelines for High-Stakes Use of MAP®Mt. Hood Room I Dr. John Cronin, Director, The Kingsbury Center at NWEAMAP’s primary function is to provide information to help teachers improve their instruction and studentsimprove their performance. Nevertheless, in some states, schools are turning to the use of MAP for higher-stakes purposes. In particular, the public and education media are more alert than ever to issues of possiblegaming or cheating on high-stakes assessments and educators need to adapt policies and practices thatboth ensure the integrity of the testing process and protect innocent teachers and administrators from unfairaccusations of impropriety. This presentation will share data around the problem, discuss the issues andimplications and outline measures to take to ensure your data reflects real student performance.

Learning outcomes:• Share data around the issues of potential gaming or cheating• Outline the measures to take to ensure your data reflects real student performance

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Kids UnpluggedSalon E/F | Kevin Carroll, Katalyst & KidsWhat does the world look like when all kids learn? It’s a question that NWEA has been asking our worldfor the last couple of years. Join us in this very special session where we pose that question to those mostimpacted by the answers: our kids. Kevin Carroll, author of the Rules of the Red Rubber Ball, instigates whatis sure to be an enlightening, uncensored and real conversation with 4th – 9th grade students about theireducation and what they need their educators to know.

5+5+5 Unlocking the Lab and Unleashing the PotentialColumbia Room, Lobby Level I Brenda Wilson, Jim Tilghman, Partner Relations, NWEAIn a lab setting, participants will access 5 key reports and 5 key resources, and set 5 action steps in place forinitial modifications of instructional planning by using data to create individual learning paths for kids. You willneed to bring your user name and password for the NWEA reports site. Sign up is required for this session.

Learning outcomes:• Identify 5 key reports necessary for understanding a student’s true instructional level• Identify and apply 5 key resources for instructional planning• Create 5 action steps to implement a one-degree shift in your teaching strategies

Leadership for Teacher LearningExhibit Hall, Lower Level l Siobhan Leahy, Consultant, Dylan Wiliam, Emeritus Professor of EducationalAssessment at Institute of Education, University of London, UKThe greatest improvements in student learning come from changing what teachers do in classrooms, ratherthan what they know. But changes in teachers’ practice require different kinds of professional developmentthat have been common to date. In this session, participants will find out why changing teacher practiceis so difficult, what kinds of experiences best promote such changes, and what leaders need to do supportteachers in making continued improvements.

Learning outcomes:• Appreciate the nature of teacher expertise• Understand what leaders need to do to support teacher learning• Identify the five key elements of effective teacher professional development

Now retired and consulting in both the UK and US on data and formative assessment, Siobhan Leahy wasa secondary math teacher and principal at three secondary schools in the UK. She also worked at ETS for 3years on formative assessment and automated grading products.

Dylan Wiliam is former deputy director of the Institute of Education at the University of London and was senior research director at the Educational Testing Service (ETS) from 2003 to 2006. While there he led research around developing effective professional development for formative assessment, leading to the development of Keeping Learning on Track. “Do I Have To?” Exploring Student Motivation to Fully Participate in MAP® AssessmentsMt. Hood Room l Eric Newton, Professional Development Consultant, NWEAThis is a group discussion on the thorny issue of student participation in MAP assessments. We know thatunengaged and uncommitted students create invalid and unreliable test data.This session will follow thepresentation by Dr. Steve Wise and will provide participants an opportunity to reflect on the information Dr.Wise provided and a forum for sharing insights and strategies that conference participants have gleaned fromtheir experience with students and MAP assessments.

Learning outcomes:• Explore the dynamics and influences on the test-taking behaviors of students, share what you have experienced and gain additional insight and strategies to influence this issue in your setting


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Round Three Sessions WEDNESDAY, JUNE 27 | 3:15 – 4:15


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Data for Educators in an Age of Accountability: A Child Study ApproachSalon A/B l Dr. Wafa Deeb-Westervelt, Assistant Superintendent for Curriculum & Instruction, Freeport Public Schools, NYThis workshop is designed to support educators in creating a collaborative culture around the importanceof using data to inform instruction, and to help them measure the existing and future gaps in critical areasthat will impact their schools’ status. The content to be presented will include information on data-drivendecision- making, which will be tied into state and federal requirements such as Race to the Top, Responseto Intervention (RTI), Annual Professional Performance Review (APPR) and the Common Core LearningStandards. Best practices relative to leadership and instruction across the content areas will be incorporatedinto every aspect of this presentation. The importance of using students’ writing as a form of data and the roleof ongoing formative assessments to differentiate, individualize and target instruction will also be stressed.

Learning outcomes:• How to use data to measure progress in a high school math classroom• How to positively impact student achievement within an existing school structure• How to use data to identify the right students in need of intervention

I am currently the assistant superintendent for curriculum, instruction and professional development in a high-needs district of approximately 7600 students. I believe we are the first Nassau County school district on LongIsland to implement NWEA’s assessments in grades K-10. We are in our second year of full implementationand our educators have truly embraced these assessments.

From RIT to RTISalon C/D l Jonathan Strong, Reading Coach, Leslie Sanford, Math Coach, Confluence Academy, MOThis session will provide participants the opportunity to experience how an urban school has used the datafrom NWEA MAP to effectively develop and implement a Response to Intervention program (RTI). Attendeeswill hear strategies to develop an RTI process from the initial screening to possible SPED diagnosis.Participants who want insight, suggestions and ideas on how to use NWEA MAP to start or strengthen theirRTI process should attend.

Learning outcomes:• Learn how to effectively track data• Short- and long-term planning

Confluence Academy is an urban charter school located in the city of St. Louis. We have been administeringthe NWEA MAP for 4 years, and have continued to show growth each year. Our team includes our Readingand Math Coaches from the Old North Campus.

Round Four Sessions THURSDAY, JUNE 28 | 10:00 – 11:00


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Finding Meaning in NWEA DataSalon E I Eric Lehew, Executive Director, Poway Unified School District, CAMAP data reports can be overwhelming. Making sense of how to use DesCartes can be daunting. Thissession will share strategies, teacher videos and other resources to support teachers in the use of MAP dataand DesCartes statements to inform instruction. Strategies for using MAP with students will also be shared.

Learning outcomes:• Instructional decision making with key MAP reports• Managing and effectively using DesCartes as an instructional tool• Engaging students as active participants in your MAP process

Our district has been using MAP for over 10 years and we have developed a variety of tools tosupport student, teacher and parent participation with MAP data.

Beaufort County School District is a diverse district of 20,500 students at 32 schools. BCSD has a free/reduced level of 56%. As the Director of Virtual Learning, I oversee all instructional technology and virtuallearning programs.

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 summerlearning loss, but also to engage parents as their child’s “learning coach.” The presentation will address thecreative thoughts behind the virtual summer school, the implementation and logistics of managing such asystem and results.

Using DesCartes Instructional Ladders to Plan for Differentiated InstructionSalon F I Sara Reiter, Project Manager, Excellence in Instruction, Kansas Public Schools, KS.,Jan Brunell, Education Research Development Council, MN.In this session, you will see a transformation of DesCartes to teacher-friendly instructional ladders that havepromoted differentiated instruction and quality lesson planning in our district. You will also learn how we workto meet the individual needs of all learners through the use of DesCartes Instructional Ladders in combinationwith other data, including: growth data, national college-readiness data, state assessment data and formativeassessment data.

Learning outcomes:• Use DesCartes Instructional Ladders with other data to promote differentiated instruction and quality lesson planning

Kansas City Kansas Public Schools is an urban district serving a diverse population of twenty thousandstudents. We have used MAP data to differentiate instruction and encourage student growth for the past six years.

You Want Us to Do WHAT????Salon G/H I Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WIDo you feel like your head is spinning with all the initiatives that have fallen into the field of education? Thispresentation will help you FUSE it all together: MAP, common core, RTI and Odyssey (content partnerto NWEA). Differentiated lesson plans will be shared. A newly-designed template will be unveiled to helpteachers create a plan for RTI intervention. These examples can provide you and your teachers withimmediate practical applications to classroom instruction.

Learning outcomes:• Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction• Participants will leave with an understanding of how to create their own lesson plan based on MAP data• Participants will leave with an overall concept of how MAP, RTI and common core standards fit together under one umbrella



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The Next Generation Science Standards and STEM DataSalon I I Roy Beven, Carolyn Frost, and Velma Itamura, Science Content Specialists, NWEAThe expectations for student learning in K-12 science and engineering are about to drastically change.A majority of states are leading the development of the Next Generation Science Standards (NGSS) inpartnership with Achieve, Inc. Participants of this workshop will experience some of the major changes anddiscuss the data needed to monitor student understanding of the NGSS in the years to come.

Learning outcomes:• Review the draft Next Generation Science Standards, focusing upon the major changes• Develop an understanding of student discourse during the practice of science and engineering• Make recommendations for future MAP Science assessments to gather STEM data

Networking for Success Utilizing NWEA ToolsMt. Hood Room I Barbara Hunter Cox, Director of Teaching & Learning, Dr. Ellen Treadway, Arkansas Public School Resource Center, AR.This session will examine a unique collaborative approach to implementation of NWEA assessments, fundedby a private foundation, managed by a state-wide nonprofit and driven with NWEA expertise and tools. Thepartnership’s state-wide network supports systematic implementation resulting in the integration of the datafor instructional improvement and networking the schools to share best practices. Annually, the initiativesponsors “Growth Awards” that provide monetary support for districts, schools and individual teachers whohave 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

Arkansas Public School Resource Center is a nonprofit that serves both charter and rural school districtsacross the state. APSRC has a wide range of support services including legal, fiscal, technology andteaching and learning. APSRC has an initiative focusing on building a network of partner schools utilizing theNWEA tools, resulting in an improvement in academic achievement.



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MAP® Testing in the 1:1 EnvironmentSalon C/D I Jeff Dungan, MAP Coordinator/Technology Coordinator/Curriculum Facilitator, Shanghai American Schools, ChinaThis session will focus our testing procedure in a 1:1 laptop environment at the Shanghai American School(grades 6-8). Topics will include the logistics of testing in a 1:1 environment, considerations before testingbegins and managing student machines while testing.

Learning outcomes:• Participants will learn how to manage student 1:1 laptops before testing begins• Learn how to set up student machines for a test event (proctoring, loading machines)• Participants will acquire skills and experiences concerning the technical and logistical aspects of testing in a 1:1 laptop environment.

Shanghai American School (SAS) is a private, nonprofit, international school. Current enrollment is morethan 3,200 students from almost 40 countries. SAS has now been using MAP testing since spring 2011. Ourteam includes a Deputy Superintendant, a Powerschool Administrator, and an ES Academic TechnologyCoordinator. Currently I serve as the MAP coordinator for both SAS campuses.

What’s New with MAP®?Salon E I Matthew Hicks, Senior Product Manager, Kelly Goodrich, Senior Product Manager, Assessments & Instructional Resources, NWEAOur presentation will focus on what’s new in MAP. We will cover: Client-Server MAP, Web-basedMAP, Common Core, Reporting, Spanish, Training and the Foundation Series Updates. Teachers andadministrators will find value in the content of this presentation.

Learning outcomes:• Provide understanding of upcoming MAP features• Share plans to make Web-based MAP available to all partners

Leadership for RTISalon F I Dr. Denise Kern, Special Programs Coordinator, Deb Mahone & Shanie Bowers, Curriculum, Comal Independent School District, TXLearn our process for RTI in a succinct, professional learning community format. The process uses problemsolving and questioning strategies while assessing RTI needs for the “Whole Child”. Data for classroom,campus and district use will be quantified through a user-friendly rubric demonstrating how informed, well-evidenced decisions are made for each child and ongoing data is collected. Expect an interactive, hands-onlearning environment using your own iPad or tablet.

Learning outcomes:• Learners will be able to have a clear RTI process easily adapted for individual district/ campus needs• Learn about technology uses which support the RTI process• Learners will be able to network with other professionals as they work with the RTI process

Our district is located between Austin and San Antonio. It covers 600 square miles with 27 schools. Wecurrently use district-written data systems coordinated through our technology team. Our presentation team is the district RTI Coordinator, the Director of Special Programs and the Director of Special Education.

Round Five Sessions THURSDAY, JUNE 28 | 11:15 – 12:15


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Moving Beyond Traditional Reports: A Glimpse Into How KIPP Utilizes and Shares MAP® DataSalon G/H I Rebecca Vichniac, Achievement Research & Analytics Manager, KIPP Foundation, CA.This session will focus on how the KIPP Network incorporates MAP data into their larger performancemanagement framework, Healthy Schools. Participants will gain an understanding on how KIPP shares MAPdata and metrics with a variety of different stakeholders, from board members to school leaders. Additionally,participants will discover different ways KIPP is using MAP data beyond the reports available through NWEA.

Learning outcomes:• Understand how MAP fits into larger performance management framework at KIPP• Learn new ways to share MAP metrics with a variety of different stakeholders• Discover new ways of using MAP data beyond NWEA reports

As the Achievement Research and Analytics Manager at KIPP Foundation, Rebecca focuses on interpretationand use of assessment data by the KIPP network and Foundation leaders to drive a deeper understandingof student achievement. She works closely with the data management community across the network andprovides professional development for the network around data use.

Effective Questioning that Creates Engaging LessonsSalon I I Ruth Schackmann, MEd. Teacher, Carrollton Farmers Branch ISD, TXMeeting increased expectations is a challenge for administrators and teachers. Learn hands-on strategies toapply student-specific questions that document formative assessment and development. Leveled questionscreate a safe environment for struggling learners and maximize academic achievement for students of alllevels. An engaging, exciting learning experience brings results!

Learning outcomes:• Participants will understand how to identify MAP class by RIT ranges• Turn RIT ranges into daily formative questions that create dynamic, measurable student learning in classrooms

CFBISD is a leader in student-centered learning. I am a master teacher and resource trainer. My innovativequestioning methods with student-specific DesCartes/ RIT-leveled questions increased student learning andproduced district-leading test scores. Surrounding districts utilize materials I have created to help teachersformatively assess their students.



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5+5+5 Unlocking the Lab and Unleashing the PotentialColumbia Room, Lobby Level I Brenda Wilson, Jim Tilghman, Partner Relations, NWEAIn a lab setting, participants will access 5 key reports and 5 key resources, and set 5 action steps in place forinitial modifications of instructional planning by using data to create individual learning paths for kids. You willneed to bring your user name and password for the NWEA reports site. Sign up is required for this session.


Measuring Growth Toward College ReadinessExhibit Hall, Lower Level I Robert Theaker, Sr. Research Associate, Michael Dahlin, Research Specialist with NWEA Kingsbury CenterResearchers at the NWEA Kingsbury Center have conducted two studies to examine the predictiverelationship between the RIT scales of NWEA’s MAP® assessments in reading, language usage andmathematics to the college readiness benchmarks of the EXPLORE, PLAN and ACT achievement tests inreading, English and mathematics.

The objective of the first study was to identify cut scores on the MAP reading, language usage and generalmathematics tests that correspond to the published college readiness benchmarks on the EXPLORE, PLANand ACT assessments (ACT, 2010). A secondary objective was to create a series of probability tables thatestimate the likelihood of meeting the designated college readiness benchmark, given an observed MAP score.

The second study expanded the research toward accurately estimating college readiness benchmarks toinclude elementary and middle grades in mathematics and reading. Benchmark scores established by ACT(22 in mathematics and 21 in reading) were used as score criteria. The MAP assessments were used in orderto connect third through 11th grade student growth with college readiness. A large, multistate sample allowedfor the extension of the authors’ previous analyses. The use of 11th grade MAP and ACT score correlations tobackward map benchmark scores resulted in predictive accuracy beginning in grade 3.

Learning outcomes:• Hear the results of these two studies whose final goal is predicting college readiness

Come to the MAP® Practice Fair!Mt. Hood Room I Kathy Dyer, Professional Development Consultant, NWEAThis content-specific session offers users of the program an opportunity to share best practices withcolleagues. In a facilitated session, meet with others working on the same practice changes as you. Share,reflect and get ideas and feedback to move your learning forward. Participants need to bring either problemsof practice, success stories or artifacts to share with others.

Learning outcomes:• Understand principles for presenting and consuming data• Clarify the concepts of data adjacent in space versus data stacked in time• Design alternative data displays



Audience Key:

An Alternative Method to Rate Teacher PerformanceSalon A/B I Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NMThis session will provide participants the opportunity to experience an alternative method of rating teachers,under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in NewMexico.

Learning outcomes:• Learn easy graphs to analyze growth and how to rate teacher performance without using growth points

Los Lunas is located 35 miles south of Albuquerque. Our district has 9,000 students in 17 schools (3 highschools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accrediteddistricts in the nation. We have been using MAP® as short-cycle assessment for the last six years. MAP®scores are an important piece of data used to rate both schools and teachers.

Using MAP® Data to Inform Instruction and Facilitate Student Goal Setting with Primary StudentsSalon C/D I Jessica Poggemoeller, Megan Power, Teachers, Poway Unified School District, CA.This session will provide participants with practical strategies to implement whole-class and individual goalsetting using MAP data. Using teacher developed tools, videos and protocols, participants will discover how toincrease student motivation and improve academic achievement through goal setting. This session will focuson supporting students in monitoring their own learning and celebrating their academic growth. Participantswill also gain expertise in using DesCartes information to plan small group instruction. Implementing thesestrategies in a Daily 5 classroom will also be addressed.

Learning outcomes:• Participants will learn to integrate DesCartes, MAP assessment data and student goal setting to drive powerful student learning• Participants will receive teacher-developed resources to use when incorporating goal setting in their own classrooms

Jessica Poggemoeller is a National Board Certified first-grade teacher. She has used MAP data to implementgoal setting with her own students. She has also facilitated professional development sessions in her schooldistrict to support teachers, using MAP data to increase student motivation and improve student achievement.

Megan Power, a kindergarten teacher, is a National Writing Project Fellow and has a Teacher of ReadingCertificate. She has used MAP data to increase student achievement through small-group instruction andindividual goal setting. Megan has facilitated professional development sessions in her district and has beenblogging on Scholastic.com for three years, assisting teachers in all areas of the curriculum.

CCSS in ELA/Literacy: Shifts in Thinking and InstructionSalon E I Sue Beers, Director, Mid-Iowa School Improvement Consortium, IAThe Common Core State Standards call for important shifts in thinking and instruction in order to adequatelyprepare students to be college- and career-ready, and to prepare students for the new testing based on theCommon Core. This session will focus on the key shifts in literacy instruction and how it will impact teachingand learning.

Learning outcomes:• Understand the instructional shifts inherent in the CCSS for ELA / Literacy• Identify resources and tools for helping staff make the transition to the CCSS

MISIC is a consortium of approximately 160 school districts in Iowa, focused on developing tools andresources to help improve student achievement.

Round Six Sessions THURSDAY, JUNE 28 | 1:45 – 2:45


Audience Key:

Perspectives on Using Data in School ImprovementSalon F I Dr. Victoria Bernhardt, Education for the Future Initiative, Dr. Sean Alford, Chief InstructionalServices Officer, Beaufort County, SC., Dr. Andy Hegedus, Senior Manager, Professional Data Analytics, and Amy Gordon, Partner District Representative, NWEAUsing data is crucial in school improvement processes. We are bringing three perspectives together in aconversation and question-and-answer session to learn more about how others are effective in the workthey do to improve schools. Hear from an outstanding NWEA partner, Dr. Victoria Bernhardt - author andExecutive Director, Education for the Future Initiative - and an NWEA Professional Development Consultant,all with extensive practical experience and great stories to tell.

Learning outcomes:• Develop a broader perspective on using data in a school or district improvement process• Identify new ideas for leveraging data in systemic improvement

Transitioning to the Common Core State StandardsSalon G/H I John Wood, Senior Curriculum Specialist and Kristin Moran, Research & Assessment, NWEAThis presentation will explain NWEA’s evolving relationship with the Common Core State Standards (CCSS),our alignment of MAP and MPG to the CCSS and changes to CCSS-aligned MAP/MPG for 2012-2013.Additionally, we will discuss when districts should transition to CCSS-aligned MAP/MPG. This session isappropriate for those interested in the CCSS and those who will decide and inform about transitioning.

Learning outcomes:• Understand the alignment of MAP to CCSS• Understand the changes to CCSS aligned MAP/MPG• Understand the questions to consider about when to transition to CCSS aligned MAP/MPG

Turnaround Consensus - Part 1Salon I l MAK Mitchell, New York Department of Education, ARMAK & Associates, NYThe model captures instructional ground truth as seen and experienced by lead teachers and their schoolcolleagues, bolstered with a process that focuses on consensus hotspots based on student data, researchand participatory methods. This model is based on a two-year trial with 160 lead teachers enrolling in amaster’s-level principal program. It has consistently produced instructional gains that lead to both instructionand organizations learning.

Learning outcomes:• Learn how to derive targeted action proposals that improve learning results• Learn to apply the turnaround consensus model to your own school’s challenges

MAK Mitchell is the director of policy and planning for the Empowerment Schools, a network of 500 publicschools in New York City. She leads the systemic change work with network leaders. Previously, MAKserved as an organizational change professor, superintendent and change consultant for the Gates LearningFoundation, and founded of numerous small schools in Alaska. MAK earned both master’s and doctoratedegrees from the Harvard Graduate School of Education and is a founding member of SoL.



Audience Key:

The Relationship Between Teachers and Students and How They Effect the Rise of the MAP® ScoresExhibit Hall, Lower Level l Neal Tepper, Research & Assessment, Dr. Nadine Tepper, Curriculum, Standing Rock Middle School, NDWe identified teachers with excellent classroom management skills and those with management skills thatwere less than excellent. Then, we tracked the growth in scores of their students and found that the scores ofthe students taught by teachers with excellent classroom management skills increased 4x relative to the othergroup. Afterwards, we “trained” the group of teachers with less than excellent management skills with the goalof improving their classroom management/ student relationship skills. We found that in subsequent testing,their student’s scores increased at a similar rate.

Learning outcomes:• Identify the elements of what aids students to greatly improve scores• Understand the relationship between scores and trust• Implement a program to mentor those that need to improve student/staff relationship skills

Standing Rock Middle school is 99% Native American Lakota Sioux. I am the Middle School Counselor andTesting/Assessment Coordinator.

Data-Driven Learning and the iPadMt. Hood Room I Richard Harrold, Principal, ACS Cobham International SchACS Cobham International School was one of the first schools to accompany iPad implementation with aformal study of the effect of iPads in the affective and academic domains. This session will show how MAPdata contributed to the study’s conclusions and will provide participants with a tool to gauge the effectivenessof mobile technology in general, and the iPad in particular. Using engagement theory as a guide, ACSCobham has completed a mixed-methods study that will be of interest to schools exploring the potential ofmobile devices to enhance both learning and affective domain behaviors. Educators keen to see how data-driven goal setting can come alive for the “iGeneration” should attend.

Learning outcomes:• How can the effect of mobile technology be objectively measured• How can I make goal setting relevant to “iGeneration” students

ACS Schools combines three international schools on the outskirts of London, UK and one school in Doha, Qatar. The combined total of students is around 3,000. The three UK schools have been administering MAP since 2009. We use DesCartes and instructional resources across the district to guide instructional planning. Last year, we began using NWEA Science tests for the first time. Our team includes our Assistant Head of School, the assistant principals from the lower and middle schools, the assistant academic dean, a member of our IT support staff and three classroom teachers (one from each of the three divisions of the school using MAP).



Audience Key:

Using Data to Close the Achievement GapSalon A/B I Karen Daugherty, Principal, Rose Tree Media School District, PAParticipants will learn to utilize a dynamic data analysis process that will profoundly impact staff professionalgrowth, student success and close the achievement gap. By implementing a comprehensive approach withembedded accountability, schools will reap the benefits of systematic and strategic planning to improvestudent achievement. Purposeful collaboration, effective monitoring techniques and the implementation ofresearch-based interventions can result in positive student outcomes. Educational leaders who want to realizeincreases in student achievement for all student groups should attend.

Learning outcomes:• Participants will expand their knowledge of effective strategies for creating inclusive, data-driven schools• Participants will be able to implement a structure for effective data analysis and inclusive practices

Rose Tree Media School District is a suburb of Philadelphia, PA. Ms. Karen Daugherty is the principal of the school, which now ranks in the top 1% of all schools in Pennsylvania. Through a systematic process of data analysis, including MAP data, the achievement gap for African American and students with IEPs has been closed.

DesCartes Learning LabSalon C/D l Lori Dawn Montanez, Principal, Pueblo City Schools District, COThis session will provide participants with the opportunity to experience a data team session and develop aDesCartes Learning Lab lesson. Participants will be given the tools to set classroom goals and determineDesCartes learning objectives along with the Common Core Standards. Participants will compose a LearningLab lesson plan based off of their NWEA MAP data to take with them for use in their classroom. Anyoneinterested in enhancing student achievement should attend.

Learning outcomes:• Participants will be given the opportunity to experience a data team session• Participants will learn how to use NWEA MAP data to set classroom goals• Participants will learn how to develop a DesCartes Learning Lab Lesson

Chavez/Huerta is a K-12 Charter school of approximately 1,200 students within Pueblo City Schools District#60. We have been administering NWEA MAP assessments for 4 years. We are using DesCartes andInstructional Resources to guide student learning labs and enhance student achievement.

Our Road on the MAP® to Success!Salon E I Shannon Chapman, Principal, Diane Herzfeldt, Research & Assessment, Menominee Tribal School, WIThis session will provide schools that are in their first few years of MAP administration with an overview of thestructural components to consider as they use data, set up schedules, communicate with/involve parents andincorporate a variety of instructional resources. Menominee Tribal School will share their evolution to data-based decision-making, using MAP data, to inform planning and instruction. We have shown tremendousgrowth since we started MAP assessments. Come and hear our story!

Learning outcomes:• Using data to set up structures for success in reading• Motivating others to create transformation in school culture

MTS is a BIE-funded school serving 190 students in grades K-8. Nearly 90% of our students qualify forfree-reduced lunch. MTS ranks #3 of all BIE Reads Schools in reading achievement. My role is Principal/Administrator - I oversee curriculum, instruction, day-to-day operations, as well as budget and reportingaccountability.

Round Seven Sessions THURSDAY, JUNE 28 | 3:00 – 4:00


Audience Key:

Ensuring High Achievement in the K - 1 Classroom by Strategically Using the Skills Checklists,DesCartes and Student Goal SettingSalon F I Megan Power, Kindergarten Teacher, Jessica Poggemoeller, 1st Grade Teacher, Poway, CALearn how to take MAP data to the next level by incorporating MAP skills checklists and goal setting in yourprimary classroom. Participants will leave with strategies on how to use the skills checklists to inform learnerson their progress toward meeting their learning goals. Teachers will also learn how Skills Checklists and MAPdata can help uncover specific learning gaps, inform small group and whole-class lessons and differentiateinstruction.

Learning outcomes:• Learn to integrate MAP Skills Checklists, DesCartes, MAP assessment data and student goal setting to drive powerful student learning plans• Receive teacher-developed resources to use when incorporating skills checklists and goal setting in their own classrooms•Teachers will observe effective practices through video demonstrations and leave with access to a video library and web-based MAP resources for primary grade teachers

Megan Power, a kindergarten teacher, is a National Writing Project Fellow and has a Teacher of ReadingCertificate. She has used MAP data to increase student achievement through small group instruction andindividual goal setting. Megan has facilitated professional development sessions in her district and has beenblogging on Scholastic.com for three years, assisting teachers in all areas of the curriculum.

Jessica Poggemoeller is a National Board Certified first grade teacher. She has used MAP data to implementgoal setting with her own students and has facilitated professional development sessions in her school districtto support teachers using MAP data to increase student motivation and improve student achievement.

Transforming Schools and Districts into Learning Communities Through Keeping Learning on Track®Salon G/H I Beth Cobb, Assistant Superintendent, Orange East Supervisory Union, VT.Learn different reasons schools and districts would want to adopt Keep Learning on Track (KLT) and differentways to implement the program at different levels. Learn about the impact that KLT has on students, teachersand administrators in a district as well as how to sustain the work of integrating formative assessment intoevery classroom.

Learning outcomes:• Learn ways to implement KLT• Identify ways teacher learning communities empower and support teachers• Identify ways to engage students with formative assessment

Having been a teacher in a district that adopted KLT, an administrator who brought KLT into a district and aKLT facilitator, Beth brings a variety of perspectives to this conversation.



Audience Key:

Turnaround Consensus - Part 2Salon I l MAK Mitchell, New York Department of Education, ARMAK & Associates, NYThe model captures instructional ground truth as seen and experienced by lead teachers and their school colleagues bolster it with a process that focuses on consensus hotspots based on student data, research and participatory methods. This model is based on a two-year trial with 160 lead teachers enrolling in a master’s level principal program. It has consistently produced instructional gains that lead to both instruction and organizations learning.

Learning outcomes:• Learn how to derive targeted action proposals that improve learning results• Learn to apply the turnaround consensus model to your own school’s challenges

MAK Mitchell is the director of policy and planning for the Empowerment Schools, a network of 500 public schools in New York City. She leads the systemic change work with network leaders. Previously, MAK served as an organizational change professor, superintendent and change consultant for the Gates Learning Foundation, and founded of numerous small schools in Alaska. MAK earned both master’s and doctorate degrees from the Harvard Graduate School of Education, and is a founding member of SoL.

5+5+5 Unlocking the Lab and Unleashing the PotentialColumbia Room, Lobby Level I Brenda Wilson, Jim Tilghman, Partner Relations, NWEAIn a lab setting, participants will access 5 key reports and 5 key resources, and set 5 action steps in place for initial modifications of instructional planning by using data to create individual learning paths for kids. You will need to bring your user name and pass-word for the NWEA reports site. Sign up is required for this session.


Effectively Measuring Advanced Learners with MAP®Mt. Hood Room I Les Perry, Professional Development Consultant, NWEAThis session will focus on the effectiveness of using the MAP assessment in measuring academic growthfor high-achieving students, frequency of testing, changes in growth norms and discussion of the researchstudy “Do High Flyers Maintain Their Altitude?” produced by NWEA in conjunction with The Fordham Institute.

Learning outcomes:• Discuss the effectiveness of using MAP assessments to measure academic growth for high- achieving students• Discuss whether high-achievers always remain high-achievers• Discuss changes in growth norms and how they apply to high-achieving students



Audience Key:

2011 Student Growth NormsSalon A/B I Carl Hauser, Sr. Research Specialist, Robert Theaker, Sr. Research Associate, NWEAYou have read all the documents: the FAQ’s, the entire 2011 RIT Scale Norms study and the purportedbenefits of the 2011 norms. But you are still struggling with why NWEA made changes and why the normslook so different in 2011. Do post-stratification and growth projection give you indigestion?

Over the past 15 years, norm studies have expanded and changed as the NWEA partner bases haveexpanded, and as improved methodologies and capabilities have evolved. This session will be an opportunityfor NWEA to provide not only a brief review of the methodology and logic for the changes, but provide a forumfor our partners to ask questions.

Learning outcomes: Learning outcomes:•Come prepared with your general questions about the norms so that you may go back to your local districts with a greater understanding of the 2011 RIT Scale norms and their proper use

The MAP® to SuccessSalon C/D I Jack Lykins, Principal, Lewis County, KYThis session will provide participants with the opportunity to experience how two elementary schools in theirfirst year with MAP showed dramatic gains on the state test. Using MAP data to drive core instruction andto individualize RTI instruction, we were able to meet the needs of all students. This session is ideal forclassroom teachers, building administrators and district administrators.

Learning outcomes:• Understand how MAP data should be used to drive core instruction• How MAP data can be used to individualize RTI instruction• How grouping impacted our improvement

Our district is a rural district in northeastern Kentucky. We are comprised of 4 elementary schools, 1 middleschool and 1 high school. I am the assistant principal at 2 of the elementary schools. I came to the district inits first year with MAP had used MAP in a previous district.

Virtual Summer School: Using the NWEA & CompassLearning Connection to Prevent Summer Learning LossSalon E I Dr. Sean Alford, Chief Instructional Officer, Cory Tressler, Director of Virtual Learning, DanielFallon, Data Coordinator, Beaufort County School District, SCWith 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 summerlearning loss, but also to engage parents as their child’s “learning coach.” The presentation will address thecreative thoughts behind the virtual summer school, the implementation and logistics of managing such asystem, and results.

Learning outcomes:• Learn how to create a cost efficient, flexible summer learning extension• Learn how to engage parents as active participants in their child’s education• Gain knowledge about decreasing summer learning loss

Beaufort County School District is a diverse district of 20,500 students at 32 schools. BCSD has a free/reduced level of 56%. As the Director of Virtual Learning, I oversee all instructional technology and virtuallearning programs.

Round Eight Sessions FRIDAY, JUNE 29 | 8:00 – 9:00


Audience Key:

Individualized Learning with iPads: A Case Study with Mineola Public Schools and eSparkExhibit Hall, Lower Level I David Vinca, Founder of eSpark Learning, Dr. Michael Nagler, Superintendent,Mineola Public Schools, ILParticipants will learn how eSpark partnered with Dr. Nagler, the Superintendent of Mineola Public Schools,to create individualized learning plans for students using NWEA data and iPads. eSpark partnered withclassroom teachers to identify goals aligned to CCSS. Halfway through the school year, students had alreadysurpassed their NWEA growth targets in their goal area. School leaders and teachers who are interestedin creating rigorous, differentiated and blended learning programs in their schools and classrooms should attend.

Learning outcomes:• Understand how iPads can aid differentiation in the classroom• Explore a case study of how eSpark accelerated student growth as measured by NWEA MAP.

eSpark Learning has partnered with Mineola Public Schools to pilot differentiated individualized learning plansfor students on iPads based on NWEA Map RIT scores. Mineola is a large urban district in New York. David Vinca, the Founder of eSpark Learning, will be co-presenting with Dr. Nagler, the Superintendent of Mineola Public Schools.

What’s new at NWEA?Salon F I Kelly Goodrich, Sr. Product Mgr., Vicki McCoy, Product Manager, Jorge Sanchez, Product Manager, Jennifer Knestrick, Early Learning Product Manager, Kathy Dyer, Professional Development ConsultantCome join us to have a lively discussion and learn about how we are working hard to support teachers inthe classroom with even more timely evidence of learning. Participants will learn about using both MAP andour new web-based skills diagnostic assessments for early learners and older elementary students. You willalso participate in a mini-TLC using curriculum from our new embedded formative assessment professionaldevelopment program.

Learning outcomes:• Provide understanding of the growing offerings from NWEA that will complement your MAP data

The Transition From MPG to MAP®Salon G/H I Deborah Adkins, Research Specialist, Leslie Yudman, ELA Content Specialist, NWEA

This session addresses transitioning students from MPG to MAP. It examines the point at which mostpartners transition students and the effect of the change on scores. Findings from a counterbalancedresearch study will be presented. The study was conducted with second-graders who took MPG as firstgraders. These students were administered items from the 2-5 reading pool, both with and without audioassistance. The session will conclude with proposed next steps.

Learning outcomes:•Learn when to transition children from MPG to MAP



Audience Key:

The Relationship Between the Arizona Student Growth Percentiles and the NWEA Growth IndexSalon I I John Wilson, Jason Piontkowski, Research & Assessment, Tempe School District, AZIs the Arizona student growth percentile (SGP) similar to the NWEA growth index? Can we use NWEA growthestimates to set goals on the SGP? We examined the relationship between the two at an individual studentlevel and school level, by grade, year and subject. Determining how to use growth estimates from multiplesystems will likely be an opportunity and challenge faced by many schools and districts now, and in the future.

Learning outcomes:• Understanding of relationship between two different growth indices• Learn several approaches for examining the relationship

Tempe Elementary School District serves approximately 12,000 students and has used MAP testing for nineyears. Madison School District serves 6000 students and has used MAP for two years. Both districts servestudents from preschool to grade 8. John Wilson (Tempe) and Jason Piontkowski (Madison) coordinate theassessment, accountability, research and evaluation activities in their respective districts.

Assessment Literacy in a Teacher Evaluation FrameMt. Hood Room I Dr. Andy Hegedus, Senior Manager, Professional Development Data Analytics, NWEAAt times, gaps in educators’ understanding of assessment data limit the depth of dialogue about theimplications of all kinds of uses for data. More and more often, people are considering including assessmentdata as a piece of a formal teacher evaluation process. This is a new and complicated area into whicheducators are beginning to tread. Using a framework for using data in teacher evaluations, we will reinforcesome of what you know about assessment data, answer some questions you may have and deepen yourunderstanding of the strengths and limitations of assessment data.

Learning outcomes:• Deepen your understanding of assessment data• Provide a context when considering using assessment results in teacher evaluation programs


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