leveraging map data to improve instruction
TRANSCRIPT
leveraging MAP Data to improve instruction
leveraging MAP Data to improve instructionPresenter: Amanda DeCardyElementary Assistant PrincipalDistinguished EducatorNational Board Certified TeacherUniversal American School of [email protected]
MAPMeasures of Academic ProgressAdministered twice a year to measure growth
Adaptive testReadingLanguage Usage MathematicsScience
Places students on an equal interval scale to help teachers and administrators target student learning
Results available immediately to teachers
IOWAITBS
Average
The RIT ScoreMeasures of Academic ProgressRasch UnIT (RIT) Score relates directly to the curriculum scale in each subject area.
RIT scores range from about 100 - 300.
Third graders typically start at the 180 - 200 level
Students typically progress to the 220 - 260 scale in high school
Normative Data
Macro-analysis to a Micro-analysis
Range of Effect Sizes in Education
Distribution of EffectsAn Interesting Normal Bell Curve
The Average Effect Size
The Average Effect Size
40% of a standard deviation
1.0 is the equivalent to a two grade leap at GCSE.
0.5 is the equivalent to a one grade leap at GCSE.
Influences with the GREATEST Impact
Self Reported GradesThe Expectation Students Set for their WorkOur job is not to help students reach their potential.
Our job is help students exceed what they think they are able to do.
Defining Effect Size Mathematically in simple(r) termsEffect Size = The average of the Spring results - the average of the Fall resultsThe average standard deviation
We can gauge not only the relative effectiveness of almost every educational intervention under the sun, we can also compare these interventions on an absolute scale of effect size.
Making Data Informed Decisions
Universal American SchoolLower Elementary Growth and Effect Size in Math
Universal American SchoolLower Elementary Growth and Effect Size in Math
2013-20142014-2015
Universal American SchoolUpper Elementary Growth and Effect Size in Math
Universal American SchoolUpper Elementary Growth and Effect Size in Math
2013-20142014-2015
Micro-Analysis
Out with the DescartesIn with the Continuum of Learning
Micro-levelMoving through the Data
Report: Class Breakdown by RIT for all tests
Micro-levelMoving through the Data
Report: Class Breakdown by Goal for Individual Tests
Micro-levelMoving through the Data
Access the Continuum of Learning for Each Student
Micro-levelMoving through the Data
Access the Continuum of Learning for Each Student
Three Sections for Each StudentReinforce LearningsDevelop LearningsIntroduce Learnings
Micro-levelMoving through the Data
Access the Continuum of Learning for Each Student
2000-2014 Northwest Evaluation Association. All rights reserved.
Micro-levelMoving through the Data
Write Action Plan with Students on the Goal Setting Worksheet
Micro-levelMoving through the Data
Access the MAP to Khan Academy Tutorials Correlated to RIT
https://support.nwea.org/khanrit
Micro-levelMoving through the Data
Report: Access the Achievement Status & Growth Summary
Micro-levelMoving through the Data
Plan for Differentiation based on the Standard Deviation
Review the Progress Report with Parents
The MAP Progress Report
The middle number is the RIT score your child received. The numbers on either side of the RIT score define the score range. If retested, your child would score within this range most of the time.
The average score for all students at UAS in the grade who were tested at the same time as your child.
The average score observed for students in the most recent NWEA RIT Scale Norms study, who were in the same grade and tested in the same portion of the instructional year (e.g., fall or spring).
Presents the growth in RITs your child made from the previous fall to the spring of the year in which growth is reported.
The number in the middle is your child's percentile rank - the percentage of students in the most recent NWEA RIT Scale Norms study that had a RIT score less than or equal to your child's score. The numbers on either side of the percentile rank define the percentile range. If retested, your child's percentile rank would be within this range most of the time.
Each goal area included in the test is listed along with a descriptive adjective of your child's score. The possible descriptors are Low (80 percentile).
ReferencesHattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Rutledge. http://dx.doi.org/10.3102/0034654-30298487
Hattie, J. (Presenter). (2011, November 28). John Hattie: visible Learning pt1. Disasters and below average methods. Lecture presented at Auckland University, Auckland, New Zealand.
Hattie, J. (Presenter). (2011, November 28). John Hattie, visible learning. pt 2: Effective methods. Lecture presented at Auckland University, Auckland, New Zealand.
Petty, G. (n.d.). Research and Links. Retrieved April 21, 2015, from Geoff Petty: Improve Your Teaching and that of Your Team website: http://geoffpetty.com/for-team-leaders/research-and-links/
Schagen, I., & Hodgen, E. (2009, March). How much difference does it make? Notes on understanding, using and calculating effect sizes for schools. Retrieved April 21, 2015, from New Zealand Council for Educational Research website: http://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/36195/Schoolnotes.pdf