Sharing Sharing MAP Data MAP Data

with Parentswith Parents

Ray Wilson and Linda FooteRay Wilson and Linda Foote

Fall 2006Fall 2006

Don’t Look At the ScoreboardDon’t Look At the Scoreboard

Keep the focus on class and Keep the focus on class and student learning rather than student learning rather than

“scores.”“scores.”• No more than five minutes No more than five minutes

dedicated to MAP resultsdedicated to MAP results

• Note Note student strengths student strengths and and areas for improvement.areas for improvement.

• Focus on the language of Focus on the language of learninglearning

New Class Report in TIMNew Class Report in TIM

Gather a Body of EvidenceGather a Body of Evidence

• MAP MAP Individual Student Progress ReportsIndividual Student Progress Reports

• STAR Performance LevelsSTAR Performance Levels

• Samples of student workSamples of student work

• Student Reflections Student Reflections

Organize Your MaterialsOrganize Your Materials• Be strategic about when in Be strategic about when in

the conference to share the conference to share MAP resultsMAP results

• Prepare class and/or Prepare class and/or individual student goalsindividual student goals

• Have your RIT Reference Have your RIT Reference Chart at handChart at hand

• Have parent resources Have parent resources availableavailable

For Parents Who Need MoreFor Parents Who Need More

• PUSD Parent MAP Resources WebsitePUSD Parent MAP Resources Website

• The NWEA Parent Toolkit: A guide to NWEA AssessmentsThe NWEA Parent Toolkit: A guide to NWEA Assessments

• PUSD PUSD LexileLexile Website Website

What about Scores What about Scores that Drop?that Drop?

• A test is only an estimate A test is only an estimate (Standard Error of Measure: 2.5-3.5)(Standard Error of Measure: 2.5-3.5)

• These scores are only single indicators. These scores are only single indicators. What other evidence do we have?What other evidence do we have?

• Did the test have meaning (context) for Did the test have meaning (context) for the student?the student?

What about Scores What about Scores that Drop?that Drop?

• Did the instruction between testing Did the instruction between testing periods address the skills tested?periods address the skills tested?

• Were there other challenges or issues Were there other challenges or issues distracting the student that day? distracting the student that day?

• Seek the student’s input. Seek the student’s input.

• Is it a pattern or an anomaly?Is it a pattern or an anomaly?

Resources for TeachersResources for Teachers

• NWEA’sNWEA’s Understanding Teacher and Class Reports Understanding Teacher and Class Reports

• PUSD MAP ResourcePUSD MAP Resource Site for Teachers Site for Teachers

• Lexile ResourcesLexile Resources