Data Presentation For PLCs - NESC

Data PresentationAshleigh BlikreData Support Coordinator

WHY Data? The whole purpose of giving an assessment is to receivedata that you can use to make a difference for thestudents in your class.Teachers who can read and interpret their reports arebetter prepared to: Use the data to influence instructionCreate flexible groupingsAdjust time spent on certain topicsImplement a new programAdopt new textAnd More GiveAssessmentMake aDifferenceUnderstand/Use DataReceiveData

NWEA MAP Assessment 52 Questions Not TimedStudents will not have the same questions as otherstudents in their class. Varies by subject/testQuestion answered right next question will be harderQuestion answered wrong next question will be easier.MAP score is not determined by the number of questionsanswered correctly. Based on the level of difficulty of the questions answeredcorrectly.

Questions to think about when viewing assessment data Growth How did our students do compared to their previous test?Compare me to myselfWhat patterns of growth do you see? Attainment Consistent or Ups/Downs?How did our students do compared to other students (NORM)?Compare me to othersAnother word for NORM MinimumAre we meeting the minimum? (NORM)What 2 tools do I need to know if my class and students arescoring at the NORM? Normative Reference SheetTeacher Report

What is a RIT Score? Rasch unIT RITUses individual item difficulty values to estimate studentachievement Measures how "tall" a student is on the curriculum scale Independent of the age or grade of the studentReflects the instructional level that the student is currentlyperformingEqual-interval scale; SAME meaning regardless of grade levelHow much has the student grown?Remember: Scores from any test are estimates ofperformance. No score should be thought as absolute!

Two Different Teacher Reports ByGoal Descriptors By RIT Ranges

LO: Student is performing atthe 33rd percentile orlower.AV: Student is performingbetween the 33rd &66th percentile or lower.HI: Student is performing ator above the 66thpercentile.

RIT Grouping Activity5 ‘Power’ Groups 1 – At Risk Students2 – Below Grade Level3 – At Grade Level4 – Above Grade Level5 – Gifted & Talented StudentsBefore grouping Draw a line dividing those below and thoseabove the Status Norm/RIT Score.

Groups 1, 3, & 5‘Groups with Rules’ Group 3: Determine At Grade LevelStudents by RIT Score Refer to 2011 Status Norms SheetColor Code:Yellow Who can get it?Group 1: Determine At Risk Students byRIT Score 2 grade levels below RIT Norm Write RIT in upper right corner & colorOR if no grade level 2 below, use back up rule of25th percentileWrite RIT in upper right corner & colorColor Code: PinkTrouble!Group 5: Determine Gifted and TalentedStudents by percentile range Color Code: Blue95th percentile 1 – At Risk Students2 – Below Grade Level3 – At Grade Level4 – Above Grade Level5 – Gifted & Talented Students

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20222223223226229235239249

Groups 2 & 4‘Groups without Rules’ Group 2: Determine BelowGrade Level Students Color Code: OrangeBetween Groups 1 & 3Group 4: Determine AboveGrade Level Students Color Code: GreenBetween Groups 3 & 5 1 – At Risk Students2 – Below Grade Level3 – At Grade Level4 – Above Grade Level5 – Gifted & TalentedStudents

202222232232262292352392491 – At Risk Students2 – Below Grade Level3 – At Grade Level4 – Above Grade Level5 – Gifted & TalentedStudents

Power Groups Use Grouping for differentiated instruction10 Minute ‘Power Groups’ 10 minute activities on RIT range or HI/AV/LO conceptsGuided Skill Time – use the DesCartesChange groups as neededRIT Range Resource Kits Give students a number/color that sends them to the correctRIT bucket for their activity/assignment

More Teacher Report Parts LexileMeanMedianStandard Deviation

Mean vs Median Mean Arithmetic AVERAGE of agroup of scoresSensitive to extreme scoreswhen samples are small An extremely HIGH or LOWscore could completely skewthe average. Median Middle score in a group of scoresPoint where half the scores areabove and half the scores arebelowNOT sensitive to extreme scoresGood indicator for where themiddle of the class is achieving? Which one should we focus on for classroom planning?

Winner Median! Best represents ‘middle’ valueFor instructional purposes use MedianCross out Mean RIT and Mean. OR – 3 From Median RIT 3 point difference indicates an area of strength or an area thatneeds more emphasis.

Standard Deviation‘How can you use MAP to teach/set up lesson plans?’ Under RIT column, findStandard Deviation.Standard DeviationGroups: High Standard Deviations Wide variety of academicabilityConsider DifferentiatedInstruction0 – 10: Whole Group Instruction Low Standard Deviation10.1 – 14: Teacher’s Choice Small variety of academic14 : Differentiated Instructionability Whole group instruction islikely appropriate

202222232232262292352392491 – At Risk Students2 – Below Grade Level3 – At Grade Level4 – Above Grade Level5 – Gifted & TalentedStudentsStandard Deviation0 – 10: Whole Group Instruction10.1 – 14: Teacher’s Choice14 : Differentiated InstructionHOW or - 3

Lexile Individual’s reading ability or the difficultyof a textHigher measure higher level of readingabilityEX: Ability 700L. Individual is predictedto comprehend 75% of a text with a 700L.Grade BandCurrent (old)Lexile BandStretch (new)Lexile BandK–1N/AN/A2–3450L – 725L420L – 820L4–5645L – 845L740L – 1010L6–8860L – 1010L925L – 1185L9 – 10960L – 1115L1050L – 1335L11 – CCR1070L – 1220L1185L – 1385LGrade2012 CCSSText Measures1190L – 530L2420L – 650L3520L – 820L4740L – 940L5830L – 1010L6925L – 1070L7970L – 1120L81010L – 1185L91050L – 1260L101080L – 1335L11 & 121185 – 1385L-New Lexile Bands align to CCSS textcomplexity grade bands.-www.lexile.com

DesCartes Guide Helps guide instruction based onreports from an NWEA computerizedMeasures of Academic Progress (MAP)assessment.DesCartes enhances a teacher's abilityto provide targeted instruction forindividual students or groups ofstudents.73%, 50%, 27% Focus on 50% column – note what youthink that child is successful withHighlight areas that need more emphasisDesCartes Access Left-hand side, under Data-Tools “The big benefit to students ishow MAP helps teachers learnhow to differentiate instruction.There’s no better tool forteachers than DesCartes. Weknow right away where tostart teaching.”Jana Beth Slibeck-Francis, Director ofAssessment, Research andDevelopment Daviess County, KY

Class by RIT Report – Class BreakdownInstructional Resources – Class by RITParameters: School, Term, Teacher, and ClassTo break report down further, click on READING

What is a Data Wall? A means to look at past performance. Trend identifier. A way to plan future assistance for students.(RtI) A method to share with others (collaborate) thestrategies that are working for your students. An organizational tool.

Why are Data Walls important? They allow us to . Easily identify specific areas of student need. Collaborate with others to share and learn about newstrategies. Share our success with team members and/or theschool’s faculty. Foster mutual responsibility for student success.

Why should we use Data Walls? They help us to . Better understand the individual student. Stand back and look at the BIG PICTURE. MEET THE INDIVIDUAL NEEDS OF EACH STUDENT (RtI)

What DATA do you want? Subject area: Reading, Math, Language, Science Student RIT (NWEA) fall, winter, spring name, initials, numberGrade or Color coded post-it 1 year or multiple yearsStudent Identifiers Do you want more than one subject?Do you need a key?Special Coding IEP, Title 1, State Assessment

How can I use this Data Wall? Take it to all PLC meetings. Show effectiveness of strategies. Continuous collaboration with team members toconsider other strategies. Keeps you current on the pulse of student achievement. To share with others at my school what is working, or hasworked, for me or the team.

It is important to remember that the data wall is not created for the purpose ofimpressing other teachers, the principal or thesuperintendent. it is a vehicle to share information with yourcolleagues. it is a means to collaborate and share bestpractices. they do not have to be ‘pretty’.

Constructing A Good Data Wall151-160161-170NWEA: RIT Ranges171-180181-190191-200201-210211-220

NameF: 146Data Wall Create Post-Its Student’s Name Subject (upper right corner) Math M Reading R Overall Fall RIT Overall Winter RIT Calculate & Circle Pointdifference from Fall to Winter Space for Overall Spring RIT Space for point differencebetween Winter & SpringM 4W: 150S: Grade 2: Bright PinkGrade 3: Bright YellowGrade 4: Bright GreenGrade 5: Bright BlueGrade 6: Dark PurpleGrade 7: OrangeGrade 8: Pale YellowGrade 9: Pale GreenGrade 10: Pale PurpleGrade 11: Pale Pink

Other ways to use assessment data Course/Class IEPsPredictions for state testingVisual displays in classrooms – setting goals for each testDifferentiated Instruction

A complete list of NWEA Reports/Resources District Level Reports Data Tools District Summary ReportStudent Growth Summary ReportProjected Proficiency SummaryReportGrade ReportData Export SchedulerInstructional Resources DesCartes: A Continuum ofLearningPrimary Grades Instructional Data School Level Reports Class ReportAchievement Status and GrowthReportClass breakdown by RIT ReportClass breakdown by Goal ReportClass breakdown by ProjectProficiency ReportStudent Progress ReportStudent Goal Setting WorksheetMAP for Primary Grades ClassReportMAP for Primary Grades Sub-SkillReportMAP for Primary Grades StudentReport

Sharing Data with Students Motivation? Data wall of pride Take pictures of students holding their number of GROWTHpoints from their last test. Column format 0-15, 16-30, etc Or as a tree/flower that GROWSthroughout the yearDepending on school wide goals – choose specific subject(s)Motivation Show you are invested in the test. Talk about the test ALL year long.Consistent messages of the assessment purpose.Provide incentives. If you are, the students will be.Free homework pass, candy, new book, etc Share their previous score prior to testing and set goal(s)

Sharing with Parents Parent Teacher Conferences Don’t spend more than 5 minutes on MAP test scores.Let the parents know how the student is performing in relationto the class scores for that grade. Example: "Your student is performing at a very high level for a typicalfifth grader.“Provide a copy of the NORM RIT Values sheet. Share Class Median RIT and their student’s RITShare both the class goal(s) and the student’s goal(s).Provide some ways they can help their child achieve their goals. Simple & Effective

RIT Range Resources NESC Website Jackson Avenue School NWEA Practice Sites www.fredon.org/student-resources/rit-gamesClinton Community School District MAP Testing Math Practice byRIT Score www.edline.net/pages/Jackson Avenue School/Jackson Library/Math/NWEA Practice SitesFredon Township School – Math & Reading RIT Interactive OnlineGames Data Resource Page: /Common Core Page: inton.k12.wi.us/maptest sites/map math rit.htmlPinterest Page – activities grouped by RIT pinterest.com/gvsucso/Ideas for your RIT Range Kits

Color Code: Yellow Write RIT in upper right corner & color Who can get it? Group 1: Determine At Risk Students by RIT Score 2 grade levels below RIT Norm OR if no grade level 2 below, use back up rule of 25th percentile Write RIT in upper right corner & color Color C