NWEA Measures of Academic Progress (MAP) CWCS Winter 2017

Transcription

1 NWEA Measures of Academic Progress (MAP) CWCS Winter 2017

2 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

3 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

4 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 suspended most standardized testing to ease transition to Common Core Education Code requires charters to demonstrate academic growth schoolwide and in subgroups as a primary factor for renewal Schools needed Common Core aligned interim assessments to track progress at the student level and school level Through the Oversight and Renewal processes, LAUSD provides the following guidance: Schools must provide quantitative performance data related to academic performance and progress assessment, monitoring, and analysis LAUSD considers only such data that is derived from standards-based high quality standardized or widely accepted assessments 4

5 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

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

7 Nation-wide sample of data Normative or Norm-Referenced NWEA norm data includes samples from over 10 million students across the country 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, nationwide sample. 7

8 Achievement scale across grade-levels RIT Scale Equal interval scale of achievement Used to show growth over time for a student Grade-level independent Grade-Level Norms RIT Grade 3 Student RIT = 190 = Grade 6 Student RIT = 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. Note: Sample data only. 8

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

10 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). Growth High Growth Low Achievement Low Growth Low Achievement High Growth High Achievement Low Growth High Achievement Note: Sample data only. Achievement 10

11 Example: Normative (Achievement) Data Normative (Achievement) Mark s Winter RIT score of 205 is at the 70th percentile relative to other 3rd grade students. Grade Math (RIT Values) 2015 Fall T1 Winter T2 Spring T3 K RIT Score Percentile 1st 50th 70th 99th Mark s Winter Math Result The Table above lists the typical score for each grade level over the course of the school year. The graphic above illustrates Mark s score relative to NWEA s Winter Normative Math data for Grade 3 students. Note: Sample data only. 11

12 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. Mark Fall RIT Score 196 Mark Winter RIT Score 205 Typical Grade 3 Winter RIT Score 201 Met Growth? Yes Mark exceeded the projected (typical) growth RIT score of 201 given the following factors: Grade Level: 3rd Starting RIT Score: 196 Subject: Math Note: Sample data only. 3rd Grade MAP Math Fall 3rd Grade MAP Math Winter 12

13 Example: Predictive (Projected Proficiency) Data Predictive (Projected Proficiency) Mark s score indicates he is on track to a Level 3 on the Spring SBAC. Percentile when MAP is take in Winter prior to SBAC Grade Level 1 Level 2 Level 3 Level 4 Range of Percentile Ranking The Table above provides SBAC Math benchmarks if the Math MAP were taken in the Winter administration. NWEA s linking study provides the Grades 3-8 cut scores on MAP reading and math that correspond to the benchmarks on the Smarter Balanced ELA and Math tests (SBAC) The cut scores can be used to predict students most probable SBAC performance category, based on their observed MAP scores NWEA provides different cut scores depending on when students take the NWEA assessment (Fall, Winter or Spring) Note: Sample data only. 13

14 Trimester Reporting: Data to be reviewed Alignment to model Measure Trimester 1 Trimester 2 Trimester 3 Student Enrollment: Overall, Race/Ethnicity, and Program Subgroup x x x Diversity Understanding Connection Attrition: Overall, Race/Ethnicity, and Program Subgroup x x x 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 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 Leadership, Staff and Parent Surveys --- x