MAP Assessments Inform Instruction and Support Student Growth

How do NWEA MAP Assessments support student learning?

We start our MAP assessments on Monday for all students at Hudson Prairie. The schedule is posted below.  Jodi will be teaching you how to set up your test sessions as they have already been created.  

Our SMART Goal action is to use data to inform instruction and to help all students grow in the area of reading. 

NWEA MAP assessments are used to...

1.  Inform instruction using the data to focus for individual goals and small group instruction.

2. Monitor growth over time.  Now we will be using the same assessment from K-8th grade. This can enable us to look at expected growth and if students are meeting their growth targets.  Our SMART Goal is that 60% of the students meet their growth target.  This may be your SLO as well.  On the reports they say a range for growth and NWEA suggests we use the range so the data is valid and reliable.

3.  Screen students to look at who may need an intervention or extension.

4.  Communicate to students and families how their student performs in the areas of reading and math against students from across the United States because it is a nationally- normed assessment.  Check our the 2014 Norms

What's new?
MAP Learning Continuum takes place of the old Descartes.  This is a great place to personalize instruction.  We will have to explore this resource together and learn how it can help us. Oct. 24 data/ Student Learning Objective will be a time to use this resource.

Rit to Resource app is great for families to learn about their child's RIT score and links to free instructional resources aligned to the CCSS at their level.

Growth Calculator from Bloomington Public Schools
South Washington Co MAP Resources Reading   Math

How do we focus on GROWTH?
 In the past we looked at the norm chart and were happy if kids met the mean or average score across the United States.  In Hudson, we have high achievement and our goals should be higher than the 50th percentile like the chart says.  NWEA says the 50th percentile is ok; 60-70% good; 80-90% excellent. We should be aiming for the 70th percentile and above.  The chart below shows the conversions for fall assessments.
In our color coding schema...
Red- 25 percentile and below
Yellow- 26-32 percentile

This is a study that NWEA compared MAP scores with ACT scores.    You can see that to be college and career ready we want to be above the 70th percentile mark.





Supporting growth:
1.  High expectations as seen above.
2.  Students can set goals for growth.  On the reports tab- choose goal setting worksheet.
3.  Prepare students for the test and ask them to do their best.  Jodi has MAP resources tabbed on our media center page.
4.  Personalize instruction.
5.  Share information with families about what the next steps for instruction are.


What other resources are available?
TLA support (Michele DeLong, Lori Head, and Julie Zamzow) is another resource for strengthening our use of MAP data/reports

What MAP can do for teachers? Video

What reports are available?

Student Progress reference report to explain to families.

MAPS Schedule

Lab Only

Support- Media specialist and media assistant will set up in the morning and

 Reading and Math assistants will log in in the afternoon.

Sept. 29- Oct. 10

Grades 2-5	Monday Sept. 29 Day 2	Tuesday Sept. 30 Day 3	Wednesday Oct. 1 Day 4	Thursday Oct. 2 Day 5	Friday Oct. 3 Day 6
9-10:20                  3rd	3 Ohman      Reading	3 Swavely            Reading	3 Gernes Reading	3 Johnson Reading	3 Ohman Math
10:20-11:40 2nd	2 Zamzow   Reading	2 Brastad Reading	2 Brine  Reading	2 Zamzow Math	2 Brastad   Math
12:50-2:15 5th	5 Buege    Reading	5 Stanchik Reading	5 Stubbendick Reading	5 Buege           Math	5 Stanchik Math
2:15-3:35 4th	4 Head        Reading	4 DeLong Reading	4 Schaeffer Reading	4 Dierks              Reading	4 DeLong Math

Grades 2-5	Monday Oct. 6 Day 1	Tuesday Oct. 7 Day 2	Wednesday Oct. 8 Day 3
9-10:20   3rd	3 Swavely Math	3 Gernes            Math	3 Johnson     Math
10:20-11:40                 2nd	2 Brine       Math	Make Ups	Make Ups
12:50-2:15 5th	5 Stubbendick  Math
2:15-3:35 4th	4 Schaeffer Math	4 Dierks              Math	4 Head               Math

Grades K-1	Thursday Oct. 9 Day 4	Friday Oct. 10 Day 5
9-9:45	K- Brettingen         Screening Reading	K- Brettingen         Screening Math
9:45-10:30	K- Johnson       Screening Reading	K- Johnson       Screening Math
10:30-11:15	1-    Klanderman Skills Checklist Reading	1-Klanderman Skills Checklist Math
12:15-1:00	K- Jenson         Screening Reading	K- Jenson         Screening Math
1-1:45	1-    Larson Skills Checklist Reading	1-Larson Skills Checklist Math
2:15-3	1-    Aschenbrenner Skills Checklist Reading	1-Aschenbrenner Skills Checklist Math

Please comment with any new learning you have about using MAP instruction.  
How can these assessments bring RIGOR and RELEVANCE in student learning?

Rigor- Finding Instructional Ranges to support Student Growth in Reading (Sept. 25 Late Start)

Rigor- Finding Instructional Ranges to support Student Growth in Reading 

(Sept. 25 Late Start)

Bill Daggett says the key to learning to to have Rigorous and Relevant learning which is our focus in the area  of literacy.  He discusses that we want to live in quadrant D above which is higher order of Blooms going vertically and applying learning to the real world.  Here is a slide from the Model Schools conference about Rigor.  



Barbara Blackburn defines it: 
Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high level, and each student demonstrates learning at high level.  (Blackburn, 2008).  If you want to read more, check out the Beginner's Guide to Rigor 

This aligns with our SMART goal on helping all students grow in the area of reading.

To prepare for our late start on Sept. 25. which will be held at HP with our WR friends, please read the exerpt from your Fountas and Pinell Benchmark Assessment Book in your kit.

F & P Benchmark Assessment Book- Finding Instructional Ranges
Guided Reading Romance- used at the Late Start

Presentation

Please comment about things you noticed that will help you provide rigor for your students in Guided Reading and questions you may still have. 

Our Tues. staff meeting will be an introduction to Educator Effectiveness.  Check out the tab above and you will need to bring a device.  

Refocus, Refine, Revision Readers Workshop Unconference

Our staff meeting/ un-conference this week is meant to help you 
Refocus, Refine, Revise Readers Workshop!
This is our 2014-15 SMART Goal!

An un-conference is a participant-driven meeting.  

You will decide what you need to help you Refocus, Refine, Revision your Readers Workshop and learn from the experts in the building.
Please comment on needs you have that you may need some support with at this meeting!   Put it in the comments box below.   
***The first person who comments wins a prize.  Congrats Heidi A.
Here are some ideas that have been discussed as a SMART Team.

What are authentic literacy activities for my students while I am working with GR groups? Primary/ Intermediate
Starting Out with Daily 5
Daily 5  

Intermediate Daily 3

Research

How can I set up my GR groups to meet with students more often according to the tier 1 Guarantees and create a daily schedule?
Equitable Groups

How can lesson plans for Guided Reading be customized to meet my student needs?
Jan Richardson Lessons


How can the F & P Continuum be used to determine learning focus for Guided Reading?

How can models and videos support the refinement of Guided Reading?
Peer observation
Jan Richardson Videos  












How can technology support literacy? 

Read to Self

·         Raz Kid

Read to Partner

·         Skype with a relative or volunteer

Writing/ Responding to Reading

·         Blog

Listening to Reading

·         Book Flix

·         True Flix

Word Work

·         Apps

The First 6 Weeks of School- Rigor, Relevance, and Relationships

In  Responsive Classroom, they discuss this importance of setting up classroom during the first 6 weeks of school and how that will pay dividends throughout the school year.  There is a book on the first 6 weeks and here is a short article explaining it.  It follows our focus of teaching with...
RIGOR
RELEVANCE
RELATIONSHIPS 
Think about how you are addressing the 3 R's!

Why are the First Weeks of School important?

Here is an excerpt that answers the question from the article, The First Six Weeks of School by Paula Denton and Roxann Kriete from the Responsive Classroom Newsletter: April 2000.

Though the details differ with different age groups, with the content of the curriculum, and with the organization of the room, there are four broad aims in the first six weeks curriculum.

1. Create a climate and tone of warmth and safety. Students can come to know each other and develop a sense of belonging through activities that help them define their commonality and their differences. Deliberately focusing on group-building activities during these weeks helps create the trust and safety essential for active, collaborative learning. However, this sense of trust is not built solely on warmth and friendliness. It is also built upon students’ assurance that there are reasonable limits and boundaries for behavior and that their teacher will enforce them. They must see that their teacher will exercise vigilance and good judgment to keep everyone safe.
    
2. Teach the schedule and routines of the school day and our expectations for behavior in each of them. A sense of order and predictability in daily school life is important. It enables children to relax, to focus their energy on learning, and to feel competent. When we enter a new culture, we want to know its rules so that we don’t embarrass ourselves or, through ignorance or misunderstanding, hurt others.
   
   In the first six weeks of school, we name the global expectations we might hold for the year. For example, “Our room will be a place where people try hard, take good care of themselves and others, and take good care of our materials and our school.” Children are then involved in applying these broad, nonnegotiable expectations to everyday situations. “How will we walk through the halls if we are taking care of each other?” “What does trying hard mean during math group?” “What will clean-up time look like if we are taking good care of our room?”
    
3. Introduce students to the physical environment and the materials of the classroom and the school, and teach students how to use and care for them. In order for students to feel a sense of ownership for the school environment and materials, they must become familiar with them and have time to explore them. Through school tours for young students and new students, and scavenger hunts and mapping exercises for older ones, we encourage them to get acquainted or reacquainted with the school environment and to feel comfortable in it. Using the technique of guided discoveries, we extend children’s ideas about the creative use of space and materials, develop guidelines about sharing particular resources, and teach children how to care for them.
    
4. Establish expectations about ways we will learn together in the year ahead. We want to generate excitement and enthusiasm about the curricula we will engage in this year—complicated new math concepts, engrossing novels full of dilemmas to explore, beautiful art materials and techniques for using them, microscopes to observe a previously invisible world. Our learning—whether we are wrestling with an ethical dilemma presented in a history lesson or considering a complicated question about collecting data for a science experiment—requires participation and focused effort, thoughtful questions, and the ability to cooperate and collaborate. We pay attention to the process as well as the products of our learning and hold high standards in both areas. It is our job as teachers to help students achieve these high standards as we learn with and from each other.

I am so impressed by the commitment to...

• Building a trusting classroom community
• Developing expectations together
• Practicing and providing feedback to routines
• Guided discovery
• Building hopes and dreams together

Please comment and share some ideas or  resources used to support the first 6 weeks of school!  Also type you email in the FOLLOW BY EMAIL BOX and you will get an email sent each time it is updated.

Starting Out with Daily 5