Presentation about reporting MAP to stakeholders in the international school community. The presenters are MAP coordinators at the UK's largest international school. They presented a Protocol of Systemic Practice to an audience of international school educators from across Europe during the NWEA's inaugural Spring Institute at ACS Cobham on March 28 2014.

1. Using MAP to Inform Stakeholders
ACS Cobham International School,
Friday, 28th March 2014
Sunday, 6 April 14

2. Ques%ons
• What
do
you
want
to
take
away
from
this
session?
• What
makes
interna%onal
schools
different
from
schools
in
na%onal
systems?
Sunday, 6 April 14

3. • Independent, international school pre K-12
• American/international school system
• Mixed nationalities (38% US citizens)
• Used MAP for 5 years
• MAP Test Grades 3-10
• High school of 560+ students
• IB and AP programmes
Whole-­‐School
Profile
Sunday, 6 April 14

4. • FALL (Testing 1)
• Scheduling
• Assessment of ability range
• Classroom differentiation
• WINTER
• New student placement tests
• Interventions
• Course moderations
• SPRING (Testing 2)
• Measurement of growth (strengths and weaknesses)
• Goal setting
• Course Selection for next year e.g science and maths
• SUMMER
• Focusing on lexile level
• Used to advise for aptitude for higher level courses
A
MAP
year
at
ACS
High
School:
Sunday, 6 April 14

5. 1. School Administrators:
MAP used for:
Student scheduling, and grade discrepancy intervention
Moderation of parallel classes. Identification of grade inflation.
Identify Highly Able
Performance Prediction
2. Teachers:
MAP used to:
Understand range of student ability within the classroom (class by RIT)
Differentiate
Inform course selection. e.g AP Euro History in 10th G
3. Students
MAP used to:
Identify individual learning strengths and weaknesses and individual growth
Set achievable, realistic learning goals
Improve self esteem, boost confidence and motivation
4. Parents:
MAP used to:
Recognize demonstrated progress and achievement
manage expectations
give them an objective measurement of their child’s abilities
Who
are
the
Stakeholders?
Sunday, 6 April 14

6. 1.
Admin
Sunday, 6 April 14

7. Highly
able
recogni%on
Sunday, 6 April 14

8. Interven%on/modera%on
Sunday, 6 April 14

9. Grade
Discrepancy
G9
MAP/Q1
Sunday, 6 April 14

10. Intervention: Underachieving
Check student files: compared past history with this
data, SST meeting and support programme commenced
Sunday, 6 April 14

11. PSAT/MAP Reading correlation: .783
MAP/Q grades correlation .45 - .65
Overachieving?
Sunday, 6 April 14

12. GSI?
Sunday, 6 April 14

13. 9th G : Quarter Grades and MAP
10th G: Quarter Grades, MAP, PSAT and AP Potential
11th G: + CEM test (IB)
+ AP potential/results
12th G: + IB and AP results
Triangulation and validation of data
Performance
database
Sunday, 6 April 14

14. 10th Grade Data
Comparison:
PSAT MAP Quarter
AP potential
Sunday, 6 April 14

15. CEM
v
MAP
ap%tude
v
achievement
Sunday, 6 April 14

16. Course selection
e.g. AP Euro History in 10th grade
Biology in 9th Grade
Class by RIT
- for differentiation, classroom management, instructional strategy
Individual goal setting and improvement
e.g. Lexile levels
2.
Teachers
Sunday, 6 April 14

17. Sunday, 6 April 14

18. Sunday, 6 April 14

19. Sunday, 6 April 14

20. Sunday, 6 April 14

21. Sunday, 6 April 14

22. Sunday, 6 April 14

23. Sunday, 6 April 14

24. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Sunday, 6 April 14

25. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
I like cows.
Cows are nice.
Cows eat grass.
Sunday, 6 April 14

26. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
I like cows.
Cows are nice.
Cows eat grass.
Lexile level = 60
Sunday, 6 April 14

27. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
With the integration of auxiliary units to the basic corps, De Bere
found a qualitative analysis of the survey responses could be
supported by individualised items at the interview stage without
compromising the integrity of the original pilot data. The
introduction of a potentially confounding variable in the form of
post-survey analysis could be measured and accounted for in the
research model by ensuring consistent reference to the guide
model was present at every stage of the study. MacManaman
(2007), had failed to account for this in his original study, which had
led De Bere and others to conclude that a significant threat to
internal validity had accompanied the implementation of the
pathway research.
Sunday, 6 April 14

28. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
With the integration of auxiliary units to the basic corps, De Bere
found a qualitative analysis of the survey responses could be
supported by individualised items at the interview stage without
compromising the integrity of the original pilot data. The
introduction of a potentially confounding variable in the form of
post-survey analysis could be measured and accounted for in the
research model by ensuring consistent reference to the guide
model was present at every stage of the study. MacManaman
(2007), had failed to account for this in his original study, which had
led De Bere and others to conclude that a significant threat to
internal validity had accompanied the implementation of the
pathway research.
Lexile level = 1710
Sunday, 6 April 14

29. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham
Clifford, the Big Red Dog
Charlotte’s Web
Little Women
The Good Earth
Sunday, 6 April 14

30. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog
Charlotte’s Web
Little Women
The Good Earth
Sunday, 6 April 14

31. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web
Little Women
The Good Earth
Sunday, 6 April 14

32. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women
The Good Earth
Sunday, 6 April 14

33. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women Lexile level = 1300
The Good Earth
Sunday, 6 April 14

34. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Green Eggs and Ham Lexile level = 30
Clifford, the Big Red Dog Lexile level = 220
Charlotte’s Web Lexile level = 680
Little Women Lexile level = 1300
The Good Earth Lexile level = 1530
Sunday, 6 April 14

35. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Sunday, 6 April 14

36. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Sunday, 6 April 14

37. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Sunday, 6 April 14

38. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
Sunday, 6 April 14

39. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Sunday, 6 April 14

40. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Check your parent communications
Sunday, 6 April 14

41. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Check your parent communications
Levelled research sources for content area
Sunday, 6 April 14

42. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Check your parent communications
Levelled research sources for content area
Triangulate with Fountas & Pinell etc.
Sunday, 6 April 14

43. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Check your parent communications
Levelled research sources for content area
Triangulate with Fountas & Pinell etc.
Summer/holiday Reading Lists
Sunday, 6 April 14

44. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
“Coles Notes” on Lexile
Guided Reading Groups
Student-authored Reading Lists
Guided writing
- set Lexile targets in both directions
Check your parent communications
Levelled research sources for content area
Triangulate with Fountas & Pinell etc.
Summer/holiday Reading Lists
Extension Work (HAL)
Sunday, 6 April 14

45. 3.
Students:
goal
seRng
Sunday, 6 April 14

46. Students
2:
goal
seRng
using
goals
performance
Sunday, 6 April 14

47. Using
Descartes
to
achieve
goals
Sunday, 6 April 14

48. 4.
Parents:
Repor%ng
student
personal
progress
Sunday, 6 April 14

49. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
Using MAP to Inform Stakeholders
Friday, 28th March 2014
Sunday, 6 April 14

50. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
The MAP Assessment
Sunday, 6 April 14

51. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
Measures of Academic Progress
Sunday, 6 April 14

52. Sunday, 6 April 14

53. Student’s
Name
Sunday, 6 April 14

54. Sunday, 6 April 14

55. Sunday, 6 April 14

56. Sunday, 6 April 14

57. Sunday, 6 April 14

58. American School Foundation of Monterrey, A.C.
Student Progress Report for ARECHAVALETA TAMEZ, JUAN PABLO
ASFM-MSHS
Growth is measured from Fall to Spring Student ID: 4861
Explanatory Notes:
Season/Year
The season (F=fall, S=spring, W=winter, U=summer) and the year the test was
administered.
Student Score Range
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.
District Average RIT
The average score for all students in the school district in the grade who were tested
at the same time as your child.
Norm Group Avg.
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).
Student Growth
Presents the growth in RITs your child made from the previous fall to the spring of
the year in which growth is reported.
Typical Growth
The average growth of students in the most recent NWEA RIT Scale Norms study
who were in the same grade and began the growth comparison period at a similar
achievement level.
Student %ile Range
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.
Goal Performance
Each goal area included in the test is listed along with a descriptive adjective of your
child's score. The possible descriptors are Low (<21 percentile), LoAvg (21-40
percentile), Avg (41-60 percentile), HiAvg (61-80 percentile), and High (>80
percentile).
RIT to Reading Range
RIT to Reading Range is a score resulting from a correlation between NWEA's RIT
score and the Lexile® scale. Lexile is a registered trademark of MetaMetrics, Inc.
NWEA is neither affiliated nor associated with MetaMetrics, Inc.
Season/
Year Grade
Student
Score Range
Dist.
Avg
RIT
Norm
Group
Avg.
Student
Growth
Typical
Growth
Student
%ile
Range
Mathematics
S11 6 232- 235 -238 231 224 6 6 68- 75 -82
Mathematics Goals Performance - Spring 2011
Computation Avg
Number Sense & Numeration HiAvg
Geometry Avg
Measurement High
Statistics & Probability High
Algebraic Concepts HiAvg
Problem Solving High
F10 6 226- 229 -232 225 218 70- 77 -83
S10 5 221- 224 -227 224 219 -2 7 56- 61 -69
F09 5 223- 226 -229 217 212 80- 85 -90
S09 4 218- 221 -224 216 211 2 9 69- 76 -82
F08 4 216- 219 -222 207 203 86- 91 -94
S08 3 213- 216 -219 206 202 7 10 84- 89 -93
F07 3 206- 209 -212 201 192 89- 94 -96
Season/
Year Grade
Student
Score Range
Dist.
Avg
RIT
Norm
Group
Avg.
Student
Growth
Typical
Growth
Student
%ile
Range
Reading
S11 6 235- 238 -241 218 215 -3 2 95- 97 -99
Reading Goals Performance - Spring 2011
Word Analysis & Vocabulary High
Literal Comprehension High
Interpretive Comprehension High
Evaluative Comprehension High
Lit Response / Analysis High
RIT to Reading Range: 1187-1337
F10 6 238- 241 -245 215 212 98- 99 -99
S10 5 225- 228 -231 213 211 6 3 86- 91 -96
W10 5 231- 234 -237 210 95- 98 -99
F09 5 219- 222 -225 210 207 81- 89 -93
S09 4 218- 221 -224 210 206 4 4 83- 89 -94
F08 4 214- 217 -220 205 200 84- 91 -95
S08 3 206- 209 -212 201 199 4 7 70- 79 -86
F07 3 202- 205 -208 199 192 79- 85 -91
Season/
Year Grade
Student
Score Range
Dist.
Avg
RIT
Norm
Group
Avg.
Student
Growth
Typical
Growth
Student
%ile
Range
Language Usage
S11 6 226- 229 -232 218 215 16 4 82- 89 -94
Language Usage Goals Performance - Spring 2011
Writing Process High
Composition Structure HiAvg
Grammar: Usage High
Punctuation High
Capitalization HiAvg
F10 6 210- 213 -216 216 212 41- 51 -61
S10 5 214- 217 -220 214 212 1 4 54- 65 -75
F09 5 213- 216 -219 211 207 67- 76 -84
S09 4 220- 223 -226 211 207 14 5 86- 92 -96
F08 4 206- 209 -212 206 201 64- 73 -81
S08 3 208- 211 -214 206 200 3 6 70- 78 -85
F07 3 205- 208 -211 203 193 81- 87 -92
NWEA Student Progress Report Created on: Thursday, May 05, 2011
Version 2.00.00
Page 1 of 2
Sunday, 6 April 14

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70. Sunday, 6 April 14

71. Recapping the Norms
Sunday, 6 April 14

72. Recapping the Norms
• District Average
Sunday, 6 April 14

73. Recapping the Norms
• District Average
= Comparison with schools in your declared district
Sunday, 6 April 14

74. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
Sunday, 6 April 14

75. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
Sunday, 6 April 14

76. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
Sunday, 6 April 14

77. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
Sunday, 6 April 14

78. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14

79. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
• International Comparisons
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14

80. Recapping the Norms
Sunday, 6 April 14

81. Recapping the Norms
• District Average
Sunday, 6 April 14

82. Recapping the Norms
• District Average
= Comparison with schools in your declared district
Sunday, 6 April 14

83. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
Sunday, 6 April 14

84. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
Sunday, 6 April 14

85. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
Sunday, 6 April 14

86. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
Sunday, 6 April 14

87. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14

88. Recapping the Norms
• District Average
• Normative group
= Comparison with schools in your declared district
= 5.1 million students in grades 2 to 11
• International Comparisons
in 13,000 schools
in 2,700 school districts in 50 states of the USA
updated every three years (2011 norms currently)
Sunday, 6 April 14

89. International Comparisons
Sunday, 6 April 14

90. International Comparisons
Updated twice annually
Sunday, 6 April 14

91. International Comparisons
Updated twice annually
Organised by regional association(s) (some doubling)
Sunday, 6 April 14

92. The total of test administrations in Fall 2013
were 422,895 in:
• Mathematics, 140,674
• Reading, 140, 617
• Language Usage, 116,540
• General Science, 24,120
• Science Concepts and Processes, 944.
International Comparisons
Updated twice annually
Organised by regional association(s) (some doubling)
Sunday, 6 April 14

93. 2011 Reading Status Norms
Sunday, 6 April 14

94. 2011 Maths Status Norms
Sunday, 6 April 14

95. 2011 Language Usage Status Norms
Sunday, 6 April 14

96. Sunday, 6 April 14

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99. Sunday, 6 April 14

100. IBM Day 2.0
IBM Day 2.0
Monday, 18th November 2013
@RichardHarrold
rharrold@acs-schools.com
abriggs@acs-schools.com
jmoore@acs-schools.com
Using MAP to Inform Stakeholders
Friday, 28th March 2014
Sunday, 6 April 14

101. Sunday, 6 April 14