Identifying TIER II and III Students with MAP

Using MAP in Conjunction with other Data to Identify TIER II and III Students

Jennifer Ruth

Elementary Student Achievement Specialist

Plano ISD

Plano ISD Formative Assessment Process

Lesson Development and

Delivery

Instructional Adaptation:

Strategies, Scaffolding Grouping

Differentiation

CogAT Verbal Battery

CogAT Nonverbal

Battery

CogAT Quantitative

Battery

How students learn

What students have learned – What they

are ready to learn

MAP Assessment

DesCartes

Plano ISD Curriculum

TEKS ELPS

Measuring Against State Standards

STAAR

TPRI/TLee

TELPAS

Classroom Assessment

Curriculum

NWEA Linking Study

Our Probability Ranges

Reading

Original Phase-In Plan 3rd Grade Reading

TAKS Proficiency 2011-2012 14/40 correct 35%

Phase In 1 Standard 2012-2013 Scale Score: 1331 20/40 correct 50%

Phase In 2 Standard 2014-2015 Scale Score: 1400 25/40 correct 63%

Recommended Standard 2016 and beyond Scale Score: 1468 30/40 correct 75%

Current Phase-In Plan 3rd Grade Reading


Phase In 3 2019 - 2021 Scale Score: 1427 27/40 correct 68%

Phase In 2 2016 - 2018 Scale Score: 1372 23/40 correct 58% Phase In 1

2012-2015 Scale Score: 1331 20/40 correct 50% TAKS Proficiency

Gradual STAAR Standard Plan

MAP to STAAR: Reading – Grade 5

0.0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1.0

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

160 165 170 175 180 185 190 195 200 205 210 215 220 225 230 235 240 245 250 255 260

Pro

bab

ility

of

Me

eti

ng

Leve

l II S

tan

dar

d a

t Ea

ch R

IT S

core

Per

cen

t A

chie

vin

g ST

AA

R L

evel

II (

NEW

Ph

ase

-in

2)

Current Spring RIT Reading

Less than 50% Chance of Meeting Level II on STAAR

50-69% Chance of Level II 70-89% Chance of Level II

90% or higher of Level II Sufficiently Prepared

70% Chance of Level III Well Prepared

163

184

195

207

217

224

229 233

236 238

239 240

167

188

199

211

221

227

232 236

239 241

243 244

172

192

203

216

227

233

238 241

244 246

248 249

184

203

217

229

239

246

253

259 262

264 266

268

KG 1 2 3 4 5 6 7 8 9* 10* 11*

Probability of State Standards Success

Performance Levels Level II

Sufficiently prepared for the next grade

Level III Well prepared for the next grade

Current Phase-In Plan 3rd Grade Math




2012-2015 Scale Score: 1392 24/46 correct* Based on Bridge study

52% TAKS Proficiency

Current Phase-In Plan 3rd Grade Math




2012-2015 Scale Score: 1392 24/46 correct* Based on Bridge study

52% TAKS Proficiency

Gradual STAAR Standard Plan

Math Probability Range

Confirmation of Ranges

MAP Range KG Fall

Standard STAAR Accommodated STAAR All Versions

Total Met Met Pct Total Met Met Pct Total Met Met Pct

Less than 50% -Pink

226 131 58% 58 10 17% 284 141 50%

Reading

MAP Range

KG Fall

Standard STAAR Accommodated STAAR Linguistically Accommodated STAAR

All Versions

Total Met Met Pct

Total Met Met Pct

Total Met Met Pct

Total Met Met Pct

Less than 50% -Pink

285 193 68% 93 15 16% 56 16 29% 434 224 52%

Math

Confirmation of Ranges MAP Range KG Fall

All Versions S A

Total Met Met Pct Total Met Met Pct Total Met Met Pct

Less than 50% - Pink 284 141 50% 226 131 58% 58 10 17%

50-69% - Orange 110 74 67% 97 72 74% 13 2 15%

70-89% - Yellow 341 246 72% 291 235 81% 50 11 22%

90% or higher - Green 952 867 91% 901 843 94% 51 24 47%

70% chance L3 - Gray 853 844 99% 843 839 100% 10 5 50%

Not Enrolled in KG 1257 1004 80% 1183 983 83% 74 21 28%

All Grade 3 Students 3797 3176 84% 3541 3103 88% 256 73 29%

Reading

Math

MAP Range KG Fall All Versions STAAR STAAR-A STAAR-L

Total Met Met Pct Total Met Met Pct Total Met Met Pct Total Met Met Pct

Less than 50% - Pink 434 224 52% 285 193 68% 93 15 16% 56 16 29%

50-69% - Orange 319 238 75% 280 220 79% 24 7 29% 15 11 73%

70-89% - Yellow 279 232 83% 249 214 86% 20 11 55% 10 7 70%

90% or higher - Green 938 875 93% 901 857 95% 27 10 37% 10 8 80%

70% chance L3 - Gray 611 608 100% 607 604 100% 4 4 100% 0 0 0%

Not Enrolled in KG 1261 978 78% 1090 903 83% 69 13 19% 102 62 61%

All Grade 3 Students 3842 3155 82% 3412 2991 88% 237 60 25% 193 104 54%

MAP Historical Record

(results over time)

STAAR Historical Record TPRI/Tejas Lee/TELPAS

(results over time)

Classroom Unit Assessments

(summative/formative)

Consistent pattern of at-risk scores (for example, less than 50% probability of success based on MAP, Level I performance on STAAR)

Identify areas of weakness (strands, reporting categories) Narrow weakness with Unit Assessments

What is the preponderance of evidence?

• At-risk score is a one time event • Unit assessments show mastery

(independent work) • Progress in both MAP and STAAR

• At-risk scores evident historically or longitudinally

• Student is in Quintile 4 or 5 but growing • One or two areas of weakness evident • Areas of weakness confirmed by unit

assessments (independent work)

• At-risk scores evident historically or longitudinally

• Student is in Quintile 4 or 5 and not growing • Many areas of weakness evident • Areas of weakness confirmed by unit

assessments (independent work) • Pattern of growth does not accelerate

Identify how the child learns best (analyze CogAT results)

TIER I - Regular Classroom Instruction

TIER II or III- Address the student's specific areas of weakness

TIER II or III- Address the student's broad needs in multiple areas of weakness

Student Needs Analysis For any student that may be in danger of being at-risk for not meeting state standards, analyze all of the following data,

as well as other relevant information, in order to make instructional decisions.

Looking at All the Data

MAP Data TPRI Data

• Overall Reading RIT – 132

• Lowest Strand Foundational Skills-120

• Ready to learn- – Matching a letter to the

beginning sound of a given picture

– Recognizes a letter that makes a given initial sound

– Identifies upper and lowercase letters

• Graphophonemic Knowledge SD – SCR 1 Letter Sound- 0

– GK 1 Letter Name ID - 6

– GK 2 Letter to Sound Linking- 0


MAP Data TPRI Data

• Overall Reading RIT – 132

• Lowest Strand Foundational Skills-120

• Ready to learn- – Matching a letter to the

beginning sound of a given picture

– Recognizes a letter that makes a given initial sound

– Identifies upper and lowercase letters

• Graphophonemic Knowledge SD – SCR 1 Letter Sound- 6

– GK 1 Letter Name ID - 25

– GK 2 Letter to Sound Linking- 10

Goal Strand 111-120 121-130 131-140

141-150

151-160

161-170

Foundational Skills

Noah (132) Natalie (150) Tyler (154)

Comprehension Noah (132) Tyler (154) Natalie (150)

Vocabulary Noah (132) Natalie (150)

Tyler (154)

Writing and Language

Noah (132) Natalie (150)

Tyler (154)

Class by RIT or Class View

Foundational Skills 111-120

Growth vs. Acceleration

Acceleration

Math Example


• Overall Math MAP (217) – Numerical

Representations 210

– Computations and Algebraic Relationships 212

– Geometry and Measurement 222

– Data Analysis and Monetary Transactions 219

• Have taught most of Numerical Representations and all of Computations and Algebraic Relationships.

• Unit 1 test 73%

• Unit 2 test 68%

• Unit 3 test 78%

Class by RIT or Class View Goal 181-190 191-200 201-210 211-220 221-230 231-240

Numerical Representations

Pavlis, M (193) Pineda, M (205) Pochinka, M (192) Ratliff, N (208)

Plunkett, M (213) Potluri, M (206) Trevino, S (198) Rao, N (217)

Pyun, M (218) Ramki, M (206) Rankin, M (212) Royer, P (214) Sanders, R (208) Stanley, S (214)

Ramji, M (228)

Computations & Relationships

Pavlis, M (193) Pochinka, M (192) Ramki, M (206)

Rankin, M (212) Sanders, R (208)

Pineda, M (205) Potluri, M (206) Royer, P (214) Stanley, S (214) Trevino, S (198) Rao, N (217)

Plunkett, M (213) Pyun, M (218) Ratliff, N (208)

Ramji, M (228)

Geometry & Measurement

Trevino, S (198)

Pochinka, M (192) Ramki, M (206)

Pavlis, M (193) Pineda, M (205) Potluri, M (206) Ratliff, N (208) Sanders, R (208)

Plunkett, M (213) Pyun, M (218) Rankin, M (212) Royer, P (214) Stanley, S (214) Rao, N (217)

Ramji, M (228)

Data Analysis

Pochinka, M (192)

Pavlis, M (193) Trevino, S (198) Pineda, M (205

Plunkett, M (213) Potluri, M (206) Ratliff, N (208) Royer, P (214) Sanders, R (208) Stanley, S (214)

Pyun, M (218) Ramji, M (228) Ramki, M (206) Rankin, M (212) Rao, N (217)

Computations and Algebraic Relationships Grade 5 201-210

TEKS to Target for Nico: 5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of

operations, and the relationship to the multiplication of whole numbers.

• Multiplies a decimal by a whole number

• Multiplies a 2 or 3 digit number by multiples of 10 or 100

• Multiplies a 3 digit number by a 2 digit number with regrouping

Conclusion

• Compare MAP to other data sources to give context to the results.

• We should use multiple data points to make instructional decisions.

• Use the Learning Statements from the NWEA Learning Continuum to narrow the focus and target instruction as much as possible.

QUESTIONS?

Jennifer Ruth

Plano ISD

[email protected]

469-752-8022

mailto:[email protected]

“Teaching seems to require the sort of skills one would need to pilot a bus full of live chickens backwards, with no brakes, down a rocky road through the Andes while providing colorful and informative commentary on the scenery.”

Franklin Habit

Identifying TIER II and III Students with MAP

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