This document discusses how to analyze and use MAP (Measures of Academic Progress) assessment data at different levels to inform instruction. It can be summarized in 3 sentences:
The document outlines how MAP data can be viewed and utilized at the board, divisional, grade level, department, and classroom levels to identify trends, compare performance over time and between schools, determine areas for early intervention, and guide instructional planning and resource allocation. Key areas to examine in the data include goal strands, comparative growth, and how class and student subgroup performance relates to regional and school averages.
4. • WHEN is your data available throughout the year?
- Fall/ Winter / Spring?
- Quarterly?
- Set testing/ data return dates?
• District/ Divisional Administration Lenses
- 30,000 Meter View/ Board and District Data
- 10,000 Meter View/ Divisional Data
- 1000 Meter View/ Grade Level & Department Data
- On the Ground / In the Classrooms Impacting Instruction
Define Timeframe & Purpose
5. • The Board and District Level MAP Data
- Key Performance Indicators (KPIs)
- Comparison to regional/ all international school
- International Competitiveness
30,000 Meter View
7. District Summary Report
How does our data
look over time? What
should we pull for
our KPI’s?
Are there any trends in the
goal strands that are clear?
Were there any changes in
program or other factors?
Anywhere International School
11. • Grade Level & Department Data
1,000 Meter View
Anywhere International School
12. Looking at Grade Level Goal Strands
Word Analysis and Vocabulary
Lit Response & Analysis
Literal Comprehension
NWEA Strand Average to Anywhere Int. Sch.
Average
NWEA Strand Average to Anywhere Int. Sch.
Average
NWEA Strand Average to Anywhere Int. Sch.
Average
13. MAP Data EARLY Intervention/ Extension
Early Gifted Identification
EarlySupportIdentification
15. • In the Classroom
• Resource Allocation
• Flexible Groupings &
Differentiation
• Impacting Instruction
• Class by RIT
• Goal Strand by RIT
On The Ground
16. In The Classroom
What do you see when
you start looking at
your class in relation
to certain skill goal
strands?
With this being the
area with the largest
group of lower
students...what are
your thoughts?