52. Circle (O) and initial the TWO (2)
squares you feel most confident
that you understand and can
explain.
Find AT LEAST THREE (3)
different people to explain, then
(X) and initial, any remaining
squares to try to make a TIC-TAC-TOE.
NOTE: When someone explains make
sure you say, “I hear you saying…” and
repeat their answer before getting their
initial and marking the (X).
LW
J.B.
LW
K.H.
J.R.
Greet participants and instruct them to fill out name tents in their folders using markers from the tubs.
Materials Needed:
Folders w/ Parent Toolkit, Norms sheet, and Easy Access to NWEA Website
Bins with sticky notes, highlighters
Name tents w/ Markers
Playing cards
3 Prizes – GVSU
Candy
Take out the NWEA Parent toolkit and number from 1-10 on the back of the sheet. Preassessment. No cheating, no sharing answers, no worrying - Give your best answer and no one will know what you said or how you did.
Odd number of people (5)
Sticky note – write down a number from 0-100
That’s the score you got on a test
Line up in order
Find exact Middle – MEDIAN – 50th percentile
Does the middle person have exactly 50?
Odd number of people (5)
Sticky note – write down a number from 0-100
That’s the score you got on a test
Line up in order
Find exact Middle – MEDIAN – 50th percentile
Does the middle person have exactly 50?
Focus on Reading Teacher Report (Sample from 08 NWEA website to protect student privacy).
Goals may be different b/c they are reflective of the state that is tested. Format is the same.
What makes the Reading report slightly different than the Math/Language Usage reports? (Lexile Range)
Given in RIT RANGES for goal areas, but can also be reported in the High, Average, Low. (SHOW SAMPLE) WHY WOULD THAT BE HELPFUL?! (Differentiated Instruction or Flexible Grouping)
Focus on Reading Teacher Report (Sample from 08 NWEA website to protect student privacy).
Goals may be different b/c they are reflective of the state that is tested. Format is the same.
What makes the Reading report slightly different than the Math/Language Usage reports? (Lexile Range)
Given in RIT RANGES for goal areas, but can also be reported in the High, Average, Low. (SHOW SAMPLE) WHY WOULD THAT BE HELPFUL?! (Differentiated Instruction or Flexible Grouping)
The Individual Student Progress Report displays current and past scores in each subject for individual students. The data is displayed in both number and graph format. This report can be ordered with RIT Ranges or Goal Descriptors (HI-AV-LO). It can be printed by district or school and is a valuable tool often used for parent conferences.
IF TIME: Choose one subject area and a partner to be the parent, discuss data as you were talking to a parent. Then role reverse with another subject area.
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