For those of you who teach 6th through 9th grade, you can now print a copy of most of the pages in the MAPs Notebook Toolkit directly from this link.

In TIM you will find that the Learning ladder has added features that allow you to see individual student needs or to recognize whole class needs. If you need a TIM account, email Stacey Campo. 

If you have forgotten your password, you can email timreset@powayusd.com to reset it. Put: "TIM password needed in the subject line of your email.

(You can view the ladder without student names here: Learning Ladder for MAPs )                               

top

     Using Reports from NWEA

• To determine appropriate classroom goals, download your Class Report from NWEA.  Visit the NWEA Login Site. Type in the login name and password you received by email. (For a copy of your login and password you can check with your site MAPs administrator, or email MAPs@powayusd.com
  
  
  Click on "Teacher Reports", select a testing period, then click the submit button to see your class reports. For instructions to guide you in accessing NWEA reports, click here.
  
   

• For a sample class report with instructions
   for interpreting your scores

Celebrate strengths and then determine the lowest goal area (the lowest mean score for a goal area) for reading, language usage, and math. Post these as classroom goals and discuss them with your students. Look up the range for these goals on the MAPs Learning Continuum Ladder and reference it as you plan instruction.
 

• For Sample Individual Student Reports with graphs  
  (These reports are perfect to use at parent conferences.)
  Instructions to download your class set.   

  

  

   

   

   

    

Kristie Szentesi, Karen Ogden, Mary Maturo, and a few others have worked to create a great tri-fold for their class and student goals.   Click here for a PDF sample   Click here for a Publisher 2003 file you can use to create your own.

top

Login to TIM and click on the Learning Ladder.  Here you can see all scores for your class, CST correlations, and instructional information for differentiating. If you need a TIM account, email Stacey Campo. 

If you have forgotten your password, you can email  timreset@powayusd.com to reset it. Put: "TIM password needed in the subject line of your email.

 For a sample 9th grade honors English report, (without the continuum) click on the image to the right.
 

When viewing your class on the Learning Ladder in TIM, you can click on a student's name to generate an Individual Student Report.  You'll see current MAPs scores for each goal strand, color-coded to predict the student's success on the spring CST.  For a sample of an Individual Student Report, click on the image to the left.

top

When administering the MAPs assessment, record your students' overall scores as well as their goal area scores as they appear onscreen at the end of the test.

Students will reflect on the results and write plans to improve in their lowest goal area in each subject.  Improving in their lowest goal area will produce academic growth in that subject overall.
 

To determine the typical median scores for students by grade level, examine the following chart: MAPs RIT score correlation with the CST

• Sample Individual Student Progress Reports with Graphs
  are also helpful to illustrate personal academic trends over time as students reflect and develop individual goals.
  Instructions to download a class set. 

  

  

   

   

   

    
   

• Goal Planning Sheets for Reading, Language Usage, and Math

  
               
   

• You may choose to have students simply graph their overall scores and then write about changes they see over time.

• The following sheets can be used to help students develop strategies to reach their goals.

• NWEA developed these sheets to provide students with opportunities for self-assessment after the fall and spring assessments. Students reflect on their personal study habits, effort, and participation

top

Kristie Szentesi and Ed Sandstrom worked with the LosPen Academy teachers to create graphic organizers that emphasize skills students need to learn when they are working on goals in Interpretive Comprehension, Literary Response, and Vocabulary and Word Analysis.

Jeannine Ugalde has created the following middle school versions!
Thanks, Jeannine:

Lexile Scavenger Hunt

Talent Middle School in Phoenix has an excellent set of resources to support teachers and students in implementing student led conferences:     http://www.phoenix.k12.or.us/tms/slc

Laura Hayden's reflections after her first experience as a middle school teacher using student led conferences provide valuable insight and strategies about the process and results.

Conway Middle School in Kentucky has published an excellent handbook online that is an excellent guide for student led conferences.

Using MAPs for goal setting can help students:

• Have hope again

• Build the bridge between work, effort and accomplishment

• Experience rewards for effort

• Feel like you're on the same team working for success.

• Bring an enthusiasm for achieving. (Video game mentality to reach new levels is on our side this time!)

For an additional resource that provides insight and tools to understand how to motivate students who are unmotivated, Allen N. Mendler has written an excellent book titled: Motivating Students Who Don't Care, Successful Techniques for Educators.  (To purchase this book from the publisher, click on the title to go to the National Educational Service website.)

top
 

The Adaptive Dimension Website has multiple online inventories and assessments to uncover student interests, learning styles, and multiple intelligences.

For a K-6 Interest Inventory 
For a 7-12 Interest Inventory

Multiple Intelligences Survey by Walter McKenzie  (Note there is a link for a print version at the bottom of the page. The vocabulary and concepts are targeted at upper elementary and above.)

Index of Learning Styles Questionnaire by Barbara A. Soloman
Learning Styles and Strategies Interpretation page  At this site, students fill in the questionnaire online and receive immediate results which can be printed. The interpretation page gives strategies to help students with different learning styles become successful. The vocabulary is upper elementary and above.

Interest Inventory This upper elementary/middle school inventory focuses more on career interests, but it can provide information that is helpful as you develop curriculum to engage reluctant learners.

Learning Styles This inventory is somewhat easier than those above.

Hemispheric Dominance Survey: This survey gives a summary description as well as detailed strategies to the student.