Since every student has one, there must be a consistent way in which they are calculated.
Kristy, thanks for sharing this question that comes up with partners. Student growth projections are really predictions of how much a student will grow in a specific time period. These predictions come from the norms study and are based on the average performance of students in the study with several parameters considered. These parameters include: student’sstarting score, grade level, and when in the academic year the two tests used to estimate growth are administered. That is how student growth projections are calculated. For more detail on the 2015 Norms Study please share with partners,that in MARC, on the Reports page under Research there is a link to the Norms Study Resources. They’ll find an overview document and the 2015 Norms Study. In the MAP Help Center, partners may want to search for Growth Insights. Common questions and answers about MAP growth data located here.
An additional comment is that having these growth projections helps inform growth targets we might set with students.
Thanks for sharing this question from the field!
Does anyone know on how many weeks the Students growth projections are based? In other words, if the fall MAP testing is done the first week of September, are the growth targets based on where the student should be a certain number of weeks from that point? I seem to recall that Fall and Spring testing should be 27 weeks apart. Is this the number of weeks on which the growth targets are based. If not, is there a different number of week?
Thank you for your help!
Carol, sorry for the delayed response while I travelled this week. Growth projections for fall to spring are based on 28 weeks of instruction – typically from week 4 to week 32 of school.
In our district we tried administering MAP different weeks during the first 6 weeks of school. One year we even gave MAP during registration, so before school started.
Thanks for reaching out. Hope this helps!
Thank you for your reply. That helps greatly. I truly appreciate it!
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Thanks for your well informed answer Kathy! You are a great example of the benefit of partners being able to access the NWEA Connection. Here they are able to tap into expertise like yours and get answers to questions in a timely manner and without having to search documentation that may or may not contain the specific information they are seeking. Thanks for your support for our partners!
I often express the parameters shared by Kathy as a "like comparison group.' Like score, Like Grade, Like Subject, Like time-frame. The projection is reasonable because students with that score were able to make that growth. Because it is average growth for that "like comparison group" that does mean that some students grew more than the average and some did not.
Follow-up question: Now that schools can set their actual weeks of instruction between test events, doesn't the growth projection factor that in also? I usually explain that the growth projection is based on a pool of students from our norm study in the same grade level, with the same starting RIT score and that had the same weeks of instruction. I'd like a firm answer on whether or not the growth projection is adjusted based on the school's ACTUAL weeks of instruction (if they put them in) vs the default weeks for fall-winter-spring. Thanks!
Just keeping this conversation going so we don't forget it. Curious if there are any other NWEA employees who have any thoughts on Jean's question or who could be best positioned to answer it:
I'd like a firm answer on whether or not the growth projection is adjusted based on the school's ACTUAL weeks of instruction (if they put them in) vs the default weeks for fall-winter-spring.
Jane Nuessen Kathy Dyer Vicki McCoy Sadie Williams
Here is a knowledge article about this subject that also includes some other helpful links: How does adjusting instructional weeks impact reports?
My understanding is that the answer to your question is yes. As long as the district coordinator puts in thier "weeks of instruction" the projections are based on that number of weeks. So all projections and comparisons, student and school, are based on that number of weeks. This refines the "like comparison group" one level further. If the district does not specify than it is compared to the default number of weeks.
Thanks, Tim. That is exactly my understanding. My wonder is if all consultants are sharing the SAME understanding and if we are actually correct that projected growth is based on those 3 metrics - grade level, starting RIT and same weeks of instruction (for schools who enter their own vs leaving it with the default weeks).
You have raised some great points Jean! Perhaps this would be a good discussion topic for the Consultant regional team meetings? It would be interesting to see what the across the board understanding is and have that shared here in the community discussion. What do you think?
Great question Jean! I am reaching out to some of our experts to find an answer for you. Stay tuned!
Kindly help me with a link for more detail understanding for, How to Prepare goal setting worksheet?
Here's a link to some resources in the MARC site that will help you in preparing the Student Goal Setting Worksheet
Thanks for asking your question here. If you're interested in learning more about the topic of Goal Setting, there are a few eLearning courses in Destination PD (requires login and that you are a MAP Partner). See my list of links below. Jane Nuessen Kathy Dyer any other thoughts that might help Farhat and others interested in learning more about goal setting?
Also, were you able to get to Danielle Kerns link below?
Natalie, you provided some great NWEA resources. Here are some of mine.
The September 2016 issue of the ASCD Express focused on Helping Students Set Goals. There were 3 articles I really liked and found useful in it.
There is a nice teacher blog post on the Teaching Channel entitled Give Students the Lead with Learning Goals and Success Criteria.
A school district has posted this YouTube video – NWEA MAP Goal Setting Introduction.
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